Benedictine College Course Catalog 2010–2012

1020 North Second Street Atchison, Kansas 66002-1499 1-913-367-5340 1-800-467-5340 FAX (913) 367-5462 http://www.benedictine.edu

Accreditation: Benedictine College is accredited as a degree-granting institution of higher education by: The Higher Learning Commission of the North Central Association of Colleges and Schools 30 North LaSalle, Suite 2400 Chicago, IL 60602-2504 Certain programs have received specialized accreditation: National Association of Schools of Music 11250 Roger Bacon Drive, Suite 21 Reston, VA 20190 National Council for Accreditation of Teacher Education* 2010 Massachusetts Ave. N.W., Suite 500 Washington, DC 20036-1023 Commission on Accreditation of Athletic Training Education (CAATE) 2201 Double Creek Drive, Suite 5006 Round Rock, TX 78664 Kansas State Board of Nursing** Landon State Office Building 900 SW Jackson Street Suite 1051 Topeka, KS 66612-1230

*Accredited for the preparation of elementary and secondary teachers, with the Master’s degree as the highest degree approved. **Authorized to offer a Bachelor of Science in Nursing.

1 Table of Contents

Accreditation ...... 1 Course Load ...... 39 FERPA ...... 3 Academic Honesty ...... 39 Academic Calendar ...... 4 Grading ...... 39 Mission of Benedictine College ...... 8 Academic Honors ...... 40 Benedictine College Vision and Academic Warning, Probation and Commitments ...... 9 Dismissal...... 41 Benedictine College Values ...... 10 Readmission after Academic Dismissal ...... 41 Heritage of Benedictine College ...... 12 Examinations and Grade Reports ...... 41 America’s Discovery College ...... 12 Grade Appeals ...... 42 The College Facilities ...... 13 Course Changes...... 42 General Admission Policies ...... 16 Auditing Courses...... 42 Application for Admission ...... 16 Repeating a Course...... 42 Admission to Freshman Standing ...... 17 Class Attendance ...... 42 Transfer Admission and Degree Reasonable Learning Accommodations...... 43 Completion ...... 17 The Student Success Center ...... 43 Probationary Acceptance...... 19 Library Services ...... 43 Advanced College Placement...... 19 Summer Study at Other Colleges Readmission ...... 21 and Universities ...... 44 International Students...... 21 Application for Degree ...... 44 Special Student Status...... 23 Graduation Honors ...... 44 Student Financial Aid ...... 23 Transcript of Credits ...... 44 Application for Aid...... 23 Statement of Policy Concerning Release Scholarship and Financial Aid of Information from Student Records ...... 45 Programs...... 24 Study Abroad ...... 45 State/Federal Government Financial General Education ...... 47 Aid...... 25 School of Faith ...... 51 Scholarship and Award Guidelines...... 27 Student Expenses ...... 51 Satisfactory Academic Progress Payment Policy...... 52 Requirements...... 28 Collection Policy ...... 53 Student Life ...... 29 Housing Deposit...... 53 College Ministry ...... 30 Refund Policy...... 54 Student Government Association (SGA)...... 31 Courses of Instruction ...... 56 Activities and Organizations ...... 31 Art ...... 58 Student Health Center ...... 32 Astronomy ...... 63 Advising and Counseling ...... 32 Biochemistry ...... 63 Career Development...... 33 Biology ...... 63 Publications...... 33 Business (School of) ...... 71 Computer Facilities and Services ...... 34 Traditional Master of Business Sports...... 34 Administration ...... 95 College Policies and Procedures ...... 35 Executive Master of Business Academic Regulations and Administration ...... 99 Procedures ...... 35 Chemistry ...... 107 Academic Year...... 35 Computer Science ...... 118 Degrees Conferred ...... 35 Criminology ...... 118 Graduate Programs ...... 35 Dance ...... 118 Undergraduate Programs ...... 37 Dentistry ...... 120 Classification of Courses and Students ...... 38 Economics ...... 120 Degree Requirements ...... 38 Education ...... 125

2 Master of Arts in School Leadership ...... 141 Occupational Therapy and Physical Master of Arts in Education ...... 141 Therapy ...... 246 Engineering ...... 150 Optometry ...... 247 English ...... 163 Pharmacy ...... 247 English as a Second Language ...... 170 Philosophy ...... 247 Environmental Science ...... 172 Physics, Astronomy, and Engineering ...... 253 Fine Arts ...... 172 Political Science ...... 263 General Studies ...... 173 Pre-Law ...... 269 Great Books Sequence ...... 174 Psychology ...... 269 Health, Physical Education and Social Science ...... 275 Recreation ...... 174 Sociology and Criminology ...... 277 History ...... 185 Speech Communication ...... 285 International Studies ...... 193 Theatre Arts ...... 286 Journalism and Mass Communications ..... 194 Theology ...... 292 Liberal Studies ...... 200 Board of Directors ...... 301 Mathematics and Computer Science ...... 200 Administration...... 301 Medical Technology ...... 210 Faculty ...... 302 Medicine ...... 210 Faculty Emeriti ...... 306 Military Science ...... 210 The Alumni Association ...... 308 Modern Foreign and Classical Languages. 214 Memberships ...... 308 Music ...... 226 Gifts and Bequests...... 309 Natural Science ...... 238 Index ...... 310 Nursing ...... 238

FERPA Benedictine College complies with the Family Educational Rights and Privacy Act of 1974 as amended (FERPA) which is the federal law that requires colleges and universities to maintain the privacy of students’ educational records. FERPA guarantees students the right of access to educational records, the right to challenge information contained in their records, the right to consent prior to the release of a record to a third party, and the right to be notified of their privacy rights. During the disciplinary process, we may require a student to contact his or her parent(s) and/or legal guardian(s), coaches, and/or professors, depending upon the circumstances and student’s involvement. FERPA permits disclosure and verification of directory information, as defined in the Benedictine CollegeStudent Handbook, unless the student has submitted a written request for this information to be kept confidential.

Catalog Accuracy and Changes Every effort is made to ensure this catalog is accurate and reflects the policies and curriculum of Benedictine College as of the date of its publication. However, curriculum, policies and personnel often change in the interval between editions of the catalog and may not be reflected in this document. For the most recent information about policies, programs, and personnel, please refer to the College website: www.benedictine.edu.

3 Academic Calendar

Fall Semester 2010

August 25 Wednesday Classes begin 31 Tuesday Opening All-School Mass and Convocation

September 6 Monday Labor Day (classes in session) 7 Tuesday Last day to enroll; last day to add a class 21 Tuesday Last day to drop without a ‘W’

October 1 Friday May 2011 graduation applications due 1–3 Friday–Sunday Family Weekend 12 Tuesday Mid-Term 15–17 Friday–Sunday Homecoming Weekend 21–24 Thursday–Sunday Fall Break

November 1 Monday All Saints Day All-School Mass 9 Tuesday Last day to drop a class with a ‘W’ 8–23 Monday–Tuesday Registration for Spring 2011 semester 24–28 Wednesday–Sunday Thanksgiving Break

December 8 Wednesday Study Day/Incomplete Applications Due 9, 10, 13, 14 Thursday, Friday Final Exams Monday, Tuesday

4 Academic Calendar

Spring Semester 2011

January 12 Wednesday Classes begin 17 Monday Martin Luther King, Jr. Day (classes in session) 25 Tuesday Last day to enroll; last day to add a class

February 8 Tuesday Last day to drop without a ‘W’ 10 Thursday Feast of St. Scholastica All-School Mass

March 1 Tuesday Mid-Term 9 Wednesday Ash Wednesday All-School Mass 12–20 Saturday–Sunday Spring Break 28–April 7 Monday–Friday Registration for Fall 2011 semester

April

1 Friday Last day to drop a class with a ‘W’ December 2011 graduation applications due 6 Wednesday Discovery Day 21–25 Thursday–Monday Easter Break

May 4 Wednesday Study Day 5, 6, 9, 10 Thursday, Friday, Final Exams Monday, Tuesday 13 Friday Baccalaureate Mass 14 Saturday Commencement

June 3–5 Friday–Sunday Alumni Weekend

5 Academic Calendar

Fall Semester 2011

August 24 Wednesday Classes begin

September 5 Monday Labor Day (classes in session) 6 Tuesday Last day to enroll; last day to add a class 20 Tuesday Last day to drop without a ‘W’ 30–Oct. 2 Friday–Sunday Family Weekend

October 3 Monday May 2012 graduation applications due 11 Tuesday Mid-Term 20–23 Thursday–Sunday Fall Break 28–30 Friday–Sunday Homecoming Weekend

November 1 Tuesday All Saints Day All-School Mass 8 Tuesday Last day to drop a class with a ‘W’ 23–27 Wednesday–Sunday Thanksgiving Break

December 7 Wednesday Study Day/Incomplete Applications Due 8, 9, 12, 13 Thursday, Friday Final Exams Monday, Tuesday

6 Academic Calendar

Spring Semester 2012

January 11 Wednesday Classes begin 16 Monday Martin Luther King, Jr. Day (classes in session) 24 Tuesday Last day to enroll; last day to add a class

February 7 Tuesday Last day to drop without a ‘W’ 22 Wednesday Ash Wednesday All-School Mass 28 Tuesday Mid-Term

March 3–11 Saturday–Sunday Spring Break 21 Wednesday Feast of St. Benedict All-School Mass

April

2 Monday December 2012 graduation applications due 5–9 Thursday–Monday Easter Break 18 Wednesday Discovery Day

May 2 Wednesday Study Day 3, 4, 7, 8 Thursday, Friday, Final Exams Monday, Tuesday 11 Friday Baccalaureate Mass 12 Saturday Commencement

June 8–10 Friday–Sunday Alumni Weekend

7 The Mission of Benedictine College

enedictine College is an academic community sponsored by the monks of St. Benedict’s BAbbey and the sisters of Mount St. Scholastica Monastery. The college is governed by an independent board of directors. Heir to the 1500 years of Benedictine dedication to learning, Benedictine College in its own time is ordered to the goal of wisdom lived out in responsible awareness of oneself, God and nature, family and society. Its mission as a Catholic, Benedic- tine, liberal arts, residential college is the education of men and women within a community of faith and scholarship. As a Catholic college, Benedictine College is committed to those beliefs and natural principles that form the framework of the Judeo-Christian tradition, and it is committed further to those specific matters of faith of the Roman Catholic tradition, as revealed in the person of Jesus Christ and handed down in the teachings of the Church. The college embraces students and faculty from all faiths who accept its goals, seeking in its members a personal commitment to the ideals and principles of a spiritual life and the expression of these in worship and action. Benedictine College promotes the growing involvement of religious and laity in the Church’s ministries. As a college founded on the Benedictine tradition, Benedictine College inherits the themes handed on to us by the Benedictine family: peace, the balance of activity and con- templation, and the glorification of God in all undertakings. With the ideal of a common life

Heir to the 1500 years of Benedictine dedication to learning, Benedictine College’s mission as a Catholic, Benedictine, liberal arts, residential college is the education of men and women within a community of faith and scholarship. vitalized by the spirit of St. Benedict, the members of the Benedictine College community can share work and prayer in common, faithful participation in the life of the community, attentive openness to the Word of God, deep concern for issues of justice and peace, and the pursuit of moderation, hospitality and care for the gifts of creation. As a liberal arts college, Benedictine College is dedicated to provide a liberal arts education by means of academic programs based on a core of studies in the arts and sciences. Through these programs, the college guides students to refine their capacity for the pursuit and acquisition of truth, to appreciate the major achievements in thought and culture, and to understand the principles that sound theoretical and practical judgment require. In addition, the college provides education for careers through both professional courses of study and major programs in the liberal arts and sciences. As an essential element in its educational mission, Benedictine College fosters scholarship, independent research and performance in its students and faculty as a means of participating in and contributing to the broader world of learning. As a residential college, Benedictine College supports and encourages the full development of its students through a community life that expresses and proclaims the worth and dignity of each individual. In a caring and supportive atmosphere, students are helped to develop a sense of meaningful purpose in life and encouraged to participate in programs which promote sound bodies, emotional balance and dedication to the welfare of others.

8 Benedictine College Vision and Commitments

Building one of the great Catholic colleges in America.

Building a great Catholic college requires a community-wide commitment to excellence. We dedicate ourselves to educating students to become leaders in the Benedictine tradition, who will transform the world through their commitment to intellectual, personal, and spiritual greatness. Intellectually, we achieve this with an academic environment in which all students are challenged to reach their fullest potential through close collaboration with faculty and peers. Through a broadly-based liberal arts education, students are trained to view the world from a variety of academic perspectives and to use the tools of a number of disciplines to understand, analyze, and solve problems. At Benedictine, America’s Discovery College, students experience the power of collaboration and the joy of discovery, and learn to communicate clearly, effectively, and persuasively. We encourage them to form the habit of life-long learning and expect them to apply well-developed ethical standards in every aspect of their lives. Personally, through immersion in a dynamic residential community, students are challenged to grow in character, in their relationships, and as leaders. They become equipped with the skills to nurture and develop the bonds of community. As business leaders, professionals, teachers, citizens, neighbors, and parents, our alumni will have learned to see others as God sees them—to appreciate the unique value and infinite worth of every human being. They will have been formed to cherish the welfare of others, loyalty to their communities and families, and an absolute dedication to personal integrity. Spiritually, students grow in an atmosphere that values faith in Jesus Christ. As a Catholic institution, we are dedicated to “the ardent search for truth and its unselfish transmission … so as to act rightly and to serve humanity better.” [Ex Corde Ecclessiae] Because of this dedication, we welcome and support students of all faiths and encourage them in their quest to grow closer to God. We share the beauty and mystery of the Catholic faith with all members of our community, while we respect the essential freedom that is key to a mature faith. All students are challenged to put their faith into action. These commitments are fostered within the framework of the Benedictine charism. The college community seeks to follow the example of Saint Benedict and Saint Scholastica, in word and deed, finding guidance for daily living in Holy Scripture and the Rule of St. Benedict. This calls us all to live united by our search for truth, zealous in fostering and recognizing the dignity of each person, and committed to a balanced way of life. Through this framework, students are prepared to live a life of service, leading with true humility. Our distinctively Benedictine approach to education culminates in graduates who are committed to living their lives “so that in all things God may be glorified.” [Rule of St. Benedict]

9 Benedictine College Values

Jesus Christ We believe in the love of Jesus Christ and the faith revealed to, and handed down by, the Roman Catholic Church To grow in a relationship with Jesus by using the gifts of faith and reason to see and do things the way God does “The love of Christ must come before all else.” RB (Rule of St. Benedict) 4:21

Community We believe in service to the common good, respect for the individual, virtuous friendship, and the beatitudes To demonstrate good will, humility, trust, accountability, justice, faithfulness, obedience, peace, and discipleship “They should each try to be the first to show respect to the other.” RB 72:4

Conversion of Life We believe conversatio, a commitment to personal conversion or growth, positively transforms life To pursue continual self-improvement, seeking the truth each day, joyfully beginning again and again, hoping in God “Your way of acting should be different from the world’s way.” RB 4:20

Love of Learning We believe rigorous scholarship in the liberal arts, rooted in the monastic tradition, leads to the discovery of truth To strive for wisdom lived in responsible awareness of oneself, family, society, nature, and God “We intend to establish a school for the Lord’s service.” RB P:45

Listening We believe seeking counsel and listening should lead to wise resolution and action To engage all members of the community on important matters so leaders make good decisions “Call the whole community together and explain what the business is; and after hearing the advice, ponder it and follow the wiser course.” RB 3:1-2

10 Excellence Through Virtue We believe that a daily discipline and practice of virtue leads to learning, freedom, and greatness To personally strive for excellence in all things, practicing cardinal and theological virtues until they become habit “That in all things God may be glorified.” RB 57:9

Hospitality We pledge to uphold the dignity of every human person from the beginning of life to its natural end To be open to the multitude of persons in the human family, God’s greatest treasure and our greatest resource “All guests who present themselves are to be welcomed as Christ.” RB 53:1

Stability We believe in a commitment to one’s vocation in a daily rhythm of life following St. Benedict and St. Scholastica To develop a balanced way of life and love for the people and place along with fidelity to its traditions “Never swerving from his instructions, we share in the sufferings of Christ to also share in his kingdom.” RB P:50

Stewardship We believe the Lord God made all things and called them good To care for creation and the goods of this place, our time, talent, and treasure, as gifts from God “Regard all utensils and goods as sacred vessels of the altar.” RB 31:10

Prayer and Work We believe our Ora et Labora cooperates in God’s plan to make all things new To always be in conversation with God through prayer and value the dignity of all work and human activity “We believe that the divine presence is everywhere… They live by the labor of their own hands.” RB 19:1-48:8

11 The Heritage of Benedictine College

enedictine College is located in historic Atchison, Kansas, a small city on the west bank of Bthe Missouri River, forty-five miles north of Kansas City, twenty miles north of Leaven- worth, Kansas, and twenty miles south of St. Joseph, Missouri. The heritage of Benedictine College is rooted in the fifteen hundred year-old tradition of the Benedictine Order and the more recent dedication of the American Catholic church to providing sound general and religious education to its members. In 1856, at the request of the Most Rev. John B. Miege, S.J., Vicar Apostolic of Leavenworth, two Benedictine monks arrived in Atchison with the intention of founding a Benedictine school of higher learning for the people of Kansas. In 1858 the monks opened a boarding school and enrolled six students. From the beginning, the classical course served to prepare candidates for the priesthood, while the commercial course satisfied other needs of the pioneers. On June 13, 1868, the college was incorporated under the laws of Kansas and empowered to confer degrees and academic honors. After 1915, St. Benedict’s gradually aban- doned the traditional academy, greatly enlarged the curriculum, and became an accredited liberal arts college in 1927. Seven Benedictine sisters arrived in Atchison in 1863 to begin a school for the townspeople. St. Scholastica’s Acad- emy for young women opened on December 1, 1863, with forty-four students. In 1877 the sisters purchased Price Villa, now called St. Cecilia’s, and moved from their location near St. Benedict’s to the present site of the Mount St. Scholastica Monastery. There, the sisters continued their academy, and in 1924 Mount St. Scholastica’s Junior College was opened. The junior college soon became a senior college and in 1932 it conferred its first bachelor’s degrees. In 1934 Mount St. Scholastica College was fully accredited by the North Central Association. Over the years, the monks and sisters cooperated in their educational ventures, ultimately merging the two colleges on July 1, 1971, to form Benedictine College. During the years since then, Benedictine College has formed its own identity, one steeped in the history and tradition of its parent institutions.

America’s Discovery College As America’s Discovery College, Benedictine is committed to providing a student- centered teaching and learning environment, supportive of a uniquely creative, collaborative and challenging learning experience.

12 Benedictine College’s discovery program prepares students for lifelong learning by engaging them in interdisciplinary Discovery Projects. These projects offer students a meaningful context for their liberal arts education by integrating multiple perspectives, translating understanding into performance, and extending learning beyond the classroom. Discovery Projects, designed for acquiring learning skills through the pursuit of intrinsically valued questions, are distinguished by three learning strategies: 1. Active learning—engaging students experientially in the learning process; 2. Collaborative learning—working with faculty toward common goals; and 3. Creative learning—producing original works and research. The Discovery College concept promotes innovative educational practices and active teaching-learning relationships centered around collaborative problem-solving. Students are encouraged to reflect on life’s great questions and to develop their abilities to find solutions to the problems facing the world. In a learner-centered atmosphere, students are given the opportunity to get a hands-on head-start in their career while making a real difference in the world around them. Benedictine College students and faculty share an intellectual journey which seeks to revitalize liberal arts education by applying the strengths of a liberal education to bridge the gap between learning and working. The challenges of the twenty- first century are guided by the traditions and values inherited from centuries of intellectual, cultural, and spiritual growth. Graduates who participate in the Discovery program are better prepared for the collaborative and creative demands they will encounter in the workplace. Discovery Day is the central academic event in the spring semester. Through Discovery Day, students experience the excitement of presenting (orally) and displaying (visually) their year’s intellectual ventures which have become an integral part of their learning experience. Each year more and more students and faculty become involved in the activities of Discovery Day where their collaborative efforts are exhibited for the college community.

The College Facilities Benedictine College is situated on the western bluffs of the Missouri River overlooking the Missouri River Valley and the surrounding area. This beautiful setting of over one hundred acres includes the facilities of ten residence halls, four educational buildings, a library, gymnasium, athletic and fitness facility, cafeteria, and various other buildings—all adjacent to the Abbey Church and Guest House. Outdoor playing fields and ball courts offer opportunities for outdoor sports and recreational activities such as football, baseball, softball, soccer, tennis, basketball, volleyball, frisbee, and handball, as well as walking and jogging paths. In addition to the student residence halls, there are several noteworthy buildings on campus. Each of these structures provides space and facilities for one or more of the vital functions of the college. St. Benedict’s Abbey, the Abbey Church and the Guest House: The present Abbey, erected in 1928, is the home of the monks who are members of the faculty and administration of

13 Benedictine College. The Abbey Church, completed in 1957, follows the design of Frank Lloyd Wright’s prairie style architecture. It is the spiritual focal point of the campus. The Guest House, architecturally similar to the Abbey Church, was completed in 1959. On the lower level of the church are other chapels, often used to accommodate smaller groups of people, dedicated to Our Lady of Guadalupe, St. Scholastica, and St. Joseph. St. Benedict Hall: A Tudor Gothic structure completed in 1910, St. Benedict Hall contains classrooms, faculty offices and conference rooms. Various administrative offices are also located in this four-story, air-conditioned structure. The vestibule features a beautiful fresco art depicting Christ, St. Benedict, and great philosophers, poets and scientists. The ground level includes facilities for the Theatre Arts Department, including the 135-seat Mabee Theatre. The Amino Center: Adjacent to the football practice field at the northwest end of the campus, this building was completed in the summer of 1990. It contains weight rooms, showers and dressing areas, and offices for the football team. The Amino Center also includes a large multi-purpose space that can be readily configured during the teaching day into two spacious classrooms equipped with wireless network access and full projection and multiple media capability. When classes are not in session, the space can easily be converted to a large assembly or lecture hall, conference area, or multiple breakout spaces. Bishop Fink Hall: This is one of the original buildings on campus, built in 1878. It was named for the first Bishop of the Diocese of Leavenworth, the Benedictine Bishop Louis Fink. Today, the building houses the departments of Business, Art, Education, Music, and Political Science, as well as the Cray Center for Entrepreneurial Services. It contains a very extensive music library, a curriculum library for students in education, a computer lab, offices, art studios, practice rooms and classrooms. The Café (Cafeteria): Built in 1965, the Café is located between Ferrell Hall and the Student Union and is at the core of campus social life. The home of Campus Dining Services, the Café offers quality, nutritious and innovative residential dining, catering and conference solutions to the entire campus and Atchison community. The Haverty Center: The upper-level gymnasium is used both for athletics, intramural and recreational activities. This level of the building contains athletic offices, two handball courts, and an isometric room. A swimming pool is located in the basement. Originally constructed in 1923, Benedictine College recently renovated the building by restoring the historic space commonly known as the “Old Roost” to the hub of daily activity so many remember. The Raven Roost is once again located on the north end of the first floor of the building. This area contains a coffee house/pub area, poet’s corner with fireplace, the Monte Cassino Inn, and a campus store. The Raven Roost unites the past history of the college and its alumni with the lives of our current and future students. The Library: This three-story structure houses our historical and contemporary collections that are easily accessible to the student. More than seventy percent of the seating is provided with islands, carrels, individual and group study rooms, and an attractive lounge area that allows for browsing and casual study. The library has two computer labs with access to the Internet and research databases. The Student Success Center offers career academic support through a wide range of services and is designed to accommodate the needs of the entire college community. The center is located on the main level of the library.

14 Schroll Center: This multi-use center was completed in 1993 and houses a student computer center, a full kitchen, a TV room, and a seminar room adjacent to McDonald Hall. The Student Union: Dedicated in the fall of 1996, this facility is the hub for student- related and community activities. The Ralph Nolan Gymnasium on the ground floor is the home of the Raven basketball and volleyball teams. The Jack T. Dugan Athletic Offices, opened in the spring of 2008, are housed in a suite overlooking the gym. Near the gym is the 500-seat O’Malley-McAllister Auditorium used for musical productions and for other campus meetings. The student mailboxes are located on the ground floor. The Dean of Students Office and other student-service and student government offices overlook the gym. The Sister Mary Noel Walter Atrium houses the Frederick Hart “Ex Nihilo” sculpture collection and offers a relaxing atmosphere with comfortable furnishings and windowed wall overlooking the campus entrance. Westerman Hall: Completed in 1964 to serve the science departments, Westerman Hall contains laboratories, classrooms, and offices. The auditorium serves as a high-tech facility for both in-house presentations and visiting lecturers. Ferrell Hall: Ferrell Hall is a modern hall with a rich history. The hall’s history begins with its construction as the first abbey in the Western Territory by the priests and brothers of the Benedictine Order in 1893. Built under the patronage of King Ludwig I of Bavaria, the hall is Romanesque in its architecture. Today, the hall takes its name from the Jim and Zibbie Ferrell family whose generous support of the college is an extension of their love for Atchison, education, and western monastic culture. The award-winning residence hall combines historic significance and modern amenities. Ferrell Hall fosters residentiality, houses undergraduates and hall staff, and offers the amenities of contemporary student life. The Heritage Room is on the second floor in what was formerly a chapel. This room contains an exhibit designed and developed to recognize, thank and honor the many long-serving faculty, staff and administrators who left an indelible mark on the college’s rich history. Collectively, the dedicated service of the nearly 200 individuals honored therein exceeds 5,000 years. Cray-Seaberg Hall: Cray-Seaberg Hall, a three story building located on the former Atchison Hospital property along Second Street is home to three academic departments, 42 sophomore men, and a campus dining grab-n-go. The main floor and basement house the So- ciology and Criminology, Psychology, and Journalism/Mass Communications departmental academic offices. These floors also offer six seminar rooms and classrooms as well as two full-service computer labs. The top floor of the newly remodeled building houses 42 sophomore men. In addition to being the first living/learning center on campus, Cray-Seaberg Hall is the only academic building or residence hall to boast its own food service venue. The building will open in fall 2010. Mother Teresa Center for Nursing and Health Education: The college will be opening this building in fall 2010. This facility will house the college’s new Nursing program as well as other departments. Wilcox Stadium/Laughlin Track: Wilcox Stadium is home to many exciting Heart of America Athletic Conference football games and track meets. It is one of the best small- college stadiums in the region with chair-back seating, press box, concession, suites, and recently- installed artificial turf.

15 General Admission Policies

dmission to Benedictine College is based on the applicant’s academic record, evidence of Aability to do college work, character, and interest in the goals of the college. Admission is independent of race, sex, national origin, religion, or handicap. The college operates on a rolling admission policy, and applicants are generally notified of acceptance within two weeks after completion of application procedures.

Application for Admission To be considered for admission, prospective students must submit the following documents to the Admission Office, Benedictine College, 1020 North Second Street, Atchison, Kansas 66002-1499: 1. A completed application (form can be found at www.benedictine.edu) for undergraduate admission; 2. $25.00 non-refundable application fee; 3. An official report of scores earned on the ACT or SAT examinations. These may be included as part of the official transcript; and 4. A completed official high school transcript. ACT procedure: Arrange for the ACT test scores to be sent to Benedictine College (code 1444). An applicant may arrange to take the test by completing an ACT Assessment registration packet, available from the high school guidance office or from ACT, P.O. Box 414, Iowa City, IA 52243, or via the ACT web site (www.act.org). SAT procedure: Submit scores of the Scholastic Aptitude Test (SAT) of the College Board, Princeton, NJ 08541 to Benedictine College (code 6056). Upon receipt of a completed application, the $25.00 application fee, all official transcripts of credit, and ACT or SAT scores, an applicant will be notified of his or her admission status within two weeks. The admission of a high school senior assumes that the student will maintain a satisfactory record and complete high school graduation requirements. If the decision of the Admission Committee is favorable, the applicant will be requested to send in an enrollment fee of $200. Payment of this fee completes the acceptance and pre- registration process. Accepted applicants are encouraged to pay the $200 fee as soon as possible or within two weeks of receipt of their financial aid award letter. This fee is refundable until May 1 for fall semester applicants, and October 1 for spring semester applicants. In addition to the enrollment fee, all on-campus students are required to place a $100 housing deposit with the college. This fee will be held in escrow until the room is vacated with a satisfactory clearance report from the residence hall director. Any assessments for damage will be deducted from the deposit. Should such assessments exceed the amount of the deposit, the assessments must be paid in full within ten days.

16 Admission to Freshman Standing Applicants for admission to Benedictine are best prepared if they have a grade of ‘C’ or better in each of the following college preparatory core courses: English (4 units) Mathematics (3–4 units) Foreign Language (2–4 units) Natural Science (2–4 units) Social Science (2 units) History (1 unit) Other traditional college preparatory courses should complement the above list. Students planning to major in computer science, engineering, mathematics, nursing, or science should take as many units of mathematics and science as possible. Students who meet the following criteria and who demonstrate promise of college success are generally admitted to freshman standing: 1. Earn a ‘C’ (2.0/4.0) average in high school academic/core studies; 2. Receive a composite score of eighteen or more on the ACT, 860 or higher on the Scholastic Aptitude Test (SAT); 3. Graduate in the upper half of one’s high school senior class. Those applicants who do not meet the above criteria, particularly criteria one and two, may receive admission or probationary admission if they evidence special academic or related talents and promise of college success. Such applicants may require review by the Admission Committee. High school juniors or home-schooled students who wish to attend college must follow regular admission procedures. However, admission will be granted only to students who have sixteen academic units in academic/core studies or their equivalent, plus an above-average academic and achievement record. In addition, a personal interview and a letter of recommendation and support from the high school principal, guidance counselor, or home-school instructor are required. Part-time high school or home-schooled students who wish to enroll in individual courses must have permission of the instructor.

Transfer Admission and Degree Completion Benedictine College will make every effort to facilitate the entry of transfer students to the programs of the college. Transfer students will be treated on the same equitable basis as all enrolled students. The college will provide each transfer student with an evaluation of previous studies, as well as the counseling necessary for satisfactory academic progress at Benedictine. Transfer students may be offered admission for either fall or spring semester. Transfer candidates presenting sixty or more hours of approved credit and/or an Associ- ate of Arts or Associate of Science degree will be granted junior status with the understanding that: 1. Only courses comparable to those offered at Benedictine College will be accepted for transfer. Credit is not transferred for most technical courses. 2. Credit for transferable courses will be awarded for all such courses in which a grade of ‘C–’ or better was earned.

17 3. Thirty hours of upper-division credit are required for graduation. 4. Grades earned at other institutions will not be computed into the student’s grade point average at Benedictine College. 5. Students in their first two semesters at Benedictine College will be subject to the academic standing rules for freshmen; subsequently, they will be subject to the requirements for upperclassmen. In order to graduate, all students must meet the graduation requirements of a 2.0 gpa (both overall and in their major) regardless of when they transfer to Benedictine College. 6. A minimum of twenty-eight hours of general education is required in the following fields: Core Requirements En 101, English Composition (3 hours) Ph 175, Logic and Nature (3 hours) or Ph 231, Philosophy of Nature (3 hours) Th 101, Introduction to Theology (3 hours) Pe 115, Wellness for Life (1 hour) Foundations: Each course may meet one requirement Historical Perspective (3 hours) Aesthetic Experience (3 hours) Person and Community (3 hours) Understanding the Natural World (3 hours) Faith (3 hours) or Philosophical Inquiry (3 hours) Perspectives Global Perspectives (1 course) or Foreign Language (3–4 hours) Courses in the above areas taken for college credit prior to transferring to Benedictine College will usually be accepted and will reduce the general education hours required for graduation accordingly. Students may transfer a maximum of sixty-four credit hours from a two-year college towards a bachelor’s degree from Benedictine. The final two semesters (30 credit hours) must be completed at Benedictine College. A transfer candidate presenting less than four semesters of college-level work and those transferring from unaccredited institutions are subject to review by the Registrar to determine the number of hours transferred and class standing. To be considered for admission, transfer candidates must submit the following documents to the Admission Office, Benedictine College, 1020 North Second Street, Atchison, Kansas 66002-1499: 1. A completed application for undergraduate admission for transfer candidates; 2. $25.00 non-refundable application fee; 3. Complete official transcript from every post-secondary institution attended*; 4. If the student has fewer than 60 transfer hours, an official report of scores earned on the ACT or SAT; and a complete official high school transcript are also required. In order to be admitted on a regular basis, transfer students must meet the following criteria: 1. Possess an overall grade point average of at least 2.0 in all college-level work; 2. The student must demonstrate satisfactory academic progress at the institution from which he or she is transferring. Satisfactory academic progress is defined as successfully completing the minimum twelve (12) academic hours each semester with at least a 2.0 grade point average.

18 Benedictine College defines academic hours as those non-activity courses one pursues in the various disciplines to move toward a degree. The Admission Committee will consider each transfer applicant who does not meet the above criteria.

Probationary Acceptance The Admission Committee may allow a limited number of students to be admitted on probation. These students do not meet the normal standards for admission to the college, but they do have a composite score of 15 or more on the ACT or 580 on the SAT. Students admitted on probation may be required to enroll in developmental courses to enhance their ability to succeed in college studies. 1. Prior to matriculation at Benedictine College, a student accepted on probation will receive a letter from the Dean of Enrollment Management outlining the requirements and general policies relating to his or her probationary status and enter into a contract to fulfill these policies. 2. A student admitted on probation will be assigned an academic advisor with whom he or she is expected to meet weekly.

Advanced College Placement Advanced Placement (AP) To aid in the identification of able college students and to foster greater intellectual development, Benedictine College participates in the Advanced Placement Program which is administered by the College Entrance Examination Board. Students who receive a rating of 3 to 5 on the Advanced Placement Examinations will be considered for college credit and/or advanced placement. Policies vary with the student’s desire to use such credits in a major or in an elective area.

Advanced College Credit Students who took advanced college credit classes in high school will need to submit transcripts to the Office of Academic Records for evaluation. The exception to this policy is any coursework taken at a high school in which the credit was offered by Benedictine College.

College Level Examination Program (CLEP) Applicants may request advance credit for courses in the college catalog by providing proof that the material described has already been mastered. The normal way in which this can be done is by examination. The college will accept most General Examination and most Subject Matter Examinations of the College Level Examination Program. Subject level examinations of CLEP acceptable are American Government, American History I and II, American Litera- ture, Analysis and Interpretation of Literature, Calculus with Elementary Functions, Col- lege Composition, College French (levels 1 and 2), College Spanish (levels 1 and 2), English Literature, Freshman English, General Biology, General Chemistry, General Psychology, Human Growth and Development, Introductory Accounting, Introductory Business Law, Introductory Macroeconomics, Introductory Marketing, Introductory Microeconomics, Physics, Introductory Sociology, Studio Art, and Western Civilization I and II.

19 Benedictine College will use institutional norms to determine the amount of credit to be granted. Credit will be given for CLEP scores at or above the 50th percentile. Interested candidates should contact their high school counselor or the College Level Examination Program, Box 6600, Princeton, NJ 08541-6600; phone: 800-257-9558; fax: 609- 771-7088; web site: [email protected]. International Baccalaureate (IB) Benedictine College recognizes the rigor of the International Baccalaureate (IB) curriculum and offers credit for the following subject exams. All areas require a score of 4 or above on the Higher Level Exam or a score of 5 or above on the Standard Level Exam. Official transcripts and scores must be sent directly from the IB office to the Office of Academic Records and Registration in order to award credit. Web site: ibo.org. English A1 equivalent to 3 hours of English Literature credit Biology HL in English 4 hours of Introduction to Biology credit Chemistry SL in English 8 hours of General Chemistry credit Spanish B 4 hours of Elementary Spanish credit History Americas HL 6 hours of credit in US History World History 6 hours of credit in World Civilization Psychology SL in English 3 hours of General Psychology Mathematics SL in English 3 hours of credit in Mathematics European History 3 hours of credit in History Locally Administered Placement Examinations During on-campus registration in the summer and fall orientation, freshmen and eligible transfer students will be given the opportunity to test out of the college requirements in several areas. Tests will be given in music, Latin, German, French, and Spanish. Those who score high on the language tests may have satisfied the college’s general education requirement for one or two semesters of language and will be eligible to continue with sophomore courses. Students who have had three years or more of French or Spanish are required to take the placement test if they wish to continue studying the same language. Students who have had two years of French or Spanish are strongly encouraged to take the test. Please see the policies regarding language placement in the Modern Foreign and Classical Languages Department section of this catalog. Students who pass the language exam will be given college credit if they wish to pay a fee per credit hour. Credit for Experiential Learning Benedictine College awards academic credit for knowledge gained outside of the traditional college/university classroom setting for nontraditional students enrolled at Benedictine College who present portfolios of experiential learning that receive favorable evaluation. A nontraditional student shall be defined as a student of at least twenty-three years of age who has not been enrolled as a full-time student in a degree program for at least two years. The determination for the awarding of credit will be the responsibility of the chair of the academic department in which the credit is being earned, plus at least one other faculty member in the discipline in which the credit is being sought and the Associate Dean. Experiential learning portfolio review for college credit will be assessed a fee.

20 Readmission Any student who has been absent from Benedictine College for more than one semester must apply to the Admission Office for readmission. The application procedure is as follows:

Submit to the Admission Office: 1. A letter requesting readmission. This letter should specifically state what the applicant has done since leaving Benedictine. If he or she has been employed, list the place and the employer’s name and address. If he or she was not employed, the applicant must account for the use of his or her time since leaving the College. 2. Complete the Admission Application. The fee is not required for readmission applications. 3. Submit transcripts of any coursework completed at another college. 4. Students readmitted to the college who have attended other colleges or universities must meet satisfactory academic progress requirements as described under the Transfer Admission section of the General Admission Policies. Upon receipt of the above material, the Admission Committee will review the applicant’s request for readmission. Notification normally takes two weeks. If the decision of the committee is favorable, the applicant will be requested to submit an enrollment deposit. This will be necessary only if the applicant’s original deposit was refunded when he or she withdrew.

International Students Benedictine College has been the choice of many international students who desire to further their education at a school in the United States. These students have found Benedictine ideal because of its small size and sense of community and because of the individualized attention they receive from faculty and staff. Special academic and cultural programs are offered to international students to enhance their initial adjustment and transition to the college and to living in the United States. Opportunities are also available for students to share their culture and customs with the college and local community. The Center for International Education assists students in all U.S. Citizenship and Immi- gration Services which include documentation for employment in the United States. Academic advising and cultural and social counseling are also provided to students by the Center for International Education and the international student advisor. All international applicants seeking I-20s must provide the college with a financial statement showing they have sufficient funds to cover the cost of at least one year of study at Bene- dictine College, including tuition, fees, housing, meals, book and health insurance. International students are required to have health and accident insurance which covers them while in the United States. A group rate policy is available through the college and is purchased at the time of registration. Waivers for insurance plans other than the one provided through the college will be approved only if appropriate criteria are met and documented in English. International Freshman Admission Benedictine College accepts applications all year. Suggested application deadlines are April 1 for August admission and October 1 for January admission.

21 To consider a student for freshman admission, we must receive the following documents: 1. Completed international student application for admission. 2. $25 U.S. application fee. 3. Official transcripts from all high schools (secondary schools) attended, secondary school leaving certificates, exit exam results and other academic credentials. See transcript policy below. 4. TOEFL or IELTS scores (optional). Students who do not have scores may be accepted conditionally and will take a placement test upon arrival at Benedictine College to determine their classes. Students who score below a certain level on the placement test will be required to take ESL classes. 5. Students who graduated from high school in the United States or Canada are required to submit ACT, SAT, TOEFL or IELTS scores. Students who score below 18 on the ACT or 860 on the math and reading portions of the SAT must also submit TOEFL or IELTS scores. International Transfer Admission Benedictine College accepts applications all year. Suggested application deadlines are April 1 for August admission and October 1 for January admission. To consider a student for admission, we must receive the following documents: 1. Completed international student application for admission. 2. $25 U.S. application fee 3. TOEFL or IELTS scores (optional). Students who do not have scores may be accepted conditionally and will take a placement test upon arrival at Benedictine College to determine classes. Students who score below a certain level on the placement test will be required to take ESL classes. 4. Official transcripts from all schools attended after high school (secondary school). 5. If the student has fewer than 60 transfer credits, we also need official transcripts from all high schools attended, as well as secondary school leaving certificates and exit exams. Transcript Policy All required credentials must be • Original documents mailed directly to Benedictine College from the school or issuing agency or • Photocopies signed and stamped by a school or government official, mailed directly to Benedictine College from the school. If the official documents are not in English, students must submit both the original and a certified English translation. Transcripts should be mailed to: International Admissions, Benedictine College, 1020 N. Second St., Atchison, KS 66002 USA.

English As a Second Language Program (ESL) The English as a Second Language program aims to prepare students for the academic demands of university classes and to offer English language support throughout students’ attendance at Benedictine College. Upon arrival on campus, students who require English language assessment will take an exam for proficiency in reading comprehension, writing, speaking and listening. The results of the exam will determine the ESL level students enter: beginning, intermediate, or advanced. At each level, students will experience academic rigor comparable to regular classes which often require analysis, synthesis, and application of information in papers, discussions, oral presentations and exams. All new international students will be required to take Es 222, Advanced Composition and Research Writing, unless waived by the ESL director.

22 In order to exit the ESL program, students must complete advanced level classes (6–12 credits) with a 3.0 GPA and/or must demonstrate proficiency in the four language skills areas. However, students at the intermediate and advanced levels may qualify to take selected general education classes before leaving the ESL program. In addition, faculty may recommend students for continued ESL support to ensure academic success. Non-native English language speaking students who complete the ESL program or who demonstrate English language proficiency upon arrival to campus will receive credit for the general education foreign language requirement.

Special Student Status An applicant who desires to attend classes without following any prescribed course of study or becoming an immediate candidate for a degree may be admitted with the consent of the Associate Dean upon payment of an application fee. Special students will be expected to follow the usual conventions of class attendance. If applicants later desire to apply the credits earned as a special student toward a degree, they must adhere to whatever conditions are set forth by the Admission Committee and/or the Associate Dean. At present, a special student is defined as follows: “A special student is one who has not been admitted to a degree program, as distinct from a freshman, sophomore, etc., who has been fully accepted into such a program.”

Student Financial Aid

enedictine College administers federal and state programs, and commits a generous part of Bcollege funds to assist students who could not otherwise meet college expenses. The Financial Aid Office will make every effort to meet the financial needs of its students. Benedictine College does not discriminate on the basis of sex, race, color, religion, and national or ethnic origin.

Application for Aid Application for aid involves the following steps: Admission A rolling admission policy is used. Early admission is advisable; students are encouraged to apply at least six months prior to enrollment. Official consideration of aid requests is not made until a student has been admitted to the college. Final official financial aid offers are based upon date of acceptance to the college. Aid such as work study, SEOG and Perkins will be awarded on a first-come, first-served basis and to the neediest students. An early estimated package may change based upon the date of acceptance, FAFSA or verification.

Application for Aid The Free Application for Federal Student Aid (FAFSA) should be received before April 1 for full consideration. This is an online application that can be accessed at www.fafsa.gov/.

23 Demonstration of Need All families desiring aid consideration are recommended to submit a FAFSA. Benedictine College attempts to meet the financial need of all students. A student’s ability to pay is determined by the objective analysis of student and parent resources as calculated by the FAFSA. The college coordinates resources of federal, state and institutional aid to meet this need.

Awarding and Acceptance After the student has been admitted and the college has received the results of the FAFSA, the student will receive notification of the award. Indication of acceptance is made by returning a signed copy of the award letter and the $200.00 enrollment fee (if not already forwarded) by the required date. For additional information on all financial aid programs offered by Benedictine College, contact the Financial Aid Office.

Renewal of Aid Current students must submit a Free Application for Federal Student Aid (FAFSA) each spring by April 1. The college will attempt to maintain a student aid package for a four-year period, providing requirements are met, the student maintains satisfactory academic progress, and the family need remains the same.

Part-Time Student Aid All forms of federal financial aid are available to students taking at least six credit hours in a degree-seeking program. (See application procedures.) No institutional aid is available to part-time students. Leave of Absence Illness, military duty, or other unusual circumstances may prevent a student from completing the current semester. When this occurs, the Associate Dean should be contacted for a leave of absence application. The student will retain current academic and financial aid status, if this application is approved.

Scholarship and Financial Aid Programs Benedictine College annually awards more than $3.8 million in student aid. Many students receive awards in areas such as academics, athletics, and extracurricular activities. The awards are renewable for four years, five years for students pursuing a degree in an approved five-year program (e.g., Engineering). Presidential Scholarships Awards are made to students who have demonstrated outstanding academic performance. The award of full tuition is a renewable scholarship based on college involvement and academic performance. A student must have a minimum 27 ACT/1210 SAT, and a non-weighted 3.2 grade point average to be eligible. A maximum of five scholarships will be awarded annually, based on a competitive Honors Committee selection process.

24 Dean’s Scholarships Awards are made to students who have demonstrated outstanding academic performance. The award of 75 percent of tuition is a renewable scholarship based on college involvement and academic performance. A student must have a minimum 27 ACT/1210 SAT, and a non-weighted 3.2 grade point average to be eligible. A maximum of five scholarships will be awarded annually, based on a competitive Honors Committee selection process. Academic Scholarships Awards are based on a student’s performance on the ACT or SAT exam, non-weighted grade point average, and class rank. The scholarships are renewable. Transfer Scholarships Awards are based on the student’s cumulative GPA from all college courses. Minimum GPA is 2.50. The scholarships are renewable. In addition to Merit Scholarships/Awards, students may be eligible for one of the following: Athletic Awards Athletes should contact the athletic director or the appropriate coach for forms and information. Athletic awards are available for men in football, soccer, basketball, baseball, track and cross-country; and for women in volleyball, soccer, basketball, softball, track, cross-country, and cheer/dance team. Music/Theatre Awards Music awards are available to students interested in instrumental band or vocal music. An audition, either in person or by tape, is recommended. Interested students should contact the chairperson of the Music Department. Students interested in theatre awards should contact the chairperson of the Theatre Arts Department for details. U.S. Army/Air Force ROTC Scholarships Two-, three-, and four-year scholarships are available each year to selected students who are enrolled or will enroll in the Army ROTC program. The scholarships provide payment of all tuition, fees, a monthly tax-free payment of $250–$400 for the duration of the scholarship, not to exceed ten months for each year of the scholarship, and a flat-rate book allowance of up to $450 each semester. Additionally, the Professor of Military Science awards fee waiver scholarships to selected students. ROTC students are furnished free textbooks for military science courses. Students enrolled in the last two years of military science receive $250 or $400 per month during the school year, not to exceed ten months per year. A limited number of tuition/fee waiver scholarships are awarded each semester to freshman and sophomore students who demonstrate the leadership ability to progress toward the advanced ROTC program. Interested students should see the Department Enrollment Officer for information.

State/Federal Government Financial Aid All students applying for assistance from Benedictine College or federal or state sources must submit a Free Application for Federal Student Aid (FAFSA). This is an online application, which can be accessed at www.fafsa.gov/.

25 Kansas Comprehensive Grant: Only Kansas residents attending an in-state college are eligible to apply for the Kansas Comprehensive Grant. Qualified Benedictine College students may receive up to $3,500 per year. The grant amount is determined by the packaging formula guidelines established by the Kansas Board of Regents based upon fund availability. It is important that you list Benedictine College as a school to receive the information on your FAFSA. Our school code is 010256. The FAFSA must have a processed date of April 1 or earlier to be eligible. Federal Pell Grant: Gift aid up to $5,550 for the 2010–2011 academic period. Eligibility is based on need. The FAFSA is the only application required to apply for this aid. Federal Supplemental Educational Opportunity Grant: Gift aid up to $1,110 for the 2010–2011 academic period. Eligibility is based on need with priority given to Pell eligible students. The FAFSA is the only application required to apply for this aid. Federal Perkins Loan (formerly NDSL): A five percent fixed interest loan up to $1,000 per year awarded to students exhibiting extreme need. Principal and interest charges are deferred while enrolled at least half-time. Repayment (up to ten years) begins nine months after graduation. Eligibility is based on need. The FAFSA and an MPN (Master Promissory Note signed when school begins) are the only applications required for this aid. Loan counseling is required and occurs when school begins. Federal Subsidized Stafford Loan: This loan program allows freshmen to borrow up to $3,500; sophomores up to $4,500; juniors and seniors up to $5,500. These loans are available to students at a fixed annual interest rate of 4.5 percent for loans disbursed after July 1, 2010. Repayment (up to ten years) begins six months after graduation. The FAFSA and only one Mas- ter Promissory Note identifying Benedictine College as the designated school are the required applications for this aid. Loan counseling is required and can be accessed, along with the MPN, via the web at www.StudentLoans.gov. The principal may be deferred and the government pays the interest while the student is enrolled at least half-time. Eligibility is based on need. Federal Unsubsidized Stafford Loan: Effective July 1, 2009, dependent and independent students are eligible for $2,000 unsubsidized Stafford loan as part of their initial base Staf- ford Loan eligibility. Circumstances may arise in which independent students may borrow the unsubsidized amount plus the following: freshmen and sophomores up to $4,000; juniors and seniors up to $5,000. While the student is enrolled at least half-time, the principal and interest (however interest is capitalized) may be deferred. Borrowers will be given the option to make interest payments while enrolled at least half-time, or allow accrued interest to be capitalized. Eligibility is not based on need. Federal Parent Loan for Undergraduate Students (PLUS): This loan program to parents for dependent undergraduate students, offered through the Federal Direct Lending Program, offers a fixed interest rate capped at 7.9 percent. Parents may borrow up to the cost of attendance minus other aid. For PLUS loans disbursed after July 1, 2010, principal repayments may be deferred to six (6) months following the student’s leaving school on a full-time basis. Interest will accrue and will require monthly/quarterly repayment while the student remains in school. This arrangement must be made between the borrower and the lender, not Benedictine College. Eligibility is not based on need. The PLUS loan application is the only application for this aid and can be accessed online at www.StudentLoans.gov.

26 College and Institutional Work Study Programs: Students who have demonstrated financial need may work several hours a week in college facilities, e.g., library, cafeteria, or in the assistance of administrative, faculty, or maintenance personnel. Students may work part-time, typically five to twenty hours per week, to earn up to $1,000 per year. The money can be applied directly to the bill or used for personal expenses. If the student wishes to have the funds applied to his or her student account, arrangements must be made with the Benedictine College Business Office. The Financial Aid Office coordinates the job placement. Eligibility is based on need. The FAFSA is the only application needed to apply for this aid.

ROTC – Army: Interested students should contact the Military Science Depart- ment at Missouri Western State College, 4525 Downs Drive, St.Joseph, Missouri 64507. (816) 271-4541 / (800)-647-2881. ROTC – Air Force: Interested students should contact the AFROTC Detachment 280 at the University of Kansas, Lawrence, Kansas 66045, (785) 864-4676.

Benedictine College Scholarship and Award Guidelines The following guidelines apply to Benedictine College Merit Scholarships. All guidelines apply to each scholarship or award unless specifically stated otherwise. 1. Terms of Enrollment: Each scholarship will be distributed in equal amounts for the fall and spring terms. These scholarships may not be applied to summer terms. Each scholarship is renewable for up to four consecutive years of full-time enrollment. Benedictine College is not obligated to provide institutional financial aid to students who attend beyond eight semesters. The Benedictine College financial aid package students receive the first year will be guaranteed for four years of full-time enrollment (based upon meeting renewal requirements). Student requests for extension of financial aid beyond eight semesters for a four-year degree (10 semesters for a five-year degree) must submit a written appeal to the Financial Aid Appeals Committee for consideration prior to enrollment in extended semesters. 2. Enrollment Status: Recipients of these scholarships must maintain full-time enrollment status (at least 12 hours per term). If there is a break in enrollment, the returning student may have their original package reinstated based upon review by the director of financial aid. 3. Off-Campus Programs: Overseas/Abroad Programs: Students enrolling to spend a semester or a year studying in an overseas program (except for the Benedictine College Florence program, the ISEP program, the Irish-American Scholar program, and the Benedictine College/Campion College bi-lateral exchange program) will have their institutional scholarship suspended until such time as they are full-time students on the Benedictine campus. 4. Grade Point Average: Students must maintain a minimum cumulative grade point average at the end of each academic year to be eligible for renewal. All cumulative grades are reviewed at the end of the spring semester each academic year. For a copy of the renewal grade point average schedule, contact the Financial Aid Office. 5. Suspension and Appeal Process: Students failing to comply with these guidelines will be notified of the suspension of their scholarship. All scholarships will be reinstated once the student is again in good standing according to these guidelines. Any student whose

27 scholarship has been suspended will have the right to appeal the suspension. Please see “Appeals” on the following page. 6. Probationary Status: Students who are accepted to the College on a conditional basis are not eligible for academic scholarship aid. Once the probation is lifted, the student’s financial aid will be re-evaluated. 7. Federal State and Outside Aid: Awards from state, federal or any outside sources are subject to the conditions set by the source of renewal. 8. Athletic Awards: Students interested in varsity sports will need to contact the coach. Athletic scholarships are awarded by the coaches. These scholarships may impact an existing financial aid package, depending upon NAIA, federal, state, league or institutional compliance. Student athletes will forfeit their athletic scholarship if they voluntarily discontinue participating in that sport or are dismissed from their team for disciplinary reasons.

Endowed Scholarships Benedictine College administers many scholarship funds including those established earlier at St. Benedict’s and Mount St. Scholastica Colleges. Awards are made by the scholarship committee on the basis of scholastic achievement, financial need, and the wishes or criteria set by the donor. Awarding will also be limited to fund availability, as identified yearly by the scholarship committee, in conjunction with the Benedictine College Office of Advancement and Busi- ness Office. In these scholarships, the principal is retained in the endowment fund and the income is used to fund the academic scholarship the student has been awarded for that school year. These funds may be awarded on an annual basis.

Satisfactory Academic Progress Requirements The Higher Education Act of 1965 (34 CRT 668) requires all institutions of higher education to establish reasonable standards of satisfactory progress. Students who do not meet these standards are not eligible to receive federally funded financial aid. Benedictine College shall make these standards applicable to all federal, state, and institutional aid programs for the purpose of maintaining a consistent and reasonable financial aid policy. Satisfactory Progress Standards Full-time students normally take eight semesters to acquire 128 semester credit hours to graduate from Benedictine College. A full-time student is one who is taking a minimum of twelve hours per semester. However, to graduate in eight semesters a student should accumulate a minimum of thirty-two hours every college year. A student’s grade point average should be 2.0 or better every semester. 1. Students must complete a reasonable number of credit hours toward a degree each academic year. 2. Students must maintain a minimum cumulative grade point average of 2.0.

Each student’s progress will be measured annually at the end of each spring semester. Model for full-time students (based on 12 hours enrollment):

28 At end of Cumulative Minimum Grade Academic Year Credits Earned Point Average 1 24 1.8 2 48 2.0 3 73 2.0 4 98 2.0 4.5 111 2.0 A full-time student is expected to complete a degree within six academic years. A half-time student is expected to complete a degree within twelve academic years. Notification:The Financial Aid Office will notify students who are not in compliance with this policy by mailing the notice to the student’s current permanent address on file with the Office of Academic Records and Registration. It is the responsibility of the students to inform the Office of Academic Records and Registration at Benedictine College of their correct address at all times. Reinstatement: Students will have their eligibility reinstated when they have reached the level of satisfactory progress required by this policy. Students may be reinstated by the completion of grades, correction of incorrect grades, by earning more than the required number of completed hours for a term or by approval through the appeal process. It is the student’s responsibility to inform the Financial Aid Office of any changes or corrections. Appeals: Students may appeal for reinstatement based on mitigating circumstances which are supported by appropriate documentation. Appeals should also present evidence of academic improvement documented by grade reports, academic advisors, or special actions of the Benedictine Academic Review Board. Appeals must be made in writing to the Financial Aid Office. The Financial Aid Office will provide a written decision to the student within two weeks after receipt of the appeal. Send appeals to: Financial Aid Office, Benedictine College, 1020 North Second Street, Atchison, Kansas 66002-1499.

Student Life

ducation at Benedictine College is more than academic. Through the “residential” pillar Eof the college mission, student development is an education in living and learning life skills. Benedictine College students characteristically have the desire and dedication to serve a meaningful purpose in life. This is part of the warm and spiritual atmosphere that permeates every phase of college activity and inspires students to mature and grow—spiritually, culturally, and socially, as well as intellectually—while living in community.

Residence Hall Program Benedictine College has a rich tradition in residential life; residential is the fourth pillar in the college’s four-part mission. This tradition stems from the Benedictine Order which founded the first universities in Europe and established the first dormitories or residence halls near these monastic centers of education as early as the 5th century. Living in residence halls, students prepare themselves to become responsible community members through intellectual, social, spiritual, and emotional maturation.

29 A professional staff Residence Director (RD) lives in and guides the community-centered life of each residence hall. The Residence Assistant (RA) is an undergraduate student who aids the RD as a member of the hall staff. RDs and RAs take a special interest in the growth of students and coordinate activities in the hall that support the mission of the college. These activities include developing and implementing service, educational, recreational, social and religious programs.

Living Accommodations Ten residence halls serve as the foundation for building community and student life at the college: St. Joseph Hall was the first hall built on campus in 1924 and provides private rooms for up to thirty-three upperclassmen. St. Martin’s Memorial Hall was completed in 1950 in memory of the fifty alumni who gave their lives in the service of their country during World War II. It houses freshmen women. Turner Hall opened in 1957, was renovated in 2004, and in 2005 was named Courtney S. Turner Hall in honor of a long-time and significant benefactor of the college and Atchison community. It houses freshmen men in a community housing style, and is the location of St. Augustine Lounge. McDonald Hall, a residence hall with semi-private bathrooms, was completed in 1965. It houses upperclasswomen. Newman Hall, a residence hall with semi-private bathrooms, was completed in 1967. It houses upperclassmen. Ferrell Hall, built in 1893 and recently renovated, was originally St. Benedict’s Abbey. It now houses upperclasswomen in two, three, four, and six person suites. St. Scholastica Hall opened in 2005. It houses freshmen women in a community housing style. Kremmeter, Legacy, and Wolf Halls, three separate apartment-style buildings, opened in fall 2008. Kremmeter houses upperclassmen, Wolf houses upperclasswomen and Legacy is a community building on the first floor with housing for upperclassmen on the second floor. Row Houses, two separate buildings with three apartment-style units in each building, will open in fall 2010. One building will house senior women, the other building will house senior men. Cray-Seaberg Hall, the top floor of a newly remodeled building on Second Street will house forty-two upperclassmen. The building will open in fall 2010. Campus housing also includes six campus houses that are available to upperclass students who commit to service projects on campus and in the community.

College Ministry The Mission of Benedictine College Ministry is to bring the Good News of Jesus Christ to all students, faculty, and staff in the spirit of the new evangelization and in union with the local and universal Catholic Church. Our vision is to propose faith in a way that inspires men and women to be transformed in Christ and become the best version of themselves. We accomplish this through four goals: Sacramental Communion, Scriptural Literacy, Spiritual

30 Formation, Social Mission. In these we minister the sacraments and promote virtue, dynamic orthodoxy, Christian discipleship, ecumenical outreach, biblical literacy, liturgical prayer, Cath- olic social teaching, and the charisms of our founders St. Benedict and St. Scholastica. Students of all faiths are welcome to grow in their spiritual life through activities including service trips, retreats, Mass, youth ministry, adoration, evangelization, vocation discernment, education, prayer, music ministry, fellowship, and volunteer work. We follow Jesus who said, “If you wish to be perfect, go, sell what you have and give to the poor, and you will have treasure in heaven. Then come, follow me.” (MT 19:21). The Catholic Church has cared for the souls of the Benedictine College community for over one hundred fifty years. Today, Benedictine College Ministry continues this service as an office in Benedictine College’s Student Life Department located in the St. Martin Center in the Stu- dent Union. It is the spiritual and volunteer arm of the College responsible for the sacramental communion, pastoral care, catechesis, service, faith and moral formation of the community. As a ministry of the Catholic Church, Benedictine College Ministry accepts the Church’s principal legislative document, the 1983 Code of Canon Law, as a primary guide for its own policies, practices, rules and norms of behavior. Benedictine College Ministry will uphold the teachings and practices of the Catholic Church. Benedictine College Ministry will not act on or promote anything contrary to the heritage of revelation and tradition, divinely founded and apostolic, handed on by the Catholic Church. Like any church, the ministry depends on the good will, time, talent and treasure of members, leaders, volunteers and supporters. The Benedictine College Ministry Office carries out its pastoral service in harmony with the practices and norms of the Archdiocese of Kansas City in Kansas in general and with those particular policies designed for ministry in institutions of Catholic higher education. It serves the mission of Benedictine College to be a Catholic, Benedictine, liberal arts and residential college that educates men and women within a community of faith and scholarship. St. Martin Chapel is the spiritual center of our community of faith and scholarship. As such, the St. Martin Chapel Community is a community of the Christian faithful (Canon 564). It is a non-parochial ministry. Since membership consists of students and those affiliated with Bene- dictine College, it changes about every four years. This community of faith consists of believers who know each other, worship together, and assist the ministry in fulfilling the mission of the Church on campus.

Student Government Association (SGA) The student government is designed to promote the general welfare of the student body in its academic, social, cultural, and religious needs. The executive officers of the student government are the president, vice-president, director of communications, treasurer and director of clubs and organizations. These officers, along with the class officers, hall representatives and communications coordinators, form the Senate, which serves as the main representative and voice of the students. They are responsible for formulating and executing student government administrative policy.

Activities and Organizations Students are encouraged to form and join organizations which contribute to the development of the whole person. The college, with the student government, provides many opportunities for cultural growth. Nationally known speakers, lecturers, players and musicians appear on

31 the campus each year. Regularly scheduled student recitals, the Atchison community concert series, a regular program of professional performing arts events and film series, and the opportunity to hear prominent educators and artists who appear in the greater Kansas City area serve to enrich the life of the students. In addition, there are many student clubs and organizations, including national honor societies, social and religious organizations and service clubs. Early in the year, each student has the opportunity to become acquainted with the full range of organizations, their functions and activities. Students participate in an exciting schedule of social activities. Activities include picnics; attending football, soccer, basketball, volleyball, baseball, and softball games; Family Week- end, Homecoming, the Mother-Son/Father-Daughter Dance, Spring Formal, and Springfest; intramural sports; and various events planned each year by Student Activities.

Student Health Center The services of the Student Health Center, located at 1201 North 2nd Street, are available to all students free of charge. The health center provides facilities for first aid and the dispensing of nonprescription drugs and limited primary care services through the use of a nurse practitioner and/or physician assistant under the supervision of a registered nurse. In the event of serious illness or injuries, students are referred either to the hospital emergency room or to a physician of their choice.

Policies Each student must be covered by a health insurance plan. The college offers an optional insurance plan that is available for a fee to all students and their dependents. Interested students should contact the Student Health Center or the Student Life Office. Each new student must submit a health record that provides a health history, gives evidence of a recent physical examination and complete a required immunization series.

Advising and Counseling Advising Academic advice and help throughout each student’s course of study is provided by selected faculty members. Each student is assigned an academic advisor upon matriculation. As soon as the student chooses a major field, a faculty member in the major discipline becomes his or her academic advisor. Students are encouraged to work closely with an academic advisor in planning their sequence of courses; however, the student bears the responsibility for fulfilling all requirements for graduation. Counseling As with any age group (especially one living and studying in a residential community), students may face challenges that strain their coping abilities, create stress, and result in other problems. Professional and licensed counseling, assessment, and consulting services are readily available on campus to all students. Counseling Center offices are located at 1201 North 2nd Street, but can be accessed with one telephone extension (x7621). Although the staff is available for emergency consultation, appointments for regular services are strongly advised.

32 Career Development Career Services The Career Development Office is located in the Student Success Center on the first floor of the Library. Career Development assists students and alumni with career-related decisions by providing career counseling, and information about occupations and graduate/professional programs. Students are offered counseling and workshops to help determine personal strengths, weaknesses, interests, skills, goals and values. To help prepare for that first professional job search, students receive guidance on interviewing skills; networking and job search methods; and resumé, cover letter and vita writing. The office also coordinates career and graduate school fairs, interview days, and on-campus job recruitment. BC Careers is the online career management system where students can upload résumés, cover letters and other documents, search for full-time jobs, internships, part-time jobs and volunteer opportunities, register for career events and search for employers by region or industry. Internship Opportunities A critical aspect of career development for college students is the development of professional skills while pursuing academic studies. Therefore, all students are encouraged to participate in at least one internship. Internships are programs designed to provide students with work experience applicable to their occupations upon graduation. While freshmen and sophomore students are encouraged to hold internships in order to crystallize decisions about their future careers, juniors and seniors may receive academic credit for completing an internship. Internship listings for opportunities locally as well as nation-wide are posted on BC Careers. Links to other helpful websites for internships are posted on the Career Development webpage at www.benedictine.edu/careers. Job Guarantee Program Incoming freshmen can contract with Benedictine College to guarantee a professional job upon graduation. Students are expected to maintain a ‘B’ average, attend Career Development workshops, complete an internship and participate in student organizations. If an enrolled participant does not receive a job offer within six months of graduation, the school will pay the participant’s student loan payments for up to twelve months while providing all services available in the Career Development Office at no charge. Participants must enroll their freshmen year.

Publications The Circuit (the campus newspaper), bccircuit.com (the online news), and the Raven (the college yearbook), are edited by the students of the college. These publications encourage journalistic ability and serve as a means of communication for the students and faculty. Loomings, a magazine of the arts sponsored by the English Department, is published yearly by the students. It includes poetry, short stories, essays, art, photography and musical compositions submitted by students and faculty.

33 Computer Facilities and Services Technology and Information Services (TIS) provides all support and resources for the information technology needs of the faculty and staff of Benedictine. Support for students is limited to virus protection, Internet connectivity, email support, login and password issues. Benedictine TIS cannot repair or support private individual equipment or software. The campus network provides connectivity for all offices, residence hall rooms, and computer labs. The on-campus help desk service provides assistance and answers for all Benedictine-owned computers, network problems and questions. The help desk will only assist students with the aforementioned limited support. Access to Internet service is available in all residence halls through either an ethernet connection or wireless service for each resident. Wireless access is available in the Library, Haverty Center (Roost), Amino Center, Westerman Auditorium, Mother Teresa Center, Cray-Seaberg Hall, Student Union, Café, and all residence hall lounge areas except St. Joseph Hall. To access the network, students must have a network user name and password. Internet access is available to all students from the computer labs located in the Library and Westerman Hall.

Sports Intercollegiate The Benedictine College Intercollegiate Athletic Department affirms a holistic approach to education intended to promote intellectual, social, physical and spiritual growth of student- athletes. The athletic arena provides an extended education for the student-athlete. Participation in intercollegiate sports provides a learning laboratory for each student-athlete. Benedictine Col- lege offers a balanced sponsorship of sports for men and women. The athletic program for men includes baseball, basketball, cross-country, football, soccer, and track & field. The intercollegiate sports for women are basketball, cross-country, soccer, softball, spirit squad, dance, track & field, and volleyball. By its very nature, the athletic program is designed to serve the entire community. Students are admitted to all regular season varsity sports without admission charge with a student ID. Benedictine College currently competes in the Heart of America Athletic Conference (HAAC) and is a member of the National Association of Intercollegiate Athletics (NAIA). Benedictine College has a solid winning tradition fielding teams that are competitive in the conference and at the regional and national levels. Since joining the Heart of America Athletic Conference in 1991, Benedictine College has won numerous conference championships in a variety of sports. Many Raven sports teams have gone on to post-season play. Benedictine athletics has produced numerous all-conference and all-American honorees as well as scholar- athletes. Former Coach Ralph Nolan, basketball player Darryl Jones and football player Jamie Mueller are members of the NAIA Hall of Fame. Intramurals More than 80 percent of the students at Benedictine College participate in some kind of intramural sport activity. A wide range of activities and events serve the students’ interests

34 and abilities. Intramural sports activities may be single gender or they may be co-recreational, depending on the sport or the event. Opportunities exist for forming teams and for individual participation.

College Policies and Procedures Students are expected to comply with college and office policies and procedures. This includes the Community Code, Student Handbook policies, the four-year residency requirement, Room-Draw, Student Health, and Technology and Information Services policies.

Academic Regulations and Procedures

Academic Year The academic year is divided into two semesters approximately sixteen weeks in length and two optional summer sessions. Summer sessions include classes and workshops of varying lengths in several disciplines.

Degrees Conferred The college confers the following degrees: Associate of Arts* Bachelor of Music Education Bachelor of Arts Executive Master of Business Administration Bachelor of Science Master of Arts in School Leadership Bachelor of Science in Nursing Master of Business Administration Bachelor of Art Education Master of Arts in Education *The college offers the Associate of Arts degree in business administration through its program in Asia.

Graduate Programs Examination of the history of Benedictine College reveals a long tradition of response to the needs of the times. Both parent institutions were early pioneers in education. Although graduate studies constitute a relatively small endeavor at the college, there has been steady growth in this area with quality programs. Concern has been taken to ensure that these programs enhance rather than detract from the strong emphasis on undergraduate liberal arts education. The Graduate Studies Committee, appointed by the Dean of the College, approves all graduate offerings and policies for graduate studies. For further information on courses, fees, policies, and procedures, contact the Dean’s office. The graduate programs are accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. Additionally, programs leading to certification in education-related fields meet professional standards and are accredited by the Kansas State Department of Education and the National Council for Accreditation of Teacher Education (NCATE). Full-time status for students enrolled in graduate programs is a minimum of six credit hours per semester. A maximum of nine hours of graduate credit may be counted towards the completion of an undergraduate degree.

35 For other policies that may differ from the undergraduate policies specified elsewhere in this catalog, consult the Program Director of the appropriate graduate program or the Graduate Studies Committee Policies and Procedures Manual.

Grading Grade Point Value A Excellent performance 4.0 A– 3.7 B+ 3.3 B Above average performance 3.0 B– 2.7 C 2.0 F Unacceptable performance 0 I Incomplete W Withdrawal Withdrawal A student may withdraw from a course before the completion of the first half of the course and the course will not appear on the official transcript. Withdrawal after that time will be recorded as a “W” on the student’s permanent record. In either case, the withdrawal is processed through a written notification to the Registrar. MASL students who do not complete practicum requirements in the final semester of Ed 623 or Ed 680 will be withdrawn from the practicum by the director of the program and must re-enroll in the last semester of Ed 623 or Ed 680 at a later date to complete his or her program of study.

Executive Master of Business Administration (EMBA) This program is designed to develop new skills and enhance existing skills for experienced managers, professionals, and entrepreneurs which will increase leader-effectiveness in the business world. The purpose and goals of the program, along with the policies, procedures, and course descriptions, follow the School of Business section of this catalog.

Traditional Master of Business Administration (MBA) The traditional MBA program is designed for students who have just completed an undergraduate degree or who choose to pursue the MBA degree on a course-by-course basis. Students in the traditional MBA program will be able to take courses as it may fit their individual schedule. The student will be allowed six years to complete the program. The purpose and goals of the program, along with the policies, procedures, and course descriptions, follow the School of Business section of this catalog.

Master of Arts in School Leadership (MASL) Through this program, approved by NCATE and the Kansas State Department of Educa- tion, certified teachers may complete a 36-hour M.A. to obtain certification for building-level administration. For individuals who already hold an M.A. in Education and do not want to pursue a second masters degree, it is also possible to complete a 24-credit licensure program in Educational Administration. Information on the M.A. in educational administration, admission, degree requirements, and course descriptions follow the Department of Education section of this catalog.

36 Master of Arts in Education (M.Ed.) Through this program, approved by NCATE, certified teachers may complete a 32-hour program to help them master the knowledge, skills and dispositions of effective teachers who contribute to continuous school improvement and the professional development of all teachers. Information on the M.Ed., admission, degree requirements, and course descriptions follow the Department of Education section of this catalog.

Undergraduate Programs Major and Minor Programs Students should file a petition for acceptance into a major or minor program of study as soon as a major/minor is decided upon and no later than by the end of their sophomore year. The petition forms are available in the Office of Academic Records and Registration and should be filed there. A maximum of nine hours of graduate credit may be counted towards the completion of an undergraduate degree. Any student may petition for approval of a program not accommodated by any existing majors. Please refer to the “Liberal Studies” section of this catalog for further information. Majors are offered in the following disciplines: Accounting Foreign Languages Physical Education Art French Physics Art Education History Political Science Astronomy International Business Psychology Athletic Training International Studies Secondary Education Biochemistry Liberal Studies Social Science Biology Management Sociology Chemistry Marketing Spanish Computer Science Mass Communications Special Education Criminology Mathematics Theatre Arts Economics Music Theatre Arts Management Elementary Education Music Education Theology Engineering Physics Natural Science Youth Ministry English Nursing Finance Philosophy Minors are offered in the following disciplines: Accounting Education Music Art English Literature Philosophy Biology Entrepreneurship Physical Education (Teaching) Business Finance Physics Chemistry French Political Science Classics History Psychology Computer Science International Studies Sociology Criminology Journalism Spanish Dance Latin Theatre Arts Economics Mass Communications Theology Econ & Political Science Mathematics

37 Double Majors A student may earn a double major by fulfilling the general education requirements of the college and the requirements of two major programs including a comprehensive or standardized examination in both major fields. Double majors may require one or more extra semesters of college to meet all requirements. Interdisciplinary Majors The following interdisciplinary majors are offered: biochemistry, international studies, liberal studies, natural science, social science, theatre arts management, and youth ministry. Academic Minors A minor at Benedictine College usually includes six (6) hours of upper-division level credit. Except when licensure or agency requirements dictate otherwise, minors require a minimum of fifteen credit hours to a maximum of twenty-one credit hours, and should be pursued outside a student’s major field of study. The college does not require an academic minor.

Classification of Courses and Students The lower division of the college comprises the freshman and sophomore years; the upper division, the junior and senior years. Lower-division courses are numbered from 100–299; upper-division courses, from 300-499. Courses numbered below 100 do not satisfy graduation requirements. Matriculated students with satisfactory entrance requirements are classified as freshmen. Other students are classified as follows: Sophomore standing—28 credits Junior standing—60 credits Senior standing—92 credits

Degree Requirements To earn a bachelor’s degree from Benedictine College a student is required to: 1. Successfully complete the equivalent of 128 semester credit hours of courses numbered 100 and above. These courses must include: a. Those courses specified by the student’s major department. b. A total of at least 40 credit hours in courses numbered 300 or above. Transfer students are required to complete 30 credit hours in courses numbered 300 or above. c. The general education requirements of the college (listed later in this section). 2. Achieve a final grade point average of 2.0 in both the major and overall coursework at Benedictine. 3. Successfully complete a comprehensive or standardized examination in his or her major at a level designated by the department. 4. Finish the last two semesters (30 hours) in residence, or petition to finish the work in absentia if he or she has completed three years in residence and if no more than 16 credit hours remain. 5. File an application for a degree prior to the start of the semester during which all requirements will be completed or prior to the semester of commencement.

38 Course Load The normal course load is fifteen to eighteen credit hours each semester. This semester hour load enables students to graduate after eight semesters. Any student who wishes to take more than eighteen credit hours must secure the permission of the Associate Dean. Permission for more than eighteen credit hours is given only if the student has obtained an academic average of at least 3.0 in the previous semester and a cumulative average of at least 2.75. If the attainment of this average is uncertain, the student must file a request in writing with the Associate Dean and the decision will be made after the semester grades are available. The credit hour limita- tion is to allow the student sufficient time to be adequately prepared for all classes. There is an additional per credit hour tuition charge if a student is given permission to take more than eighteen credit hours in a semester. Exceptions to this rule will be when the overload results from any of the following: ensemble, chorus, band, orchestra, theatre arts productions, applied music, yearbook, newspaper and radio practicums, athletic training practicums, SIFE, varsity sport credit, science research, Ed 326, or military science.

Academic Honesty Benedictine College endorses the principle of academic honesty. Any academic dishonesty is contradictory to the purposes and welfare of both the student and the college. Verified instances of academic dishonesty will result in an ‘F’ or a zero grade for the academically dishonest work and will be reported to the Assistant Dean of the College and the student’s advisor. Additionally, depending upon the magnitude of the academic dishonesty, the student may receive a failing grade for the course and be subject to suspension or dismissal from the college. Academic dishonesty includes, but is not limited to, cheating on examinations, plagiarizing, turning in work prepared by another person, falsifying data and documents, and gaining unau- thorized access to assessment materials.

Grading Grade Point Value A Superior work demonstrating high competency 4.0 A– 3.7 B+ 3.3 B Good work evidencing a better than average competency with the subject 3.0 B– 2.7 C+ 2.3 C Average work 2.0 C– 1.7 D Less than average work 1.0 F Unacceptable work 0 P Designates a pass in a course taken on a pass/no pass option 0 NP Designates a failure in a course taken on a pass/no pass option 0 NR Not reported 0 CR Credit 0 NC No credit 0 W Withdrawn 0 AU Audit 0 I Incomplete 0 IP In Progress 0

39 W—A student may withdraw from a course up through the 20th day of classes and the course will not appear on the official transcript. A student may withdraw from a course from the 21st class day until the 53rd day. The instructor will assign a ‘W.’ A student who wishes to withdraw from a course must get a schedule change slip from the Office of Academic Records and Registration, secure the written approval of the faculty advisor and instructor concerned, and file the form with the Registrar. A student is not officially withdrawn until this procedure is completed. A student who does not complete the appropriate withdrawal process will receive an ‘F’ grade for the course. An instructor may, after notice to the student, initiate the withdrawal of a student from a course because of non-attendance. The grade of ‘W’ will be recorded if this occurs on or before the 53rd day of class. After this date, an ‘F’ will be recorded. I—Incomplete: the grade of ‘I’ is given only when a student whose record in a course is otherwise satisfactory has, for reasons acceptable to the instructor, been unable to complete the work of the course. A student who so requests an extension of time must file a contract for each Incomplete. The form for this procedure is available in the Office of Academic Records and Registration. The last day to request an Incomplete in a course is study day, the day before final exams begin. The grade of ‘I’ must be removed by the end of the semester following the granting of the incomplete. An incomplete not removed as specified will be converted to grade of ‘F.’ P/NP—Sophomores, juniors, and seniors may choose to take certain courses on a pass/no pass basis, with the permission of the student’s advisor. These courses may be selected from courses not included in the general education requirements or major or minor field courses. Such a course will be entered on the student’s transcript as either ‘P’ or ‘NP.’ A form signed by the student’s advisor must be filed with the Registrar by the end of the third week of class for a course to convert to the traditional grade. Forms are available in the Office of Academic Records and Registration. Professors will submit a grade normally designated for the course with the Registrar converting grades ‘A’ to ‘D’ as ‘P,’ or ‘F’ as ‘NP.’ Eligible students are limited to one pass/no pass course per semester. Benedictine College uses the credit hour system to measure progress towards graduation and honor points to measure the quality of the work. Letter grades are given for each course. Let- ter grades are converted into a point system for determining grade-point averages (see above). A ‘P’ grade will not enter into calculations for grade point averages but will be credited to total credits completed. A grade of ‘NP’ will not enter into the calculation of grade point average; nor will notations of ‘W’ enter into grade-point calculations, nor will credit be earned. In determining a student’s scholastic average, his or her total grade points are divided by the total number of credit hours completed. Thus academic averages of 1.0, 2.0, 3.0, and 4.0, respectively, indicate ‘D,’ ‘C,’ ‘B,’ or ‘A’ averages. For satisfactory progress towards a bachelor’s degree, the student must maintain an average of ‘C’ (2.0) or better.

Academic Honors Students who have achieved a grade point average of 4.0 are named to the President’s Honor List at the end of each semester; those with an average of 3.5 to 3.999 for the semester are named to the Dean’s Honor List.

40 Students who have maintained a cumulative grade point average of 3.5 or higher are recognized at an all-school honors banquet in the spring of the year. Other scholastic honors and achievements are also awarded at this time.

Academic Warning, Probation and Dismissal Any student whose semester grade point average falls below 2.0 is placed on academic probation or issued a letter of warning according to the following schedule: Warning Probation Freshmen and Sophomores 1.99-1.80 Below 1.80 Juniors and Seniors 1.99-1.90 Below 1.90 Any student who incurs academic probation for two consecutive semesters or three times throughout his or her college career will be dismissed. Any student whose cumulative grade point average falls below the following schedule will be dismissed: at the end of one semester 1.0 at the end of two semesters 1.8 at the end of four semesters and beyond 2.0 Each student appealing dismissal will be evaluated individually at the discretion of the Dean of the College.

Readmission after Academic Dismissal The Dean of the College will evaluate each case in which a student who has been dismissed for academic reasons petitions for continuation or readmission. Exceptions to the dismissal regulations may or may not be made. A student may appeal the decision to dismiss him or her. A student who has been refused enrollment for a semester on academic grounds may apply for re-enrollment after one semester. If readmitted, the student must maintain a ‘C’ average in a minimum full load to continue enrollment.

Examinations and Grade Reports Examinations are held from time to time at the discretion of the instructor, with or without notice. Exams are not given during the period beginning with the final Thursday class session and ending on study day. At the end of the term, exams are given in all subjects. The grades on these finals are combined with other types of evaluations to determine the semester grade, the official record of scholastic achievement for the course. All students are given grades at mid- semester so they have an indication of the progress they are making in their coursework. If a student has three or more final examinations scheduled for one day, the student may negotiate a time change with one of the instructors involved. If the individuals involved cannot find a mutually agreeable time, the Associate Dean will determine the course in which a change must be made. In general, final examinations will not be moved for reasons of travel or convenience. In exceptional circumstances, a student may appeal to have a final exam time moved. This appeal should be lodged with the Associate Dean of the College no later than two weeks prior to the

41 scheduled final. The Associate Dean, after consultation with professor(s) involved, will inform the student of the outcome of the appeal within one week of receipt of the appeal. There is a $25 fee for rescheduling exams.

Grade Appeals A student who believes that he or she has been assigned an unjust grade should consult with the instructor who assigned the grade. If a satisfactory resolution does not result from this first consultation, the student has the right of formal appeal initiated through the office of the Assistant Dean of the College. The appeal must be made within one year of the date the grade was officially submitted.

Course Changes Changes in enrollment require the approval of the student’s advisor. After the first Friday of the semester, schedule changes require the signature of both the advisor and instructor involved. These changes must be made in the Office of Academic Records and Registration. A $10 fee will be charged for each class dropped from the first day through the twentieth day of classes, inclusive. The $10 fee is waived for faculty-initiated withdrawal for switching sections due to an imbalance in the number of students in various sections or switching to a different course in the same department more appropriate to the student’s ability. Course additions after the calendar date for late registration may be made only with the permission of the Associate Dean.

Auditing Courses An auditor has all the privileges of a student taking a course for credit except that he or she will not receive credit for the course. An auditor pays one-half regular tuition. An auditor who decides to receive credit for a course may switch from audit to credit within the first ten weeks of the semester or the first half of a summer session if the course instructor and Associate Dean give their permission and the auditor pays the additional tuition at the Business Office. A student may switch from credit to audit within the same time period if the student is passing the course at the time the change is requested and the course instructor approves. No refund of tuition will be made.

Repeating a Course A student may repeat a course at Benedictine for which a grade lower than a ‘C’ is received. The higher grade earned will be used in calculating the grade point average. Both the original grade and the repeat grade are recorded on the official transcript. The student must inform the Registrar when a course is repeated. A course taken at Benedictine College may not be repeated at another college or university.

Class Attendance It is presumed that students attend every session of courses in which they are registered, in order that mastery of subject matter may be assisted by the instructor’s leadership, class discussion and/or class projects.

42 Individual instructors have the right to limit absence in their courses and impose penalties for absenteeism, providing the professor’s policy and attached penalties are identified in the course syllabus. In no case, however, may a student be withdrawn from a course whose absences are less than or equal to two times the number of weekly meeting days assigned to the course. A grade of an “F” will be recorded if a withdrawal occurs after the official withdrawal period.

Reasonable Learning Accommodations Benedictine College recognizes that students learn in multiple and various fashions, and that students with learning disabilities may have problems with specific skills, but demonstrate average or better overall ability. Reasonable accommodations for such students in classes thus can provide an equal opportunity for all students to be successful. The Reasonable Learning Accommodations Committee, composed of faculty and support staff, reviews student documentation, suggests or recommends accommodations, mobilizes learning resources, and advises and supports students with learning disabilities on campus. As part of the admission process, it is important that the student and parents provide current documentation (psychoeducational assessment results, individual educational plans, and other diagnostic materials no more than three years old) prior to enrollment, such that any reasonable accommodations deemed possible and available can be provided.

The Student Success Center The Student Success Center is located on the main level of the library and designed to accommodate the needs of the entire college community. Career Development and Academic Assistance Services are located in the Student Success Center. Academic Assistance Services provides trained peer tutors who work with students free of charge in an atmosphere conducive to learning which is both comfortable and productive. There are rooms available for practicing speeches, giving presentations, taking tests, viewing videos, and for group study. Those students with disabilities and/or special learning styles are especially encouraged to utilize the accommodations offered through this Center. Career Development assists students with choosing a major, career planning and job search preparation.

Library Services The Benedictine College Library is located between St. Benedict Hall and St. Benedict’s Abbey. The present building, completed in 1968, houses the combined collections of Benedic- tine College and St. Benedict’s Abbey, numbering approximately 250,000 books and bound periodicals. The library subscribes to a collection of over 45,000 electronic books and provides access to over forty periodical databases. An experienced library staff is available to assist students with their studies and research both individually and through group instruction. Our special collections include some 6,000 items especially rich in Benedictine history, editions of the Rule of Benedict; Emblem books and 19th century U.S. Federal documents covering the Exploration and Surveys period. The Library is a partial depository for U.S. Government Documents. There are two classroom/computer labs on the main floor that contain forty networked PCs. Wireless network access is available on all floors of the building. The library building is also home to the Student Success Center, including Career Develop- ment and Academic Assistance Services, and the Art Department.

43 Summer Study at Other Colleges and Universities Students are urged to consult with their advisor or major professors about studies to be taken in other colleges and universities during the summer. Approval in writing must be obtained in advance from the Associate Dean for studies taken elsewhere if the studies are to fulfill graduation requirements of Benedictine College. The Associate Dean’s approval is some- times a prerequisite for admission to summer programs at other colleges and universities. Bene- dictine College will recognize the credits earned at other institutions through summer study but does not include these in the calculation of the student’s cumulative grade point average. A course taken at Benedictine College may not be repeated at another college or university.

Application for Degree A student who plans to receive a degree must file an application for the degree with the Registrar during the semester preceding his or her last semester in college or the semester before participating in commencement. Any student who fails to make application by the published deadline will be assessed a $100 late filing fee. The student bears the responsibility for fulfilling graduation requirements. The application for degree is to be completed by the candidate and signed by the department chair certifying that the general education and major area requirements have been satisfactorily met. Any student who has completed a minimum of 110 credit hours and can clearly outline a plan of study, approved by the major department chair and Associate Dean, that indicates with reasonable certainty the student’s ability to complete all degree requirements by the end of the next fall semester, may be allowed to participate in commencement exercises in May. Final approval will be left to the discretion of the Dean of the College.

Graduation Honors Graduation with honor is considered a privilege and is subject in every case to the approval of the college. Graduation honors are awarded by the faculty in recognition of superior scholarship based on the following grade point average: 4.00–3.85 Summa cum laude 3.84–3.75 Magna cum laude 3.74–3.50 Cum laude Graduation honors are computed on the basis of hours completed at Benedictine College. The valedictorian will be chosen on the basis of four years of work at Benedictine College and the Dean of the College will have authority to make the final selection.

Transcript of Credits Transcripts of a student’s academic record will be issued only upon written request signed by the student. A student whose account has not been paid in full is not eligible for a transcript. Benedictine College has authorized the National Student Clearinghouse to provide transcript ordering via the Web. Current and former students can order transcripts using any major credit card. The card will only be charged after the order has been completed. To order an

44 official transcript(s), login to the Clearinghouse secure site: https://www.studentclearinghouse. org The site walks the student through placing an order, including delivery options and fees. A person can order as many transcripts as needed in a single session. A processing fee will be charged per recipient. Transcript requests can also be made in writing. Requests should be addressed to the Office of Academic Records and Registration, Benedictine College, 1020 North Second Street, Atchison, Kansas 66002-1499. Requests should indicate current name and address; full name used while in college (maiden name, if applicable); year of graduation or withdrawal; number of transcripts to be sent with the full address of each recipient; and date when transcript is required, if urgent. The request must include the student’s signature. There is a fee of $5 for each transcript with check payable to Benedictine College. Official transcripts of credit earned at other institutions which have been a part of a student’s permanent record are not reissued nor duplicated. Transfer credits are not added to a Benedictine College record unless they are applicable toward a degree in progress at Benedictine College.

Statement of Policy Concerning Release of Information from Student Records The following is considered directory information and may be released for each student: Student name, address (permanent and campus), telephone number, e-mail address, date and place of birth, major field of study, classification, school, participation in officially recognized activities and sports as well as weight and height of participants, dates of attendance, degrees sought and/or granted, and awards and honors received. Students have the right of access to their records and the right of privacy by limiting access to their records without their consent (Family Educational Rights and Privacy Act of 1974 as amended). Additional FERPA information is available on the Benedictine College website. In addition to the Office of Academic Records and Registration, confidential student records are kept in the student’s advisor’s office, the Financial Aid office, the Office of Student Health Ser- vice, the Counseling Center and the Career Development Office.

Study Abroad Benedictine College encourages students to engage in educational experiences abroad as part of their academic plan. The Center for International Education maintains an Office of Study Abroad to facilitate study abroad. Applications and requests for program approval are processed by this office in advance of the student’s enrollment in a program of study abroad, except for participation in foreign language schools abroad and short-term faculty-led trips. Financial aid guidelines for off-campus program are specified in the proper sections of this catalog. Specific costs for tuition, room, board and fees are published annually and are available from the college’s Business Office or from the Admission Office. Students are required to consult their major advisor and the Director of Study Abroad while making plans for study abroad. Application deadlines and eligibility requirements depend on the specific program. Students on probation of any kind may not study abroad. Students who have been on probation must maintain good standing for a semester before being eligible to apply for study abroad. The amount of credit Benedictine College students can earn on study abroad programs toward their bachelor’s degree

45 is limited to two full-time semesters plus a summer term. This restriction does not apply to the Florence Campus and to faculty-led short-term trips. All prospective study abroad students, particularly those who intend to study abroad during their junior or senior year, should carefully plan their course programs both in Atchison and abroad in order to satisfy general education and major/minor requirements for their degree. Students should be aware that due to enrollment constraints, they may not be able to study abroad in the semester of their choice. Benedictine College reserves the right to preclude students from earning credit for study abroad undertaken in any country for which a U.S. State Department Travel Warning was issued prior to program departure. Florence Campus. Benedictine College offers an opportunity for students to spend a semester in Florence, Italy. The Florence Campus is fully sponsored by Benedictine College. Courses offered in Florence may vary each semester and amount to 15 credit hours. The program is currently offered in the fall and in the spring semesters and is under the supervision of a Benedictine College faculty member and a residence director. Freshmen and transfer students are normally eligible after they spend a semester on the main campus in Atchison. Admission requirements include the payment of the study abroad fee, the participation in the orientation meetings, the arrangement for adequate travel medical insurance coverage, and the ability of Benedictine College to reasonably meet special needs. Application deadlines are October 31 for the spring semester and March 31 for the fall semester. Special student applications are individually assessed and the final decision is subject to the consent of the Dean of the College. Benedictine College-Sponsored Foreign-Language Schools. Benedictine College offers an opportunity for students to study French and Spanish language and culture at affiliated institutions. Currently, students can study French at Accord Language School in Paris, France, and at Université Catholique de l’Ouest in Angers, France. Students can also study Spanish at the CLIC language institute in Seville, Spain, and at La Universidad del Sagrado Corazón in San Juan, Puerto Rico, and the Cemanahuac Language School in Cuernevaca, Mexico. To apply, students should contact the chair of the Department of Modern Foreign and Classical Languages. The program is offered in the fall, spring, and summer terms. Admission requirements include the payment of the study abroad fee, the participation in the orientation meetings, the arrangement for adequate travel medical insurance coverage, and the ability of Benedictine College to reasonably meet special needs. Application deadlines vary. Special student applications are individually assessed and the final decision will be subject to the consent of the chair of the Department of Foreign Languages. Exchange Programs. Approved exchange programs for Benedictine College students are as follows: ISEP Exchange, the Irish-American Scholar Program, the Campion College in Sidney, Australia, the University of Torino, Faculty of Business and Economics, Turin, Italy, and Tischner European University in Krakow, Poland. Students can apply for a semester or a year exchange. Students are eligible after a year of coursework at Benedictine College. The GPA requirement is 2.75 for most institutions. Some ISEP locations may require foreign language skills. Admission requirements include the payment of the study abroad fee, the participation in the orientation meetings, the arrangement for adequate travel medical insurance coverage, and the ability of the hosting institution to reasonably meet special needs. The application deadlines depend on the partnering institutions; specific information about the application process is available at the study abroad office.

46 Other Study Programs Abroad. For programs not administered or sponsored by Benedictine College, the College requires that students obtain approval for their course of study before the stated deadline; without prior approval, credit may not be transferable to Benedictine College. Approval forms are available on line. Short term faculty-led trips. Faculty-led programs may be developed by faculty members and offered during Christmas, Spring, or Summer breaks. Short term faculty-led trips usually consist of a mix of lectures, exercises, excursions, and group time. All credit-bearing programs must be approved by the Dean of the College before advertising the program. Prerequisite courses may be required depending on the faculty member and/or the course designation. Admission requirements include the participation in the orientation meetings, the arrangement for adequate travel medical insurance coverage, and the ability of Benedictine College to reasonably meet special needs.

General Education As a liberal arts college, Benedictine College is dedicated to providing a liberal arts education by means of academic programs based on a core of studies in the arts and sciences. Through these programs, the college guides students to refine their capacity for the pursuit and acquisition of truth, to appreciate the major achievements in thought and culture, and to understand the principles that sound theoretical and practical judgment require. Our general education program seeks to achieve these goals by dividing the general education requirements into three categories: Core Foundations Skills/Perspectives The Core The core courses are classes that all students take. They are courses designed both to lay the foundation for a successful academic career (through courses, such as English Composition, that transmit basic academic skills) and to most clearly and explicitly communicate the mission of the College (through courses which introduce students to the riches of the Catholic intellectual heritage, such as Introduction to Theology). En 101, English Composition Ph 175, Logic and Nature** Foreign Language 1* Gs 150, BC Experience Foreign Language 2* Pe 115, Wellness for Life Th 101, Introduction to Theology Approved Pe Fitness Activity Course (See HPER listing.) *Students are required to have competency through the second semester of the same foreign language. The foreign language requirement is waived for non-native speaking students of English. Documentation is required to show proficiency in another language or that English is not a student’s native language. American Sign Language 1 and 2 may be transferred to complete the Foreign Language requirement. **Ph 231, Philosophy of Nature also satisfies the college’s core requirement in philosophy. Foundations The foundations are where Benedictine College most explicitly focus on transmitting the specific purposes of the general education program: to refine students’ capacity to pursue and acquire truth; to help them to appreciate the great achievements of thought and culture; and to develop their capacity to understand the principles of sound practical and theoretical judgment. The College does not require courses to be from specific departments (for example, history), but

47 rather we look at the subject of the course (so, for example, art history or economic history also provide students with an “historical perspective” and thus fulfill the foundation). Benedictine College believes that it is essential that students are exposed to a wide variety of perspectives, even though a course may be listed in two different foundations, it can only count for one foundation course for the student. Students must take courses that meet the following foundations: Aesthetic Experience – 6 credit hours Faith – 6 credit hours Historical Perspective – 6 credit hours Person and Community in the Contemporary World – 3 credit hours Philosophical Inquiry – 6 credit hours Understanding the Natural World – 7 credit hours (including one lab) Foundation Courses Aesthetic Experience: The following courses satisfy the Aesthetic Experience foundation. Ar 113 Ar 326 Ar 383 Ar 454 En 205 En 404 Fr 364 Mu 113 Sa 366 Ar 116 Ar 350 Ar 384 Ar 464 En 206 En 405 Fr 365 Mu 190 Sa 380 Ar 121 Ar 351 Ar 385 Ar 465 En 301 En 406 Fr 370 Mu 191 Sa 462 Ar 213 Ar 352 Ar 386 Ar 481 En 302 En 411 Hi 372 Mu 290/291 Sa 464 Ar 226 Ar 353 Ar 387 Ar 484 En 303 En 414 Hi 373 Mu 303 Sa 470 Ar 251 Ar 355 Ar 391 Ch 301 En 304 En 420 It 301 Mu 390/391 Ta 102 Ar 261 Ar 359 Ar 392 Da 307 En 311 Fa 149 Mc 128 Mu 400 Ar 290 Ar 362 Ar 393 En 102 En 312 Fa 150 Mc 218 Mu 401 Ar 317 Ar 363 Ar 420 En 201 En 313 Fa 201 Mc 280 Mu 490 Ar 318 Ar 368 Ar 421 En 202 En 401 Fr 304 Mc 302 Mu 491 Ar 321 Ar 369 Ar 426 En 203 En 402 Fr 362 Mc 318 Sa 304 Ar 322 Ar 381 Ar 451 En 204 En 403 Fr 363 Mc 380 Sa 365

Faith: The following courses satisfy the Faith foundation. Ec 370 Ph 308 Th 307 Th 330 Th 355 Th 375 Th 400 En 313 Th 200 Th 308 Th 340 Th 360 Th 390 Th 405 Hi 308 Th 210 Th 315 Th 345 Th 365 Th 395 Th 410 Ph 306 Th 240 Th 320 Th 350 Th 370 Th 398 Th 420

Historical Perspectives: The following courses satisfy the Historical Perspectives foundation. Ar 391 En 302 En 414 Hi 212 Hi 372 Hi 417 Ps 325 Ta 382 Ar 392 En 304 En 420 Hi 213 Hi 373 Hi 422 Ps 375 Ta 383 Ar 393 En 312 Fi 494 Hi 308 Hi 383 It 301 Sa 371 Th 390 En 201 En 403 Fr 361 Hi 311 Hi 394 Mu 190 Sa 372 Th 395 En 202 En 404 Hi 105 Hi 363 Hi 395 Mu 400 So 358 En 301 En 406 Hi 106 Hi 366 Hi 396 Mu 401 Ta 381

Person and Community in the Modern World: The following courses satisfy the Person and Community in the Modern World foundation. Ba 225 Ba 481 Ec 209 Ec 309 Ed 451 Ps 375 Sa 372 Ba 355 Cr 225 Ec 210 Ec 310 En 405 Ps 377 So 101 Ba 371 Ec 100 Ec 300 Ec 312 Ps 100 Py 100 So 250 Ba 383 Ec 101 Ec 306 Ec 315 Ps 325 Sa 371 So 290

48 Philosophical Inquiry: The following courses satisfy the Philosophical Inquiry foundation. Ba 355 Ph 201 Ph 308 Ph 373 Ph 455 Ph 472 Ph 476 Ph 486 Th 308 Ed 451 Ph 255 Ph 325 Ph 374 Ph 460 Ph 473 Ph 477 Ps 377 En 411 Ph 306 Ph 355 Ph 441 Ph 471 Ph 475 Ph 480 Th 307

Understanding the Natural World: The following courses satisfy the Understanding the Natural World foundation. As 130 Bi 345 Bi 475 Ch 123 Pc 211 Pc 460/461 As 140 Bi 346 Bi 476 Ch 124 Pc 320 Pc 480 Bi 107 Bi 353 Bi 482 Ch 301 Pc 330 Py 405 Bi 121 Bi 354 Ch 101 Eg 120 Pc 331 So 290 Bi 122 Bi 355 Ch 102 Pc 110 Pc 350 Bi 310 Bi 360 Ch 103/105 Pc 120 Pc 370 Bi 311 Bi 370 Ch 104/106 Pc 160 Pc 372 Bi 312 Bi 390 Ch 114 Pc/Bi/Ch 205 Pc 380 Bi 313 Bi 457 Ch 115 Pc 210 Pc 430 Skills and Perspectives The skills and perspectives courses are designed to ensure that the students are exposed to a variety of perspectives and learn the essential skills they will need for a successful life after college. Because the College believes that these things can be accomplished in a variety of ways, in almost any discipline, the intention is that these things should be accomplished either through the general education program or the major, and not add any additional hours to the students’ requirements. Students can be credited with up to three skills and perspectives (and a foundation) in one course. The Skills and Perspectives that all students need to take courses in are the following: Global Perspective – 1 course Visual Communication – 1 course Oral Communication – 1 course Western Perspective – 1 course Quantitative Analysis – 1 course Written Communication – 2 courses Scientific Method – 1 course Skills and Perspectives Courses Global Perspective: The following courses satisfy the Global Perspective skills and perspectives. Ba 459 Fr 350 Hi 106 Hi 311 Hi 366 Sa 350 Th 210 Th 365 Ec 401 Fr 365 Hi 303 Hi 321 It 301 So 290 Th 240 Th 410 En 313 Hi 105 Hi 308 Hi 350 Ph 475 So 351 Th 350

Oral Communication: The following courses satisfy the Oral Communication skills and perspectives. Ac 328 Ba 340 Bi 355 Cs 493 En 420 Mc 303 Se 224 Ym 430 Ar 318 Ba 345 Bi 370 Ed 307 En 431 Mu 224 Se 371 Ym 460 Ar 465 Ba 383 Ch 390/391 Ed 492/496 Hi 322 Pe 457 So 496 Ar 486 Ba 445 Ch 480/481 En 403 Hi 331 Sa 304 Ta 125 As 360 Bi 121 Ch 490/491 En 406 Hi 493 Sa 341 Ta 224 Ba 223 Bi 311 Cr 302 En 411 Ma 493 Se 222 Ta 495 Ba 225 Bi 354 Cr 326 En 414 Mc 302 Se 223 Ym 380

49 Quantitative Analysis: The following courses satisfy the Quantitative Analysis skills and perspectives. Ac 209 Ac 403 Ba 483 Cs 256 Eg 120 Ma 211 Ma 360 Pc 440 Ac 210 Ac 493 Ch 101 Cs 351 Fi 390 Ma 233 Ma 457 Pe 357 Ac 327 Ac 494 Ch 102 Ec 209 Ma 104 Ma 250 Ma 465 Ps 250 Ac 328 As 130 Ch 103/105 Ec 210 Ma 107 Ma 255 Ma 480 So 375 Ac 363 As 140 Ch 114 Ec 309 Ma 110 Ma 310 Ma 493 So 496 Ac 373 As 340 Ch 123 Ec 310 Ma 111 Ma 315 Pc 110 Ac 382 As 360 Ch 301 Ec 312 Ma 124 Ma 331 Pc 120 Ac 401 As 450 Cs 101 Ec 313 Ma 131 Ma 345 Pc 210 Ac 402 Ba 445 Cs 114 Ec 320 Ma 132 Ma 356 Pc 211

Scientific Method: The following courses satisfy the Scientific Method skills and perspectives. As 130 Bi 313 Bi 476 Ch 123 Pc 120 Ps 250 As 140 Bi 345 Bi 482 Ch 301 Pc/Bi/Ch 205 Py 290 Bi 107 Bi 346 Ch 101 Cs 351 Pc 210 Py 371 Bi 122 Bi 353 Ch 102 Eg 120 Pc 211 So 375 Bi 310 Bi 360 Ch 103/105 Ma 211 Pc 380 So 496 Bi 312 Bi 475 Ch 114 Pc 110 Pe 380

Visual Communication: The following courses satisfy the Visual Communication skills and perspectives. Ar 113 Ar 326 Ar 369 Ar 451 Ba 445 Cs 493 Mc 302 Ta 495 Ar 116 Ar 350 Ar 381 Ar 454 Bi 121 Ed 220 Mc 318 Ym 460 Ar 121 Ar 351 Ar 383 Ar 464 Bi 311 En 312 Mc 380 Ar 213 Ar 352 Ar 384 Ar 465 Bi 354 En 414 Pe 457 Ar 226 Ar 353 Ar 385 Ar 481 Bi 355 En 420 Ta 125 Ar 251 Ar 355 Ar 386 Ar 484 Bi 370 Fa 149 Ta 215 Ar 261 Ar 359 Ar 387 Ar 486 Ch 390/391 Hi 372 Ta 322 Ar 290 Ar 362 Ar 393 Ba 223 Ch 490/491 Ma 255 Ta 354 Ar 317 Ar 363 Ar 420 Ba 345 Cr 350 Mc 218 Ta 356 Ar 318 Ar 368 Ar 426 Ba 357 Cs 255 Mc 280 Ta 477

Western Perspective: The following courses fulfill the Western Perspective skills and perspectives. Ar 290 En 301 Fr 361 Hi 311 Hi 383 Ph 325 Py 491 En 102 En 302 Fr 362 Hi 357 Hi 394 Ph 441 Sa 304 En 201 En 304 Fr 363 Hi 363 Hi 395 Ph 471 Sa 341 En 202 En 312 Fr 364 Hi 364 Hi 396 Ph 472 So 358 En 203 En 403 Hi 105 Hi 366 Hi 417 Ph 473 Th 330 En 204 En 404 Hi 106 Hi 368 Hi 422 Ph 476 Th 340 En 205 En 406 Hi 212 Hi 372 Ma 290 Ph 477 Th 365 En 206 En 411 Hi 213 Hi 373 Ph 255 Ph 486 Th 390

50 Written Communication: The following courses satisfy the Written Communication skills and perspectives. As 340 Ch 233 En 203 En 401 Hi 308 Hi 396 Ph 498 Th 315 As 360 Ch 321 En 204 En 402 Hi 311 Hi 417 Ps 250 Th 320 As 450 Cr 302 En 205 En 403 Hi 350 Hi 422 Ps 275 Th 340 Ba 223 Cr 326 En 206 En 404 Hi 357 Hi 493 Py 290 Th 355 Ba 225 Cs 493 En 301 En 406 Hi 363 Ma 493 Py 491 Th 360 Ba 340 Ec 101 En 302 En 411 Hi 364 Mc 216 Sa 304 Th 370 Ba 345 Ec 209 En 303 En 414 Hi 366 Mc 303 Sa 341 Th 410 Ba 350 Ec 210 En 304 En 420 Hi 368 Mc 310 Sa 371 Ym 430 Ba 357 Ec 300 En 311 En 425 Hi 372 Mc 316 Sa 380 Ba 383 Ed 317 En 312 Fa 149 Hi 373 Mc 341 Sa 470 Ba 450 En 102 En 313 Fa 150 Hi 383 Mu 400 Ta 381 Ch 231 En 201 En 325 Fr 351 Hi 394 Mu 401 Ta 382 Ch 232 En 202 En 327 Fr 370 Hi 395 Pe 457 Ta 383

School of Faith Benedictine College, in collaboration with the Archdiocese of Kansas City in Kansas, initiated the Institute for Religious Studies in 1990. The summer of 2008, Holy Family School of Faith (a canonical public association of the faithful in the Archdiocese) partnered with the institute, and the merger of faculty, courses, and coursework has changed the institution into the Benedictine College School of Faith. This program provides on-going theological formation for Catholic school teachers, catechists, lay ministers, and other interested adults. Courses are regularly sponsored by the institute in various regions of the archdiocese and may be taken for credit or continuing education units. Schedules of classes with locations and times can be viewed at www.benedictine.edu/sof. For additional information contact the Academic Director of Benedictine College School of Faith by phone (913-360-7571); FAX (913-360- 7584); or email ([email protected]).

Student Expenses

pecific costs for tuition, room, board, and fees are published annually and are available from Sthe college’s Business Office or from the Admission Office, Benedictine College, 1020 North Second Street, Atchison, Kansas 66002-1499. Textbooks may be purchased through the college’s on-line virtual bookstore accessible at our web site, www.benedictine.edu, and clicking on the Virtual Bookstore Quick Link. Books may be delivered to students at their campus address or any other address provided during the ordering process. Course text requirements are posted through the web site thirty days prior to the start of each semester. Students are required to order in time to have texts available for use on the first day of class. Although textbooks are not sold through the Raven Campus Store, lab notebooks and bluebooks for tests are available for purchase. Payments for tuition, room, board and fees are required according to the following Payment Policy Guidelines.

51 Payment Policy Students attending Benedictine College are expected to make arrangements to meet their financial responsibilities by stated deadlines and prior to attending classes. All financial aid must be completed and processed in order to be considered against balances due or deducted for payment plan contracts. Pay in Full All balances MUST be paid in full or an ECSI payment plan set up and first payment made, by the following dates: For Fall terms – August 1st For Spring terms – January 1st For Summer terms – May 15 (payment plans are not available) Review the Benedictine College payment and privacy policies. Logging into your OASIS account confirms that you accept the policies. To pay your balance in full: • On-line: By e-Check, Debit, or Credit Card • By mail: Print a copy of this invoice and mail along with your check to: Benedictine College PO Box 871048 Kansas City, MO 64187-1048 To help us in our efforts to “Go Green” and to reduce costs associated with paper statements, the college asks you to pull statements by logging into the student’s OASIS account (located under the Billing Tab). For additional cost savings, we encourage you to use the most cost-effective payment method by choosing electronic check payment (e-check). Benedictine College reserves the right to assess convenience fees associated with the use of credit/debit card payments.

Tuition Payment Plan (Monthly) Benedictine College is pleased to offer a monthly Tuition Payment Plan (TPP) administered in partnership with Educational Computer Systems, Inc. (ECSI), 181 Montour Run Rd., Coraopolis, PA 15108. The TPP is a convenient monthly-budget alternative to payment in full. Enroll in our payment plan at ECSI payment plan set up. Please read enrollment details in the brochure, Frequently Asked Questions, and Terms and Conditions to fully understand your agreement. Number of Payment Period Enrollment Plan ID Payments Enrollment Fee (Begin – End) Closes Fall Only T10F4 4 $50 Aug. 1 – Nov. 1 Aug. 31

Spring Only T11S4 4 $50 Jan. 1 – April 1 Jan. 31 Once enrolled, payments must be made and accounts managed by ECSI. Billing for monthly plans occurs on the first of each month. Payments are due by the 15th and will receive a late fee of $25 when not paid by the 25th. Recommended payment is by check

52 or automatic debit from your bank account. Costs and fees associated with the payment plans are minimal when you choose the primary payment channel offered (by check or automatic debit to your bank account) and make your payments on time. For your convenience, you may also pay by e-check, credit/debit card, or enter payments online. Convenience fees are associated with some payment methods. Students are required to make payment or payment arrangements by the required deadlines to avoid additional late fees as well as avoid receiving financial holds against their accounts. Financial holds will jeopardize a student’s ability to access academic records, make changes to their schedules, register for future semesters, as well as receive transcripts and/or diplomas.

Summer Session Payment for summer session is expected by May 15. Payment plans are not available for summer or short-session courses.

Collection Policy The Benedictine Community asks for your attention to due dates and your prompt payment toward student accounts in the best interest of everyone involved. Benedictine College reserves the right to assess and add to the student’s account monthly late charges, interest charges, administrative charges, reasonable collection costs, attorney fees and any other costs associated with or which accrue toward the collection of a student or payment plan account. Delinquent accounts may also be referred to collection agencies chosen by Benedictine College and notification may also be given to credit bureau agencies. The college reserves the right to refuse to admit students to class unless they abide by the terms of the payments outlined above. Students are required to maintain their accounts in a current status in order to be able to proceed in the registration process for each term. The college reserves the right to hold diplomas and/or transcripts until the student’s account has been settled in full.

Housing Deposit All on-campus students are required to pay a $100 housing deposit in addition to the enrollment fee. The housing deposit is charged to the student’s account and is retained on deposit until the student graduates or withdraws from Benedictine College and completes the exit process. Any assessment for damages during the student’s time at Benedictine will be charged directly to the student’s account. Room damages that may be charged at the time of graduation or withdrawal will be charged to the student account and the housing deposit will be credited against the student account. The student must complete the official withdrawal or exit process to receive a deposit refund. The following circumstances qualify for deposit refunds: 1. To those who graduate in the spring. 2. To those who graduate or transfer at mid-year and who notify the Student Life office one month before the beginning of the spring semester. 3. To those who attend during the spring semester and reserve a room for the fall, who notify the Student Life office in writing of their withdrawal no later than July 1. 4. To those who are suspended or dismissed for academic or disciplinary reasons.

53 Refund Policy To receive any refunds or adjustments from the Business Office, the student MUST follow these procedures to affect an official withdrawal/drop from class: 1. For a reduction of credit hours, complete a written drop form in the Office of Academic Records and Registration. 2. For withdrawal from a residence hall or board contract, obtain approval from a student development officer and complete a written withdrawal form in that office. 3. For total academic withdrawal, complete a written withdrawal form in the Office of the Director of the Student Success Center and the Student Life Office. Fees. Individual course fees will not be refunded once the semester begins. Tuition – Adjustments/Refunds. Students who drop individual courses but remain enrolled as full-time students (12 to 18 credit hours) will not see a change in the full-time tuition charge. For the first 10 days of each semester, a change in status from full-time enrollment to part-time enrollment (less than 12 credit hours) will impact charges as well as eligibility for financial aid. Part-time students are not eligible for financial aid. After the 10th day of the semester, there will be no change in tuition charges or financial aid when dropping classes that cause a student to go from full-time to part-time enrollment status; the student’s enrollment status “freezes” for the purpose of charges as well as receipt of financial aid. Students whose status changes from part-time to full-time after the first 10 days of the semester but during the time period allowed to “add” classes will see a change in charges. When enrollment status changes, students are encouraged to meet with Student Billing in the Business Office to understand how charges will be affected and with the Financial Aid Office for a clear understanding of how aid may be affected. When a student withdraws from college or when part-time students drop individual courses, tuition charges will be adjusted following the schedule below. Students withdrawing should request a withdrawal form from the Office of the Director of the Student Success Center in order to begin the official withdrawal (exit) process. Tuition charges will be adjusted once the withdrawal date is recorded in the Office of Academic Records and Registration and entered into the student’s record. Tuition Adjustments Week Ending Percent Refunded 1st full week of semester 90% 2nd full week of semester 75% 3rd full week of semester 50% To 20th day each semester 25% After 20th day No adjustment Room and Meal Adjustments/Refunds. Rooms and meal plans are assigned for the semester. Refunds for the semester may be given as long as a student provides written notice of cancellation at least one full week prior to the start of classes. This gives the college the opportunity to make the space available to other students. In cases of this type of notification, all of the room and meal plan charge are refunded less a withdrawal fee. From the week classes are scheduled to begin, room charge and meal plans are refunded on a pro-rata basis starting the day after the student has moved out of the dorm and also returned all keys to the residence director. Meal plans are adjusted using the same pro-rata date.

54 Student Account Credit Balance Refunds. If a student billing account reaches a credit balance (caused when financial aid, awards, and/or payments exceed the total of charges assessed), the student may choose to 1) carry the credit on account (student must notify the Business Office in writing for this option), or 2) receive a refund of the credit balance. Should the student opt for the refund, the Business Office will issue the refund. Refunds created as a result of federal financial aid credits are to be disbursed to the student within fourteen calendar days after aid credits have been posted to the student’s account and the student has met enrollment and attendance qualifications according to federal and/or state regulations. To assist in offsetting the cost of attendance when a student withdraws, financial aid will be earned and repaid according to the Government Regulations for Adjustments, Refunds and Repayment of Awarded Monies under the Title IV Program described below. It is possible that a student who withdraws may still have an outstanding balance payable to Benedictine College after institutional charges and financial aid have been adjusted. Students should meet with Student Billing in the Business Office to understand the adjustment process and to make payment arrangements for any remaining balances. The college reserves the right to hold transcripts until all balances have been paid in full.

Government Regulations for Adjustments, Refunds and Repayment of Awarded Monies under the Title IV Program (Financial Aid) When students withdraw from the college, financial aid may be used to help offset the cost of attendance based upon withdrawal adjustment/refund guidelines of the Federal government. For withdrawing students receiving financial aid, adjustments to aid will be based on the last date of class attendance and as set forth in The Federal Refund/Adjustment Policies contained in the provisions of the U.S. Department of Education relating to financial aid received is summarized below. Students are encouraged to meet with the Financial Aid Office to fully understand how individual situations will be impacted. Federal regulations require the use of the Return of Title IV Funds policy to be used for all students receiving any type of federal aid when calculating the aid a student can retain after withdrawing. This policy relates to Federal Pell and SEOG Grants, as well as Federal Perkins, Stafford, and PLUS Loans. At Benedictine College, the same policy will be used for state, institutional, and outside aid sources. These regulations govern the return of aid disbursed for a student who completely withdraws from a term or payment period. During the first 60% of the period/semester, a student “earns” aid in direct proportion to the length of time he or she remains enrolled. The percentage of time that the student remained enrolled determines the percentage of disbursable aid for that period that the student earned. The percentage of the period that the student remained enrolled is calculated based on number of days the student was enrolled. Divide the number of days enrolled by the total days in the enrollment period, or semester. A student who remains enrolled beyond the 60% point earns all aid for that period. If a student has not earned all of the federal aid received to date at the point of withdrawal, funds will be repaid in the following order: 1. Federal Unsubsidized Stafford Loan. 2. Federal Subsidized Stafford Loan. 3. Federal Perkins Loan. 4. Federal PLUS Loan.

55 5. Federal Pell Grant. 6. Federal Academic Competitiveness Grant (ACG) 7. Federal SMART Grant 8. Federal SEOG Grant. 9. State grant and scholarship funds. 10. Institutional aid. 11. Outside scholarships

Government Regulations for Cash Refunds to Students Awarded Monies under the Title IV Program The Benedictine College refund policies, or any portion thereof, is subject to change without notice due to subsequent changes in federal regulations which apply to the college policy. With the federal schedule directing return of borrowed federal loans first, it is very likely the student who withdraws will still have an outstanding balance with the institution.

Government Repayments If a withdrawing student received financial aid in excess of direct costs (tuition, fees, room, and board), a percentage of this aid may have to be returned. The amount will depend on how many days the student was enrolled and the amount of aid received. Details should be discussed with the Financial Aid Office.

Courses of Instruction he following pages contain the list of course offerings of the various departments of the Tcollege. Immediately following the course title is the number of semester credits (in pa- rentheses) which the course carries. A semester credit represents one fifty-minute class period a week or two or three hours of laboratory a week for the semester. Thus, a course carrying three semester credits will be allotted 150 minutes per week for the semester. Pilot Testing of New Courses All departments of the college are authorized to offer pilot testing of new courses under number 198, if a freshman course; 298, if a sophomore course; or 398, if a junior or senior course. Independent Studies An independent study course, numbered 499, is a clearly innovative, experimental, exploratory, or involved with advanced research. Normally, regular catalog courses will not be taught through independent study. Independent study courses are normally only open to juniors and seniors. Only students with a minimum 2.5 cumulative GPA may register for an independent studies. No more than four independent study courses with a maximum of 12 credit hours will be counted toward degree requirements. The faculty member needs to complete the necessary paperwork and the student must register for the independent study course by the last date to enroll in a given semester or summer session.

56 Internships Departments may provide internships as work and learning experiences under the 379 or 479 course number. Internships are only open to full-time students of at least junior standing who are making satisfactory academic practice. A maximum of four hours may be counted toward the 128 hours required for graduation although more hours may be recorded on the transcript. The necessary paperwork is available from the faculty member supervising the internship and must be turned in to the Office of Academic Records and Registration within two weeks of the start of the internship.

Senior Comprehensive Examinations All academic departments administer a senior comprehensive examination, usually taken during a student’s eighth semester of enrollment, under the 488 course number. This is a requirement for graduation.

The designations below denote the semester a course will be offered. These designations appear after the course credit hours in the courses of instruction. F: generally in the fall S: generally in the spring B: generally both fall and spring semesters D: at the discretion of the department

After each course description that fulfills a general education requirement an abbreviated list of the requirements it fulfills is provided. Below is the list of those abbreviations and their meanings.

C = Core Foundations Skills and Perspectives HP = Historical Perspectives WC = Written Communication AE = Aesthetic Experience OC = Oral Communication PC = Person and Community VC = Visual Communication NW = Understanding the Natural World QA = Quantitative Analysis F = Faith SM = Scientific Method PI = Philosophical Inquiry GP = Global Perspective WP = Western Perspective

57 Art

he objectives of the department are to The requirements for a minor in Art: Texplore the nature and function of art and Ar 113, Design to become proficient in this special field of Ar 121, Drawing communication to a practical end: become a Ar 391, Art History I or Ar 392, Art History II practicing artist; to teach art in grades PreK– plus five additional studio courses 12; to enter the fields of advertising, graphic design, photography, printmaking, illustra- The requirements for a Bachelor of tion, or ceramics; to continue with graduate Art Education: study; or go into museum work. Art Course Requirements: Ar 113, Design (3 hours) The requirements for a B.A. Degree Ar 116/117, Basic Photography (4 hours) in Art: Ar 121, Drawing (3 hours) A minimum of 43 credit hours, including: Ar 226, Graphic Design I (3 hours) Ar 121, Drawing (3 hours) Ar 251, Ceramics I (3 hours) Ar 113, Design (3 hours) Ar 261, Painting (3 hours) Ar 261, Painting (3 hours) Ar 318, Junior Seminar (1 hour) Ar 318, Junior Seminar (1 hour) Ar 350, Sculpture I (3 hours) Ar 486, Professional Practices (3 hours) Ar 381, Printmaking I (3 hours) Senior portfolio submitted prior to Ar 391, Art History I (3 hours) graduation (credit) Ar 392, Art History II (3 hours) Ar 393, 20th Century Art History (3 hours) Three Art history courses (9 hours) Ar 457, Methods of Teaching Art Education Seven approved Art elective studio courses (2 hours) (21 hours) Ar 486, Professional Practices (3 hours) The individual art major will be designed with Ar 488, Senior Comprehensive (Credit) art department chair approval. During the Students must also complete a major in Sec- sophomore year, art students will be evaluated ondary Education in order to receive certifi- and an elective course of study will be tailored cation. Students should consult with the chair for the individual student reflecting his or her of the Education Department and request an strengths. The program can also be designed advisor in the Education Department as well for students who want a broad liberal arts as one in the Art Department. education. Such a degree can help prepare a student to enter careers in art, which demand Transfer students pursuing a major or minor experience in many areas. Students in art are in Art must take a minimum of 40% of the encouraged to design the most intensive art coursework required for the major or minor at program possible. This is especially important Benedictine College. for students with future plans for studying art on the graduate level. Studio Courses in Art A “C–” or better must be earned in each Art Department course to count toward Ar 113 completion of the art degree. Design (3) (B) An exploration of the fundamentals of visual communication using 2D and 3D design.

58 Students will become familiar with the ele- Ar 226 ments of design and organizational principles. Graphic Design I (3) (S) Studio assignments will encourage creative Examines the principles and theory of aes- thinking, synthesis and analysis, and problem thetics applied to the design of newspapers, solving. (AE, VC) magazines, brochures, advertising. Presents fundamental concepts of desktop publishing Ar 116 with some hands-on experiences. Prerequi- Basic Photography (3) (S) site: Ar 113 or Mc 128. (AE, VC) Introduction to photography, including optics theory, camera operation, and digital manipu- Ar 251, 351, 355, 451 lation of images. Emphasis will be placed on Ceramics I, II, III, IV (3 ea) (B) learning use of equipment, materials and tech- The emphasis of these courses is to explore niques. Develops a student’s sensitivity to the ceramics as an art form. Students will use a language of visual communication, including variety of techniques to design, construct, elements of design. Students must provide decorate, and fire their ceramic works. their own 5 megapixel (or greater) digital An emphasis will be placed on both hand camera. The camera should have some man- building and wheel throwing techniques. Pre- ual overrides. Check with professor if there requisites: All taken in consecutive numerical are questions about camera. Lab fee covers order and Ar 351 requires a prerequisite of Ar some supplies. Open to non-majors. Student 121. (AE, VC) must also enroll in Ar 117, Basic Photogra- Ar 261 phy Laboratory. Prerequisite: Ar 113 (for Painting I (3) (B) Mass Communications majors, Mc 128 is the Beginning painting. Color theory and the prerequisite), or permission of the professor. mixing of colors. The technique of painting Corequisite: Ar 117. (AE, VC) is developed through still-life, landscapes, Ar 117 and other proper subject matter. Analysis and Basic Photography Laboratory (1) (S) evaluation. (AE, VC) Laboratory for Ar 116. Students will learn to Ar 321, 322, 421 work with digital photographic images using Drawing II, III, IV (3) (S) Adobe Photoshop and other relevant software. An exploration of drawing using a variety Corequisite: Ar 116. of media, theories, techniques, and subject Ar 121 matter. The course is designed to further develop and improve perceptual and drawing Drawing I (3) (B) skills, and to develop a personal drawing lan- Basic drawing using varied subject mat- guage. Analysis and evaluation. Prerequisite: ter to discover logical form, proportion, Ar 121. All taken in consecutive numerical perspective, composition, and concepts of order. (AE) form and space. Work toward personal visual language. Analysis and evaluation. (AE, VC) Ar 326, 383, 426 Graphic Design II, III, IV (3) (F) Ar 213 Advanced study of design principles and Figure Drawing (2) (D) theory. There will be extensive use of com- The study of drawing using as subject matter puter resources such as scanners, color the human figure. Exploring the expressive printers and CD authoring. In addition to qualities of the human figure and developing working with printed materials, students will an understanding of the human anatomy as explore multimedia and web design. Prerequi- used in art. Prerequisite: Ar 121. (AE, VC) site: Ar 226. All taken in consecutive numerical order. (AE, VC)

59 Ar 350, 352, 353, 454 historic and contemporary issues of printmak- Sculpture I, II, III, IV (3 ea) (D) ing will be surveyed. Prerequisites: Ar 121 Exploration of sculpture. A variety of mate- and Ar 215. All taken in consecutive numeri- rials are utilized in the processes of carving, cal order. (AE, VC) casting, construction, modeling and assem- blage. Analysis and evaluation. Prerequisites: Ar 384, 387, 484 Taken in consecutive numerical order and Ar Photography II, III, IV (3) (F) 350 will have a prerequisite of Ar 121. (AE, Presents intermediate and advanced tech- VC) niques in photography, digital, and darkroom techniques. Explores a variety of photographic Ar 359 styles and types. Presents some history, iden- Calligraphy (3) (D) tifying major contributors to the discipline. History and practice of letter forms as a sup- Continues to emphasize design as an element plement to interpretative experiences fusing of visual communication. Students must pro- form with content. (AE, VC) vide their own 5 megapixel (or greater) digital camera. The camera should have some manual Ar 362, 363, 464 overrides. Check with professor if there are Painting II, III, IV (3 ea) (F) questions about camera. If the student wishes Through the act of painting, students will to pursue black and white film photography, learn the proper use of tools and materials, a 35mm camera must also be provided by the develop a color vocabulary, and enhance student. Lab fee covers some supplies. Open compositional and draftsmanship abilities. A to non-majors. Ar 384 is cross-listed as Mc perceptual awareness and personal form of 384. Prerequisite: Ar 116 and Ar 117 or per- visual communication will be developed using mission of instructor. All taken in consecutive still-life and other appropriate subject matter. numerical order. (AE, VC) Analysis and evaluation. Prerequisites: All taken in consecutive numerical order and Ar Ar 420 261. (AE, VC) Typography (3) (D) Typographic theory and the study of the his- Ar 368, 369 tory, anatomy and applied aspects of type. Watercolor I, II (3 ea) (D) The course will revolve around the construc- Study of transparent watercolor using tradition and adaptation of a font by each student. tional and experimental techniques. Varied Students will examine the history of type- appropriate subject matter is used to explore faces and their use from the Trajan Column the watercolor discipline and its tools, mate- of Rome to the current post-modern trends. rials, vocabulary, and color theory. Analysis Prerequisite: Ar 226. (AE, VC) and evaluation. Prerequisite: All taken in consecutive numerical order and have Ar 121. Ar 465 (AE, VC) Graphic Design Workshop (3) (D) Ar 381, 385, 386, 481 Graphic Design Workshop is the advanced study of graphic design and theory. Students Printmaking I, II, III, IV (3) (B) will operate a graphic design studio, seeking An introduction to, and exploration of, the projects from the Atchison area and the col- different basic methods of printmaking: lege to use as practical experience. Students drypoint, monotype, engraving, silkscreen, will work at a professional level to produce and woodblock. Through the use of line, tex- projects in a variety of media. Prerequisite: ture, value, shape, and color, students will Ar 326. (AE, OC, VC) practice the technique of printmaking. The

60 Ar 488 internship. Prior approval from the depart- Senior Comprehensive Exam (cr) ment chair is required. Prerequisites: Junior standing and a minimum GPA of 2.0. Lecture/Discussion Courses Ar 391 Art History I (Survey) (3) (D) Ar 290 The visual arts of the Western world from pre-historic times to Giotto in the fourteenth Art Appreciation (3) (B) century. The meaning of style and expression A qualitative and historical analysis of art as a in architecture, painting and sculpture, stud- form of communication. A lecture class which ied in the context of the historical background discusses architecture, sculpture, and painting of major periods of western civilization. (HP, from Egyptian to Modern times. This is for AE) non-art majors. (AE, VC, WP) Ar 392 Ar 317 Art History II (Survey) (3) (D) History of Photography (3) (D) A survey and study of the visual arts that were A chronological account of Western photog- produced in Western Europe from Proto- raphy. The course examines the changing Renaissance to the present. Emphasis will imagery of photography and its influences. be placed on the periods of the Renaissance, Special attention will be given to how a pho- Baroque, Rococo, nineteenth and twentieth tographic syntax was developed and continues centuries. (HP, AE) to evolve. Students will explore how technical aspects of photography impact the syntax, as Ar 393 well as how other forms of visual communi- Twentieth Century Art (3) (D) cation influence the language of photography. An in-depth study of forces and personalities (AE, VC) producing twentieth century art. Prerequisite: Ar 391 or Ar 392. (HP, AE, VC) Ar 318 Ar 398 Junior Seminar (1) (F) Special Topics (1–4) Juniors will begin preparations for their Senior Topics not included in the regular cata- Professional Practices course and Senior log, usually treated in a lecture/discussion Show. Group Critiques will be held through- format. May be taken more than once if sub- out the semester preparing the students for ject matter varies sufficiently. their first Junior Portfolio review and even- tually for their Senior show. Critical reading Ar 457 will be assigned with weekly discussions of Methods of Teaching Art Education (2) critical essays and articles, and short papers. (D) (AE, VC, OC) Designed to prepare students to teach art at the preK–12 level. Focus is on teaching a Ar 379/479 variety of media. In addition, the students Art Internship (up to 4 credit hours) identify suitable teaching materials, and pre- On-the-job experience in a professional art pare tests and critiques for the different forms setting. Students will work in internships that of media. By arrangement for Art Education relate to their area of interest such as graphic majors only. design, photography, or gallery management. Ar 486 Internships will be monitored by a faculty member for educational objectives. It is rec- Professional Practices (3) (S) This course is designed to introduce students ommended every art major participate in an to professional skills and practices in the

61 visual arts in preparation for graduate school, for their senior portfolio review. There will professional advancement in the arts, and also be a community service component to employment in art related fields. Instruction the class. (VC, OC) in the development of appropriate written and visual documentation for exhibition and Ar 499 grant proposals, along with oral presentation Independent Study (1–3) skills will be covered. Students will prepare

Suggested sequence of courses for a bachelor’s degree in Art Freshman Year En 101, English Composition 3 Literature 3 Th 101, Introduction to Theology 3 Foreign Language 4 Gs 150, BC Experience cr Ph 175, Logic and Nature 3 Foreign Language 4 Ar 261, Painting I 3 Ar 121, Drawing 3 Art elective 3 Ar 113, Design 3 Pe 115, Wellness for Life 1 __ __ 17 16

Sophomore Year So 101, General Sociology 3 Natural World Foundation (with lab) 4 Art elective 3 Faith Foundation 3 Ar 368, Watercolor 3 Elective 3 Ar 362, Painting 3 Ar 221, Advanced Drawing 3 Ar 391, Art History 3 Ar 381, Printmaking 3 __ __ 15 16

Junior Year Faith Foundation 3 Philosophical Inquiry Foundation 3 Ar 392, Art History 3 Ar 318, Junior Seminar 1 Ar 369, Watercolor 3 Ar 363, Painting 3 Art elective 3 Ar 393, Art History 2 3 Natural World Foundation 4 Elective 3 Pe Activity course 1 Art elective 3 __ __ 17 16

Senior Year Art History elective 3 Art elective 6 Art electives 6 Electives 6 Philosophical Inquiry Foundation 3 Ar 486, Professional Practices 3 Electives 6 Portfolio Review cr __ __ 18 15

62 Astronomy

stronomers seek to understand the struc- physics and mathematics that is needed to Ature and evolution of planets, stars, gal- pursue graduate study. In addition, students axies, and the universe. The astronomy major may participate in ongoing research projects at Benedictine College provides excellent in both observational astronomy or theoreti- preparation for further study toward advanced cal astrophysics using facilities at the college. degrees in astronomy or in such closely related There is access to regional astronomical data fields as physics, mathematics, or computer processing and observing facilities in Kansas science. Immediate employment opportunities and Nebraska. Currently, work is being done in areas such as planetarium/museum guides, in stellar astronomy and includes work on pul- media specialists, or optical equipment sales sating stars, star clusters, and nearby galaxies. personnel also exist for students majoring in For course descriptions, major requirements, astronomy. and a suggested sequence of courses, refer to The major course work provides an over- the Physics, Astronomy, and Engineering sec- view of the entire field of astronomy, more tion in this catalog or contact the chair of the detailed work in specific areas of astronomi- department. cal importance, and the solid background in

Biochemistry

he objectives of the biochemistry pro- Benedictine College offers majors lead- Tgram are to prepare students for graduate ing to the bachelor of science (B.S.) and the studies in biochemical sciences, or profes- bachelor of arts (B.A.) degree. Biochemistry sional studies in medicine, law or the allied majors will not be awarded a minor in biology health sciences. The recommended sequence or chemistry. of courses for the baccalaureate degree in For course descriptions, major require- biochemistry also fulfills all requirements ments, and a suggested sequence of courses, for pre-professional preparation in medicine, refer to the catalog section entitled “Chemis- dentistry, medical technology, pharmacy, try and Biochemistry,” or contact the chair of veterinary medicine and other health-related the department. programs.

Biology

he mission and objectives of the Biol- and orally using up-to-date technology. They Togy program are to have our graduating will be prepared to enter graduate schools, majors appreciate biology, understand bio- professional schools, pre-college teaching or logical principles, use the scientific method the work force. Students may pursue either a and be critical thinkers and problem solvers. bachelor of arts (B.A.) degree or a bachelor By the end of their senior year, students will of science (B.S.) degree in biology. The B.A. have acquired the ability to engage in collab- degree is designed for students who plan to orative and creative projects and communi- enter medical school or who desire a broader cate the results of their work in both writing science background in chemistry and physics.

63 The recommended sequence of courses for Required supporting courses which the B.A. degree in Biology fulfills all science should be taken before all biology requirements for pre-professional preparation courses numbered above 311 are as in dentistry, medicine, optometry, osteopathic follows: medicine, podiatry, and veterinary medicine. Ch 103, General Chemistry I Preparation for nursing, occupational therapy, or Ch 123, Advanced General Chemistry I or physician’s assistant programs usually Ch 104, General Chemistry II requires coursework in anatomy and physiol- or Ch 124, Advanced General Chemistry II ogy. Preparation for careers in medical tech- Ch 105, General Chemistry I Laboratory nology or pharmacy may require more chem- Ch 106, General Chemistry II Laboratory istry coursework. The B.S. degree emphasizes Ch 231, Organic Chemistry I the biological sciences and also meets most Ch 233, Organic Chemistry II graduate school and pre-professional require- Ma 131, Calculus I ments. Ma 132, Calculus II or Ma 211, Applied Statistics Requirements to be accepted as a major Pc 210, Classical Physics I into the biology program are as follows: Pc 211, Classical Physics II Successful completion of at least 40 credit hours of college course work. Recommendations: An overall grade point average greater Four to six semesters of research are rec- than 2.50. ommended. A minor in chemistry is recom- No final course grade below a C in any mended. science or mathematics course. Successful completion (C or better) of: Requirements for a major with a Bi 121, Bi 122 (General Biology with lab), B.S. in Biology: Ch 103 or Ch 123, Ch 104 or Ch 124 and, Bi 121, General Biology I Ch 105, Ch 106, (General Chemistry with Bi 122, General Biology II lab), Ch 231 (Organic Chemistry), Bi 310, Mechanisms of Evolution and one semester of college mathematics Bi 311, Research Design and Analysis (Ma 104, Ma 124, Ma 211, or Ma 131). plus six 4-credit hour laboratory courses Formal application to be accepted into the numbered above 311, with Bi 121 and Bi biology program as a major should be made by 122 prerequisite to all other 300 and 400 the end of the sophomore year and no later than level courses. Three of the six courses first semester of the junior year. must come from the following options: Requirements for a major with a Bi 360, Microbiology or Bi 475, Molecular B.A. in Biology: and Cell Biology Bi 121, General Biology I Bi 355, Ecology or Bi 354, Animal Bi 122, General Biology II Behavior Bi 310, Mechanisms of Evolution Bi 370, Genetics or Bi 482, Animal Bi 311, Research Design and Analysis Physiology plus five 4-credit hour laboratory courses Required supporting courses which numbered above 311, with Bi 121 and Bi 122 should be taken before all Biology prerequisite to all other 300 and 400 level courses numbered above 311 are as courses. Three of the five courses must come follows: from the following options: Ch 103, General Chemistry I Bi 360, Microbiology or Bi 475, Molecular or Ch 123, Advanced General Chemistry I and Cell Biology Ch 104, General Chemistry II Bi 355, Ecology or Bi 354, Animal Behavior or Ch 124, Advanced General Chemistry II Bi 370, Genetics or Bi 482, Animal Physiology

64 Ch 105, General Chemistry I Laboratory A transfer student planning on pursuing a Ch 106, General Chemistry II Laboratory major or minor in Biology needs to consult Ch 231, Organic Chemistry I with the chair of the department regarding Ma 104, College Algebra, or Ma 124, biology courses that will transfer to Benedic- Pre-Calculus, or Ma 131, Calculus I, or tine College and apply toward his or her major Ma 211, Applied Statistics or minor. Pc 110, Concepts in Physics Prospective high school teachers of Biology will take: Biology Major – Bi 121, General Biology I The Introductory Course Core Bi 122, General Biology II Bi 310, Mechanisms of Evolution Bi 311, Research Design and Analysis Bi 107 Bi 457, Methods of Teaching Secondary Science Principles of Biology (4) (B) A general introduction to the principles and plus four 4-credit hour laboratory courses foundations of life science. It is designed numbered above 311, with Bi 121 and Bi 122 to meet the needs of a student not major- prerequisite to all other 300 and 400 level ing in a scientific discipline. It attempts to courses, preference being given to Bi 355 convey the concepts and methods involved and all education courses required for Kansas in scientific approaches to problems in the State Certification. context of the world of living things. Do not enroll in this course if your intended major is Required supporting courses which in any way related to biology or health-related should be taken before all Biology fields.Lecture: three hours. Laboratory: three courses numbered above 311 are as hours. (NW, SM) follows: Ch 103, General Chemistry I Bi 121 or Ch 123, Advanced General Chemistry I General Biology I (5) (F) Ch 104, General Chemistry II A study of the principles of the life sciences or Ch 124, Advanced General Chemistry II emphasizing the essential unity of basic vital Ch 105, General Chemistry I Laboratory phenomena of all organisms with emphasis on Ch 106, General Chemistry II Laboratory humans. Students learn to conduct, evaluate, Ch 231, Organic Chemistry I Ma 211, Applied Statistics and present research in a biology laboratory Pc 110, Concepts in Physics or setting. Topics include: the scientific method, Pc 210, Classical Physics I and qualitative and quantitative observations, Pc 211, Classical Physics II sampling techniques, collecting, recording, summarizing, graphically presenting data, and The requirements for a minor in laboratory report writing. The course includes Biology: a detailed study of living structures and their Bi 121, General Biology I functions examined at the levels of organs, Bi 122, General Biology II cells and molecules plus classical genetics, Bi 310, Mechanisms of Evolution molecular genetics, embryogenesis, microbi- Bi 311, Research Design and Analysis ology, and immunology. Lecture: three hours. plus two 4-credit hour laboratory courses Laboratory: three hours. Discussion: two numbered above 311, with Bi 121 and Bi 122 hours. (NW, WC, OC, VC) prerequisite to all other 300 and 400 level courses.

65 Bi 122 computer intensive course, to plan, conduct, General Biology II (4) (S) evaluate, and present faculty-directed original A continuation of Bi 121, covering the diver- research. Topics for discussion include: the sity of living organisms, ecology and animal historical and philosophical development of behavior. Lecture: three hours. Laboratory: scientific research, the scientific method, writ- three hours. (NW, SM) ing a research proposal, selection of research arena, qualitative and quantitative observa- Bi 142 tions, sampling techniques, collecting, record- Human Anatomy and Physiology I (4) (F) ing, summarizing, statistically analyzing, and An integrated study of the structure and basic graphically presenting data, bibliographic principles involved in the structure and func- search techniques, and research report writ- tions of the human organism. Lecture: three ing. Lecture: two hours. Laboratory and dis- hours. Laboratory: two hours. Note: This cussion: three hours. Prerequisites: Bi 121, Bi course is specifically intended only for those 122. (NW, WC, OC, VC) students interested in pursuing a career in athletic training, nursing, or other allied health Bi 312 professions. Plant Biology (4) (D) A study of the form, structure and function of Bi 143 the flowering plants, followed by a system-

Human Anatomy and Physiology II (4) (S) atic survey of other plant groups with special This is the second half of an integrated study of reference to reproductive habits, evolution, the structure and basic principles involved in and ecological relationships. Lecture: two the functions of the human organism. Lecture: hours. Laboratory: six hours. (NW, SM) three hours. Laboratory: two hours. Prerequi- sites: Bi 142. Note: This course is specifically Bi 313 intended only for those students interested in Taxonomy of Flowering Plants (4) (D) pursuing a career in athletic training, nurs- A systematic survey of plant families with an ing, other allied health professions. emphasis on plants of northeast Kansas and the Benedictine Bottoms. Lecture: two hours. Bi 310 Laboratory: six hours. (NW, SM) Mechanisms of Evolutionary Change (3) (D) Bi 345 This course is intended to provide a scientific Developmental Biology (4) (D) explanation for the change that occurred and An examination of the major events occur- continues to occur in the natural world. Topics ring in the embryological development include: historical and philosophical develop- of animals. Recent experimental findings ment of evolutionary thought; small scale and concerning the initiation and regulation of large scale processes of evolutionary change; animal development at the molecular, cel- results of the evolutionary process. Lecture: lular and tissue level will be considered. three hours. Discussion: one hour. Prerequi- Related topics include: human development, sites: Bi 121, Bi 122. (NW, SM) cancer and aging. In the laboratory the development of vertebrates is examined in detail. Bi 311 Students also design and conduct experiments Research Design and Analysis (3) (D) elucidating the processes and mechanisms of This course provides students with sufficient development. Lecture: two hours. Laboratory: theoretical and practical knowledge, in a six hours. (NW, SM)

66 Bi 346 Bi 360 Comparative Vertebrate Anatomy (4) (S) Microbiology (4) (D) A comparative study of the nine major organ An introduction to microorganisms: their mor- systems found in vertebrate animals with phology, taxonomy, physiology and genetics, considerations of human systems. Evolu- together with a survey of their pathogenicity tionary and functional aspects of anatomi- and immunology. The fundamental princi- cal differences among vertebrate groups are ples are investigated in correlated laboratory emphasized. The laboratory work primarily experiments. Lecture: two hours. Laboratory: involves dissection and identification of ana- four hours. Prerequisites: Bi 121 and Bi 122; tomical structures found in fish and mammals. two semesters of General Chemistry; one Where appropriate, amphibians, reptiles and semester of Organic Chemistry which may be birds are also examined. Lecture: two hours. taken concurrently. (NW, SM) Laboratory: six hours. (NW, SM) Bi 370 Bi 353 Genetics (4) (D) Invertebrate Biology (4) (D) An introduction to the human genome, Mende- A broad study of the classification, structure lian principles, chromosome gene inheritance and natural history of invertebrates from in plants and animals, including man, and the protozoans through the lower chordates. biochemical genetics of molds, bacteria and Laboratory and field studies will closely viruses. Laboratory experiments acquaint the examine the form and function of the major student with various genetic systems and the invertebrate groups and habitats in which they analysis of data from such systems. Current stud- occur. Special attention will be given to those ies of the molecular nature of the gene are also invertebrate groups that occur in central North emphasized. Lecture: two hours. Laboratory: America. Lecture: two hours. Laboratory: six four hours. (NW, WC, OC, VC) hours. (NW, SM) Bi 390 Bi 354 Teaching Practicum (1–2) (B) Animal Behavior (4) (S) Teaching with a faculty member in the labora- The study of the evolution, development, tory of an introductory or an advanced four causation, and function of the behavior of hour course. Prerequisites: Junior or senior animals. Emphasis will be given to the bio- standing and permission of the instructor. logical mechanisms and adaptive significance (NW) of the behavior of both invertebrates and vertebrates. Lecture two hours. Laboratory: six Bi 457 hours. (NW, WC, OC, VC) Methods of Teaching Secondary Science (2) (B) Bi 355 Acquaints the student with special techniques, Ecology (4) (F) current technologies in teaching strategies, An introduction to the principles underly- and devices for teaching the natural sci- ing the interrelationship of organisms and ences and evaluating student progress in the their environment. Topics include: ecosystem classroom and laboratory; the planning and structure, community organization, and popu- presentation of laboratory work and mate- lation parameters. Field studies and analysis rial; the use and maintenance of equipment, of data are an integral part of the course. Lec- and the selection and purchase of laboratory ture: two hours. Laboratory: six hours. (NW, supplies. Some consideration will be given to WC, OC, VC)

67 the journals, handbooks and other technical Prerequisites: Bi 121 and Bi 122; two semes- literature useful in teaching science. Lecture: ters of General Chemistry; one semester of two hours. (NW) Organic Chemistry which may be taken concurrently. Bi 360 is recommended. (NW, SM) Bi 475 Molecular and Cell Biology (4) (D) Bi 482 This course is a basic introduction to the Animal Physiology (4) (S) molecular biology of the cell. Lectures Life processes: receptor, neuron, and muscle include a brief review of fundamental cell activities, membrane permeability and trans- chemistry, followed by more comprehensive port, hormonal control, gas exchange, metab- discussion of membrane and organelle olism, osmoregulation, excretion, secretion, structure and function, protein synthesis and and circulation studies in invertebrates, ver- structure, cell movement, signaling and regu- tebrates, and humans. Lecture: two hours. lation, the cell cycle, and cancer. Some time Laboratory: four hours. (NW, SM) is devoted to DNA and RNA replication and function and energy utilization. Laboratories Bi 486 involve various current techniques used to Research (1–3) (B) investigate these topics. Lecture: two hours. Independent investigation of a biological Laboratory: four hours. Prerequisites: Bi 121 problem in consultation and/or collaboration and Bi 122; two semesters of General Chemis- with a faculty member. try; one semester of Organic Chemistry which may be taken concurrently. (NW, SM) Bi 488 Senior Comprehensive Examination (cr) Bi 476 Immunology (4) (D) Lectures on the nature and mechanisms of natural and acquired resistance including cellular and humoral immunity. The characteristics of antigens and antibodies, their interaction, the ontogeny and cellular basis of the immune response, hypersensitivity (allergy), toler- ance, and biotechnological applications will be discussed. The laboratory is designed to demonstrate immunological phenomena and give the student an opportunity to develop familiarity with immunological techniques. Lecture: three hours. Laboratory: two hours.

68 Suggested sequence of courses for a bachelor of arts degree in Biology

Freshman Year Ch 103, General Chemistry I 3 Ch 104, General Chemistry II 3 or Ch 123, Advanced General Chem I or Ch 124, Advanced General Chem II Ch 105, General Chemistry I Lab 1 Ch 106, General Chemistry II Lab 1 Bi 121, General Biology I 5 Bi 122, General Biology II 4 En 101, English Composition 3 Aesthetic Foundation 3 Ma 131, Math (Calculus if possible) 4 Ma 132, Calculus II or Ma 211, Gs 150, BC Experience cr Applied Statistics 4 Pe 115, Wellness for Life 1 Pe Activity course 1 __ __ 16 17

Sophomore Year Ch 231, Organic Chemistry I 3 Ch 233, Organic Chemistry II 3 Pc 210, Classical Physics I 4 Pc 211, Classical Physics II 4 Ph 175, Logic and Nature 3 Faith Foundation 3 Bi 310, Mech of Evolutionary Change 3 Bi 311, Research Design and Analysis 3 Th 101, Introduction to Theology 3 Person and Community Foundation 3 Bi 486, Biology Research 1 __ __ 16 17

Junior Year Historical Foundation 3 Historical Foundation 3 Foreign Language 4 Foreign Language 4 Advanced Biology 4 Advanced Biology 4 Aesthetic Foundation 3 Faith Foundation 3 Elective 3 Philosophical Inquiry Foundation 3 Bi 486, Biology Research 1 Bi 486, Biology Research 1 __ __ 18 18

Senior Year Advanced Biology 4 Advanced Biology 4 Advanced Biology 4 Advanced Biology 4 Global Perspective 3 Philosophical Inquiry Foundation 3 Ch 351, Biochemistry I 4 Elective 3 Bi 486, Biology Research 1 Bi 486, Biology Research 2 Bi 488, Senior Comprehensive cr __ __ 16 16

69 Suggested sequence of courses for a bachelor of science degree in Biology

Freshman Year Ch 103, General Chemistry I 3 Ch 104, General Chemistry II 3 or Ch 123, Advanced General Chem I or Ch 124, Advanced General Chem II Ch 105, General Chemistry I Lab 1 Ch 106, General Chemistry II Lab 1 Bi 121, General Biology I 5 Bi 122, General Biology II 4 En 101, English Composition 3 Aesthetic Foundation 3 Ma 124 , Pre-Calc. or Ma 131, Calc. I 4 Ma 211, Applied Statistics 4 Gs 150, BC Experience __ __ 16 15

Sophomore Year Ch 231, Organic Chemistry I 3 Ch 233, Organic Chemistry II 3 Pc 110, Physical Concepts 4 Global Perspective 3 Ph 175, Logic and Nature 3 Faith Foundation 3 Bi 310, Mech of Evolutionary Change 3 Bi 311, Research Design and Analysis 3 Th 101, Introduction to Theology 3 Pe 115, Wellness for Life 1 Pe Activity course 1 Bi 486, Biology Research 1 __ __ 16 15

Senior Year Advanced Biology 4 Advanced Biology 4 Advanced Biology 4 Advanced Biology 4 Person and Community 3 Philosophical Inquiry Foundation 3 Ch 351, Biochemistry I 4 Elective 3 Bi 486, Biology Research 1 Bi 486, Biology Research 2 Bi 488, Senior Comprehensive cr __ __ 16 16

70 School Business

he primary objective of the School of Degree Completion in Asia TBusiness is to prepare students for suc- The School of Business also offers a bach- cessful and rewarding careers in traditional elor of science degree completion program in business occupations. The core business cur- Business to qualified students living in China riculum focuses on the four main functional (Hong Kong, Mainland, Malaysia, and Singa- areas of a business enterprise (accounting, pore). We are currently in the teach-out phase finance, management, and marketing), impor- of this program and are no longer accepting tant supporting competencies (quantitative new applications. methods, statistical analysis, economics, law, The degree completion program is pri- and executive communications), and charac- marily designed for students who have ter formation (ethics). The business degree completed the equivalent of three years programs reflect a belief that professionals of higher education, and who qualify for require technical and leadership skills that are admission to Benedictine College’s interna- balanced with the perspective, critical think- tional program. Admission to the program ing, and communication skills produced by a requires English proficiency, and eighty-four combined business and liberal arts education. transferable and acceptable credit hours, At the undergraduate level, the secondary including fourteen credit hours of general objective of the program is to prepare students education courses. For additional informa- for entrance into graduate or professional tion, contact the Benedictine College office schools. of international programs via telephone (913- At the graduate level, the department 360-7160), fax (913-360-7622), or email offers an Executive MBA and a Traditional ([email protected]). MBA (described below). The mission of the To earn a bachelor of science through EMBA program is “to prepare managers for the degree completion program, a student is significant executive and/or entrepreneur- required to: ial responsibility.” It is intended for mid- 1. Successfully complete the equivalent of to-upper-level managers or owners with at 128 credit hours, which must involve all least five years of management experience. courses in the program’s forty-four credit The Traditional MBA is designed for students hour curriculum. who have just completed an undergraduate 2. Achieve a grade point average of 2.0 in degree or who choose to pursue the MBA the overall degree completion course degree on a course-by-course basis. Students work. who are accounting majors and who wish to 3. Successfully complete a comprehensive qualify for CPA examination may choose this or capstone project at a satisfactory level. degree to acquire the required knowledge and The curriculum for the forty-four credit hour credit hours. degree-completion program is described The Cray Center for Entrepreneurial Ser- under Bachelor of Science Degree Comple- vices’ stated mission of “integrating entrepre- tion Program. neurship across the curriculum” also extends educational services to other programs on Procedures for Acceptance as a campus and to the surrounding community. Major in the School of Business It is well to confer as early as possible with The School of Business offers five degrees the department chair to establish a program of (all Bachelor of Arts): Accounting, Finance, study. Students preparing for graduate school International Business, Management and are encouraged to include as many courses in Marketing. mathematics as their schedules allow. 71 A student may declare a major in the 1. The student should declare a major in the School of Business at any time. However, a School of Business during the freshman student must satisfy the requirements set forth year or early in the sophomore year. This below in order to be accepted as a major in declaration is made with the Office of Aca- the School of Business. Prior to satisfying the demic Records and Registration, and the requirements for acceptance as a major in the student will be listed as PB (Pre-Business). School of Business, students who declare a This PB declaration is not required for a major will be listed as PB (Pre-Business) in student who wishes to ultimately submit a the Office of Academic Records and Registra- petition for acceptance as a major. How- tion. A student will not be allowed to enroll in ever, it is highly recommended that stu- a 400-level course offered by the School of dents declare the major as early as possible Business unless the student has petitioned and so a member of the Business faculty can been accepted as a major. be assigned as their academic advisor and Requirements for acceptance as a major in their curriculum can be planned accord- the School of Business are as follows: ingly. 1. The student must successfully complete the 2. The student should complete, with a grade following seven courses (referred to as the of C– or better, the Business Block courses “Business Block”) with a grade of C– or (listed above) required to be accepted as better in each course: a major in the School of Business by the end of the sophomore year, or by the end Ba 165, Intro to Quantitative Analysis of the junior year at the very latest. It is Ba 265, Development and Analysis of not required that the student complete the Business Data Business Block courses (with a C– or bet- Ba 225, Principles of Business ter) by the end of the sophomore or junior Management year. However, a student cannot enroll in a Ac 209, Principles of Financial Accounting 400-level course offered by the School of Ac 210, Principles of Managerial Business until he or she has completed the Accounting Business Block (with a C– or better) and Ec 209, Principles of Macroeconomics has been accepted as a major. Ec 210, Principles of Microeconomics 3. Upon successful completion of the seven 2. The student must have an overall (college- Business Block courses, the student should wide) cumulative GPA of at least 2.00 and submit a petition to be accepted as a major a cumulative GPA of at least 2.00 in all in the School of Business. (As previously courses which apply toward a major in the noted, the student should endeavor to School of Business (including the Busi- accomplish this by the end of the sopho- ness Block courses listed above). more year, or by the end of the junior year 3. If the first two requirements have been sat- at the very latest.) It is not required that the isfied, the student must submit a petition student submit a petition to be accepted for acceptance as a major in the School of by the end of the sophomore or junior Business and specify the desired degree in year. However, a student cannot enroll in a Accounting, Finance, International Busi- 400-level course offered by the School of ness, Management, or Marketing. Students Business until he or she has been accepted may petition for more than one major. as a major. Thus, for students wishing to It is recommended that stu- complete their degree in four years, it is ideal that this be accomplished by the end dents who desire a major in the of the sophomore year, and it is necessary School of Business should consider the fol- to achieve this by the end of the junior year lowing sequence: at the latest.

72 4. Following acceptance into the major, the Ba 165, Quantitative Analysis for student may enroll in 400-level courses Business (or Ma 107, Introduction offered by the School of Business and to Quantitative Analysis for should complete the remaining degree Business) requirements by the end of the senior year. Ba 265, Development and Analysis of Business Data (or Ma 211, Applied Students who transfer into Benedictine Col- Statistics) lege will be accepted as a major in the School Ba 225, Principles of Business of Business based on the same standards set Management forth above. In such cases, courses previously Ac 209, Principles of Financial taken by the student that are comparable to Accounting those listed above and are accepted for trans- Ac 210, Principles of Managerial fer by the College will be applied toward Accounting satisfying the requirement, up to 40% of the Ec 209, Principles of Macroeconomics coursework required for the major Ec 210, Principles of Microeconomics Transfer students pursuing a minor offered Ba 371, Legal Environment of Business by the School of Business must take a mini- Ba 383, Principles of Marketing mum of 25% of the coursework required for Fi 390, Principles of Finance the minor at Benedictine College. b. The Major Requirements for Account- Graduation Requirements for a ing, Finance, International Busi- ness, Management, or Marketing (see Bachelor of Arts (B.A.) below). Requirements Common to all Majors c. The four components of the Capstone in the School of Business: Accounting, Curriculum: Finance, International Business, Ba 460, Strategic Management Management, and Marketing Ba 478, Experiential Learning Activity Ba 486, Seminar on Ethics and All B.A. candidates in Accounting, Morality for Business Professionals Finance, International Business, Manage- (It is important for students and ment, and Marketing must satisfy the follow- advisors to note that Th 200 and Ph ing requirements: 325 are prerequisites for this 1. The candidate must complete the General Seminar.) Education requirements of the College. Ba 487, Seminar on Executive Writing (See Academic Regulations and Proce- and Communication dures in the Course Catalogue.) 3. Students enrolled in the Bachelor of Sci- 2. The candidate must complete all courses ence degree completion program in any of required for the degree from the School the college’s international sites must main- of Business with a grade of C– or better tain a grade of C– or better in all of the 8 in each course. Courses required for the core modules. degree are grouped in three categories 4. Policy Statements: known as the Common Body of Knowl- a. Students may petition for more than edge (common to all Business majors), one major in the School of Business the Major Requirements (specific to each (e.g. a student may double major in degree), and the Capstone Curriculum Accounting and Finance, or double (common to all Business majors). The list major in Finance and Marketing, etc.). of courses in each category is as follows: b. The minor in Business is not available to a. The ten Common Body of Knowledge majors in the School of Business. How- courses: ever, the minors in Accounting, Finance,

73 and Entrepreneurship are available to employment are in corporate finance, bank- majors in the School of Business. ing, and investments. This major requires c. For students who transfer to Benedictine development of a specific plan and input from College and are accepted as a major, the the advisor. School of Business reserves the right In addition to the ten Common Body of to determine which transferred courses Knowledge courses and the four compo- will satisfy the requirements of a major. nents of the Capstone Curriculum, the major This determination will be based on a requirements for a B.A. in Finance are as fol- careful review of previous course con- lows: tent and examination. Ac 364, Tax Issues in Business Decisions Ac 420, Business Valuation & Financial Major Requirements in Accounting Statement Analysis Students who plan to take the Certified Fi 465, Financial Spreadsheet Modeling Public Accountant examination should be Fi 490, International Finance aware that the completion of at least 150 Fi 491, Investment & Portfolio semester hours is required to take the CPA Management exam. A faculty advisor should be consulted Fi 495, Advanced Corporate Finance before making final decisions relative to a Ec 306, Money and Banking degree program. One upper-division Economics (Ec) Many career choices are available in the or Accounting (Ac) elective profession of accountancy. The three princi- One upper-division Finance (Fi) elective ple areas of employment are in an industrial Fi 488, Senior Comprehensive concern, public practice, and governmen- Examination (or its equivalent) tal agencies. In addition to the ten Common Major Requirements in Body of Knowledge courses and the four components of the Capstone Curriculum, the International Business major requirements for a B.A. in Accounting Career choices in International Business are as follows: include working for organizations in foreign Ac 327, Intermediate Financial Accounting countries, working within the US for orga- Theory I nizations doing business internationally, or Ac 328, Intermediate Financial Accounting working for governmental or non-profit agen- Theory II cies. All functional areas of business are rel- Ac 363, Federal Income Tax Accounting evant in International Business. In addition to Ac 373, Cost Accounting I the ten Common Body of Knowledge courses Ac 401, Advanced Financial Accounting and the four components of the Capstone Cur- Theory I riculum, the major requirements for a B.A. in Ac 402, Advanced Financial Accounting International Business are as follows: Theory II Ba 325, International Management & Ac 420, Business Valuation & Financial Culture Statement Analysis Ba 471, International Business Law Ac 493, Auditing Theory Fi 490, International Finance Ac 488, Comprehensive Senior Examination Ba 485, International Marketing (or its equivalent) Ec 315, International Economics One upper-division Accounting (Ac) elective Ba 488, Senior Comprehensive Examination Ec 306, Money and Banking (or its equivalent) Major Requirements in Finance An immersion experience of at least twelve Many career choices are available in credits. Note: Students will select one of the finance. The three principles areas of following options for completion of their

74 immersion experience in consultation with an Major Requirements in advisor and the department chair. Management 1. Semester study abroad at a Benedictine The Management major will provide stu- College campus or partner school. The dents with the necessary background for twelve credits may contain the local lan- careers in business and non-business organi- guage component, liberal arts or business zation. Career opportunities may be available courses. Three credits of internship may be in a host of areas, including human resources, included. communication, and industrial relations. In 2. Extended study program developed and addition to the ten Common Body of Knowl- sponsored by a business faculty member. edge courses and the four components of the This must be a minimum of twelve cred- Capstone Curriculum, the major requirements its. The program must be a minimum of for a B.A. in Management are as follows: six weeks and may include an internship of Ba 325, International Management and Culture three credits approved by the department Ba 340, Enterprise Management internship coordinator. Courses equivalent Ba 350, Organizational Behavior and Theory to the Benedictine College business or lib- Ba 450, Human Resource Management eral arts courses will complete the extended Ba 455, Corporate Social Responsibility study. Ba 365, Decision Process and Analysis 3. International students (non-citizens) admit- Ec 320, Managerial Economics ted to the International Business major at Ba Elective Benedictine College may complete their Ba Elective immersion experience by demonstrating Ba 488, Senior Comprehensive Examination proficiency in English and successfully (or its equivalent) completing twelve credits of elective international business courses, including an Major Requirements in Marketing internship experience at a US-based enter- Career opportunities In Management prise engaged in international business. include marketing administration, selling Elective courses recommended for the Inter- and sales management, or retail merchandis- national Business major: ing and management. Many other areas may Fr, Gn, Sp upper-division courses or Latin be available, including advertising. In addi- American Civilization & Culture tion to the ten Common Body of Knowledge Ec 401, Economic Development in the courses and the four components of the Cap- 3rd World stone Curriculum, the major requirements for Hi 383, Early Modern Europe a B.A. in Marketing are as follows: Hi 394, Europe Post 1945 Ba 325, International Management and Culture Hi 395, Europe 1848–1914 Ba 388, Integrated Marketing Communication Hi 396, Europe 1914–1945 Ba 480, Marketing Strategy Th 365, Introduction to World Religions Ba 481, Consumer Behavior So 290, World Regional Geography Ba 483, Marketing Research So 450, Global Cultures & Societies Ba 485, International Marketing Ph 475, Islamic Philosophy Ec 310, Price Theory, or Ec 320 – Managerial Ps 322, European Politics Economics Ps 360, International Relations Ba Elective Ps 421, Comparative Political Systems Ba Elective So 280, Cultural Anthropology Ba 488, Senior Comprehensive Examination So 351, World Populations & Environment (or its equivalent) So 483, Urban Sociology

75 Minor in Accounting The courses required to satisfy the minor are The minor in Accounting is for the student as follows: who wishes to build a limited base of account- Ac 209, Principles of Financial Accounting ing knowledge while improving their financial Ec 210, Principles of Microeconomics and analytical skills. Ac 209, Ac 210, Ac 327 Ba 225, Principles of Business Management and Ac 328 should be taken in sequence; Ac Ba 340, Enterprise Management 209 and Ac 210 are prerequisite to the remain- Ba 343, Principles of Entrepreneurship ing courses. Ba 383, Principles of Marketing Fi 392, Entrepreneurial Finance Ac 209, Principles of Financial Accounting Minor in Finance Ac 210, Principles of Managerial This minor provides a broad exposure Accounting to corporate finance that can be success- Ac 327, Intermediate Financial fully coupled with other majors (particularly Accounting Theory I majors in Accounting, International Business, Ac 328, Intermediate Financial Management, Marketing, and Economics). A Accounting Theory II grade of C– or higher must be earned in each Ac 363, Federal Income Tax course counting toward the minor. Accounting Ac 373, Cost Accounting I The courses required to satisfy the minor are as follows: Minor in Business Administration Ac 209, Principles of Financial Accounting This minor provides a broad exposure to Ec 210, Principles of Microeconomics business knowledge that can be successfully Fi 390, Principles of Finance coupled with other majors to enhance career Fi 465, Financial Spreadsheet Modeling options or to better prepare the student for Fi 490, International Finance success in a chosen field. The minor is not Fi 491, Investment and Portfolio Analysis available to students already majoring in the Ac 420, Business Valuation and Financial School of Business. A grade of C– or higher Statement Analysis must be earned in each course counting toward the minor. Course Offerings in Accounting The courses required to satisfy the minor are as follows: Ac 209 Ac 209, Principles of Financial Accounting Principles of Financial Accounting (3) Ac 210, Principles of Managerial Accounting (B) Ec 209, Principles of Macroeconomics Introduces the fundamentals of accounting: Ec 210, Principles of Microeconomics recording business transactions, adjusting Ba 225, Principles of Business Management accounts, and preparing financial reports; Ba 383, Principles of Marketing accounting for cash, receivables, fixed assets, Fi 390, Principles of Finance and inventories are also covered. (QA)

Minor in Entrepreneurship Ac 210 This minor provides a broad exposure to Principles of Managerial entrepreneurship that can be successfully Accounting (3) (B) coupled with other majors. A grade of C– or Introduces the fundamentals of manage- higher must be earned in each course counting ment accounting: traditional cost systems, toward the minor. activity-based costing, cost-volume-profit

76 analysis, accounting for decision-making, and Ac 373 budgeting. Prerequisite: Ac 209. (QA) Cost Accounting I (3) (S) In-depth study of both traditional and Ac 327 advanced cost accounting techniques. The Intermediate Financial Accounting focus is on cost systems that aid managerial Theory I (3) (F) decision making. Emphasis is put on computa- Reviews the preparation of the statement of tional issues, modern business environments, financial position (balance sheet), income and the integration between accounting tech- statement, statement of retained earnings, and niques and managerial decision-making. Pre- statement of cash flows. In-depth study and requisite: Ac 210. (QA) analysis of the asset accounts including: cash, account receivable, note receivable, invento- Ac 374 ries, property, plant & equipment and intan- Cost Accounting II (Advanced gible assets. Prerequisite: Ac 209. (QA) Managerial) (2) (D) A continuation of Ac 373. Content includes Ac 328 budget construction, standard costs, direct vs. Intermediate Financial Accounting full absorption costing, and differential cost Theory II (3) (S) analysis. Prerequisite: Ac 373. A continuation of Ac 327. Content includes accounting for income tax expense, Ac 382 pension, capital leases, methods of revenue Accounting Information Systems I (3) recognition, earnings per share, long-term (D) debt. Prerequisite: Ac 327. (OC, QA) This course is the first of two courses meeting the requirements of some states to sit for the Ac 363 C.P.A. examination. It integrates information Federal Income Tax Accounting (3) (F) systems concepts into the basic accounting Study and application of the current tax law, process by presenting an overview of how the codes and regulations as it applies to indi- accounting cycle flows from the beginning to vidual federal income tax situations. Tax end. It then introduces the student to the basic planning, preparation of tax returns, and tax tools of systems analysis including data files research are involved. Prerequisite: Sopho- and data bases. Prerequisite: Ac 327. (QA) more standing. (QA) Ac 401 Ac 364 Advanced Financial Accounting Tax Issues in Business Decisions (3) (S) Theory I (3) (F) This course is about developing a broad based A comprehensive treatment of the preparation knowledge of the U.S. income taxation sys- of consolidated financial statements for parent tem. An emphasis will be placed on distin- corporations and their subsidiaries. Account- guishing between the advantages, both tax ing for stock investments using the equity and non-tax, of each available business struc- method is also included. Prerequisite: Ac 328. ture and on the tax implications of varying (QA) business decisions. Prerequisite: Fi 390 or permission of instructor.

77 Ac 402 capstone course for the accounting curricu- Advanced Financial Accounting lum. Consequently, this course must be taken Theory II (3) (S) at Benedictine College. Prerequisite: Ac 328. Provides in-depth study and analysis of (QA) advanced accounting topics including: financial statement analysis and segment, Ac 494 interim reporting, statement of cash flows, Auditing Practice Seminar (3) (D) accounting for branch operations, international Emphasis is placed on the practical aspects accounting and foreign currency transactions, of auditing and the applying of judgment to partnership-formation and liquidation, cor- particular audit situations. Practical cases in porate liquidations, reorganizations, and debt auditing cash, inventories, investments, rev- restructuring. Prerequisite: Ac 328. (QA) enues, and payroll are among those accomplished. Prerequisite: Ac 493. (QA) Ac 403 Governmental/Not for Profit (1) (D) Ac 499 Accounting for government and nonprofit Independent Study (credit arranged) organizations. Content includes: accounting Primarily a research course in which the stu- for revenues, expenditures, and encumbrances dent selects a significant accounting topic for municipal governments; specialized with the approval of the department, conducts accounting for colleges, hospitals, and federal the necessary research, and presents a formal government agencies. Prerequisite: Ac 210. research paper. (QA)

Ac 420 Course Offerings in Business Valuation & Financial Statement Analysis (3) (F) Business Administration This course will focus on the development and application of models of business valuation in various business situations and on the analy- Ba 124, 224, 324, 424 sis of financial statements in the development Students in Free Enterprise (SIFE) (1–2) of business valuation models and investment (B) decisions. Case applications of financial the- Students develop economic/free enter- ory will be emphasized. Prerequisites: Ac 209 prise based programs that encourage others and Fi 390. in the Benedictine College, Atchison, and surrounding communities to have a better Ac 488 understanding of how the free enterprise sys- Senior Comprehensive Exam (cr) tem works. This unique experience enables students to acquire stronger communication, Ac 493 team building, and management skills. Credit Auditing Theory (3) (F) is initiated by the SIFE advisor after assign- The study of the philosophy, environment ment to a mutually agreed upon program. The and application of auditing is explored. course may be taken more than one time; a AICPA professional ethics, auditor’s legal maximum of six hours of SIFE credit may liability, the actual process of auditing ele- apply toward graduation. This course is open ments of financial statements is explained and to all students. applied on a theoretical basis. This serves as a

78 Ba 125 Ba 225 Introduction to Business (1) (D) Principles of Business Management (3) The purpose of this course is to introduce the (B) opportunities of business as a career option and An introduction to the management pro- to explore various employment options within cess through the functions of planning, the fields in business. The necessary academic organizing, leading, and controlling for busi- backgrounds and educational choices will be ness organizations. Prerequisite: Sophomore explored. Students will be expected to com- standing. (PC, WC, OC) plete a psychological profile that will assist in their decision-making. The application of Ba 255 the principles of the Rule of St. Benedict will Teams and Leaders (2) (D) be examined and the importance of the liberal This course will introduce students to the skills arts in business will be emphasized. Prerequi- and techniques of building effective teams. site: Freshman standing only. The course will combine behavior theory and relevant business practice. It will develop Ba 155 transferable leadership skills learned through Introduction to Individual practice and application within team projects, Leadership (2) (D) class activities, and a variety of learning exer- This course will direct students to recognize cises. The application of these skills comes in individual strengths and weaknesses and the form of project management, group deci- articulate their values, understand leadership sion making, team development, practice of styles, recognize the importance of coopera- ethics and team presentations. Prerequisite: tion, develop the ability to trust others and Ba 155. have others trust you while emphasizing servant leadership. Prerequisite: Freshman Ba 265 standing only. Development and Analysis of Business Data (3) (B) Ba 165 Business uses three languages: words, graph- Quantitative Methods in Business (3) (B) ics and numbers. This course focuses on This course investigates analytical func- the language of numbers, supplemented by tions, including polynomial, logarithmic, and graphic presentations of numeric information. exponential functions necessary for business Specifically, students in this course will build majors. The mathematics of finance, matrix skills for analyzing quantitative data, deriv- algebra, and linear programming are covered. ing and interpreting statistics, applying skills Additional topics will be presented as appro- to data drawn from business contexts for the priate. Prerequisite: Freshman standing only. purpose of deriving implications for business action. Prerequisite: Ba 165. Ba 223 Business Communication (3) (D) Ba 278 This course is designed to prepare busi- Career Development Seminar (0) (B) ness students to communicate more This seminar will focus on providing train- effectively, emphasizing communication ing to students as they develop their career through letters and written reports. Prepara- path and prepare for work after college. The tion of oral communication, in conjunction student will develop writing skills through with presentation of oral reports, will be preparation of an effective résumé and let- taught to students. (WC, OC, VC) ter of application for a job, will develop

79 communication skills for job interviews by sociological factors surrounding busi- participating in career fairs, mock interviews ness creation and ownership as well as and other activities provided by the career the role of entrepreneurial activity in soci- development office. Students may utilize ety. Students will be introduced to differ- tests and surveys (such as StrengthsQuest) ent types and models of entrepreneurship to develop a personalized career plan in con- and self-employment (e.g. family business, sultation with their advisor. Students should high growth ventures, micro enterprise, complete this seminar during their sophomore social entrepreneurship, franchises, etc.) year. and they will examine the suitability of entrepreneurship or self-employment as a pri- Ba 325 mary career goal. Prerequisite: Sophomore International Management & standing. Culture (3) (B) This course will provide students with an Ba 345 understanding of the issues managers must New Venture Creation (3) (D) understand relating to the forces supporting The study of the forming of a new orga- and limiting globalization and their implica- nization. Emphasis is placed on recogniz- tions for organizations, emphasizing global ing and seizing opportunities. The basis management of both international operations of the course is to improve technological, and a multinational workforce. Prerequisite: commercial, and organizational processes. Ba 225. Entrepreneurs create new goods, improve the quality of goods, introduce new methods of Ba 340 producing goods, open up new markets, find Enterprise Management (3) (D) new sources of supply, and transform both This course will focus on the creation of new organizations and industries. Thus, this course ventures and the operation and life of existing is the essence of new creation both as tangible enterprises. Recognition of opportunities for and intangible goods. Prerequisites: Ba 225 new organizations or opportunities for small and Ba 343, or permission of the instructor. businesses to grow and prosper will be dis- (WC, OC, VC) cussed. The major disciplines of business will be applied to small and growing ventures. The Ba 350 course will consider the unique role of small Organizational Behavior and Theory (3) enterprises in society, franchises as an enter- (S) prise model, the importance of family and The purpose of this course is to gain an closely held businesses. The range of opera- understanding of the theory, research, and tional activities for new and small businesses applications which provide the cornerstone will be explored. The life cycle of an enter- for managing within organizations. Topics prise will also be presented. Prerequisite: Ba will include structure of organizations, com- 225. (WC, OC) munication, decision-making, motivation, leadership, and organizational development. Ba 343 Open to all majors. (WC) Principles of Entrepreneurship (3) (D) This course will focus on the nature and chal- Ba 351 lenges of self-employment, venture creation, Managing Non-Profit Organizations (3) and small business ownership. Why people (D) start or own businesses will be examined This course examines the management through discussion of the psychological and aspects of an enterprise with special focus on

80 non-profit organizations. The basic business The course emphasizes quantitative tools and disciplines of accounting, finance, market- models of the decision process: decision mod- ing, management, legal, and human resources eling under uncertainty and risk, conditional are discussed within the context of non-prof- probability, sensitivity analysis, game theory, its. Special attention is given to development cost/benefit analysis, and optimization. The of volunteer leadership, governmental rela- quantitative approach will be supplemented tions, fundraising, mission development and with knowledge of behavioral aspects of deci- organizational structure. An understanding of sion making. Prerequisites: Ba 225, Ba 265 fiduciary responsibility and oversight are also or Ma 211. covered. Prerequisites: Ba 225, Ac 209. Ba 371 Ba 355 Legal Environment of Business (3) (B) Business Ethics (3) (D) The legal aspects of commercial relations A framework of business ethics and social including discussion of general laws under responsibility based on Aristotelian virtues which business operates, such as contracts, is developed and applied to current business sales, agency, employment, negotiable instru- problems. This course overviews the major ments, real estate, etc. Open to all majors. philosophical theories of morality and ethics Prerequisite: Ba 225. (PC) (egoism, utilitarianism, Kantian deontology, justice theory, and virtue ethics) in the context Ba 383 of the moral issues surrounding business and Principles of Marketing (3) (B) work life. Upon completion, students should A decision oriented course introducing the be able to demonstrate an understanding of study of the nature of marketing and manage- the moral responsibilities and obligations of ment of the marketing variables to achieve the business professionals and business organi- goals of the firm. Prerequisite: Ba 225. (PC, zations, to employees, customers, suppliers, WC, OC) government, the competition, the wider society and the environment. Prerequisite: Ph Ba 385 175. (PC, PI) Sales and Negotiations Techniques (3) (D) The managerial dynamics of the personal Ba 357 selling and negotiations process are analyzed Management Information Systems (3) in a contemporary marketing format. Topics (D) include: selling techniques, negotiating strate- This course explores concepts of management gies, forecasting and compensation. Prerequi- information systems and how they affect the site: Ba 383. organization and its employees, and focuses on 1) how systems fit into organizations and Ba 388 management, 2) systems analysis and design, Integrated Marketing Communications and 3) how to manage information resources (3) (D) and information systems. Prerequisite: Ba The importance of clear and consistent com- 225. (WC, VC) munication with an organization’s constituents is stressed. Topics focus on learning Ba 366 communications principles and applying Decision Process and Analysis (3) (S) them through the development of ads and This course provides students with theoretical promotional campaigns and the importance and practical understanding and skills in deci- of establishing and maintaining brands and sion making, a core function of management. brand awareness. Prerequisite: Ba 383.

81 Ba 398 Students will learn about organizing and Special Topics (1–4) leading civic and non-profit organizations Topics not included in the regular catalog, as well as participation in governmental usually treated in a lecture/discussion format. activities as appointed or elected officials. May be taken more than once if subject matter Rules of parliamentary procedure in conduct- varies sufficiently. ing meetings, motivating volunteers toward altruistic goals and demonstrating servant Ba 445 leadership will all be emphasized. Prerequi- Business Plan Development (3) (D) site: Ba 255. The focus of this course will be the development and activation of a business plan written Ba 456 in Ba 345. Unsuccessful entrepreneurs usually Corporate Social Responsibility (3) (D) equate an idea with an opportunity; successful This course focuses on two important ques- entrepreneurs know the difference. Objectives tions facing today’s business leaders: (1) How will be modification of the business plan, site/ do organizations design and manage ethics location decision analysis, security capital, and compliance programs (EACPs) as well and activating the business plan. Prerequisite: as what are the moral and regulatory require- Ba 345. (OC, VC, QA) ments for such programs? And (2), What are the current standards and approaches to Cor- Ba 450 porate Social Responsibility (CSR) derived Human Resource Management (3) (F) from the legal, economic, and catholic social Course deals with hiring procedures, teaching literatures relevant to understanding employment testing, the interview and the role and responsibilities of corporations selection process, job design, evaluation tech- in our society? The course will cover current niques, management-labor relations, wage and best practices for the creation and manage- salary administration, and current employment of EACPs and CSR programs as well ment regulations. Application through case as the emerging technologies and approaches analysis is used. Prerequisite: Ba 225. (WC) to measuring performance in these two areas of managerial practice. Topics covered will Ba 452 include, but not be limited to: Standards for Advanced Human Resource managerial/organizational ethical behavior Management (3) (D) and practice, best practices for developing This seminar course will focus on advanced ethical standards and cultures within organi- topics in human resource manage- zations, regulatory and legal requirements for ment, particularly human resource man- EACPs, the evaluation of EACPs, the theoret- agement related research and analysis ical definitions and advantages/disadvantages associated with recruitment and selection, of CSR, the regulatory benchmark standards compensation/benefits management, and and dimensions of CSR, and the measurement performance/program evaluation. Career of Corporate Social Performance. Specific opportunities in HRM will be discussed expectations for CSR in regards to employee including review and study of the competen- treatment, community involvement, market- cies required for the PHR certification exam. ing, finance, product safety, environmental Prerequisite: Ba 450. stewardship, and international business will also be discussed. Prerequisite: Ba 225. Ba 455 Leading in Society (1) (D) This course will help students develop their leadership skills in the greater community.

82 Ba 459 Ba 468 Global Business Strategy (3) (D) Logistics and Supply Chain An integrative, terminal course for the Management (3) (D) senior international business student, this This course will integrate issues of market- course has three objectives: 1) to provide ing, logistics and operations management students with a description and analysis of to develop a broad understanding of a sup- the mechanics of doing business abroad, ply chain. Understanding the management including various methods of trade rang- of inventory control, distribution and sup- ing from exporting to joint ventures, 2) to ply functions will be developed. Topic areas present the importance of cultural, economic, that will be emphasized include lot-sizing environmental, legal, and political concerns for deterministic and time-varying demand, leading to the success or failure of U.S. business inventory policies for uncertain demand, pro- operations abroad, and 3) to provide a discus- duction planning and scheduling, as well as sion of the various functional areas of interna- the design and management of supply and tional business-management, marketing, and distribution networks. Use of appropriate finance. Prerequisites: Ba 325, Ba 471, Ba software programs will be included. Prereq- 485, Fi 490 and immersion experience. (GP) uisite: Ba 225.

Ba 460 Ba 471 Strategic Management (3) (B) International Business Law (3) (S) An integrative, terminal course for the This course will provide students with an senior business administration student. The understanding of the international aspects of course stresses the application of all prior sales, commercial paper, corporate law, and learning concerning major management prob- agency. It will also cover issues related to lems through case analysis and management trade regulations, employment law, antitrust gaming. Prerequisites: Completion of the and administrative law. Case study will be an common body of knowledge and senior stand- integral part of the course. ing. Ba 472 Ba 465 Business Organization Law (3) (S) Production and Operations This course covers the legal aspects of the for- Management (3) (F) mation, operation and dissolution of business A survey of the available techniques of organizations. Sole proprietorships, partner- operations research that are readily appli- ships, corporations and limited liability orga- cable to business problems. Various mod- nizations will be examined. Issues relating to els of quantitative decision making are anti-trust and securities regulations will also covered. These include: PERT/time cost, be presented. Prerequisite: Ba 371. optimization, inventory, linear programming, transportation, non-linear programming, Ba 473 dynamic programming, games and strategies, Human Resource Law (3) (D) Markov analysis, queuing, simulation, and A survey course designed to acquaint students heuristic programming. Prerequisites: Ba 225 with the broad and controlling aspects of and Ba 265. federal and state laws and regulations which

83 affect human resource management such as Program and the student’s advisor. Progress EEO, ADA, ADEA, OSHA, Title VII, etc. and completion of the activity will be super- Students will be expected to study cases and vised by the director of the Experiential Learn- regulations as well as textual materials. Pre- ing Program. The student will be expected to requisite: Ba 450 or permission of instructor. identify problems and propose solutions for a real business, recognize strategic issues faced Ba 474 by a real business, observe leadership styles Sales and Finance Law (3) (D) and skills, and prepare a written and oral This course focuses on the law of sales con- report to the faculty. tracts under the Uniform Commercial Code, and on the law of financing of business orga- Ba 479 nizations. Secured Transactions under Article Business Internship (1–3 as arranged) 9 of the UCC and creditor-debtor relations as This internship is designed for students who well as Bankruptcy law will be covered. Pre- need or desire to complete an internship requisite: Ba 371. experience and need credit hours to graduate. The Internship experience provides the Ba 475 opportunity to work, learn and problem solve Project Management (3) (D) with a for-profit or non-profit business organi- This course investigates the key components zation. The internship gives students a “hands of the ever-increasing field of project man- on” experience. In cooperation with a management. It develops managerial aspects, agement level supervisor, students create a including the topics of planning, organizing, “value added” project that integrates learning selecting, scheduling and controlling projects. concepts and principles at the completion of The course is enhanced with Microsoft Proj- the internship. One hundred hours of docu- ect software when available. Program Evalu- mented work time is required for each credit. ation Review Techniques (PERT) and Critical Prerequisite: recommendation of a business Path Method (CPM) concepts are introduced. department faculty member and 60 credits Prerequisite: Ba 225. completed. Ba 480 Ba 478 Marketing Strategy (3) (S) Experiential Learning Activity (cr) (B) This course is an integration of all marketing Completion of an Experiential Learning elements (marketing ethics and social respon- Activity (ELA) is required of all majors earn- sibility, developing competitive advantage, ing degrees from the School of Business. Stu- customer segmentation and target marketing, dents must consult with their advisors and the pricing strategy, distribution and supply chain director of the Experiential Learning program management, integrated marketing communi- to determine the activities and conditions that cation, marketing implementation and control, will satisfy this requirement. Activities that and developing long-term customer relation- may satisfy elements of the ELA requirement ships) in a strategic planning framework, for include a traditional Internship (Ba 479), the goal of strategic market management in participation in a project that is approved competitive situations. The course empha- and sponsored by the School of Business, sizes making marketing policy decisions to and other such activities. At a minimum, the develop a marketing plan, grounded in consid- activity must require students to demonstrate eration of areas of strategic importance to the an ability to apply the skills and competen- organization. Prerequisites and/or corequi- cies of their major area. The activity will be sites: Ba 383, Ba 483, and two from Ba 385, developed and designed in consultation with Ba 388, Ba 474, Ba 481, or Ba 485; senior the director of the Experiential Learning standing.

84 Ba 481 dilemmas and ethical decision making. Pre- Consumer Behavior (3) (S) requisites: Th 200, Ph 325, senior standing. The study of the consumer market where individuals buy or acquire goods or services for Ba 487 personal consumption. Demographics and Seminar on Executive Writing and subcultures and other external market fac- Communication (2) (F) tors will be explored, as well as the consumer This seminar covers internal and external, decision process. Prerequisite: Ba 383. (PC) written and oral business reporting. Students will pursue individual projects resulting in a Ba 483 variety of reports, such as memos, propos- Marketing Research/Strategy (3) (F) als, short business reports, progress reports, A study of the role of research in reduc- analysis, feasibility studies, business plans, ing the uncertainty surrounding marketing etc. Practical applications are learned through decisions. Techniques and concepts for messages that inform and persuade. Prerequi- providing relevant, methodical, cost-effec- site: senior standing, for School of Business tive measurements appropriate to the prob- majors only. lem are examined in a variety of realistic case situations. Prerequisites: Ba 265 and Ba 383. Ba 488 (QA) Senior Comprehensive Exam (cr)

Ba 485 Ba 499 International Marketing (3) (F) Independent Study (1–4) This course focuses on application of the Primarily a research course in which the stu- basic marketing mix of product, price, dent selects a significant business topic, and place and promotion to international trade. with the approval of the department, conducts The course will emphasize understanding the necessary research to present a formal marketing research in an international context, research paper. understanding culture of foreign countries, and developing marketing strategies. Use of case studies will be emphasized. Prerequisite: Course Offerings in Finance Ba 383. Fi 390 Ba 486 Principles of Finance (3) (B) Seminar on Ethics and Morality for A study of the firm’s problems of obtain- Business Professionals (1) (S) ing, allocating and managing capital funds. This seminar will focus on ethical leadership Examines the sources of capital funds, the and the development of students’ ability to costs of obtaining these funds, the manage- manage and/or handle ethical dilemmas or ment of the firm’s capital structure, and moral challenges within their chosen disci- financial planning for growth and expansion. pline or professional area of practice. Top- Emphasis is placed on composition of capital ics to be covered will include, but not be structure, capital budgeting, and cost of capi- limited to: Professional practice and ethical tal theories. Prerequisites: Ac 209, Ba 265. leadership, Catholic social teaching and the (QA) obligations of business leaders, fiduciary duty and managerial role obligations, professional and personal codes of ethics, and ethical

85 Fi 392 Fi 488 Entrepreneurial Finance (3) (S) Senior Comprehensive Exam (cr) This course will provide students with an overview of the issues in finance that are Fi 490 unique to entrepreneurial firms. The specific International Finance (3) (S) needs of new or emerging businesses are pre- This course focuses on building a practical sented and solutions developed. The course and theoretical understanding of interna- will follow the “life cycle” of the firm, from tional financial management. Topics include start-up to harvest. Students will explore both exchange rate determination, governmental internal and external finance options, external influence on exchange rates, international expansion, working capital management and arbitrage, direct foreign investment and multi- valuing the business for sale. Case study will national cost of capital and capital budgeting. be an integral part of the course. Prerequisite: Prerequisite: Fi 390. Fi 390. Fi 491 Fi 395 Investment and Portfolio Analysis (3) (F) Enterprise Risk Management (3) (D) The study of security investment with This course will provide students with an in- emphasis on the tools for investment analysis. depth study of the emerging field of enterprise Prerequisite: Fi 390. risk management. Students will understand how to design and implement an integrated Fi 493 enterprise-wide risk management plan. It will Personal Finance (2) (D) include areas of financial risk, operational This course is an introduction to the topics of risk, security risk, property risk, and legal wealth and finance, focusing on issues faced liability risk. Solutions explored will include by the individual and/or household. Specific insurance, hedging instruments, capital struc- topics include personal financial planning and tures, financial arrangements, and contractual budgeting, financial aspects of career plan- and organizational structures through study of ning, tax strategy, consumer credit issues, cases and modeling simulations. Prerequisite: purchasing decisions, insurance and invest- Fi 390. ing. Prerequisite: Senior standing.

Fi 465 Fi 494 Financial Spreadsheet Modeling (3) (F) History of Financial Institutions This course is focused on developing advanced & Markets (3) (S) skills in financial forecasting using Microsoft This course is an advanced finance course that Excel and the principles of corporate account- explores the origin of money and its impor- ing and finance. Students learn how to build tance in the growth and development of an spreadsheet models that fully integrate all advanced economy. The emergence and func- financial statements, financial ratios, and other tion of fiat currency and the foundations of a data used in forecasting future performance modern banking system is explored. A general and needs. The models include formulas for history of money and banking in the United start-up capitalization, sales and asset growth, States and key historical events in this process generation of free cash flow, working-capital are covered. (HP) and long-term financing, depreciation and amortization scenarios, taxation based on the entity form, valuation, etc. It is a project and task oriented course. Prerequisite: Fi 390.

86 Fi 495 Bu 301 Advanced Corporate Finance (3) (S) Complex Organizations and An integrative, terminal course for the Organizational Behavior (4) senior Finance major, this course con- The study of organizations and their relation- sists of financial and strategic plan- ship to society. Topics will include: organi- ning which is a dynamic process zation goals, environments, technologies, involving: 1) analyzing the interactions people, work design, decision-making, con- of all the firm’s decisions regarding its trol, structure, climate, and effectiveness. products-investment, financing, short-term, long-term to find the “best” plan for the firm, Bu 302 2) projecting the consequences of decisions Broader Business Environment (4) to see the links between past, present and The first of two special topics in business future decisions, 3) determining which alter- courses, this course is designed to introduce natives to undertake, and 4) measurement of the student to how studies in other disciplines performance versus the plan. Prerequisite: Fi and thoughts can be integrated in their under- 390. standing of how business can be conducted in a multi-faceted world. Students will take one from the following: Bachelor of Science Degree Completion Program The Business of Art This course will explore the relationship and practical applications of art within the context The School of Business also offers a of the business world. The course will include bachelor of science degree completion pro- a historical survey of art and music from Pre- gram in Business to qualified students living history through the present to identify the on- in international locations where the program going relationship between works of art and is offered. society. Issues pertinent to business applica- Bu 301, Complex Organizations and tions such as copyright law, use of art on the Organizational Behavior web, and careers in business and the arts will Bu 302, Broader Business Environment be explored. Issues concerning aesthetics and Bu 310, Managerial Economics their relationship to the consumer will be dis- Bu 312, Selected Topics in Business cussed. Bu 350, Business Analysis–Management of Information and Capital Environmental Management Bu 400, Principles of Marketing in the 21st Virtually all human activities have an impact Century on the earth and its inhabitants. These in Bu 415, Designing for E-Business turn affect the health and quality of human Bu 450, Entrepreneurship and Strategy existence. This course examines the inter- relationships among the many environmen- Course Listings tal elements of the world we live in. Special consideration is given to the examination of These courses will not fulfill the degree the impact of the human economic activities requirements for the bachelor of arts in on important environmental issues such as accounting, business or finance. global warming, ozone depletion, deforesta- tion, air and water pollution, wildlife species

87 extinction and wetlands destruction. Specified non-linear programming, dynamic program- topics considered include: population growth ming, games and strategies, Markov analysis, and structure; resource use; air, land and water queuing, simulation, and heuristic program- pollution; and environmental regulation. ming.

Social Science and Business Bu 350 This course introduces social scientific Business Analysis—The Management of approaches (anthropology, economics, geog- Information and Capital (8) raphy, political science, psychology, soci- The development of analytical tools, derived ology) to business by examining the many from the study of economics and statistics, are trends that have emerged in the last several necessary to an understanding of how man- decades as they interact with business (e.g., agers have improved their ability to measure world and regional trade, environmental a firm’s performance and better understand imbalance, population growth, and the emer- business problems that challenge the firm. gence of global mega-cities). This course introduces students to the analytical tools and techniques commonly used Bu 310 in today’s business environment. Emphasis Managerial Economics (4) is placed on the use of problem solving tech- Development of the specific theoretical and niques and on the tools and organizing frame- analytical tools of economics in managerial works used to generate data necessary for decision-making in business. Reviews of these techniques. empirical studies and illustrations of applications. Problems and case analysis. Bu 400 Principles of Marketing in the Bu 312 21st Century (8) Selected Topics in Business (4) This course focuses on the principles of mar- Students will take one from the following: keting and builds on foundations presented Consumer Behavior in previous courses, applying them to the The study of the consumer market where indi- management of customer, supplier, and in viduals buy or acquire goods or services for public relations. The students will gain an personal consumption. Demographics and understanding of the basics of marketing and subcultures and other external market fac- the strategic marketing cycle. The course tors will be explored, as well as the consumer will prepare students to determine optimum decision process. responses to customer needs, as well as to Investments identify appropriate consumer markets. Stu- The study of security investment with empha- dents will also examine the effects of techno- sis on the tools for investment analysis. logical changes, including the advent of the Internet, on business processes, and the mar- Production and Operations Management keting function. It will also introduce students A survey of the available techniques of opera- to emerging models of electronic commerce tions research that are readily applicable to and related topics such as “cyber marketing,” business problems. Various modes of quan- Internet based market research, data mining, titative decision making are covered. These and data based marketing. include: PERT/Time cost, optimization, inventory, linear programming, transportation,

88 Bu 415 international trade activities. Students will Designing for eBusiness (4) recognize the role of trade advocates and how There is no question most businesses can to promote international trade. The students benefit from a web presence. Determining will learn about distribution networks and what that presence should be is critical to logistics of international business. An Interna- developing an effective eBusiness site. Should tional Trade Mission to a foreign country will the site sell product, or simply act as a loca- be planned and executed. tion for information? How interactive should the site be? What mix of entertainment and Ba 502* information will work best? This course will GLOBE: Legal and Financial Issues in examine these questions and introduce the International Trade (3) basics of eCommerce through the production In this course students will be expected to of an eBusiness site. learn aspects of international trade, specifically focused on methods of payment and Bu 450 foreign currency exchange. Legal aspects of Entrepreneurship and Strategy (8) international business transactions such as This capstone course will require students to foreign corrupt practices act, joint ventures, use the knowledge and skills developed in contracts and export laws will be presented. earlier courses to address strategic issues per- Students will explore the interaction of busi- taining to the overall development of the firm. ness and various government agencies that Strategy formulation and implementation will support export financing and foreign direct be addressed for both new and developed investments activities. A trip to Washington, organizations. Emphasis will be placed on the DC, to meet with government agencies will be application of theory and on case analysis. a part of this course. The capstone project will require each student to prepare a business development plan Ba 503* focusing on the creation of a new business, GLOBE: Culture and Communications the expansion (strategic change) of a cur- in International Trade (2) rent business, or the launch of a new product This course will examine some of the within a current business. important cultural issues marketing managers must consider for product and service Graduate Course Offerings design, marketing communications and business negotiations and relationships. The importance and effect of technology and The following graduate courses are offered by e-commerce will be considered as part of the School of Business. These courses will not this course. Leadership fundamentals will be currently serve as courses that will fulfill the presented in this course and reinforced in the degree requirements for the Executive MBA other course. or MBA at Benedictine College.

Ba 501* GLOBE: Strategic Planning and Market Entry (4) *These courses are offered in nine sessions. Seven ses- This course will focus on the decision to sions are one-day-long and two sessions are travel to enter a new market and a strategic process Washington, DC, or a foreign country. The program is for making the decision to expand or start offered one day per month over a nine month period.

89 Suggested sequence of courses for a bachelor’s degree in Accounting

Freshman Year Liberal Arts Core (e.g., En 101) 3 Liberal Arts Core (e.g., Ph 175) 3 Liberal Arts Core (e.g., Th 101) 3 Liberal Arts Core (Foreign Language) 4 Liberal Arts Core (Foreign Language) 4 Liberal Arts Foundation (e.g., Nat. World) 4 Gs 150, BC Experience cr Ba 265, Devel & Analysis of Bus Data 3 Ba 165, Quantitative Analysis for Bus 3 Ac 210, Prin. of Managerial Accounting 3 Ac 209, Prin. of Financial Accounting 3 __ __ 16 17

Sophomore Year Liberal Arts Core (Pe 115, Wellness) 1 Liberal Arts Foundation (e.g., Philosophy) 3 Liberal Arts Foundation (e.g., History) 3 Liberal Arts Foundation (e.g., Aesthetics) 3 Liberal Arts Foundation (e.g., Nat. World) 3 Ec 210, Microeconomics 3 Ec 209, Macroeconomics 3 Fi 390, Principles of Finance 3 Ba 225, Principles of Bus. Management 3 Ac 328, Interm. Fin. Acctg. Theory II 3 Ac 327, Interm. Fin. Acctg. Theory I 3 Ac 373, Cost Accounting 3 __ __ 16 18

Junior Year General Elective 3 Liberal Arts Foundation (e.g., History) 3 Ba 383, Principles of Marketing 3 Liberal Arts Foundation (Th 200)* 3 Ba 371, Legal Environment of Business 3 General Elective 3 Ac 401, Advanced Fin. Accounting I 3 Ec 306, Money and Banking 3 Ac 363, Federal Income Tax 3 Ac 402, Advanced Fin. Accounting II 3 __ __ 15 15

Experiential Learning Activity (Ba 478): Junior–Senior Year

Senior Year

Liberal Arts Foundation (e.g., Aesthetics) 3 Liberal Arts Core (Pe Activity course) 1 Liberal Arts Foundation (Ph 325)* 3 Liberal Arts Foundation (e.g., Faith) 3 General Elective 3 General Elective 3 Ba 487, Executive Writing Seminar 2 Ba 460, Strategic Management 3 Ac 493, Auditing Theory 3 Ba 486, Ethics Seminar 1 Ac 420, Business Valuation 3 Accounting Elective 3 Ac 488, Senior Comprehensive 0 __ __ 17 14

* A Liberal Arts Foundation course that is required for all majors in the School of Business as a pre-requisite for the Capstone Curriculum Ba 486, Seminar on Ethics and Morality for Business Professionals

90 Suggested sequence of courses for a bachelor’s degree in Finance

Sophomore Year Liberal Arts Core (Pe 115, Wellness) 1 Liberal Arts Foundation (e.g., Philosophy) 3 Liberal Arts Foundation (e.g., History) 3 Liberal Arts Foundation (e.g., Aesthetics) 3 Liberal Arts Foundation (e.g., Nat. World) 3 General Elective 3 General Elective 3 General Elective 3 Ec 209, Macroeconomics 3 Ec 210, Microeconomics 3 Ba 225, Principles of Bus. Management 3 Fi 390, Principles of Finance 3 __ __ 16 18

Junior Year Liberal Arts Foundation (Th 200)* 3 Liberal Arts Foundation (e.g., History) 3 General Elective 3 General Elective 3 Ba 383, Principles of Marketing 3 Ec 306, Money and Banking 3 Ba 371, Legal Environment of Business 3 Ac 364, Tax Issues in Bus. Decisions 3 Fi 465, Fin. Spreadsheet Modeling 3 Fi 490, International Finance 3 __ __ 15 15

Experiential Learning Requirement (Ba 478): Junior–Senior Year

Senior Year Liberal Arts Foundation (e.g., Aesthetics) 3 Liberal Arts Core (Pe Activity course) 1 Liberal Arts Foundation (Ph 325)* 3 Liberal Arts Foundation (e.g., Faith) 3 Ba 487, Executive Writing Seminar 2 Ba 460, Strategic Management 3 Ac 420, Business Valuation 3 Ba 486, Ethics Seminar 1 Fi 491, Investments 3 Fi 495, Advanced Corp. Finance 3 Ac or Ec Elective 3 Fi Elective 3 Fi 488, Senior Comprehensive 0 __ __ 17 14

91 Suggested sequence of courses for a bachelor’s degree in International Business

Freshman Year Liberal Arts Core (e.g., Th 101) 3 Liberal Arts Core (Ph 175) 3 Liberal Arts Core (e.g., En 101) 3 Liberal Arts Foundation (e.g., Aesthetics) 3 Liberal Arts Core (Pe 115, Wellness) 1 General Elective 3 Gs 150, BC Experience cr Ba 265, Devel & Analysis of Bus Data 3 General Elective 3 Ac 210, Prin. of Managerial Accounting 3 Ba 165, Quantitative Anal for Business 3 Liberal Arts Core (Pe Activity course) 1 Ac 209, Prin. of Financial Accounting 3 __ __ 16 16 Sophomore Year Liberal Arts Foundation (e.g., History) 3 Liberal Arts Foundation (e.g., Philosophy) 3 Liberal Arts Foundation (e.g., Nat. World) 4 Liberal Arts Foundation (e.g., History) 3 Ec 210, Microeconomics 3 Ec 209, Macroeconomics 3 Ba 225, Principles of Bus. Management 3 Ba 383, Principles of Marketing 3 Ba 371, Legal Environment of Bus. 3 Fi 390, Principles of Finance 3 __ __ 16 15

Junior Year Study Abroad Immersion Liberal Arts Foundation (Ph 325)* 3 Liberal Arts Foundation (e.g., Aesthetics) 3 Liberal Arts Foundation (Faith) 3 Liberal Arts Foundation (Th 200)* 3 Liberal Arts Foundation (e.g., Nat. World) 3 Liberal Arts Core (Foreign Language) 4 Ba 325, International Management 3 Liberal Arts Core (Foreign Language) 4 General Elective 3 General Elective 3 __ __ 14 18

Experiential Learning Requirement (Ba 478): Junior–Senior Year

Senior Year General Elective 3 General Elective 3 General Elective 3 General Elective 3 General Elective 3 Ba 460, Strategic Management 3 Ba 487, Executive Writing Seminar 2 Ba 486, Ethics Seminar 1 Ec 315, International Economics 3 Ba 471, International Business Law 3 Ba 485, International Marketing 3 Fi 490, International Finance 3 Ba 488, Senior Comprehensive 0 __ __ 17 16

92 Suggested sequence of courses for a bachelor’s degree in Management

Freshman Year Liberal Arts Core (e.g., En 101) 3 Liberal Arts Core (e.g., Ph 175) 3 Liberal Arts Core (e.g., Th 101) 3 Liberal Arts Core (Foreign Language) 4 Liberal Arts Core (Foreign Language) 4 Liberal Arts Foundation (e.g., Nat. World) 4 Gs 150, BC Experience cr General Elective 3 General Elective 3 Ba 265, Devel & Analysis of Bus Data 3 Ba 165, Quantitative Analysis for Bus 3 __ __ 16 17

Sophomore Year Liberal Arts Core (Pe 115, Wellness) 1 Liberal Arts Foundation (e.g., Philosophy) 3 Liberal Arts Foundation (e.g., History) 3 Liberal Arts Foundation (e.g., Nat. World) 3 Liberal Arts Foundation (e.g., Aesthetics) 3 General Elective 3 Ac 209, Prin. of Financial Accounting 3 Ac 210, Prin. of Managerial Accounting 3 Ec 209, Microeconomics 3 Ec 210, Macroeconomics 3 Ba 225, Principles of Bus. Management 3 Ba 383, Principles of Marketing 3 __ __ 16 18

Junior Year Liberal Arts Foundation (e.g., History) 3 Liberal Arts Foundation (Th 200)* 3 General Elective 3 General Elective 3 Fi 390, Principles of Finance 3 Ba 371, Legal Environment of Business 3 Ba 325, International Management 3 Ba 350, Organizational Behavior 3 Ba 340, Enterprise Management 3 Ba 366, Decision Process & Analysis 3 __ __ 15 15

Experiential Learning Requirement (Ba 478): Junior–Senior Year

Senior Year Liberal Arts Foundation (e.g., Aesthetics) 3 Liberal Arts Core (Pe Activity course) 1 Liberal Arts Foundation (Ph 325)* 3 Liberal Arts Foundation (e.g., Faith) 3 Ba 487, Executive Writing Seminar 2 Ba 460, Strategic Management 3 Ba 450, Human Resource Management 3 Ba 486, Ethics Seminar 1 Ba 456, Corp Social Responsibility 3 Ec 329, Managerial Economics 3 Ba Elective 3 Ba Elective 3 Ba 488, Senior Comprehensive 0 __ 17 14

93 Suggested sequence of courses for a bachelor’s degree in Marketing

Freshman Year Liberal Arts Core (e.g., En 101) 3 Liberal Arts Core (e.g., Ph 175) 3 Liberal Arts Core (e.g., Th 101) 3 Liberal Arts Core (Foreign Language) 4 Liberal Arts Core (Foreign Language) 4 Liberal Arts Foundation (e.g., Nat. World) 4 Gs 150, BC Experience cr General Elective 3 General Elective 3 Ba 265, Devel & Analysis of Bus Data 3 Ba 165, Quantitative Analysis for Bus 3 __ __ 16 17

Junior Year Liberal Arts Foundation (e.g., History) 3 Liberal Arts Foundation (Th 200)* 3 General Elective 3 General Elective 3 Fi 390, Principles of Finance 3 Ba 371, Legal Environment of Business 3 Ba 388, Integrated Marketing Comm. 3 Ba 325, International Management 3 Ba 383, Marketing Research 3 Ba Elective 3 __ __ 15 15

Experiential Learning Requirement (Ba 478): Junior–Senior Year

Senior Year Liberal Arts Foundation (e.g., Aesthetics) 3 Liberal Arts Core (Pe Activity course) 1 Liberal Arts Foundation (Ph 325)* 3 Liberal Arts Foundation (e.g., Faith) 3 Ba 487, Executive Writing Seminar 2 Ba 460, Strategic Management 3 Ba 485, International Marketing 3 Ba 486, Ethics Seminar 1 Ec 310, Price Theory 3 Ba 480, Consumer Behavior 3 Ba Elective 3 Ba 481, Marketing Strategy 3 Ba 488, Senior Comprehensive 0 __ 17 14

94 Traditional Master of Business Administration (MBA)

he traditional MBA program is designed Applicants who have not completed the Tfor students who have just completed an above courses will be required to do so undergraduate degree or who choose to pursue prior to full admission to the program. The the MBA degree on a course-by-course basis. MBA director will advise applicants as to Students in the Traditional MBA program will the courses needed and the opportunity to be able to take courses as it may fit their indi- complete them at Benedictine College. vidual schedule. The student will be allowed 5. Non-degree students may be allowed to six years to complete the program. enroll in MBA courses with permission from the program director. These students Admission to the Traditional MBA are subject to the same course requirements Program and policies that apply to degree-seeking The basic requirements for admission to the students. Traditional MBA program are as follows: 1 A bachelor’s degree in any major from an Provisional Admission for BC accredited institution. Students 2. An indication of the capability to Students who are currently enrolled at perform graduate course work, based on Benedictine College and have successfully a combination of undergraduate GPA and completed at least 96 credits may apply and be GMAT scores. The formula for admission provisionally admitted to the program prior to is 250 times the undergraduate GPA plus the their graduation, based upon a review of their GMAT score must equal 1100. The Director academic progress to date. Upon provisional of Graduate Business Programs may waive admission to the Traditional MBA program: the GMAT requirement in situations where A. Undergraduate accounting and business the applicant’s GPA is sufficient to permit majors may take up to three graduate cours- admission if the applicant were to take and es as dual credit for undergraduate courses receive the minimum GMAT score. in the student’s degree program. The dual 3. Applicants classified as permanent residents credit courses are to be determined and ap- of the United States holding a resident proved by the chair of the department. alien card must submit a completed copy B. An undergraduate student will be allowed (both sides) of the card. This information to take no more than two graduate courses must be submitted with the completed per semester (three per summer session) application form. The Benedictine College solely for graduate credit. MBA program reserves the right to request C. Limits on overall number of graduate students with an English language barrier courses taken by undergraduates will be to complete the Test of English as a Foreign set by the GSC. Please consult the graduate Language (TOEFL) exam. Admission business program for current policies. to the program for these students would be subject to the results of the TOEFL Students must complete the GMAT test examination and the assessment of their with a score that will permit admission to English proficiency by the director of the the MBA program, as outlined above, during program. the first semester of provisional admission in 4. Successful completion of undergraduate order to attain full admission to the program. courses in the following subjects: Admission to Related Programs a. Financial Accounting Students who have been admitted to b. Economics the Traditional MBA program will NOT be c. Finance permitted to transfer to the Executive MBA d. Statistics

95 program at Benedictine College. Students 7. Candidates for the Traditional MBA degree admitted to the Executive MBA program at will choose either the general business con- Benedictine College may apply for transfer centration or the accounting concentration. to the Traditional MBA program. Approval of Students are required to complete 33 credits transfer will be determined by the director of of graduate course work in order to receive the MBA program, taking into consideration their MBA degree. The requirements of whether the applicant has completed an under- each concentration are described below. graduate degree, the undergraduate GPA, the Requirements common to the General need for the GMAT test scores, performance Business and Accounting in the Executive MBA, and other relevant fac- concentrations: 21 credits tors. Ac 520, Business Valuation and Financial Admission Process Statement Analysis (3 cr) Applications are accepted continuously. Ba 520, Managerial Economics (3 cr) Every effort is made to ensure that qualified Ba 555, Business Practice & Corporate Social students are admitted for classes in the term Responsibility (3 cr) of their choice. To be considered for the pro- Ba 560, Strategic Management (3 cr) gram, please submit: Ba 571, Business Law & Ethical Decision- 1. Official copies of transcripts of all under- making (3 cr) graduate and graduate work; Ba 575, Project Management (3 cr) 2. A completed application form; Ba 590, Financial Management (3 cr) 3. Official GMAT test scores; and General Business Concentration: 4. TOEFL test scores (if required). 12 credits from the following: Degree requirements Ba 551, Human Resource Management (3 cr) 1. Completion of all required course work Ba 559, Global Strategy/ International within six (6) years from the date of initial Ventures (3 cr) enrollment; Ba 565, Managing Information Technology 2. A cumulative GPA of 3.0 or greater must be (3 cr) attained in all graduate work; Ba 580, Marketing Strategy (3 cr) 3. A maximum of six (6) hours of ‘C’ will be Ba 585, Supply Chain Management (3 cr) accepted. If a student receives ‘C’ grades Ba 597, Internship (1–3 cr) in more than six semester hours, he or she Ba 598, Special Topics (1–3 cr) will be excluded from further study and Ba 599, Independent Study (1–3 cr) may only enroll in courses that are subject (A maximum of six credits, approved by the to the “repeat” policy for graduate courses; Graduate Program Director, may be applied 4. Any grade below ‘C’ will not be accepted to the MBA degree from Ba 598 and Ba 599 and will result in exclusion from further courses combined.) study. A student may only enroll in courses that are subject to the “repeat” policy for Accounting Concentration: 12 credits graduate courses; from the following: 5. Transfer credits must meet the requirements Ac 530, Advanced Financial Accounting and of the program and of the Registrar of the Reporting (3 cr) college. Ac 540, Advanced Auditing and Attestation 6. Candidates must demonstrate work expe- (3 cr) rience within the first academic year of Ac 550, Business Environment and Concepts the Traditional MBA degree. The work (3 cr) experience requirement can be achieved via Ac 560, Regulation (3 cr) prior work experience, current work experience, undergraduate internship, graduate internship or at Director’s discretion.

96 MBA with a Concentration in extension due to incomplete work, which do Leadership not have the support of the instructor teaching The concentration in Leadership is not the course, will not be approved. available to Traditional MBA students. A student must remove the grade of ‘I’ within two months of the last class in which Degree requirements the grade of ‘I’ was assigned. A student with 21 credits: two or more incompletes will not be permit- Ba 510, Accounting Information for Management (3 cr) ted to enroll in any subsequent course until all Ba 520, Managerial Economics (3 cr) but one of the incompletes are removed. In Ba 550, Change Management (3 cr) exceptional cases, a student may request the Ba 551, Human Resource Management (3 cr) opportunity to make up incomplete course Ba 552, Leadership (3 cr) work that cannot reasonably be completed Ba 553, Negotiation and Influence (3 cr) within the normal two-month deadline. This Ba 556, Enterprise and Community Ethics (3 request must be submitted to and approved by cr) the program director no later than two weeks Ba 560, Strategic Management (3 cr) prior to the original two-month deadline. A Ba 565, Managing Information Technologies grade of ‘I’ in a course needed for graduation and Cyber Security (3 cr) must be officially changed to an acceptable Ba 575, Project Management (3 cr) grade at least two weeks prior to a student’s Ba 590, Financial Management (3 cr) graduation date.

Grade Appeal Degree Completion A request for academic review of a dis- A student must complete all course work puted grade must occur within one year after for graduation within six years of his or her the last day of the term for which the grade original enrollment. is recorded. Students should keep papers, tests and records needed to support his or her Diploma appeal of a grade. The college will issue a diploma to students A student may appeal his or her grade in a who have completed all degree requirements course by first talking with the instructor of and whose account is paid in full. that course. If the student remains unsatisfied, he or she may then appeal in writing to Academic Dishonesty the academic program director. The program Benedictine College endorses the prin- director will review with the faculty involved ciples of academic honesty. Any academic and rule on the appeal. If the appeal is denied, dishonesty is contradictory to the purposes the student has the right of formal appeal initi- and welfare of both the student and the col- ated through the office of the dean of the college. Verified instances of academic dishon- lege. esty may result in an ‘F’ for the academically dishonest exam or plagiarized paper and the Incompletes student may be suspended or dismissed from A request for an incomplete in a specific the college. If an instructor judges that a stu- course must be approved by the Director of dent has cheated or plagiarized, he or she shall Graduate Business Programs. Generally, to notify the student in writing of the charge and be approved, such requests need to be made the penalty. This written notification must be in writing before the last day the course is in issued on a form designed for this purpose, session and be accompanied by a statement which is available from the office of the dean of what work needs to be completed and of the college. A copy of the written notice when it will be completed. Requests for an and the student’s material in question will be

97 sent to the dean of the college. The dean of who has a good graduate record at Benedictine the college will advise the student in writing College but experiences a work or personal of his or her findings as well as the student’s problem which leads to poor performance; right to appeal. Within ten days of notifica- and 2) a student with a weak background tion, the student may appeal the charge and/or in some specific area, such as accounting, penalty by submitting a letter to the dean of which leads to poor performance in courses the college requesting that he or she appoint in that area or related area. In the first situa- an ad hoc committee consisting of three tion, the student should submit information or faculty members, one of whom may be nomi- documentation that indicates the nature of the nated by the student. The recommendation of problem and how it has been resolved. In the the ad hoc committee will be advisory and the second situation, the student should demon- committee will send its recommendation to strate the attainment of the necessary knowl- the dean of the college for his or her decision. edge or skills to complete graduate work at The dean of the college will notify the student Benedictine College in the specific area. In of the decision within ten days of receiving either instance the student may be asked to the ad hoc committee’s report. The student demonstrate the ability to complete graduate may appeal the dean’s decision to the college work by taking a standardized test such as the president, whose decision is final. GMAT. A student who has been dismissed may Probation send a written appeal for reinstatement to A student who receives more than three the Director of Graduate Business Programs. hours of ‘C’ and/or whose cumulative GPA This appeal must be made within one year falls below 3.0 is placed on probation. Notice following the dismissal. In the appeal letter, of probationary status is mailed to the stu- the student should indicate any extenuating dent. Benedictine College strives to assist in circumstances that affected his or her perfor- dealing with academic problems and student mance relevant to all course grades that led concerns. The student should make every to the dismissal. The director will review the effort to determine the circumstances that led appeal with the faculty involved and rule on to inadequate performance and consult the the appeal. If the appeal is denied, the stu- program director and any faculty for advice dent can submit an appeal to the Committee and feedback. The student will be removed on Graduate Studies through the Director of from probationary status after raising his or Graduate Business Programs. If denied rein- her cumulative grade point average to a 3.0 or statement by the Graduate Studies Commit- above. All previously acquired grades, includ- tee, the student may submit a final appeal ing ‘Cs’ or lower, remain on the student’s aca- to the dean of the college whose decision is demic record and may contribute to dismissal final. status. Transfer of Credit Dismissal from the Program A maximum of nine credit hours taken at A student who has been excluded from fur- another institution may be applied to degree ther study because of grades will be dismissed requirements. Transfer hours, with a grade from the program if no action is taken by the of ‘B’ or better from a regionally accredited student to repeat courses with low grades as institution, may be accepted. Students seek- provided in the graduate policies. ing approval of transfer credit shall contact Reinstatement Following Dismissal the MBA director. To be considered, requests Two types of dismissal situations may cre- for transfer of credit must be made in writ- ate grounds for reinstatement: 1) a student ing with appropriate documentation. Official

98 transcripts are necessary for final approval of accepted into the degree program. If the transfer credits. approved courses to be transferred have not Credit will be transferred in strict accor- been completed at the time of full acceptance, dance with the guidelines established by the the student may request the transfer of credit American Council on Education. Only those at a later time. This transfer of credit should schools or courses recommended for graduate be requested before the student has completed credit by that council will be considered in the eighteen semester hours with Benedictine evaluation of transfer credit. College. Approved transfer of credits will be recorded officially after the student is fully

Executive Master of Business Administration (EMBA)

Description of the Program must submit a completed application, official The Executive MBA program is designed transcripts from all colleges and universities for mid-career professionals (business own- attended, two letters of recommendation and ers, managers, non-profit executives, and/or a $100 non-refundable deposit to the EMBA military officers) whose initiative and intel- program office. Unofficial transcripts issued lectual abilities have positioned them for to students may not be used for admission. executive leadership in their organizations or The GMAT test is not required for admission communities. The program allows persons in although the test may be requested for those responsible managerial or professional posi- not meeting all entrance requirements. tions to continue in those positions while Candidates will be considered for proba- being involved in a high-level, graduate tional admission pending receipt of official degree program. The Executive MBA degree transcripts and recommendations. All required prepares the student for strategic executive admission material must be complete and roles in their organizations and leverages the received before the end of the student’s first experience of fellow managers to enhance semester. Students not having completed their leadership skills. application file by the end of the first semes- The program is designed so that it can be ter will not be allowed to enroll in subsequent completed in one year. Typically, a student courses until their file is complete and they would start classes in late May and complete have been admitted to the program uncondi- the program the following May. Students may tionally. transfer up to nine graduate credit hours into Applicants classified as permanent resi- the program, contingent upon review and dents of the United States holding a resident approval by the program director. Classes alien card must submit a complete copy of meet on Friday evening and all day Saturday. the card including both sides of information. Students who find the pace or load of the This information must be submitted with the accelerated track incompatible with their completed application form. The Benedictine work and/or personal responsibilities may College EMBA program reserves the right attend half-time, extending the program over to request students with an English language two years. This track is also recommended for barrier to complete the Test of English as a students with limited business and/or man- Foreign Language (TOEFL) exam. Admission agement experience. to the program for these students is subject to To apply for admission to the Benedictine the results of the TOEFL and the assessment College Executive Master of Business Admin- of their English proficiency by the Director of istration (EMBA) program, the applicant Graduate Business Programs.

99 Specific requirements for admission to 4. Any grade below ‘C’ will not be accepted the EMBA program include the demonstra- and will result in exclusion from fur- tion of: 1) an undergraduate degree from a ther study. A student may only enroll in regionally accredited college or university, courses that are subject to the “repeat” 2) five or more years of increasing respon- policy for graduate courses; sibility managing budgets, systems and/or 5. Correspondence courses will not be people, 3) strong and appropriate career accepted; aspirations, and 4) good oral and written 6. Degree candidates must complete the communication skills. Students not meeting “Intent to Graduate” form for the Office all entrance requirements may be considered of Academic Records and Registration. for admission to the EMBA subject to the following additional requirements: A GMAT Degree Completion If a student discontinues the EMBA program test score, a letter requesting the waiver of before completing the degree requirements the undergraduate degree requirement and and wishes, after three (3) years absence, some college credit. The Director of Gradu- to resume the program, he or she may be ate Business Programs shall review the appli- required to reapply for admission and/or meet cation, including the results of the GMAT the program degree requirements stated in the test, and make a recommendation regarding catalog current at the time of resuming study admission to the Graduate Studies Commit- in the program. tee. The Graduate Studies Committee will determine whether the proposed student will Directed Study be admitted to degree candidacy. Non-degree In case of unavoidable absence, a student seeking students may take graduate courses may request a directed study to complete a with the special permission of the Director of graduate course in the required curriculum. Graduate Business Programs but may not con- This request should be presented to the Direc- tinue to take EMBA courses if they received a tor of Graduate Business Programs. Such grade lower than a ‘C’ grade. directed study must be approved by the Grad- uate Studies Committee. Attendance Students are expected to attend all class ses- Grade Appeal sions of every course. In the case of unavoid- A request for academic review of a dis- able absence, the student should contact the puted grade must occur within one year after instructor and/or the Director of Graduate the last day of the term for which the grade Business Programs. Lack of attendance may is recorded. The student should keep papers, affect the student’s course grade. tests and records needed to support his or her appeal of a grade. Degree Requirements A student may appeal his or her grade in a 1. All required course work must be com- course by first talking with the instructor of pleted within six (6) calendar years from that course. If the student remains unsatisfied, the date of initial enrollment; he or she may then appeal in writing to the 2. A cumulative GPA of 3.0 or greater must Director of Graduate Business Programs. The be attained in all graduate work; Director of Graduate Business Programs will 3. A maximum of six semester hours of review with the faculty involved and rule on ‘C’ credit will be accepted. If a student the appeal. If the appeal is denied, the student receives a grade of ‘C’ in more than six has the right of formal appeal initiated through (6) semester hours, he or she will be the office of the dean of the college. excluded from further study and may only enroll in courses that are subject to the “repeat” policy for graduate courses;

100 Incompletes Reinstatement Following Dismissal The policy for the EMBA program is more Two types of dismissal situations may cre- stringent than the general policy. A student ate grounds for reinstatement: 1) a student must remove the grade of ‘I’ within two who has a good graduate record at Benedictine months of the last class in which the grade of College but experiences a work or personal ‘I’ was assigned. The request for an incom- problem which leads to poor performance; and plete must be approved by the Director of 2) a student with a weak background in some Graduate Business Programs at least two specific academic area which leads to poor weeks prior to the two-month deadline. A performance in courses in that area or related student with two incompletes will not be per- area. In the first situation, the student should mitted to enroll in a subsequent course until submit information or documentation that at least one of the incompletes is removed. A indicates the nature of the problem and how grade of ‘I’ in a course needed for graduation it has been resolved. In the second situation, must be officially changed to an acceptable the student should demonstrate the attainment grade at least two weeks prior to a student’s of the necessary knowledge or skills to com- graduation date. plete graduate work at Benedictine College in the specific area. In either instance the student Probation may be asked to demonstrate the ability to A student who receives six (6) hours of ‘C’ complete graduate work by taking a standard- or whose cumulative GPA falls below 3.0 is ized test such as the GMAT. placed on probation. Notice of probationary A student who has been dismissed may status is mailed to the student. The student send a written appeal for reinstatement to will be removed from probationary status the Director of Graduate Business Programs. after raising his or her cumulative GPA to a This appeal must be made within one year 3.0 or above. However, the grade remains on following the dismissal. In the appeal letter, the student’s academic record and may con- the student should indicate any extenuating tribute to dismissal. circumstances that affected his or her perfor- Readmission after Discontinuing mance relevant to all course grades that led Program to the dismissal. The Director of Graduate Business Programs will review the appeal If a student, for personal, medical, or other with the faculty involved and rule on the reasons, voluntarily withdraws from the pro- appeal. If the appeal is denied, the student gram, he or she may apply for readmission by: can submit an appeal to the Graduate Studies 1) submitting a letter of intention to the Direc- Committee through the Director of Graduate tor of Graduate Business Programs, and Business Programs. If denied reinstatement 2) completing an application for readmission. by the Graduate Studies Committee, the stu- For procedural details, the student should dent may submit a final appeal to the dean of contact the Director of Graduate Business the college whose decision is final. Programs. Dismissal from the Program Transfer Credit A maximum of nine (9) credit hours taken A student who has been excluded from fur- at another institution may be applied to degree ther study because of grades will be dismissed requirements. Transfer hours, with a grade from the program if no action is taken by the of ‘B’ or better from a regionally accredited student to repeat courses with low grades as institution, may be accepted subject to the provided in the graduate policies.

101 approval of the Director of Graduate Business Ac 530 Programs and the chair of the School of Busi- Advanced Financial Accounting and ness. Students seeking approval of transfer Reporting Issues (3) credit shall contact the Director of Graduate This course covers the preparation of the Business Programs. The Director of Graduate Statement of Financial Position (Balance Business Programs shall consider the request Sheet), Income Statement, Statement of and make a recommendation to the chair of the Retained Earnings, and Statement of Cash School of Business. Authority for acceptance/ Flows. The curriculum will include, in-depth rejection of such requests resides within the study and analysis of the asset, liability, and unit, which is the School of Business. Official equity accounts, investments, taxes, pensions, transcripts are necessary for final approval of leases, and cash flows. In addition, financial transfer credits. accounting and theory in relation to consoli- dations, branch operations, industry segments, Course Listings for partnership liquidations, reorganizations and Traditional MBA and debt structuring, and government and not-for- Executive MBA profit entities will be discussed. Prerequisite: Undergraduate degree or permission from Ac 250 director of Graduate Business Programs. Financial Accounting (2) May not be taken for dual credit. This course will enable the student to mas- Ac 540 ter the financial and accounting processes Advanced Auditing and Attestation (3) in the business context. Students will learn This course covers auditing procedures, the four basic financial statements and auditing standards generally accepted in the their integration in the accounting and United States (GAAS) and other standards reporting functions of the business. Topics related to attestation engagements. The major covered will include debit and credit alloca- focus is on external audit services, audit and tion, closing journal entries, categorization management responsibilities; professional of assets, liabilities and owners’ equity, the standards of external auditors; evidence and relation of financial reporting to business procedures used by external auditors; and events and the implications of taxes and audit reports. Also covered are skills needed depreciation. Types of business organiza- to apply that knowledge in auditing and other tions will also be discussed. This will fulfill a attestation engagements. Prerequisite: Under- required foundation course for the Traditional graduate degree or permission from director MBA. It may not be taken for substitution in of Graduate Business Programs. May not be any other program. taken for dual credit. Ac 520 Ac 550 Business Valuation and Financial Business Environment and Concepts (3) Statement Analysis (3) This course focuses on business structure; This course will focus on the development economic concepts essential to understanding and application of models of business valu- an entity’s operation, business and industry; ation in various business situations and financial management; information technol- on the analysis of financial statements in ogy; and planning and measurement. Students the development of valuation models and become familiar with underlying business investment decisions. Case application of reasons for and the accounting implications financial theory will be emphasized.

102 for transactions, and gain skills needed to Issues of inflation and aggregate unemploy- apply that knowledge in financial statement ment are considered in the context of mon- audit and attestation engagements as well as etary and fiscal policy as determined by perform other functions affecting the public governmental policy. Students will develop interest. Prerequisite: Undergraduate degree basic tools of economic reasoning and anal- or permission from Director of Graduate ysis which will lead to more effective eco- Business Programs. May not be taken for dual nomic choices and governmental policy. This credit. will fulfill a required foundation course for the Traditional MBA. It may not be taken for Ac 560 substitution in any other program. Regulation (3) This course focuses on federal taxation, eth- Ba 260 ics, professional and legal responsibilities, Essentials of Finance (2) and business law, as well as skills needed to This course is a foundation course for the apply that knowledge. Topics address CPAs’ Traditional MBA program. This course intro- professional and legal responsibilities, and duces the student to an understanding of legal implications of business transactions, financial markets and interest rates, analysis particularly as they relate to accounting and of financial statements, risk and return, the auditing. Coursework focuses on federal and time value of money, capital budgeting deci- widely adopted uniform state laws, as well sions and the basics of capital structure. The as principles of and procedures for federal financial aspects of common stock and divi- income, estate and gift taxation. Prerequisite: dends will also be presented. This will fulfill a Undergraduate degree or permission from required foundation course for the Traditional director of Graduate Business Programs. MBA. It may not be taken for substitution in May not be taken for dual credit. any other program.

Ba 210 Ba 510 Business Math (2) Accounting Information for This course provides the student with an Management (3) introductory understanding of business An analysis of internal accounting information math topics and equips students with an and the control function within the firm. This understanding of how mathematics can course focuses on the role of the corporate be used to approach, analyze, and solve a controller of the firm. Specifically, decisions business problem. Students will be expected to involving the management functions of deter- master equations and formulas, ratio analysis, mining and controlling relevant costs are exam- discounting and compounding and statistics. ined and developed. This course introduces the This will fulfill a required foundation course role that budget and cost analysis play in effec- for the Traditional MBA. It may not be taken tive operations management as well as product for substitution in any other program. pricing. The course explores approaches to the development and management of plan- Ba 230 ning and control functions, methods and sys- Introduction to Economics (2) tems for the firm. This course provides a foundation for the understanding economics in both the micro Ba 520 and macro view. Students will learn how the Managerial Economics (3) tools of supply and demand affect individual This course explores the nature and role and business level actions in the marketplace. (including market forces) of decisions that

103 determine profit-maximizing production and Ba 552 pricing. The course investigates pragmatic Leadership (3) microeconomic and macroeconomic applica- This course emphasizes the role and practice tions, including relevant costs, and the deter- of leadership in the successful execution of minates of supply and demand and their role an enterprise. Both poor and excellent exam- in decision-making. ples of leadership will be studied. A priority is placed on each student developing his or Ba 545 her own leadership paradigm that aligns fully New Venture Management/Managing a with his or her values and beliefs as integrity Growing Business (3) is critical to the role of leadership. Specific Explores the skills and opportunities of entre- behavioral dynamics, accountability, trust preneurship and intrapreneurship. Incorpo- building, and commitment will be examined rates a comprehensive business development as elements requiring the influence and inter- program. The course provides students with vention of leadership to optimize cooperation two options to explore the business environ- and results. ment. Students may develop an expansion business plan for their own organization based Ba 553 on an evaluation of their company’s opera- Negotiation and Influence (3) tional and/or strategic options, or they may This course will study strategies and techniques develop a new venture business plan based on for successful negotiation and conflict the identification and market feasibility of a resolution—interpersonal, organizational, and new business opportunity. in the broader environment. Professionals in the 21st Century must be able to win Ba 550 arguments and convince others by leveraging Change Management (3) their written and verbal skill in lieu of their This course offers a comprehensive analy- position-based authority or seniority. Topics sis of concepts and applications required for include motivation, integrative and disruptive effective performance of the manager’s job in strategies, bargaining tactics, power conflict, organizations with varied human and business and persuasion. Acknowledging others’ posi- environments and circumstances. Management tions and respectfully disagreeing are key as a critical element of the total organizational skills to be obtained. system interacting with objectives, motivation, actions, and control is covered. Issues Ba 554 including leadership, organizational design, White Collar and Corporate Crime (3) and interpersonal processes are explored. The This course offers a comprehensive explora- understanding of decision-making and how it tion of white-collar and corporate crime and determines effective organizational action are its social control. Specifically, this course central to this course. examines some of the competing definitions Ba 551 and elements of trust, respectability and risk; Human Resource Management (3) problems in measuring white-collar crime, This course deals with the study of the assessing its cost, and problems in identify- procedures required in hiring, employ- ing the victims. It will also examine various ment testing, interview and selection pro- specific types of white-collar crime, includ- cess, job design, evaluation techniques, ing: corporate, occupational, and governmen- management-labor relations, wage and salary tal crime. A systematic review of the theories administration, and current employment regu- and accounts that seek to explain white-collar lations. Use of case analysis and class lectures crime is examined. The course will also focus will be emphasized. on the legal and social control of white-collar

104 crime; prosecuting, defending, and adjudicat- complex, whole system phenomena. Finally, ing; and responding to white-collar crime. this course introduces and develops the ideas and tools of strategy and strategic analysis. Ba 555 Integrative cases in modern business problems Business Practice and Corporate are explored, alternative courses of action are Social Responsibility (3) appraised and strategic decision-making abil- Examines the exercise of leadership in mod- ity is developed. ern organizations with a focus on ethical challenges facing corporate leaders in the rapidly Ba 565 changing business environment. Emphasis Managing Information Technologies (3) is placed on understanding the responsibili- This course addresses the work environment ties corporations have toward various publics of today’s manager which is heavily based (stakeholders) and the implications of the in global computer network, with the ability Benedictine heritage for business practice. to share ideas, information, and work across the world. Emphasis will be placed on how Ba 556 today’s manager uses information theory, Enterprise and Community Ethics (3) system analysis and technology to provide a This course will examine the ethical chal- competitive advantage in marketing opera- lenges facing leaders in the rapidly changing tions and strategic elements of the firm’s business environment. Emphasis is placed on activities. understanding the responsibilities toward various publics and the implication of the Bene- Ba 571 dictine heritage for business practice. Business Law and Ethical Decision-Making (3) Ba 559 The legal environment in which American Global Strategy/International business organizations operate is studied. Ventures (3) Topics include rights and shareholders; direc- This course addresses business problems, tor’s and officer’s liability; mergers, acqui- opportunities, and processes relevant to a sitions, take over and securities regulation. global market economy. International busi- Particular emphasis is given to legal issues on ness practice and communication skills are employment, including issues related to hir- integrated into each aspect of the course. ing, terminations and discipline. Both federal Emphases include: current issues in manage- and state laws will be considered. Personal ment, economics, finance, marketing or pro- ethics and issues surrounding ethical/legal duction, and how these operate in different dilemmas in business are explored. countries with widely varying thought processes and cultures. Ba 575 Project Management (3) Ba 560 This course investigates the key components Strategic Management (3) of the ever-increasing field of project man- This course seeks to develop a management agement. It develops the managerial aspects viewpoint that integrates creative thinking, of project management, including the topics strategic perspectives and administrative of planning, organizing, selecting, schedul- ability in a global context. The course helps ing and controlling projects. The course is students develop skills and perspectives enhanced with Microsoft Project software necessary to comprehend and respond to a when available. Program Evaluation Review

105 Techniques (PERT) and Critical Path Method Ba 597 (CPM) is the scheduling format used to Internship (1–3) assemble project plans. The concept of earned The internship program is designed to pro- value is also developed. vide students an opportunity to work with a participating firm or organization to receive Ba 580 “hands on” experience. The student will cre- Marketing Strategy (3) ate cooperatively with a management level This course takes an analytical approach to person a “value added” project to present at the study of marketing, focusing on the total the completion of the internship. One hundred environment in which marketing decisions are hours of documented work time is required made. Emphasis is on managerial decisions, for each hour of credit. Prerequisite: Under- as well as the planning research and organiza- graduate degree or permission from director tion aspects of marketing activities. Students of Graduate Business Programs. May not be examine consumer and industrial products taken for dual credit. Cannot be considered and services; profit, non-profit, public and as part of the 33 credit hour requirement for private organizations; and the social and legal graduation. implications of marketing policies. Ba 598 Ba 585 Special Topics (1–3) Supply Chain Management (3) Topics not included in the regular catalog, This course will focus on the importance usually treated in a lecture/discussion/research of the supply chain as a key element in the format. May be taken more than once if the marketing function within an organiza- subject matter varies sufficiently. Prerequi- tion. Understanding of the management of site: Undergraduate degree or permission inventory control, distribution and supply from director of Graduate Business Programs. functions of marketing will be developed May not be taken for dual credit. through the use of case analysis. Ba 599 Ba 590 Independent Study (1–3) Financial Management (3) This course is primarily a research course in The nature of strategic decisions related which the student selects a significant business to the source and use of funds for topic and, with the approval of the department, capital expenditures are central to this course. conducts the necessary research to present a Examination and analysis of risk in financial formal research paper. Prerequisite: Under- decision-making, and the financial instru- graduate degree or permission from director ments which have evolved to manage capital of Graduate Business Programs. May not be will be studied. Attention is given to the pro- taken for dual credit. cess and role of capital budgeting and control of capital usage.

106 Chemistry

he objectives of the chemistry program Ch 231/232, Organic Chemistry I/Laboratory Tare to prepare students 1) for professional Ch 233, Organic Chemistry II careers in the chemical sciences, 2) for gradu- Ch 351, Biochemistry I ate studies in the chemical sciences, or 3) for Ch 371/372, Quantitative Analysis/Laboratory professional studies in medicine, law, or the Ch 380, Thermodynamics allied health sciences. Students are strongly Ch 441, Inorganic Chemistry advised to consult with faculty members of Ch 493, Chemist as a Professional the department, not only for assistance in plus four semesters of Ch 490, Chemistry/ formulating their programs of study, but also Biochemistry Colloquium for information relative to the many career plus three advanced courses chosen from the opportunities afforded a chemistry major. list below: The objectives of the biochemistry pro- Ch 321, Environmental Chemistry gram are to prepare students 1) for graduate Ch 353, Biochemistry II Ch 377, Polymer Chemistry studies in biochemical sciences, or 2) profes- Ch 398, Special Topics sional studies in medicine, law or the allied Ch 431, Advanced Organic Chemistry health sciences. The recommended sequence Ch 450, Enzyme Kinetics of courses for the baccalaureate degree in Ch 452, Organometallic Chemistry biochemistry also fulfills all requirements Ch 461, Molecular Spectroscopy for pre-professional preparation in medicine, Ch 480/481, Research (3 credits total) dentistry, medical technology, pharmacy, vet- Ch 483, Quantum Chemistry and Dynamics erinary medicine and other health-related pro- plus three advanced lab courses chosen from grams. the list below: Benedictine College offers majors lead- Ch 385, Synthesis, Purification and Analysis ing to the bachelor of science (B.S.) and the Laboratory bachelor of arts (B.A.) degrees in chemistry Ch 386, Biochemical Methods and Analysis and biochemistry, as described below. Bio- Laboratory chemistry majors will not be awarded a minor Ch 387, Environmental Thermodynamics in biology or chemistry. A grade of “C” or bet- Laboratory ter is required in all courses counting toward Ch 392, Molecular Spectroscopy Laboratory the major. A grade of “C” or better is required Ch 393, Spectroscopy and Separations for all prerequisites. Laboratory All upper-division major requirements Ch 394, Advanced Topics in Laboratory counting toward the chemistry major/minor Practices or the biochemistry major must be completed Ch 480/481, Research (3 credits total) at Benedictine College. Required supporting courses: Requirements for a major in Ma 131, Calculus I Ma 132, Calculus II Chemistry leading to a B.S. degree: Pc 210, Classical Physics I Ch 103, General Chemistry I Pc 211, Classical Physics II or Ch 123, Advanced General Chemistry I Ch 104, General Chemistry II Recommended supporting courses: or Ch 124, Advanced General Chemistry II Ma 233, Calculus III Ch 105, General Chemistry Laboratory I Ma 310, Differential Equations Ch 106, General Chemistry Laboratory II Pc 320/321, Relativity and Atomic Physics

107 Requirements for a major in Recommended supporting courses: Chemistry leading to a B.A. degree: Ch 233, Calculus III Ch 103, General Chemistry I Ma 310, Differential Equations or Ch 123, Advanced General Chemistry I Pc 320/321, Relativity and Atomic Physics Ch 104, General Chemistry II or Ch 124, Advanced General Chemistry II The requirements for a minor in Ch 105, General Chemistry Laboratory I Chemistry: Ch 106, General Chemistry Laboratory II Ch 103, General Chemistry I Ch 231/232, Organic Chemistry I/Laboratory or Ch 123, Advanced General Chemistry I Ch 233, Organic Chemistry II Ch 104, General Chemistry II Ch 351, Biochemistry I or Ch 124, Advanced General Chemistry II Ch 371/372, Quantitative Analysis/Laboratory Ch 105, General Chemistry Laboratory I Ch 380, Thermodynamics Ch 106, General Chemistry Laboratory II Ch 441, Inorganic Chemistry Ch 231/232, Organic Chemistry I/Laboratory Ch 493, Chemist as a Professional plus two additional chemistry lecture plus four semesters of Ch 490 Chemistry/ courses and one chemistry laboratory Biochemistry Colloquium course. plus two advanced courses chosen from the list below: The requirements for prospective high Ch 321, Environmental Chemistry school teachers of Chemistry: Ch 353, Biochemistry II Ch 103, General Chemistry I Ch 377, Polymer Chemistry or Ch 123, Advanced General Chemistry I Ch 398, Special Topics Ch 104, General Chemistry II Ch 431, Advanced Organic Chemistry or Ch 124, Advanced General Chemistry II Ch 461, Molecular Spectroscopy Ch 105, General Chemistry Laboratory I Ch 480/481, Research (3 credits total) Ch 106, General Chemistry Laboratory II Ch 483, Quantum Chemistry and Dynamics Ch 231/232, Organic Chemistry I/Laboratory plus two advanced lab courses chosen from the Ch 233, Organic Chemistry II list below: Ch 351, Biochemistry I Ch 385, Synthesis, Purification and Analysis Ch 371/372, Quantitative Analysis/Laboratory Laboratory Ch 380, Thermodynamics Ch 386, Biochemical Methods and Analysis Ch 390/391, Junior Seminar I and II Laboratory Ch 457, Methods of Teaching Secondary Ch 387, Environmental Thermodynamics Science Laboratory Ch 480/481, Research Ch 392, Molecular Spectroscopy Laboratory Ch 493, Chemist as a Professional Ch 393, Spectroscopy and Separations plus three semesters of Ch 490, Chemistry/ Laboratory Biochemistry Colloquium Ch 394, Advanced Topics in Laboratory plus one advanced lab courses chosen from Practices the list below: Ch 480/481, Research (3 credits total) Ch 385, Synthesis, Purification and Analysis Required supporting courses: Laboratory Ma 131, Calculus I Ch 386, Biochemical Methods and Analysis Ma 132, Calculus II Laboratory Pc 210, Classical Physics I Ch 387, Environmental Thermodynamics Pc 211, Classical Physics II Laboratory

108 Ch 392, Molecular Spectroscopy Laboratory plus one advanced lab course chosen from the Ch 393, Spectroscopy and Separations list below: Laboratory Ch 385, Synthesis, Purification and Analysis Ch 394, Advanced Topics in Laboratory Laboratory Practices Ch 387, Environmental Thermodynamics Plus all education courses required for Kansas Laboratory State Certification. Ch 393, Spectroscopy and Separations Laboratory Required supporting courses are as Ch 394, Advanced Topics in Laboratory follows: Practices Ma 131, Calculus I Ch 480/481, Research (3 credits total) Ma 132, Calculus II Pc 210, Classical Physics I Required supporting courses are as Pc 211, Classical Physics II follows: Ma 131, Calculus I Requirements for a B.S. Degree in Ma 132, Calculus II Biochemistry Pc 210, Classical Physics I Bi 121, General Biology I Pc 211, Classical Physics II Bi 122, General Biology II Bi 310, Biology III – Mechanisms of Evolution Recommended supporting courses are Bi 475, Molecular and Cell Biology the following: Ch 103, General Chemistry I Bi 360, Microbiology or Ch 123, Advanced General Chemistry I Bi 476, Immunology Ch 104, General Chemistry II Ch 380, Thermodynamics or Ch 124, Advanced General Chemistry II Bi 370, Genetics Ch 105, General Chemistry Laboratory I Ch 106, General Chemistry Laboratory II Requirements for a B.A. Degree in Ch 231/232, Organic Chemistry I/Laboratory Biochemistry Ch 233, Organic Chemistry II Bi 121, General Biology I Ch 351, Biochemistry I Bi 122, General Biology II Ch 353, Biochemistry II Bi 475, Molecular and Cell Biology Ch 371/372, Quantitative Analysis/Laboratory Ch 103, General Chemistry I Ch 386, Biochemical Methods and Analysis or Ch 123, Advanced General Chemistry I Laboratory Ch 104, General Chemistry II Ch 493, Chemist as a Professional or Ch 124, Advanced General Chemistry II plus four semesters of Ch 490 Chemistry/ Ch 105, General Chemistry Laboratory I Biochemistry Colloquium Ch 106, General Chemistry Laboratory II plus two advanced courses chosen from the list Ch 231/232, Organic Chemistry I/Laboratory below: Ch 233, Organic Chemistry II Ch 321, Environmental Chemistry Ch 351, Biochemistry I Ch 377, Polymer Chemistry Ch 353, Biochemistry II Ch 380, Thermodynamics Ch 371/372, Quantitative Analysis/Laboratory Ch 398, Special Topics Ch 386, Biochemical Methods and Analysis Ch 431, Advanced Organic Chemistry Laboratory Ch 441, Inorganic Chemistry Ch 493, Chemist as a Professional Ch 450, Enzyme Kinetics plus four semesters of Ch 490 Chemistry/ Ch 452, Organometallic Chemistry Biochemistry Colloquium Ch 480/481, Research (3 credits total) plus one advanced lab course chosen from the list below:

109 Ch 385, Synthesis, Purification and Analysis economic, social, international, and ethical Laboratory implications of chemical facts and phenom- Ch 387, Environmental Thermodynamics ena, and it is designed to empower students Laboratory to respond with reasoned and informed intel- Ch 393, Spectroscopy and Separations ligence to the complexities of our modern Laboratory technical age. Includes laboratory experience. Ch 394, Advanced Topics in Laboratory (NW, QA, SM) Practices Ch 480/481, Research (3 credits total) Ch 103 Required supporting courses are as General Chemistry I (3) (F) A thorough study of the fundamental prin- follows: ciples of chemistry. Emphasis is placed on Ma 131, Calculus I Ma 132, Calculus II atomic structure, gas laws, energy changes, Pc 210, Classical Physics I reaction stoichiometry, and electronic struc- Pc 211, Classical Physics II ture of atoms. Strong algebra skills will be necessary for successful completion of this Recommended supporting courses are course. Corequisite: Ch 105. (NW, QA, SM) the following: Bi 360, Microbiology Ch 104 Bi 476, Immunology General Chemistry II (3) (S) Ch 380, Thermodynamics Continuation of Ch 103, with major emphasis Bi 370, Genetics placed on gas phase and solution equilibria, kinetics and the mechanisms of chemical reactions, thermodynamics and electrochemistry. Bc 488 Prerequisite: Ch 103 or Ch 123, Corequisite: Senior Comprehensive (cr) Ch 106. (NW)

Ch 101 Ch 105 The Chemistry of the Biosphere (4) (D) General Chemistry Laboratory I (1) (F) This course is intended for students not major- Laboratory course designed to develop basic ing in the natural sciences or mathematics laboratory techniques and to complement the and is designed especially for students with material covered in Ch 103 or Ch 123. Coreq- no previous formal experience in chemistry. uisite: Ch 103 or Ch 123. (NW, QA, SM) Emphasis is placed on the chemistry of the environment and man’s impact on it. Includes Ch 106 laboratory experience. (NW, QA, SM) General Chemistry Laboratory II (1) (S) Laboratory Course designed to develop basic Ch 102 laboratory techniques and complement the Extraordinary Chemistry (4) (D) material covered in Ch 104 or Ch 124. Coreq- Extraordinary Chemistry is intended for stu- uisite: Ch 104 or Ch 124. (NW) dents not majoring in the natural sciences or mathematics and is designed for students with Ch 114 no previous formal experience in chemistry. Chemistry for Nursing I (3) (F) Our daily lives are spent surrounded by chem- The first of a two semester sequence intended icals; this course will explore the extraordi- as a broad introduction to chemistry primar- nary chemistry of those ordinary substances ily for students in nursing and allied health and the effect they have on us and on our envi- fields. This course will provide an introduc- ronment. This course examines the political, tion to general chemistry with an emphasis

110 on the language of chemistry and quantita- Ch 231, Organic Chemistry I as those who tive problem-solving. The semester concludes take Ch 104. Prerequisite: Ch 103 or Ch 123, with topics in introductory organic chemistry. Corequisite: Ch 106. (NW) (NW, QA, SM) Ch 198 Ch 115 Special Topics (1–4) Chemistry for Nursing II (3) (S) Topics not included in the regular catalog, This course is a continuation of Ch 114, and is usually treated in a lecture/discussion format. intended as a broad introduction to biochem- May be taken more than once if subject matter istry primarily for students in nursing and varies sufficiently. allied health fields. This course will provide an introduction to organic chemistry with Ch 231 an emphasis on organic molecules and their Organic Chemistry I (3) (F) characteristic reactions. Following will be a This course represents the first semester of a study of the biochemistry of the major classes year-long course and is designed to give the of biomolecules, with a strong focus on the student an understanding of many fundamen- relationship between chemistry and medicine. tal concepts of organic chemistry. The student Prerequisite: Ch 114 (NW, QA, SM) will gain an understanding of how compounds are synthesized, the mechanism of reaction Ch 123 and the accepted nomenclature through the Advanced General Chemistry I (3) (F) study of alkanes and cycloalkanes, alkenes, Designed for students who are interested in alkynes and alkyl halides. Stereochemistry a broader exposure to the field of chemistry. and the use of spectroscopy to identify com- This course will cover the same topics as in pounds will also be covered. Prerequisite: Ch Ch 103, and the students will be equally pre- 104 or Ch 124, Corequisite: Ch 232. (WC) pared for Ch 104. Emphasis will be placed on atomic structure, gas laws, energy changes, Ch 232 reaction stoichiometry, chemical bonding and Organic Chemistry I Laboratory (1) (F) molecular structure. This course will have a Laboratory course designed to develop skills faster pace than Ch 103 and the additional in the basic techniques of organic chemistry. time will be devoted to real-world applica- Student will gain experience in the purifica- tions of chemistry and a major final project. tion of compounds using basic techniques, Corequisite: Ch 105. (NW, QA, SM) including extraction, distillation, recrystalliza- tion and thin-layer chromatography. Students Ch 124 will learn to interpret NMR and IR spectra, to Advanced General Chemistry II (3) (S) identify unknown samples and to communi- A continuation of Ch 123, this course is cation scientific results in a professional man- designed for students who are interested in ner. Corequisite: Ch 231. (WC) a broader exposure to the field of chemistry. This course will cover the same topics Ch 233 as in Ch 104. Emphasis will be placed on gas Organic Chemistry II (3) (S) phase and solution equilibria, kinetics and the Continuation of Ch 231. This course rep- mechanisms of chemical reactions, thermo- resents the second semester of a year-long dynamics and electrochemistry. This course course. The student will gain an understand- will move at a faster pace than Ch 104 and the ing of how compounds are synthesized, the additional time will be devoted to real-world mechanism of reaction and the accepted applications of chemistry and a major final nomenclature as we study the following project. Students will be equally prepared for types of organic compounds: alcohols, ethers,

111 aldehydes, ketones, aromatic compounds, the environment. Special care will be placed amines, and carboxylic acids and their deriva- on important reactions that affect the atmo- tives. Prerequisite: Ch 231. sphere, the hydrosphere and the lithosphere. The contribution of industrial effluents will be Ch 301 evaluated on the basis of their local and global Chemistry of Beer and Wine (4) (S) impact. Prerequisite: Ch 231. An introduction to wine and beer appreciation through an examination of the chemistry Ch 351 of beer and wine and the factors that affect Biochemistry I (3) (F) their chemical properties. The course will An introduction to the major classes of mol- include a study of fermentation and meta- ecules and their function in living systems. bolic processes, wine and beer composition, Structure-function relationship of proteins, and sensory perception. Students will learn to carbohydrates, lipids and nucleic acids, vita- recognize the major features of beer and wine mins and coenzymes. A basic treatment of that determine sensory quality and know the enzyme kinetics. Prerequisite: Ch 233. processes that produced them. Topics will include the sensory properties (including taste Ch 353 and aroma) of wines and beers from different Biochemistry II (3) (S) raw materials (produced in various climates A thorough study of bioenergetics and metab- with different agricultural practices) and with olism of carbohydrates, lipids, proteins and different wine and beer production techniques. nucleic acids. Regulation of metabolic cycles Experimentation with various production and signal transduction will also be examined. methods will also be undertaken. Prerequi- Prerequisite: Ch 351. site: Students must be 21 by the second week of the semester to enroll in this course. Note: Ch 371 This course does not fulfill any requirements Quantitative Analysis (3) (S) for a major or minor in chemistry or biochem- The student will develop an in-depth knowl- istry. (NW, AE, QA, SM) edge of basic statistics, gravimetric and volumetric analyses, chemical equilibrium, Ch 310 acid-base chemistry, and spectrophotometry. Scientific Glassblowing (2) (D) In particular, advantage will be taken of an Examines the principles and theory associated understanding of the processes underlying with glassblowing. This course provides the chemical equilibria to achieve quantitative student with a working knowledge of com- analysis. Emphasis will be placed on using mon glassblowing techniques, with emphasis Excel spreadsheets for data analyses, includ- on those appropriate to the repair and producing statistics. Prerequisite: Ch 104 or Ch 124, tion of scientific glassware. The student will Corequisite: Ch 372. have hands-on experience with glassblowing. Permission of instructor required. Note: This Ch 372 course does not fulfill any requirements for a Quantitative Analysis Laboratory (1) (S) major or minor in chemistry. The student will learn and use the basic wet chemistry techniques of volumetric and gravi- Ch 321 metric analysis. An introduction to spectros- Environmental Chemistry (3) (D) copy is included. Corequisite: Ch 371. The goal of this course is to introduce the student to the fundamental chemical principles of

112 Ch 377 execution, data acquisition and analysis, com- Polymer Chemistry (3) (D) position of professional scientific reports, and This course deals with the design, prepara- oral presentation. Experimental techniques tion and properties of macromolecules. Upon may include protein and DNA purification, successful completion of this course, students enzyme assay, protein characterization, chro- will understand various methods of polymer matography and electrophoresis. Experience synthesis, including step-growth polymer- operating instruments typically includes spec- ization and chain-growth polymerization. trophotometers, electrophoresis equipment, Students will understand the mechanism of thermalcyclers, fraction collectors and plate polymer formation, reactions of polymers and readers. Prerequisite: Ch 351, Ch 371. (WC) the physical properties of various polymers. Prerequisite: Ch 233. Ch 387 Environmental Thermodynamics Ch 380 Laboratory (2) (D) Thermodynamics (3) (S) This course will provide students with hands- An introduction to thermodynamics and its on laboratory experience in the measurement applications. Topics include temperature, of thermodynamic properties of molecules and heat, work, the three fundamental laws of materials important to our environment. These thermodynamics and an introduction to sta- topics may include alternative energy sources, tistical mechanics. Applications include gas chemical energy storage, pollution, and reme- laws, heat engines, chemical equilibria, and diation. Students will perform professional transport properties. Prerequisites: Ch 104 or scientific reporting and data analysis, conduct Ch 124, Pc 211, and Ma 132, or permission a search of the relevant scientific literature, of instructor. and will employ scientific instrumentation for data collection. Prerequisite: Ch 371, Ch Ch 385 380. Ch 321 is recommended. (WC) Synthesis, Purification and Analysis Laboratory (2) (S) Ch 392 This course will provide practical experience Molecular Spectroscopy Laboratory (2) in the synthesis of organic and inorganic mol- (D) ecules. Students will perform multi-step syn- This course will provide students with hands- theses using modern synthetic techniques. A on experiences using chemical instrumentation variety of chemical and spectroscopic charac- to measure fundamental quantum mechanical terization methods will be used. Students will properties of molecules. These experiments develop problem-solving skills while gaining may include atomic absorption spectroscopy, experience in scientific literature searches, gas- phase rotational vibration spectroscopy experimental design and execution, data using Raman or FTIR spectroscopy, and elec- acquisition and analysis, and the preparation tronic spectroscopy using UV-Vis. Students of professional scientific reports. Prerequisite: will perform professional scientific report- Ch 233. Ch 441 is recommended. (WC) ing and data analysis, conduct a search of the relevant scientific literature, and will employ Ch 386 scientific instrumentation for data collection. Biochemical Methods and Analysis Prerequisites: Ch 371, Ch 483. Ch 461 is rec- Laboratory (2) (S) ommended. (WC) This course provides advanced skills in biochemical problem solving via scientific literature searches, experimental design and

113 Ch 393 addition, elimination, radical, and pericyclic Spectroscopy and Separations mechanisms. Prerequisite: Ch 233. Laboratory (2) (F) This course involves the chromatographic Ch 441 separation and spectroscopic study of organic, Inorganic Chemistry (3) (F) inorganic and biological chemical mixtures A modern study of bonding, structure and using techniques, such as UV-Vis, IR, AA, mechanism of reactions of inorganic com- NMR, GC and HPLC, with in-depth studies pounds. Thermodynamics, kinetics, and on instrument theory and operation. Students theory of structure and bonding are unify- will operate the scientific instrumentation to ing concepts to examine trends in reactivity, separate and identify the components of vari- structure, and properties of the elements and ous chemical mixtures. Students will perform their compounds in relation to their position in data analysis and prepare professional scien- the periodic table. These periodic trends will tific reports. Prerequisites: Ch 233, Ch 371. provide a foundation for an initial understand- (WC) ing of inorganic chemistry. The applications of inorganic chemistry to material science, Ch 394 the environment, biology and medicine will Advanced Topics in Laboratory be explored. Prerequisite: Ch 233. Practices (2) (D) Students will learn laboratory skills in an Ch 450 advanced or newly-emerging field of chem- Enzyme Kinetics (3) (D) istry. Students will perform professional sci- This course explores the theoretical frame- entific reporting and data analysis, conduct work and practical aspects of Michaelis-Men- a search of the relevant scientific literature, ton enzyme kinetics. Topics will include the and will employ scientific instrumentation for kinetics of reversible and irreversible inhibi- data collection. May be taken more than once tors, co-solvents, and activators in the elu- if subject matter varies sufficiently. Prerequi- cidation of enzyme chemical mechanisms. site: Ch 371. (WC) Original research journal articles will be used to illustrate practical applications. Prerequi- Ch 398 site: Ch 353. Special Topics (1–4) Advanced topics not included in the regular Ch 452 catalog, usually treated in a lecture/discussion Organometallic Chemistry (3) (D) format. May be taken more than once if sub- An examination of the basic foundations ject matter varies sufficiently. organometallic chemistry including symme- try methods, bonding, magnetism, and reac- Ch 431 tion mechanisms. Prerequisite: Ch 441. Advanced Organic Chemistry I (3) (D) This course (subtitled Structure and Mecha- Ch 457 nism) is intended to build on, organize and Methods of Teaching Secondary interrelate the factual information obtained Science (2) (D) in the introductory sophomore course and Acquaints the student with special techniques, serves as a basis for the study in greater depth current technologies in teaching strategies, of individual organic reactions and of the and devices for teaching the natural sciences methods by which chemists obtain informa- and evaluating student progress in the class- tion about chemical processes. Includes an room and laboratory; the planning and pre- in-depth study of the mechanisms of major sentation of laboratory work and material; the organic reactions. Focus on substitution, use and maintenance of equipment, and the

114 selection and purchase of laboratory supplies. Ch 490 Some consideration will be given to the jour- Chemistry and Biochemistry nals, handbooks and other technical literature Colloquium (cr) (B) useful in teaching science. Monthly meetings at which recent developments in chemistry and biochemistry will be Ch 461 presented by staff, students and guest lectur- Molecular Spectroscopy (3) (D) ers. Required of all junior and senior chemis- A theoretical introduction to molecular spec- try and biochemistry majors. troscopy and its relation to structure. Elec- tronic, vibrational, rotational and magnetic Ch 493 resonance spectra of chemical systems will be Chemist as a Professional (3) (S) discussed. Prerequisite: Ch 483. This course will provide extensive training in those skills necessary to become a pro- Ch 480/481 fessional scientist, with particular attention Research (1–2) (B) given to the improvement of scientific com- Independent or collaborative investigation munication skills and the application of eth- of a problem in any of the areas of chemis- ics to scientific issues. Students will receive try or biochemistry. Minimum of six hours training on reading and evaluating scientific laboratory work and consultation per week. journal articles, conducting an effective litera- Students will prepare a comprehensive, well- ture search and oral presentation skills. Each documented research report at the end of the student will produce a professional, literature- semester. Recommended for all junior and based oral presentation. A significant portion senior majors. of the course will involve reading, evaluating and discussing ethical case studies. Prerequi- Ch 483 site: Senior standing or consent of the instruc- Quantum Chemistry and Dynamics (3) tor. (OC, VC) (D) The nature of chemical bonding, molecu- Ch 499 lar structure, and chemical dynamics are Independent Study (1–3) investigated via the fundamental concepts of Students interested in more than two credit quantum chemistry and chemical kinetics. hours of research (Ch 480) may enroll in Prerequisites: Ch 104 or Ch 124, Pc 211, and Independent Study with one of the chemistry Ma 132, or permission of instructor. professors.

Ch 485/486 Teaching Practicum (1–2) (B) This course will provide students with hands- on experience in the teaching and supervising of laboratory courses. Particular care will be devoted to the design of a laboratory experi- ment, including reagent prep, data analysis techniques and evaluation of student results.

Ch 488 Senior Comprehensive (cr)

115 Suggested sequence of courses for a bachelor of science degree in Chemistry

Freshman Year Ch 103, General Chemistry I 3 Ch 104, General Chemistry II 3 or Ch 123, Advanced General Chem I or Ch 124, Advanced General Chem II Ch 105, General Chemistry I Lab 1 Ch 106, General Chemistry II Lab 1 Ma 131, Calculus I 4 Ma 132, Calculus II 4 En 101, English Composition 3 Th 101, Introduction to Theology 3 Gs 150, BC Experience cr Foreign Language 4 Foreign Language 4 Pe 115, Wellness for Life 1 __ __ 15 16

Sophomore Year Ch 231, Organic Chemistry I 3 Ch 233, Organic Chemistry II 3 Ch 232, Organic Chemistry I Lab 1 Ch 371, Quantitative Analysis 3 Pc 210, Classical Physics I 4 Ch 372, Quantitative Analysis Laboratory 1 Faith Foundation 3 Pc 211, Classical Physics II 4 Aesthetic Foundation 3 Ph 175, Logic and Nature 3 Pe Activity course 1 Historical Foundation 3 __ __ 15 17

Junior Year Ch 351, Biochemistry I 3 Ch 380, Thermodynamics 3 Ch 441, Inorganic Chemistry 3 Ch 490, Chemistry/Biochemistry Colloquium cr Ch 490, Chemistry/Biochemistry Colloquium cr Advanced Chemistry Elective 3 Advanced Chemistry Laboratory 2 Advanced Chemistry Laboratory 2 Historical Foundation 3 Philosophical Inquiry Foundation 3 Person and Community Foundation 3 Electives 6 Faith Foundation 3 ______17 17

Senior Year Advanced Chemistry Elective 3 Advanced Chemistry Elective 3 Advanced Chemistry Lab 2 Ch 481, Research 1 Ch 480, Research 2 Ch 490, Chemistry/Biochemistry Colloquium cr Ch 490, Chemistry/Biochemistry Colloquium cr Ch 493, Chemist as a Professional 3 Aesthetic Foundation 3 Philosophical Inquiry Foundation 3 Electives 6 Electives 6 ______16 16

116 Suggested sequence of courses for a bachelor of science degree in Biochemistry

Freshman Year Bi 121, General Biology I 5 Bi 122, General Biology II 4 Ch 103, General Chemistry I 3 Ch 104, General Chemistry II 3 or Ch 123, Advanced General Chem I or Ch 124, Advanced General Chem II Ch 105, General Chemistry I Lab 1 Ch 106, General Chemistry II Lab 1 Ma 131, Calculus I 4 Ma 132, Calculus II 4 En 101, English Composition 3 Th 101, Introduction to Theology 3 Gs 150, BC Experience cr __ __ 16 15

Sophomore Year Ch 231, Organic Chemistry I 3 Ch 233, Organic Chemistry II 3 Ch 232, Organic Chemistry I Laboratory 1 Ch 371, Quantitative Analysis 3 Pc 210, Classical Physics I 4 Ch 372, Quantitative Analysis Laboratory 1 Historical Foundation 3 Pc 211, Classical Physics II 4 Aesthetic Foundation 3 Ph 175, Logic and Nature 3 Pe 115, Wellness for Life 1 Historical Foundation 3 Pe Activity course 1 Historical Foundation 3 __ __ 16 17

Junior Year Bi 310, Mechanisms of Evolution 3 Ch 353, Biochemistry II 3 Ch 351, Biochemistry I 3 Ch 386, Biochem Methods & Analy Lab 2 Ch 490, Chem/Biochem Colloquium cr Ch 490, Chem/Biochem Colloquium cr Foreign Language 4 Bi 475, Molecular and Cell Biology 4 Faith Foundation 3 Foreign Language 4 Person and Community Foundation 3 Philosophical Inquiry Foundation 3 __ __ 16 16

Senior Year Advanced Chemistry Elective 3 Advanced Chemistry Elective 3 Advanced Chemistry Lab 2 Ch 481, Research 1 Ch 480, Research 2 Ch 490, Chemistry Colloquium cr Ch 490, Chem/Biochem Colloquium cr Ch 493, Chemist as a Professional 3 Aesthetic Foundation 3 Philosophical Inquiry Foundation 3 Faith Foundation 3 Electives 6 Elective 3 __ __ 16 16

117 Computer Science omputer Science is a rapidly growing graduates obtain jobs in computer program- Carea of study—one that is important in ming or software engineering. The minor pro- the technological age in which we live. The vides a useful addition to many areas of study, Computer Science major at Benedictine Col- including mathematics, science, business, and lege provides a balanced approach to the mass communications. discipline, treating computing both as an art For course descriptions, major and minor and as a tool for varied use. The major pre- requirements, and a suggested sequence of pares students for graduate study in the field courses, refer to the catalog section entitled of computer science or for employment in “Mathematics and Computer Science,” or an ever-expanding spectrum of occupations contact the chair of the department. dependent upon computing. Most of our

Criminology

riminology is an interdisciplinary social professional school, and will have the critical Cscience that studies the causes of crime thinking and communication skills necessary and delinquency, analyzes crime patterns, and for postbaccalaureate training as criminal jus- critically examines the origins and functions tice practitioners. of criminal law and the criminal justice sys- Although the criminology program at tem. The criminology program at Benedictine Benedictine College is more aligned with College, contained in the Department of Soci- the liberal arts pillar of the college than it is ology and Criminology, provides students with training students for careers in criminal with a rigorous introduction to the methods justice, direct contact and experience with and materials of contemporary criminologi- criminal justice agencies is available through cal inquiry, including classical and contempo- internship placements. rary theories of crime and criminality, meth- For course descriptions, requirements ods of theory testing and data analysis, and for the major and minor, and a suggested public policy issues related to crime preven- sequence of courses, please see the Sociol- tion, control and punishment. Students who ogy and Criminology section of this catalog successfully complete the program require- or contact the department chair. ments will be prepared well for graduate and

Dance

The requirements for a minor in Dance: Mu 100, Fundamentals of Music Theory (18–21 hours) Mu 110, Functional Keyboard Da 107, Introduction to Dance Electives: Da 208, Ballet I/II Ta 102, Introduction to Theatre Da 209, Jazz I/II Da 207, Music Theatre Dance Da 210, Tap I/II Ta 379, 479, Internship or Practicum Da 307, History of Dance Ta 310, Advanced Tap/Jazz/Ballet/Modern Pe 363, Treatment of Athletic Injury Pe 123, Country and Social Dance (May substitute Da 398 “Dance Wellness” when offered.)

118 Individuals pursuing a dance minor are Classical and modern approaches to the lan- required to complete a minimum of eighteen guage of ballet will be covered. Barre and hours of designated courses. Students seeking center work included—proper dance attire the dance endorsement on Missouri license required. should complete twenty-one hours of designated courses. Missouri license requirements Da 209 are not provided by the Benedictine Educa- Jazz I/II (1–2) (D) tion Department. Individuals must contact the Student must declare intent to complete Missouri Department of Education in Jeffer- either Level I or II by mid-semester. Level II son City for a Missouri teaching license. requires comprehensive competency testing Some dance courses are offered on an for the specified skill level, as well as outside alternating semester schedule. The student observation, rehearsal, and evaluation hours. who wishes to minor in dance is advised to Introduction and expansion of the techniques check with the department chair regarding the of jazz dance including, but not limited to, scheduled course offering. isolation and basic rhythmic skills and abilities characteristic of the jazz style. Proper Transfer students pursuing a minor in dance attire required. Prerequisite: Da 107 or Dance must take a minimum of 25% of the permission of instructor. coursework required for the minor at Bene- dictine College. Da 210 Tap I/II (1–2) (D) Da 107 See above for intent to complete outside Introduction to Dance (1) (D) observation, competency evaluation, etc. Designed to introduce the student to basic Includes basic and intermediate levels, steps movement theories, efficiency of movement, and methods of tap dance, and terminology centering, alignment and body awareness. and rhythm structures of various tap styles Introduction of the following disciplines: tap, (Broadway, Jazz, Rhythm, Hoofing). Tap ballet, jazz and modern. Proper dance attire shoes required. Prerequisite: Da 107 or per- required. Prerequisite: none. mission of instructor. Da 207 Musical Theatre Dance (1–2) (D) Da 307 Acquaints the dancer with the elements of a History of Dance (3) (D) dance within a musical production. Working Students will examine major topics in with a musical score while keeping the style dance history, i.e., the meaning and func- of the dance true to the production. Students tion of dance in pre-industrial societies— will become familiar with all aspects of stag- communal and court dance, and the transfor- ing a musical production. Prerequisite: Ta mation and development of dance as a theatre 102, Da 107, Da 209, Mu 100 and Mu 110 or art in the modern world. This course fulfills an permission of instructor. aesthetic experience foundation requirement. (AE) Da 208 Ballet I/II (1–2) (D) Da 310 Student must declare intent to complete Advanced Tap/Jazz/Ballet/Modern (3) either Level I or II by mid-semester. Level II (D) requires comprehensive competency testing Requires comprehensive competency test- for the specified skill level, as well as outside ing as well as outside observation, rehearsal observation, rehearsal and evaluation hours. and evaluation hours. Continuation and

119 expansion of the skills and concepts involved Da 398 in tap, jazz, ballet, and modern. Prerequisite: Special Topics (1–3) Da 107, Da 208, Da 210, Jazz II or permis- Topics not included in the regular catalog. sion of instructor. May be taken more than once if subject matter varies sufficiently.

Dentistry

he majority of students presently entering each dental school in the booklet, “Admission Tdental schools have completed four years Requirements of U.S. and Canadian Dental of college and the bachelor’s degree. Pro- Schools,” published by the American Associ- spective dental students are advised to follow ation of Dental Schools, 1625 Massachusetts a major program in the physical or biologi- Ave. N.W., Washington, DC 20036. Infor- cal sciences. Other college majors are pos- mation and advice concerning dental school sible, provided the student completes certain admission requirements may be discussed courses in the sciences necessary for admis- with the chair of the Biology Department. sion to, and successful progress in, the dental college. The academic and other requirements for dental school admission are set down for

Economics

he objectives of the department are 1) Ma 211, Applied Statistics Tto provide students with a fundamental Ec 309, Macroeconomic Activity understanding of our present-day economic Ec 310, Price Theory & Income Distribution system; 2) to prepare students for immediate Ec 313, Introduction to Econometrics entry into professional careers in the business, Ec 411, History of Economic Thought banking and finance, and governmental com- Ac 209, Financial Accounting munities; 3) to prepare students for graduate Choice of Ec 300, Contemporary Economic school, especially in economics, business and Thinking or Ec 370, Catholic Social Teaching public administration, and law; and 4) to pre- plus any three additional courses chosen from pare students for teaching in the social science the following: areas of the secondary school system. (though substitutions are possible for special The major in economics provides a pro- needs and interests) gram of study for the liberal arts student which Ec 300, Contemporary Economic Thinking allows for an investigation of the essential Ec 306, Money and Banking area of economics and introduces the student Ec 312, Public Finance and Fiscal Policy specializing in economics to problem solving Ec 315, International Economics and analytical research. As an outgrowth of Ec 320, Managerial Economics the dialogue between the faculty and students, Ec 370, Catholic Social Teaching Ec 398, Special Topics both inside and outside the classroom, we Ec 400, Seminar In Economic Growth encourage economic research. Ec 401, Seminar In Economic Development Requirements for a major in Economics: Ec 403, Seminar In Economic Policy Ec 209, Principles of Macroeconomics Ec 416, Labor and Manpower Economics Ec 210, Principles of Microeconomics Ec 499, Independent Study In Economics

120 For those going on to graduate school in eco- pursue specialized topics of study. These may nomics, we recommend further courses in include professions in the business commu- mathematics. nity, the area of banking or finance, or simply better preparation for graduate studies in such The requirements for a minor in diverse areas as law, political science, history, Economics: business administration, or economics itself. Ec 209, Principles of Macroeconomics Specialized topic areas may include: Ec 210, Principles of Microeconomics 1. Macroeconomic orientation with fore- Ec 310, Price Theory & Income Distribution casting and model building, as well as plus one of the following: other areas of income determination; Ec 309, Intermediate Macroeconomics or 2. Microeconomic orientation with empha- Ec 306, Money and Banking sis on the firm with its maximizing/opti- plus one of the following: mizing procedures and factor strength Ec 312, Public Finance and Fiscal Policy and rewards through income distribution; Ec 313, Introduction to Econometrics 3. Finance and banking orientation wherein Ec 315, International Economics the effective roles and use of financial Ec 416, Labor and Manpower Economics resources are analyzed. plus any economics elective The course offerings for these topic areas In addition, the department strongly recom- are offered through independent studies, sem- mends Ma 211, Applied Statistics (substi- inars, and special topic courses. tutions are possible for special needs and For further information contact the chair of interests). the Economics Department.

The requirements for a minor in Ec 100 Economics and Politics: Economics of Social and Public Ps 100, American Government Issues (3) (F) Ps 275, Public Policy Analysis This course is intended to develop and apply Ps 421, Comparative Political Systems or elementary economic analysis to current Ps 425, International Relations events throughout the world. We will explore Ec 209, Principles of Macroeconomics social and political issues using the frame- Ec 210, Principles of Microeconomics work of economic reasoning; this will include Ec 300, Contemporary Economic Thinking introductions to demand and supply analysis The Department of Economics considers in addition to elasticity and market analysis. essential that a student maintain a minimum A series of economic applications will often grade of ‘C’ in the introductory and intermedi- accompany the course material. (PC) ate courses in the major. Transfer students majoring in Economics Ec 101 must take a minimum of 60% of the course- Introduction to Economics (3) (D) work required for the major at Benedictine A general introduction to economics. The College including Ec 309, Ec 310, and Ec course is designed for non-business and non- 411. economics majors who wish to learn the Transfer students pursuing a minor in Eco- basics of economics. (PC, WC) nomics must take a minimum of 50% of the coursework required for the minor at Bene- Ec 209 dictine College including Ec 310. Principles of Macroeconomics (3) (B) In addition to the major and minor pro- A beginning study of the macroeconomic rela- grams outlined above, the Department of Eco- tionships of the American economic system, nomics offers its students the opportunity to involving the measurement and determination

121 of national income, monetary and fiscal pol- graphic and statistical approach to income icy in an international context and economic determination, consumption, investment, and growth. (PC, WC, QA) the role of government within the framework of monetary, as well as a real, analysis through Ec 210 the use of a computer. Major Concentration Principles of Microeconomics (3) (B) Course. Prerequisites: Ec 209 and Ec 210, or A beginning study of microeconomic relation- permission of instructor. (PC, QA) ships involving the study of demand and supply and the study of costs to understand the Ec 310 operation of product and resource markets. Price Theory & Income Distribution (3) We explore the conditions for competition, (F) efficient resource allocation, the distribution Approach to the problems of price theory by of income and topics in international trade. considering the behavior of firms and indi- (PC, WC, QA) viduals acting to maximize profits and wellbeing. Theoretical analysis, with practical Ec 300 applications, of the price theory, production Contemporary Economic Thinking (3) functions and income distribution. Major (F) Concentration Course. Prerequisites: Ec 209 Examines the thought of modern contem- and Ec 210 or permission of instructor. (PC, porary economists (starting in the 1960s) for QA) the alternative perspectives that they present on how our economy operates. The focus is Ec 312 less on the technical aspects of their thought Public Finance and Fiscal Policy (3) (D) and more on the broader visions and economi- Taxation, expenditure and debt management cally historical implications presented by the are investigated and analyzed with respect to economists. No tests. Papers only. Students their optimal use as tools of fiscal policy and must turn in rough drafts of the first three their impact on the attainment of the objective papers. Prerequisites: Ec 209 and Ec 210 or of fiscal policy. A general equilibrium analy- permission of instructor. (PC, WC) sis of federal, state and local government economic activities is undertaken with additional Ec 306 considerations at the levels of macro and Money and Banking (3) (S) micro analysis. Major Concentration Course. A study of money, credit and banking insti- Prerequisites: Ec 309 and Ec 310 or permis- tutions, and the development of monetary sion of instructor. (PC, QA) thought in the context of contemporary economic and political influences. An analysis Ec 313 of the events after the monetary revolution Introduction to Econometrics (3) (S) of the 1970s, as this impact has been felt by The course presumes a knowledge of statistics the monetary and financial organizations and and follows the economic reasoning devel- operations of our day. Prerequisites: Ec 209 oped in economics theory courses. It uses and Ec 210 or permission of instructor. (PC) mathematical and statistical techniques to estimate, predict, and test economic relation- Ec 309 ships. A series of economic applications will Macroeconomic Activity (3) (S) often accompany the course material. Prereq- Theoretical discussion of income determina- uisites: Ec 209, Ec 210, Ec 310, and either tion through the rationale and use of national Ba 265 or Ma 211 or permission of instructor. income statistics coupled with the study (QA) of monetary theory and policy. Provides a

122 Ec 315 in economics, development economics stud- International Economics (3) (F) ies economic, social, cultural, and political Deals with principles and practices of inter- perspectives. Open to economics majors and national trade, methods of payments and minors only or with permission of instructor. exchange controls, free trade and tariffs, inter- (GP) national organizations and agencies of cooperation. Prerequisites: Ec 209 and Ec 210, or Ec 403 permission of instructor. (PC) Seminar In Economic Policy (2, 3) (D) Discussion of the separate and combined Ec 320 impact of monetary, fiscal and governmental Managerial Economics (3) (D) policies upon the economy. Open to econom- Development of the specific theoretical and ics majors and minors only or with permis- analytical tools of economics in managerial sion of instructor. decision-making in business, nonprofit organizations, and public agencies. Reviews of Ec 411 empirical studies and illustrations of applica- History of Economic Thought (3) (S) tions. Problems and case analysis. Prerequi- Contributions of individual thinkers and sites: Ec 209 and Ec 210. (QA) of schools of thought from Aristotle to the present are examined as they influence eco- Ec 370 nomic thought and the political economy. Catholic Social Teaching (3) (S) We use original sources, as well as textbook An examination of the topics of world peace, work to focus on the vision of such thinkers as a just world order, an equitable distribution Adam Smith, Karl Marx, and John Maynard of goods and resources, favorable terms of Keynes, as well as on their analytical contri- trade, the widening gap between the wealthy butions. Major Concentration Course. Pre- and poor nations and religious freedom in the requisites: Ec 309 and Ec 310 or permission light of major Catholic documents and papal of instructor. teaching. (F, WC) Ec 416 Ec 398 Labor and Manpower Economics (3) (D) Special Topics (1–4) A study of labor problems and industrial rela- Topics not included in the regular catalog, tions, an examination of the history of the usually treated in a lecture/discussion format. trade union movement, the determination of May be taken more than once if subject matter wages, hours and working conditions through varies sufficiently. collective bargaining, the role of the govern- Ec 400 ment, management, and labor legislations. Seminar In Economic Growth (2, 3) (D) Prerequisite: Ec 310 or permission of instruc- Discussion of sources of economic growth, tor. growth theory, growth models and current problems involving economic growth. Open Ec 488 to economics majors and minors only or with Senior Comprehensive (cr) permission of instructor. Ec 499 Ec 401 Independent Study In Economics (1–3) Seminar In Economic Development of Prerequisite: Junior or senior standing; 3.00 the Third World (2,3) (D) cumulative average in Economics Depart- Analysis of development patterns of development. ing economies. The broadest area of inquiry

123 Suggested sequence of courses for a bachelor’s degree in Economics

Freshman Year Gs 150, BC Experience cr Ph 175, Logic and Nature 3 En 101, English Composition 3 Historical Foundation 3 Mathematics 4 En 102, Introduction to Literature 3 Foreign Language 4 Foreign Language 4 Historical Foundation 3 Elective 3 Th 101, Introduction to Theology 3 Pe 115, Wellness for Life 1 __ __ 17 17

Sophomore Year Ec 210, Principles of Microeconomics 3 Ec 209, Principles of Macroeconomics 3 Natural World Foundation (with lab) 4 Faith Foundation 3 Aesthetic Foundation 3 Philosophical Inquiry Foundation 3 Suggested elective: Psych or Soc 3 Aesthetic Foundation 3 Ac 209, Financial Accounting 3 Natural World Foundation 4 Pe Activity course 1 __ __ 16 17

Junior Year

Ec 310, Price Theory & Income Dist. 3 Ec 309, Macroeconomic Activity 3 Ec 300, Contemp Economic Thinking 3 Faith Foundation 3 Philosophical Inquiry Foundation 3 Econ elective (Cath Soc Tch. Labor) (Ph 325, Ethics) Elective: Secondary Orientation 3 Elective: Secondary Orientation 3 (Ethics) Ma 211, Applied Statistics 4 Elective 3–4 ______16 15–16

Senior Year Economics elective (International Trade) 3 Ec 313, Introduction to Econometrics 3 Economics elective: Public Finance 3 Ec 411, History of Econ Thought 3 Suggested elective: Financial Mgt. 3 Suggested elective: Investments 3 Elective: Secondary Orientation 3 Elective: Secondary Orientation 3 Elective 3 Elective 3 Ec 488, Senior Comprehensive cr ______15 15

Skills and Perspectives courses are readily fulfilled by the curriculum outlined above.

124 Education

he Education Department programs are 3. Respect and promote diversity while cre- Tbuilt upon the framework of “Educators ating instructional opportunities that meet as Builders of Community.” The programs the needs of students from diverse cultural call for future teachers and administrators to backgrounds and those with exceptionali- perceive their roles in education as develop- ties. ers of community. The learning community 4. Build partnerships with students, col- is within classrooms and schools, as well as leagues, families and community groups to outside their walls. Not only do education enhance communication and learning. graduates work toward building community 5. Plan and assess instruction based upon with students, families, and members of the knowledge of subject matter, students, the local community, but they see a purpose of community and curriculum goals. education to be the development of individu- 6. Reflectively build community while als who assume responsibility for building a continually evaluating the effects of their actions on others and to actively seek out healthy community locally, nationally, and opportunities to grow professionally. globally. Grounded in a Benedictine, liberal arts tradition, the program advocates that the An integrated course of study that includes goals and means of the educative process are a professional education core, a methods core, complementary and seek the pursuit of human and a research and field experience core for dignity and social responsibility. teacher education majors enables students to develop the knowledge, skills, and criti- Teacher Education Program cal understanding necessary for action and In preparing teachers, the Education reflection. Through curriculum content, Department identifies three overarching goals instructional modeling, and performance for its programs, faculty, and students: 1) to applications, students and faculty investigate build learning communities where students multicultural and global perspectives and use and teachers make meaningful choices, com- technology as a medium for discovery-based municate and collaborate with others, think teaching and learning. The course of study critically and conceptually, and act justly; 2) requires students to demonstrate mastery of to model decision making processes that are concepts through developmentally sequenced inquiry-based, equitable, and reflect the val- performance outcomes. These are monitored ues of Benedictine communities; and 3) to through completion of prerequisites, demon- actively involve the community as a partner stration of required proficiencies, application in the educational process. to the Teacher Education Program and student Guided by the goals, the program defines teaching, and comprehensive and integrative performance-based outcomes for future teach- assessments. ers as they become builders of community by The Education Department offers the bach- developing knowledge, skills and dispositions elor of arts degree for a major in elementary to: education, leading to K–6 licensure; a major 1. Use practices which nurture the whole in special education, leading to K–6 and child/adolescent within the learning 6–12 licensure; and a major in secondary community. education, leading to 6–12 licensure. Special 2. Use their understanding of communication education majors must double major in ele- and human behavior to create a classroom mentary education. Secondary education community that fosters positive social in- majors must meet licensure requirements in teraction, collaboration and active inquiry. a content area that leads to a double major.

125 Licensure (6–12) for secondary education standards that become effective July 2005. majors is available in the following content The licensure areas and levels described areas: biology, chemistry, English, mathemat- above represent the new standards. Changes ics, physics, psychology, and history and gov- in KSDE licensure requirements preclude ernment. PK–12 licensure in programs in art, requirements established by Benedictine’s health, physical education, French, Spanish, Department of Education. and music are available to students by com- Progressing Through the Teacher Educa- pleting the secondary education major and a tion Program/Professional Portfolios major in Art, Health and Physical Education, Progress through the Teacher Education French, Spanish, or a Bachelor of Music Edu- Program is determined by whether or not can- cation degree, respectively. Licensed educa- didates meet standards adopted by the Com- tion majors can qualify for a 5–8 Science, mittee on Teacher Education at four bench- Math, English Language Arts, or History mark points. These points are as follows: endorsement by passing the required content 1. Admission into the Teacher Education Pro- area test. gram; A minor in education is offered to students 2. Admission to Student Teaching; majoring in another field and interested in 3. Completion of Student Teaching; working with children and youth. An educa- 4. Completion of the Teacher Education Pro- tion minor is not part of any approved teacher gram. education program, and as such, does not lead At benchmark points 1, 2, and 4, can- to admittance into the Teacher Education Pro- didates must complete and submit a program or to licensure. Students must declare fessional portfolio. Detailed descriptions education as a minor, develop a program plan of the requirements for the professional for the minor in collaboration with their major portfolio are available in the Teacher and minor advisors, and have approval from Education Handbook, the Professional Port- their education advisor to enroll in courses folio Guide, and in other documents published higher than Ed 222. periodically by the Education Department. It The National Council for Accreditation should be noted that program requirements of Teacher Education and the Kansas State are updated on a regular basis and that can- Department of Education have approved the didates in the Teacher Education Program are education programs leading to licensure in responsible for becoming aware of and meet- Kansas. Students should understand that rec- ing these requirements. Because of frequent ommendation for teacher licensure is separate modifications in regulations promulgated by from awarding a degree. Consequently, the the Kansas State Department of Education mere declaration of education as a major or and the National Council for Accreditation minor does not guarantee a student admission of Teacher Education, the Education Depart- to a teacher licensure program, or eventual ment reserves the right, without notice, to recommendation for state licensure. Such change the requirements for student progres- admission and recommendation is part of the sion through the Teacher Education Program responsibility of the Education Department and the Master of Arts in School Leadership and the Committee on Teacher Education Program, and to change, without notice, the (CTE). Recommendation for licensure in other arrangement and contents of courses in said states is subject to the laws and requirements program. of that state. It is the responsibility of students to obtain information regarding licensure in Admission to Teacher Education and other states. Student Teaching Kansas State Department of Education Requirements for admission to Teacher (KSDE) has implemented new licensure Education and Student Teaching include, but

126 are not limited to, the criteria below. Because above requirements does not in and of itself of frequent modifications in regulations pro- necessarily qualify them for admission to the mulgated by the Kansas State Department Teacher Education Program. Students shall be of Education and the National Council for admitted to the Teacher Education Program Accreditation of Teacher Education, the Edu- only if the above requirements are met; and if, cation Department reserves the right, without in the judgment of a majority of the members notice, to change Teacher Education Program of the Committee on Teacher Education, the requirements. student has the knowledge, skills and disposi- Students must be formally accepted into tions necessary to be successful as a teacher. the Teacher Education Program which is Prior to March of the junior year, the student required for enrollment in education courses should make application for student teaching higher than Ed 222. This application process placement for the senior year. Application is should be initiated in the sophomore year and made by completing an application form and includes the following for consideration: submitting it to the director of student teach- 1. Complete the “Application to the Teacher ing. The Committee on Teacher Education Education Program” form. will formally consider all student teacher 2. Submit a typewritten autobiography which applicants, based on the following: includes an introduction, an explanation 1. Maintaining satisfactory performance on all of career choice, any experiences Teacher Education Program requirements. working with children, and a list of 2. Meeting all criteria for student teaching pertinent interests and accomplishments. as described in the Professional Portfolio 3. Satisfactory recommendations from three Guide, Teacher Education Handbook, faculty members outside the Education K.S.A. 72–5213 Certification of Health for Department indicating a belief that the School Personnel requirements, and other applicant possesses the knowledge, skills Education Department publications. and dispositions to do well as a member of Students shall be admitted to student teach- the teaching profession. Transfer students ing only if the above requirements are met; may request two recommendations from and if, in the judgment of a majority of the faculty members at the institution from members of the Committee on Teacher Edu- which they have transferred. cation, the student has the knowledge, skills 4. Satisfactory interview with a sub- committee of the Committee on Teacher and dispositions necessary to be successful as Education. a teacher. Following Committee on Teacher 5. Have a minimum cumulative GPA of 2.75. Education approval of a student’s admittance 6. Minimum composite ACT score of 23 into student teaching, the candidate must or satisfactory performance on the Pre- maintain satisfactory performance on all pro- Professional Skills Test (PPST) with a gram requirements. minimum total score of 519. (It should be Application forms and materials may be noted, however, that minimum acceptable obtained from the education advisor or the subtest scores of 169 in Reading, 170 in Education Department office. Students who Mathematics and 168 in Writing must be do not fulfill the qualifications for admission achieved, yet only making the minimum to the Teacher Education Program, admis- subtest scores will not achieve the required sion to student teaching or completion of the total of 519.) The student is responsible for Teacher Education Program are extended the cost of this test. the right of a due process hearing before the Final approval for admission to the Teacher Committee on Teacher Education. Follow- Education Program is determined by the ing this, if necessary, an appeal may be made Committee on Teacher Education. Students to the dean of the college. Additional due should understand that completion of the process rights and procedures for resolving

127 student grievances are described in detail in and supporting students from diverse back- the Education Department Policies and Pro- grounds. Performance standards for demon- cedures, the Teacher Education Handbook, strating diversity proficiency are available and other department publications. from the Education Department and are met Successful completion of the professional within education course requirements as well education examinations approved by the as through presentation of a professional port- Kansas State Department of Education is a folio. A department co-chair approves satis- requirement for licensure in Kansas. The stu- factory demonstration of proficiency. dent is responsible for the costs of these tests. Students completing a licensure program Dispositions at Benedictine College may request follow- To complete the teacher education program up assistance from college personnel during at Benedictine College, all candidates must their first year of teaching. Administrators demonstrate appropriate “dispositions.” This may also request this assistance for first-year term means the values and professional eth- teachers from Benedictine. The assistance ics that the college student brings to becom- will be by phone or by mail for all students ing a teacher. The dispositions we expect can- and may include on-site assistance for those didates to demonstrate may be summarized graduates who teach within a fifty-mile radius in the phrase, “Professionally Responsible of Atchison. Builder of Community.” (See the Education Transfer students must take a minimum of Student Handbook for a full description of 50% of prestudent teaching education course- these dispositions.) work at Benedictine College. Governance including Committee on Area of Concentration Teacher Education Elementary education majors must com- The co-chairs of the Education Department plete a minimum of fifteen hours in one of are members of the faculty appointed by the the following areas of concentration: fine dean of the college to administer the affairs arts, foreign language, English, mathemat- of the department. An important responsibil- ics, health/physical education, psychology, ity of the co-chairs is maintaining program special education, science, social science, or and unit accreditation with the Kansas State theology. Department of Education (KSDE) and the National Council for Accreditation of Teacher Technology Proficiency Education (NCATE). Primary responsibility Education majors must demonstrate profi- for maintaining accreditation with KSDE and ciency in educational technology. Performance NCATE resides with the co-chairs; it may not standards for demonstrating proficiency are be delegated to other faculty members. available from the Education Department and The Department of Education is the gov- are generally met within education course erning unit that has primary responsibility for requirements and through presentation of a the Teacher Education Program (TEP) and the professional portfolio or successful comple- Master of Arts in School Leadership program tion of an approved technology course. A (MASL) at Benedictine College. The depart- department co-chair approves satisfactory ment operates within the governance struc- demonstration of proficiency. ture of the college that includes the Board of Directors, Dean’s Council, Academic Policies Diversity Proficiency and Diverse Field Committee (undergraduate programs), and Experiences the Graduate Studies Committee (graduate Education majors must also demonstrate program). proficiency in understanding, accepting

128 Educational Advisory Committee Licensure Program The Department of Education solicits guid- Students who have completed a bachelor’s ance for program improvement from its Edu- degree at an accredited institution and are cation Advisory Committee, comprised of seeking teacher licensure are eligible to apply undergraduate and graduate candidates and for admission to the Teacher Education Pro- graduates, and PK–12 partnership school gram. Students pursuing this option must administrators and teachers. Members of this provide evidence of fulfilling state require- advisory group are committed to the concept ments for the licensure area, fulfill Education of preparing “Educators as Builders of Com- Department requirements, take the majority of munity” and know and understand goals and their pre-student teaching education course- policies of both the TEP and MASL. The work at Benedictine College, be admitted into committee meets regularly each semester to teacher education and student teaching, and review data and make recommendations for successfully complete the teaching block. In program improvement. exceptional cases where the student has had a full-time teaching contract in an accredited Waivers school, the student teaching experience may Under exceptional circumstances, and be modified. after conferring with their advisor, students Section 207 of Title II of the Higher Educa- may request a waiver to Education Depart- tion Act (HEA) requires teacher preparation ment policy. Students obtain a waiver request programs enrolling students who receive fed- from the department office or their advisors. eral assistance under Title IV of the HEA to Waiver requests require the advisor’s recom- make available the following basic informa- mendation and approval of a committee of tion about program performance. During the departmental faculty and signature of one of 2008–2009 academic year, 116 students had the department co-chairs. been formally accepted into the Benedictine College teacher preparation program; 35 of Teaching Block these students completed program gradua- Students preparing for elementary and/or tion requirements in 2008–2009. Ninety-four secondary teaching enroll in a special profes- percent of these teacher preparation program sional block for one semester. The semester graduates who took tests for Kansas licensure is directed toward completion of the profes- passed all assessments required by the state sional education requirements. Enrollment in for teacher licensure, including professional other academic courses is not permitted. Stu- knowledge tests. In 2008–2009, the Kan- dents preparing for special education enroll sas statewide aggregate pass rate on various in a second semester block of courses which professional knowledge examinations ranged permits them to engage in student teach- from 88% to 100%. The total number of hours ing for an additional semester. Placement required of students participating in super- for student teaching is ordinarily in partner- vised student teaching in these programs is ship schools within a thirty-mile radius of 496. Questions regarding the teacher prepa- Benedictine College. Partnership schools are ration program should be directed to the co- established in the following ways: 1) formal chairs of the Benedictine College Education partnership agreements between Benedictine Department. College and a school/school district are signed, 2) partnership agreements for the duration of Requirements for a B.A. Degree in student teaching are signed by the president of Elementary Education: Benedictine College and the respective school Changes in Kansas State Department district. Students are responsible for transpor- licensure requirements will preclude tation to partnership schools. requirements established by Benedictine’s

129 Education Department. Students will com- Changes in Kansas State Department of Edu- plete the college’s general education require- cation licensure requirements will preclude ments in addition to the following courses: requirements established by Benedictine’s Education Department. General Education: Scientific Methods^ ...... 6 hours Requirements for a B.A. Degree in Quantitative Analysis^^ ...... 7 hours Special Education: World Civilization* ...... 3 hours Changes in Kansas State Department licen- American History* ...... 3 hours sure requirements will preclude require- Sociology (So 101, So 290 or So 354) . 3 hours ments established by Benedictine’s Education General Psychology ...... 3 hours Department. Technology Proficiency ...... credit Diversity Proficiency ...... credit Special Education majors fulfill all the general education and teacher education requirements An area of concentration: for the elementary education major, plus Fine arts, foreign language, health and physical education, English, mathematics, natural General Competencies for Teachers of and/or biological science, psychology, theol- Special Education ...... 8 hours ogy, social science or Ed 222, Psychology of Individuals with Special Education ...... 15 hours Exceptionalities^ Ed 322, Building School, Family and Teacher Education Program**: Community Partnerships for Individuals Professional Education Core ..... 20 hours with Exceptionalities Ed 200, Introduction to Education Ed 326, Assessment of Individuals with Ed 220, Psychoeducational Development Exceptionalities Ed 222, Psychology of Individuals with Special Competencies for Teachers: Exceptionalities Adaptive ...... 20 hours Ed 312, School as Community Ed 226, Characteristics of Individuals with Ed 451, Philosophy of Education*** Exceptionalities Ed 460, Personal and Social Well-being Ed 320, Curriculum for Individuals with Ed 462, Classroom Management Exceptionalities Ed 470, Student Teaching Seminar Ed 324, Methods and Materials for Methods Core ...... 17 hours Individuals with Exceptionalities Ed 214, Integrated Art & Music Methods Ed 471, Special Education Student Teaching Pe 302, Elementary PE Curriculum Seminar Ed 301, Social Studies Methods Ed 491, Supervised Student Teaching of Ed 303, Science and Health Methods Individuals with Exceptionalities Ed 314, Mathematics Methods and Assessment Ed 319, Integrated Language Arts Methods ^ One course in life science and one in physical science required. Research and Field Experience ^^ Elementary Education majors must take Ma Core ...... 14 hours 110 and Ma 111, Mathematics for Elementary Ed 201, Introduction to Education Research Teachers I & II, and pass with a grade of ‘C–’ or and Field Experience higher. Ed 313, School as Community Research and * Education majors satisfy the college six credit hour requirement in the Historical Foundation Field Experience by taking one American History course and one Ed 307, Building Community through World Civilization course. Integrated Social Studies and Science ** A grade of ‘D’ will not be accepted in Education Ed 317, Integrated Language Arts Practicum courses. Ed 492, Supervised Student Teaching, *** One general education philosophy requirement Elementary may be met by Ed 451, Philosophy of Education. 130 Requirements for a B.A. Degree in __457, Content Area Methods (offered Secondary Education: in major department) Licensure Program Requirements Research and Field Experience Students majoring in secondary education Core ...... 13 hours must also complete the licensure program Ed 201, Introduction to Education Research requirements in any of the following con- & Field Experience tent areas: art education, biology, chemistry, Ed 313, School as Community Research and English, French, mathematics, physical edu- Field Experience cation, health, music education, physics, psy- Ed 258, Gen Secondary Methods Practicum chology, Spanish, and social science. Students Ed 332, Teaching Reading in the Content must provide documentation from the Office Areas Field Experience of Academic Records and Registration that __ 457, Content Area Methods Field they have filed a formal declaration to pursue Experience a double major in a content area and second- Ed 496 and/or Ed 492, Supervised Student Teaching ary education. (Refer to major or content area in this catalog for licensure requirements.) Requirements for a Minor in Changes in Kansas State Department Education: Licensure requirements will preclude An education minor is offered to students requirements established by Benedictine’s interested in working with children and youth, Education Department. Students will com- but does not lead to licensure. Students must plete the college’s general education require- declare education as a minor, develop a pro- ments in addition to the following courses: gram plan for the 18 credit minor in collabora- General Education: tion with their major and minor advisors, and Science ...... 7–8 hours have approval from their education advisor to Applied Statistics ...... 4 hours enroll in courses higher than Ed 222. World Civilization* ...... 3 hours Required Core ...... 9 hours Sociology (So 101, So 290 or So 354) .... 3 hours Ed 200, Introduction to Education General Psychology ...... 3 hours Ed 201, Introduction to Education Research Technology Proficiency ...... credit and Field Experience Diversity Proficiency...... credit Ed 220, Psychoeducational Development Ed 222, Psychology of Individuals Teacher Education Program**: with Exceptionalities Professional Education Core ..... 20 hours Ed 200, Introduction to Education Electives ...... 9 hours Ed 220, Psychoeducational Development Selected and approved in collaboration Ed 222, Psychology of Individuals with with education advisor and major advisor. Exceptionalities Ed 312, School as Community ^ Professional Education Core requirement. Ed 451, Philosophy of Education*** * Secondary Education majors satisfy the college Ed 460, Personal and Social Well-being six credit hour requirement in the Historical Ed 462, Classroom Management Foundation by taking one World Civilization Ed 470, Student Teaching Seminar course and another Historical Foundation course. Methods Core ...... 6 hours ** A grade of ‘D’ will not be accepted in Education Ed 257, General Secondary Methods and or content area courses for secondary or PK–12 Media majors. Ed 332, Teaching Reading in the Content *** One general education philosophy requirement Areas may be met by Ed 451, Philosophy of Education.

131 Ed 214 Ed 200 Integrated Art and Music Methods (3) Introduction to Education (2) (B) (B) This course is designed as a comprehensive Designed for the regular education class- introduction to the teaching profession and room teacher, this course allows students to includes a discussion of cultural and social design, implement, and evaluate arts experi- issues that currently impact today’s 21st cen- ences, which can be integrated within the core tury teachers. This course will provide future curriculum and are developmentally appro- teachers with fundamental background mate- priate, meaningful and challenging for all stu- rial to begin formulating their own philosophy dents. Recognizing that students use multiple of teaching. To be taken concurrently with Ed modalities for learning core concepts, this 201, Introduction to Education Field Experi- course provides strategies for nurturing the ence. visual, musical, and kinesthetic modalities of Ed 201 all learners. Introduction to Education Research Ed 220 and Field Experience (1) (B) Psychoeducational Development (3) (B) This field experience is designed to inform the Basic introduction to the psychological foun- decision-making process of students consid- dations of education with a focus on the major ering a career in elementary or secondary edu- issues of child and adolescent development, cation. Students find their own placements, learning theories including constructivism, outside of the Atchison school districts. The and the importance of self-concept and men- students are encouraged to find observation tal health to the professional helper. Units on placements in their hometown. Minimum of multicultural education, students of diversity, two six-hour days, where students will shadow and assessment in K–12 schools are included. two teachers in different learning environ- (VC) ments to acquire a beginning understanding of the roles and responsibilities of a teacher and Ed 222 what teaching and learning are like. The stu- Psychology of Individuals with dents will complete various activities at each Exceptionalities (3) (B) site and write a reflective comparison paper This course is an introduction to special edu- on their experience. cation. An overview of the various groupings of individuals with exceptionalities under Ed 209 (2) the Individuals with Disabilities Education Theology Methods for Elementary Act will be examined in-depth, with empha- Teachers (F) sis on etiology, identification, incidence, This course is designed to prepare students prevalence, treatment, services available, with methods and materials appropriate to and educational implications. Mental, physi- teach the Catholic faith in the elementary cal, behavioral, and sensorial exceptionali- classroom. The concepts emphasized include ties are discussed. National, state, and local curriculum development; liturgy planning; laws and policies impacting individuals with organization of retreats; sacrament prepara- exceptionalities will be examined. The prin- tion; and an historical understanding and ciples of universal design, inclusion, collabo- incorporation of Catholic Church traditions. ration, assistive technology, and multicultural The students will also be exposed to methods responsiveness are imbedded and emphasized of cross-curricular integration of religious throughout this course. Historical founda- teachings and the use of technology, media, tions and future trends in special education and religious materials in the classroom.

132 are discussed with emphasis on current issues education majors to complete an intensive including life-long learning, multicultural and practicum that requires design, delivery, and bilingual education, and the impact of tech- assessment of five lessons or one unit. Stu- nology on the field. dents will be expected to integrate technology, learning styles, accommodations for Ed 226 exceptional and multicultural students, inter- Characteristics of Individuals with disciplinary connections, project-based, and Exceptionalities (3) (B) performance-based assessment throughout This course is an in-depth study of the clas- their teaching. Students will also be expected sification, etiology, incidence, and preva- to participate in collaborative planning and lence of persons with severe disabilities evaluation with school faculty and spend across the life-span. Social, behavioral, fifty hours in the school setting. Transporta- adaptive, and learning characteristics will be tion for field experience is the responsibility examined. Contemporary issues in prevention, of the student. Prerequisite: Acceptance into diagnosis, placement alternatives, education, Teacher Education Program. and training of people with severe disabilities will be examined and discussed. Multicultural Ed 301 competence and responsiveness is examined Social Studies Methods and Media (2) (F) in-depth, along with various laws and legis- Students study project-based approaches for lation affecting the lives of individuals with teaching the social sciences (history, geogra- exceptionalities across all settings. The role of phy, civics, and economics), current events and new technologies in the lives of people with public issues. Emphasis is placed on inquiry severe disabilities will be reviewed. Societal methods of study in the local and global com- reactions to persons with severe disabilities munities and skills for building community in will be examined. Ten hours of supervised multicultural settings. Students create strate- experience with individuals with severe dis- gies for infusing student diversity, experi- abilities is required. Prerequisites: Ed 222 and ences, cultures and community resources acceptance into Teacher Education Program. into curriculum and instruction to promote all students’ abilities to make informed decisions Ed 257 as citizens of a culturally diverse democratic General Secondary Methods and society and interdependent world. Through Media (3) (B) the use of interactive, multimedia resources, In this course, students will learn principles emphasis is placed on incorporating multiple and processes involved in planning and orga- learning styles in lesson design. Ed 307 must nizing for instruction and evaluation in the accompany this course. Prerequisite: Accep- secondary school. Students will explore and tance into Teacher Education Program. use a variety of methods and media. It is rec- Ed 303 ommended that this course precede special methods in content fields. To be taken con- Science and Health Methods and currently with Ed 258, General Secondary Media (2) (F) Methods and Media Field Experience. Pre- Students study and apply learning approaches requisite: Acceptance into Teacher Education and fundamental concepts in the subject Program. matter of science; including physical, life, and earth and space sciences, as well as concepts Ed 258 in science and technology, science in personal Secondary Education Practicum (1) (B) and social perspectives, the history and nature Taken concurrently with Ed 257, this of science, the unifying concepts of science, field experience is designed for secondary and the inquiry processes. The students will

133 also demonstrate knowledge, understanding, the role of school improvement processes and use the major concepts of health educa- and case studies for achieving performance- tion and encouragement of a healthy lifestyle. based outcomes. Students will demonstrate Through the use of interactive, multimedia critical reflection as they apply the program’s resources, emphasis is placed on incorporat- conceptual framework, “Educators as ing multiple learning styles in lesson design. Builders of Community,” to the study of Concurrent field experience in Ed 307 will schools and the role of teachers in building require instructional application of science learning communities. Prerequisite: Accep- and health concepts and processes in a variety tance into Teacher Education Program. of educational settings. Ed 307 must accompany this course. Prerequisite: Acceptance Ed 313 into Teacher Education Program. School as Community Research and Field Experience (1) (B) Ed 307 The research and field experience compo- Building Community through Integrated nent of the Ed 312 course is fifty hours and Social Studies and Science (1) (F) designed to expose students to diverse educa- Supervised practicum in alternative settings tional settings and to the wide range of com- requiring the planning, delivery, and assess- munity agencies that serve the holistic needs ment of interdisciplinary lesson plans. An of children and their families. The experience outdoor education experience and project- will allow students to visit a variety of settings based unit integrating science, health, and and collect data that enable critical reflection social studies will emphasize approaches upon the issues addressed in Ed 312. Taken for teaching community building and social concurrently with Ed 312. Transportation responsibility in this 30-hour field experience for field experience is the responsibility of requirement. During this field experience, all the student. Prerequisite: Acceptance into students complete a modified Benedictine Teacher Education Program. Performance Assessment (BPA). The BPA requires candidates to calculate learning gains, Ed 314 disaggregate data, and to demonstrate instruc- Mathematics Methods and tional adaptations required for meeting the Assessment (3) (S) needs of all students. Transportation for field Students study and apply their knowledge, experience is the responsibility of the student. understanding, and use of the major concepts, Taken concurrently with Ed 301 and Ed 303. procedures, and reasoning processes of math- Prerequisite: Acceptance into Teacher Educa- ematics for planning problem-based instruction Program. (OC) tion and experiences in diverse classroom settings that meet the needs of all students, Ed 312 including tiered lessons, interactive tools and School as Community (3) (B) technologies. Formal and informal assessment By examining the social, cultural, and politi- strategies and their use in evaluating student cal dimensions of schools and classrooms, learning processes and products will be exam- this course will provide an historical and ined as a means to meet the needs of all learn- multicultural perspective on American edu- ers. Application of concepts in twenty hours cation. Students will investigate the history of field experience is required. To be taken and rationale for the professional teaching concurrently or following Ma 110 and Ma standards, especially in the areas of diversity, 111. Prerequisite: Acceptance into Teacher professional development, technology and Education Program. community connections. They will examine

134 Ed 317 teaching and meeting the needs of individuals Integrated Language Arts Practicum with exceptionalities is examined. Assistive (1–4) (S) technologies are explored and implemented in Required supervised practicum in partner- the review of and implementation of curricula ship schools taken concurrently with Ed 319. in the field. Ten hours of field work with peo- Students will work directly with K–6 students ple with disabilities is required. Prerequisites: in reading, library, and language arts instruc- Ed 222, Ed 226 (or can be taken concurrently tion. Responsibilities will include observation with Ed 226) and acceptance into Teacher and team teaching targeted instruction; and Education Program. planning and implementing a writer’s work- Ed 322 shop. Transportation for field experience is the responsibility of the student. Prerequisite: Building School, Family and Acceptance into Teacher Education Program. Community Partnerships for (WC) Individuals with Exceptionalities (2) (S) Professional block. This course is a study of Ed 319 the basic principles and techniques of build- Integrated Language Arts Methods (5) ing relationships with families, members of (S) the school community, and the public ser- Candidates demonstrate a high level of com- vices for students and families with individu- petence in combining methods of reading, als with exceptionalities. Emphasis is placed language arts and children’s literature in an on life-long planning and decision-making. integrated approach to literacy. Candidates Basic principles of strong democratic leader- use concepts from emerging literacy, scien- ship, proactive problem solving, collabora- tific based reading research, language and tion, and organizational structure are covered. child development to teach reading, writing, Interviews with professionals and parents are speaking, viewing, listening, and thinking conducted to gain insight into the needs of skills, and to help all students successfully families. Internet and community resources apply their developing literacy skills to many are researched towards the development of different situations, materials, and ideas. a comprehensive service guide. Ten hours Using their understanding of learning theory of supervised experiences with families of and the conceptual framework, educators as individuals with exceptionalities is required. builders of community, candidates will evalu- Prerequisites: Ed 222, Ed 226, Ed 320 and ate instructional approaches in language arts. acceptance into Teacher Education Program. Prerequisite: Acceptance into Teacher Educa- tion Program. Ed 324 Professional block. Methods and Ed 320 Materials for Individuals with Curriculum for Individuals with Exceptionalities (3) (S) Exceptionalities (3) (F) This course is a study of the methods and This course is an in-depth examination of materials appropriate for teaching the learner various curricula for people with disabili- with exceptionalities with consideration of ties. Issues related to cognitive development, the curricular objectives for various disabili- communication, basic living skills, social ties. Concepts such as differentiated instruc- competencies, emotional adjustment, commu- tion, tiered lessons, learning contracts, small nity living, independent living, and vocational group instruction, group dynamics, multiple preparation are explored through the context intelligences, and complex instruction are of functional, developmental, and ecologi- examined and implemented in field work. cal approaches to curriculum and curriculum Ten hours of supervised experiences with development. Multicultural competency in individuals with disabilities is required.

135 Prerequisites: Ed 222, Ed 226, Ed 320 and Ed 451 acceptance into Teacher Education Program. Philosophy of Education (3) (B) This intensive seminar will provide students Ed 326 an opportunity to gain an understanding of Assessment of Individuals with the historical and philosophical traditions that Exceptionalities (3) (S) have shaped educational thought and practice This course is an introduction to assessment in the United States. Readings from primary and diagnosis of individuals with excep- and secondary sources will focus on past tionalities. Assessment for legal purposes of educational practices, some of which were identifying exceptional individuals from birth deliberately exclusive. Students learn how through adulthood and assessment for educa- contemporary educational practices work tional/training decisions will be covered. For- to be inclusive of constituents from diverse mal and informal assessment strategies across backgrounds. The course seeks to advance age groups, exceptionalities, and curricular the students’ understanding of the nature of areas will be studied. Students are required to education, particularly the notion that educa- administer a number of different assessments tors are builders of community, and to assist to school-age students with disabilities. A students in framing their beliefs about teach- minimum of ten hours of supervised experi- ing and learning in PK–12 schools. The ences in assessment is required. Prerequisites: relevance of philosophy to teacher decision- Ed 222, Ed 226, Ed 320 and acceptance into making will be made evident as students con- Teacher Education Program. struct their own educational philosophy. This Ed 330 course requires numerous technological com- Teaching Corrective Reading petencies and features an artifact that must be included in the student’s TEP portfolio. Pre- Practicum (2) (D) requisite: Acceptance into Teacher Education A study of reading problems, methods of diag- Program. (PC, PI) nosis, and techniques for teaching corrective reading in the elementary schools. Practicum Ed 460 experiences included. Prerequisite: Accep- Personal and Social Well-being (3) (B) tance into Teacher Education Program. Professional Block. This course provides student teachers with in-depth knowledge to Ed 332 enable them to support children and youth Teaching Reading in the Content toward healthy physical and emotional growth Areas (2) (S) and development. Topics to be addressed A study of the fundamental processes in read- include: children in poverty, bullying, child ing and the procedures for teaching reading abuse, sexuality, STDs, HIV, and AIDS, and in middle and senior high school subject working with other education professionals. areas. Practicum experiences of twenty The topics will be addressed within a context hours required. Prerequisite: Acceptance into of the school as a caring community devoted Teacher Education Program. to the holistic development of children and Ed 398 youth. Prerequisite: Admission to Student Special Topics (1–4) Teaching. Topics not included in the regular catalog, Ed 462 usually treated in a lecture/discussion or Classroom Management (2) (B) project-based format. May be taken more than Professional Block. An intense study of stu- once if subject matter varies sufficiently. Pre- dent behavior; discipline techniques; and time, requisite: Acceptance into Teacher Education resource, and space management. Particular Program. focus is given to self-monitoring strategies,

136 teaching social skills, and balancing extrinsic Ed 492 and intrinsic rewards. The course is designed Supervised Student Teaching in for regular and special education teachers. Elementary School (5–10) (B) Prerequisite: Admission to Student Teaching. Professional Block. Teaching experience in approved cooperating elementary schools. Ed 470 Prospective teachers observe, participate, Student Teaching Seminar (1) (B) teach, and engage in extra-class activities Professional Block. The purpose of this under the supervision of selected cooperat- seminar is to prepare students for the profes- ing teachers and clinical supervisors. During sional responsibilities of student teaching and student teaching, all candidates complete the to provide a weekly forum for collaborative Benedictine Performance Assessment (BPA), problem solving of situations that arise during a teacher work sample. The BPA requires them the student teaching experience. Prerequisite: to calculate learning gains, disaggregate data, Admission to Student Teaching. and to demonstrate instructional adaptations Ed 471 required for meeting the needs of students of Special Education Student Teaching diversity and students with exceptionalities. Seminar (1) (S) Admission is by application only and approval This seminar prepares and supports special of Committee on Teacher Education. (OC) education teacher candidates for the profes- Ed 496 sional responsibilities of student teaching and provides a weekly forum for collaborative Supervised Student Teaching in problem solving of situations that arise dur- Secondary School (5–10) (B) ing the student teaching process. The course Professional Block. Teaching experience in also prepares teacher candidates in the devel- approved cooperating secondary schools. Pro- opment of the Special Education Student spective teachers observe, participate, teach, Teacher Case Studies. Prerequisite: Admis- and engage in extra-class activities under the sion to Student Teaching. supervision of selected cooperating teachers and clinical supervisors. The student must Ed 491 have senior standing and an adequate back- Supervised Student Teaching of ground in the teaching field which normally Individuals with Exceptionalities (10) (S) will constitute the academic major. During Professional Block. Designed to meet the student teaching, all candidates complete the needs of prospective special education teach- Benedictine Performance Assessment (BPA), ers who wish to qualify for teaching individu- a teacher work sample. The BPA requires them als with exceptionalities. Prospective special to calculate learning gains, disaggregate data, education teachers will observe, participate, and to demonstrate instructional adaptations and teach, as well as engage in professional required for meeting the needs of students activities and extracurricular activities of diversity and students with exceptionali- with individuals with disabilities under the ties. Admission is by application only and the supervision of selected cooperating special approval of the Committee on Teacher Educa- education teachers. Admission by application. (OC) tion only and approval of the Committee on Ed 499 Teacher Education. Independent Study (credit arranged) Research in the field of education approved and supervised by faculty members.

137 Suggested sequence of courses for a bachelor’s degree in Elementary Education Freshman Year En 101, English Composition 3 En 102, Introduction to Literature 3 Th 101, Introduction to Theology 3 (Aesthetic Foundation) Foreign Language 4 Ph 175, Logic and Nature 3 Py 100, General Psychology 3 Foreign Language 4 (Person and Community) Ed 200, Introduction to Education 2 Fine Arts (Aesthetic Foundation) 3 Ed 201, Intro to Ed Research/Field Exp 1 Gs 150, BC Experience cr Faith Foundation 3 Pe Activity course (Health) 1 __ __ 16 17

Sophomore Year Ed 214, Integrated Art & Music Methods 3 Life Science (Natural World) 4 Hi 105, World Civilization 3 Area of Concentration 3 (Historical Foundation) Philosophical Inquiry Foundation 3 Ed 220, Psychoed. Development 3 Hi 212, American History 3 Physical Science (Natural World) 4 (Historical Foundation) Ed 222, Psychology of Individuals 3 Area of Concentration 3 with Exceptionalities Pe 115, Wellness for Life (Health) 1 __ __ 16 17

Junior Year Ma 110, Math for Elem Teachers I* 4 Ed 319, Integrated Lang. Arts Methods 5 (Quantitative Analysis) Ed 317, Integ. Language Arts Practicum 1 So 354, Soc. of Race & Ethnic Relations 3 Ed 314, Math Methods & Assessment 3 (Global Perspective) Ed 451, Philosophy of Education 3 Area of Concentration 3 Ma 111, Math for Elem Teachers II* 3 Pe 302, Physical Education Curriculum 2 (Quantitative Analysis) Written Communication 3 Area of Concentration 3 __ __ 15 18

Senior Year Area of Concentration 3 Ed 460, Personal and Social Well-being 3 Faith Foundation 3 Ed 462, Classroom Management 2 Ed 312, School as Community 3 Ed 470, Seminar for Student Teaching 1 Ed 313, School as Community 1 Ed 492, Supervised Student Teaching 10 Research and Field Experience Ed 488, Senior Comp cr Ed 301, Social Studies Methods/Media 2 Ed 487, Core Content Area Test cr Ed 303, Science & Health Methods/Media 2 Ed 489, PLT Licensure Exam cr Ed 307, Building Community through 1 Ed 335, Technology Proficiency cr Integrated Social Studies & Sciences Ed 334, Diversity Proficiency cr __ __ 15 16

*Ma 110 or Ma 111 may be waived for students entering Benedictine College with previously acquired college math credits.

138 Suggested sequence of courses for a bachelor’s degree in Elementary Education and Special Education

Freshman Year En 101, English Composition 3 En 102, Introduction to Literature 3 Th 101, Introduction to Theology 3 (Aesthetic Foundation) Foreign Language 4 Ph 175, Logic and Nature 3 Py 100, Gen. Psych (Person and Comm) 3 Foreign Language 4 Ed 200, Introduction to Education 2 Ma 110, Math for Elem. Teachers I 4 Ed 201, Intro to Ed Research/Field Exp 1 (Quantitative Analysis) Gs 150, BC Experience cr Faith Foundation 3 Pe Activity course (Health) 1 __ __ 17 17 Sophomore Year Ed 220, Psychoed. Development 3 Faith Foundation 3 Ed 222, Psychology of Indiv with Excep 3 Fine Arts (Aesthetic Foundation) 3 Hi 105, World Civilization 3 Physical Science (Natural World) 4 (Historical Foundation) Hi 212, Ameri Hist (Historical Foundation) 3 Philosophical Inquiry Foundation 3 So 101, General Sociology or 3 Ed 214, Integrated Art & Music Methods 3 So 354, Soc. of Race & Ethnic Relations Ed 226, Characteristics of Indv with Excep 3 Written Communication 2 __ __ 18 18 Junior Year Ed 320, Curriculum for Indv with Excep 3 Ma 111, Math for Elem. Teachers II 3 Ed 301, Social Studies Methods 2 (Quantitative Analysis) Ed 303, Sci & Health Methods/Media 2 Ed 319, Integrated Arts Methods 5 Ed 307, Building Community through 1 Ed 317, Integrated Language Arts 1 Integrated Social Studies & Sciences Practicum Ed 312, School as Community 3 Ed 451, Philosophy of Education 3 Ed 313, School as Community 1 Ed 314, Math Methods & Assessment 3 Research and Field Experience Pe 115, Wellness for Life 1 Life Science (Natural World) 4 Pe 302, Elem Physical Ed Curriculum 2 __ __ 18 16

Senior Year Ed 460, Personal & Social Well-being 3 Ed 322, Bldg. School, Family & Community 2 Ed 462, Classroom Management 2 Partnerships for Indiv. with Exceptionalities Ed 470, Seminar for Student Teaching 1 Ed 324, Methods/Materials Special Ed 3 Ed 492, Supervised Student Teaching 10 Ed 326, Assessment of Indv with Excep 3 Ed 334, Diversity Proficiency cr Ed 491, Supervised Student Teaching 10 Ed 335, Technology Proficiency cr of Individuals with Exceptionalities Ed 487, Core Content Area Exam, Elem. cr Ed 471, Special Ed. Student Teach Seminar 1 Ed 489, PLT Licensure Exam cr Ed 488, Senior Comp cr Ed 486, Core Content Area Test, Spec. Ed. cr Ed 485, Adaptive Content Test cr __ __ 16 19

139 Suggested sequence of courses for a bachelor’s degree in Secondary Education Freshman Year

En 101, English Composition 3 En 102, Introduction to Literature 3 Th 101, Introduction to Theology 3 (Aesthetic Foundation) Foreign Language 4 Ph 175, Logic and Nature 3 Py 100, Gen. Psychology 3 Foreign Language 4 (Person and Community) Ed 200, Introduction to Education 2 Oral Communication 2 Ed 201, Intro to Ed Research/Field Gs 150, BC Experience cr Experience 1 Fine Arts (Aesthetic Foundation) 3 Pe Activity course (Health) 1 __ __ 15 17

Sophomore Year

Major/Licensure Program Requirement 6 Major/Licensure Prog Requirement 9 Hi 105, World Civilization 3 Philosophical Inquiry Foundation 3 (Historical Foundation) Historical Foundation 3 Ed 220, Psychoed. Development 3 Pe 115, Wellness for Life (Health) 1 Ed 222, Psychology of Individuals 3 with Exceptionalities Natural World Foundation 3–4 ______18–19 16

Junior Year

Major/Licensure Prog Requirement 6 Major/Licensure Prog Requirement 6 Ma 211, Applied Statistics 4 Ed 451, Philosophy of Education 3 (Quantitative Analysis) Faith Foundation 3 Ed 257, Gen Sec. Methods and Media 3 __ 457, Content Area Methods 2 Ed 258, Secondary Education Pract. 1 Ed 332, Teaching Reading in the 2 Natural World with lab 4 Content Areas __ __ 18 16

Senior Year

Major/Licensure Prog Requirement 6 Ed 462, Classroom Management 2 Faith Foundation 3 Ed 470, Seminar for Student Teaching 1 So 354, Sociology Race/Ethnicity 3 Ed 460, Personal and Social Well-being 3 Ed 312, School as Community 3 Ed 496, Supervised Student Teaching 10 Ed 313, School ad Community Research Ed 488, Senior Comp cr and Field Experience 1 Ed 487, Core Content Area cr Ed 489, PLT Licensure Exam cr Ed 335, Technology Proficiency cr Ed 334, Diversity Proficiency cr __ __ 16 16

140 Master of Arts in School Leadership (MASL) Master of Arts in Education (M.Ed.)

ll Education Department programs at F) Promote the success of all students by ABenedictine College are built upon the understanding and influencing the larger framework of educators as builders of com- political, social, economic, and legal munity. In preparing educational adminis- institutions which impact education. trators and developing teacher leaders, this framework is served by three overarching These goals and outcomes of the programs goals and six program outcomes: foster professional competence in educational leadership and effective instruction by Goals: requiring students to complete a curriculum 1. Graduates will be “teachers of teachers” of study, a comprehensive examination over who lead instructors in creating commu- the core curriculum, and a practicum in edu- nities in each individual learning environ- cational leadership (MASL) or directed study ment; (M.Ed.). Candidates in the MASL program are 2. Graduates will be ethical teachers and expected to master educational leadership and leaders who build their respective schools administration knowledge and skills, to apply into unified learning communities; educational administration methods, and to be 3. Graduates will actively involve members prepared to make an original contribution to of the community outside their school the field of educational leadership. Candidates (families, business, outside agencies, in the M.Ed. program are expected to mas- etc.). ter the knowledge skills and dispositions of Outcomes: effective teachers who contribute to continu- A) Ensure successful communication ous school improvement and the professional between administrators, teachers and par- development of all teachers. ents to help nurture the whole child; Both the MASL and the M.Ed. programs B) Demonstrate leadership by advocating, operate as a component of the Education nurturing, and sustaining a school culture Department in close collaboration with policy and instructional program conducive to oversight from the Committee on Graduate student learning and staff professional Studies. development; C) Promote the success of all students by Cohort Structure acting with integrity, fairness, and in an The notion of “Educators as Builders of Com- ethical manner that demonstrates respect munity” is embodied in the cohort structure of for all cultures; the program. Students are admitted to a group D) Create a community of caring relation- (i.e., Cohort I, Cohort II, etc.) which pro- ships that unify all educational partici- gresses through the program as a community pants (students, teachers, families, com- rather than as individuals. The sense of community members, etc.) in the education munity—with peers, professors, and college process; personnel—intensifies as students move for- E) Incorporate sound research and informa- ward in the program. By the time the degree is tion (including action research generated completed, students have developed powerful by the school community) into the perpet- relationships, which become a support net- ual process of educational improvement; work throughout their educational career.

141 Accreditation and Approval • 3.0 cumulative GPA Accreditation from the North Central Asso- • A maximum of two graduate courses ciation has been granted for the awarding of • Limited to common core courses (Ed the Master of Arts in School Leadership and 510, Ed 512, Ed 515, Ed 522, Ed 532, Ed the Master’s in Education. Approval for a 662) graduate program leading to endorsement as a • Permission of program director (under- building level administrator has been granted graduate students must meet with the by the National Council for Accreditation of program director for an interview and Teacher Education (NCATE) and the Kan- permission) sas State Board of Education (KSBE) for the • Seat availability MASL program. The state-approved program Degree Requirements is included within the degree program. 1. All course work must be completed within Governance six (6) years from the date of the initial The Committee on Graduate Studies is the enrollment; policy-making body for the graduate pro- 2. A cumulative GPA of 3.25 must be grams in education. Management and over- attained in all graduate work; sight of the programs reside within the Educa- 3. A maximum of six (6) semester hours of tion Department. “C” credit will be accepted. If a student receives a grade of “C” in more than Educational Administration Advisory six (6) semester hours he or she will be Committee excluded from further study; The Educational Administration Advisory 4. Any grade below “C” will not be accepted Committee is composed of: and will result in exclusion from further 1. adjunct faculty; study; 2. graduates of the programs; 5. Degree candidates must pass a written 3. practicing school administrators; and comprehensive examination; 4. graduate student members representing 6. Degree candidates must complete the each active cohort. “Intent to Graduate” form from the Members of the committee are appointed by Office of the Academic Records and the director of the programs. The purpose of Registration. the committee is to participate in the on-going process of improvement and to provide advice Academic Dishonesty relative to all aspects of the program, includ- Policy Statement on Academic Dishonesty: ing curricular design and the program’s con- Benedictine College endorses the principle of ceptual framework. The Educational Admin- academic honesty. Any academic dishonesty istration Advisory Committee meets regularly is contradictory to the purpose and welfare each semester. of both the student and the College. Verified instances of academic dishonesty will result Dual Credit Policy for Education in an “F” or a zero grade for the academically Graduate Courses dishonest exam or plagiarized paper, and will Students who are currently enrolled at Bene- be returned to the Dean of the College and dictine College and have been accepted into the student’s advisor. Additionally depending the Education Department may take course- upon the magnitude of the academic dishon- work for graduate credit under the following esty, the student may receive a failing grade criteria: for the course and the student may even be • Students in their last three semesters of suspended or dismissed from the College. undergraduate work with at least 96 credit hours

142 Due Processes Procedures Grade Appeal In Cases of Dishonesty A student who has evidence that he or she has If an instructor judges that a student has been assigned an inaccurate or unjust grade cheated or plagiarized, he/she shall notify the must first consult with the instructor who student in writing of the charge and the pen- assigned the grade and then the appropriate alty. This written notification must be issued director. If a satisfactory resolution does not on a form designed for this purpose, which is result from these consultations, the student has available from the office of the Dean of the the right of formal appeal initiated through the College. A copy of the written notice and the office of the Dean of the College. The appeal student’s material in question will be sent to must be made in writing within one year of the Dean of the College. The Dean of the Col- the date the grade was officially recorded. lege will advise the student in writing of the Graduation Application right to appeal. Within ten days of notification, During the semester preceding the final semes- the students may appeal the charge and/or the ter before anticipated graduation, students penalty by submitting a letter to the Dean of should make application for graduation to the the College requesting that he/she appoint an Office of Academic Records and Registration ad hoc committee consisting of three faculty on the “Intent to Graduate” form. members, one of whom may be nominated by the student. The recommendation of the ad Withdrawal hoc committee will be advisory and the com- A student may withdraw from a course before mittee will send its recommendation to the completion of the first half of the course and Dean of the College for his/her decision. The the course will not appear on the official Dean of the College will notify the student of transcript. Withdrawal after that time will be the decision within ten days of receiving the recorded as a “W” on the student’s perma- ad hoc committee’s report. The student may nent record. In either case, the withdrawal appeal the Dean’s decision to the President of is processed through a written notification the College. to the Registrar. MASL students who do not complete practicum requirements in the final General Grievances semester of Ed 623 or Ed 680, Practicum in A student seeking assistance with a grievance Legal Ethical and Community Issues, will be should first consult with the class instructor. withdrawn from the practicum by the director If a satisfactory resolution does not result, of the program and must re-enroll in the last the following procedure shall be used: 1) semester of Ed 623 or Ed 680 at a later date to The student meets with the director of the complete their program of study. graduate programs and verbally explains his or her complaint. 2) The director informally Admission Requirements for the attempts to solve the problem or explains the Programs: department’s position to the affected student. The admissions policy for the MASL and the 3) If still unsatisfied, the student drafts a let- M.Ed. at Benedictine College are designed ter to the Education Department and Graduate to select students who have demonstrated Studies Committee explaining his or her com- the ability to be successful in academic and plaint. 4) At its next meeting, the Education teaching vocations. The Education Depart- Department forwards a recommendation to ment carefully considers each application the Graduate Studies Committee which then during department meetings and makes one determines an appropriate course of action and of the following decisions: a) regular admis- provides a written explanation to the student. sion, b) probational admission, c) denial of 5) If still unsatisfied, the student may appeal admission. The decisions of the department the decision to the Dean of the College. with regards to admission are subsequently

143 brought to the Committee on Graduate Studies respective program (MASL or the M.Ed.) for confirmation. The Director of the respec- outcomes “Educators as Builders of Com- tive program will notify the applicant of the munity.” admission decision in writing. The applicant may appeal any adverse decision by submit- Probational Admission ting a written petition. Unless formal approval Applicants with less than the required GPA or is received from the Director, a maximum of scores on nationally recognized GRE or MAT one course taken as a special graduate student examinations may be admitted on a proba- may be applied to degree requirements. tionary status. The status of students under this provision will be re-evaluated after the The requirements for formal admission are as completion of the first six hours of graduate follows: work at Benedictine College in the prescribed curriculum of the program as follows: Regular Admission 1. Those students who achieve a minimum Applicants to either the MASL or M.Ed. pro- GPA of 3.0 in the first six hours of the grams must have a minimum 3.0 grade point prescribed curricula will be granted average in their last two years (60 hours) of regular admission status. college course work from accredited institu- 2. Those students who do not achieve a tions. minimum GPA of 3.0 in the first six Applicants for the MASL program must hours of the prescribed curricula will be achieve a score of 480 or above on any two dismissed from the program. of the three General Tests of the GRE or a Transfer Credit score of 400 or above on the Miller Analogies A maximum of nine (9) credit hours taken at Test. In cases where the applicant already has another institution may be applied to degree a master’s degree in education with at least requirements. Transfer hours, with a grade of a 3.0 cumulative grade point average, the “B” or better from an accredited institution, graduate entrance test is waived. In addition may be accepted subject to the approval of to the completed application form, applicants the Director of the program and the Chair of of both programs must submit: the Department of Education. Students seek- 1. Official transcripts of all applicable col- ing approval of transfer credit shall contact lege-level work completed and indication the Director of the program. The Director of a bachelor’s degree from an accredited shall consider the request and make a recom- college or university; mendation to the Chair of the Department of 2. Evidence of certification for a role in the Education. Authority for acceptance/rejection public/private schools and at least one of such requests resides within the unit, which year of accredited experience; is the Department of Education. Official Tran- 3. At least three letters of recommendation scripts are necessary for final approval of from supervisors and/or professional transfer credits. peers of which at least one must be from a supervisor. For MASL candidates, the Guidelines for the MASL Professional letter from their supervisor needs to attest Portfolio and Program Benchmarks to the applicant’s potential as a building The Master of Arts in School Leadership pro- administrator; gram features four (4) program benchmarks 4. A résumé or curriculum vitae of educa- when assessments are made of a candidate’s tional and professional experience; progress toward meeting the MASL pro- 5. A written essay on the applicant’s K– gram knowledge, skills, and dispositions, and 12 school experiences related to their professional standards. Upon entrance and throughout the program, candidates submit

144 artifacts at each benchmark to their Profes- exam. The exam contains eight (8) scenario- sional Portfolio. The Portfolio is then evalu- based essay questions covering the mate- ated at each benchmark point on required rial presented during the degree program. knowledge, skills, and dispositions aligned Graduate students are supervised during the with Educators as Builders of Community comprehensive exam by the Director of the and professional standards. The completed program or an appropriate designee. A six (6) professional portfolio will become the prop- hour time period is allowed for completion of erty of the Education Department with the the exam. understanding that candidates will be allowed Dispositions to borrow the portfolio, or parts of the port- To complete either the MASL or the M.Ed. folio, for use in contacts with possible future program at Benedictine College, all candi- employers. dates must demonstrate appropriate “disposi- Master’s in Education Professional tions” for school leadership. This term means the values and professional ethics that the Portfolio and Program Benchmarks graduate student brings to becoming a prin- The M.Ed. program features four (4) program cipal. We are required by the State of Kansas benchmarks when assessments are made of and NCATE to evaluate candidates on their a candidate’s progress toward meeting the dispositions. The dispositions we expect can- program’s knowledge, skill, and disposi- didates to demonstrate may be summarized tional outcomes, and professional standards in the phrase, “Professionally Responsible articulated by the National Board of Profes- Builders of Community.” These are divided sional Teaching Standards (NBPTS). Upon into two areas: 1) “Professional Responsibili- entrance, and throughout the program, can- ties” and 2) “Building Community.” didates submit artifacts at each benchmark to their Professional Portfolio. The Portfolio Program of Study for the MASL is then evaluated at each benchmark point on (33 credit hours) required knowledge, skills, and dispositions Ed 510, Introduction to School Leadership (2) aligned with Educators as Builders of Com- Ed 512, Introduction to Educational munity and professional standards. Research (3) Ed 522, Advanced Foundations of School Leadership Practicum for the MASL Education (3) Program Ed 532, Foundations of Curriculum The program includes a 180-hour practicum Development (3) in educational leadership and administration Ed 515, Models and Strategies in during specific courses, with activities aligned Instructional Leadership (3) to standards addressed by the course. Practi- Ed 642, Educational Leadership (3 credits) cum experiences are designed in collabora- Ed 606, School Leadership, Management, tion between the director of the program, the and Finance (4) student, and the supervisor at the proposed Ed 622, Educational Law (3 credits) practicum location. Ed 612, Supervision in Education (3 credits) Comprehensive Examination Ed 662, Instructional Technology and Applications (2) All graduate students must successfully com- Ed 516, Practicum in Instructional plete a comprehensive exam over the course Leadership (1) of study for the degree. Each graduate faculty Ed 643, Practicum in the Principalship (1) member is asked to submit to the Director Ed 613, Practicum in Supervision (1) of the program questions related to his/her Ed 623, Practicum in Legal Ethical and area of course instruction. The Director then Community Issues (1) prepares multiple forms of the comprehensive Ed 688, Master’s Comprehensive Exams (cr)

145 Program of Study for the M.Ed. and evaluation of current research. Research (32 credit hours) that is conducted by school leaders to assess Ed 510, Introduction to School Leadership (2) the effectiveness of the school community in Ed 512, Introduction to Educational achieving its desired mission (action research) Research (3) will be an area of emphasis. The expected Ed 522, Advanced Foundations of outcome of this course is that the student will Education (3) apply research findings and implications in Ed 532, Foundations of Curriculum various school settings. Development (3) Ed 515, Models and Strategies in Ed 515 Instructional Leadership (3) Models and Strategies in Instructional Ed 518, Building Community in the Leadership (3) Classroom (3) or Ed 519, The Catholic An advanced study of human development School Teacher (3) patterns, birth through adolescence, with an Ed 662, Instructional Technology and emphasis on learning and instructional theo- Applications (2) ries. Emphasis is placed on meeting the needs Ed 534, Assessment and School of students who are English Language Learn- Improvement (3) ers and students with Exceptionalities. Can- Ed 540, Mentoring and Teacher didates will examine effective instructional Leadership (3) strategies that include: pre-assessment and Ed 542, Current Trends & Practices in assessment tools to determine adequacy of Teaching (3) instructional approaches; the components of Ed 546, Directed Study (1–3) alternate instructional models; and the needs Ed 688, Master’s Comprehensive Exams (cr) of all students in planning and developing instruction. The role of principal in leading Ed 510 teachers to implementing student-centered Introduction to School Leadership (2) instructional strategies is examined. An examination of leadership theory and practice that leads to a responsive culture with Ed 516 shared vision, values, and responsibility in Practicum in Instructional P–12 schools. Emphasis is placed on devel- Leadership (1) oping an understanding of collaboration, team A structured, field-based experience in an building and conflict resolution techniques; elementary, middle or secondary school. This forming effective relationships with all stake- practicum requires a minimum of 40 clock holders in the P–12 community; understand- hours designed to assist the candidate in acquiring the influence of local, state, and national ing experience and proficiency as defined by policy decisions on instruction; multicultural- KSDE/ISLLC knowledge and performance ism and diversity in P–12 education; and the indicators for Standard 2 (Advocating, nur- creation of processes that support collabora- turing, and sustaining a building climate and tive leadership and improved practice. instructional programs conducive to student learning and staff professional growth) and Ed 512 Standard 4 (Collaborating with families and Introduction to Educational Research (3) community members, responding to diverse An introduction to educational research and community needs and interests, and mobiliz- descriptive statistics. Designed to assist the ing community resources). Fee $40. student in developing competencies in the various methods and strategies of educational research, including skills in the interpretation

146 Ed 518 Ed 532 Building Community in the Foundations of Curriculum Classroom (3) Development (K–12) (3) A study of the teacher’s role in creating and An examination of social and psychological sustaining classroom communities that sup- influences upon curricular design and imple- port student growth and development. Empha- mentation. Emphasis is placed upon the study sis is placed on creating an environment rich of the societal forces that affect school curric- in diversity that promotes knowledge and ulum (particularly in designing the curriculum respect for all cultures, exceptionalities, and to meet the needs of students with exception- ethnicities. An additional focus is further alities and students from diverse backgrounds, development of the craft of teaching and as well as how to incorporate multicultural reflection on practice. education in the curriculum). Prominent instructional models and their supporting the- Ed 519 oretical rationale, barriers to effective imple- The Catholic School Teacher (3) mentation of innovative curricula, alignment A study of the role of the Catholic school and systematic evaluation of educational cur- teacher as indicated through post Vatican II ricula and programs are also examined. documents on education and research. Can- didates will examine the diversity in Catholic Ed 534 schools and doctrine that promotes knowl- Assessment and School Improvement (3) edge and respect for all cultures, exception- An examination of the relationship between alities, and ethnicities. Emphasis is placed curriculum, assessment and school improve- on the importance of the teacher in creating ment initiatives. Using critical thinking and a Catholic community through curriculum, problem-solving skills, candidates will learn teacher collaboration, spiritual development, to assess learners, examine performance lev- and focus on developing the whole child. els and analyze assessment data in an effort to improve practice and meet school improve- Ed 522 ment goals. Advanced Foundations of Education (3) An advanced study of the major historical Ed 540 and social foundations of American educa- Mentoring and Teacher Leadership (3) tion. Particular attention is given to histori- A study of the teacher’s role in induction pro- cal trends in the education of students form grams and professional development. Partici- minority cultures and students with excep- pation in learning communities and the role of tionalities. This course includes an analysis a teacher as mentor and peer coach is exam- of contemporary educational philosophies ined. Through a study of adult learning theory, with special emphasis given to constructiv- communications styles and reflection, the can- ist views and the relationship between social didate will develop and implement mentoring constructivism and the notion of Educators as strategies Builders of Community. Develops and traces schools of educational thought in an effort to assist students to clarify their own educational philosophy.

147 Ed 542 Ed 613 Current Trends & Practices in Practicum in Supervision (1) Teaching (3) A structured, field-based experience in an An examination of recent trends in the devel- elementary, middle or secondary school. This opment of school policy and practice, particu- practicum requires a minimum of 40 clock larly in meeting standards, accountability, and hours designed to assist the candidate in acquir- the influence of outside stakeholders. Empha- ing experience and proficiency as defined by sis will be placed on research based best prac- KSDE/ISLLC knowledge and performance tice in effective instruction. Candidates will indicators for Standard 1 (Facilitating the develop a personal professional development development, articulation, implementation plan in this course. and stewardship of a vision of learning that is shared and supported by the school and com- Ed 546 munity), Standard 2 (Advocating, nurturing, Directed Study (1–3) and sustaining a building climate and instruc- An independent in-depth study of a specific tional programs conducive to student learning educational topic and/or action research proj- and staff professional growth), and Standard 5 ect. Candidates must enroll in two semesters (Acting with integrity, fairness, and in an ethi- for a minimum of 4 credit hours of Ed 546. cal manner). Fee $40. Ed 622 Ed 602 Educational Law (3) School Leadership, Management, and The legal rights, duties, and responsibilities Finance (4) of building administrators. Specific topics in An introduction to the basic theories and this course include basic constitutional issues concepts underlying school building admin- related to students and school personnel and istration with a focus given to cooperative identifying and applying legal concepts and practices and shared decision-making. The theory to special education, student disci- course emphasizes the role and responsibil- plines, student rights, personnel practices, ity of the principal in organizing, supervising, professional negotiations, and other powers, and budgeting funds, equity in educational duties and liability concerns of the principal financing, various sources for school system and school system. operation, budgeting educational funds for program needs at the building level, imple- Ed 623 menting pupil services, and managing co- Practicum in Legal, Ethical, and curricular programs and activities. Community Issues (1) A structured, field-based experience in an Ed 612 elementary, middle or secondary school. Supervision in Education (3) This practicum requires a minimum of 20 The role and responsibility of the principal clock hours in the candidate’s home school, in selecting and supervising personnel at designed to assist the candidate in acquir- the building level. Theories and models of ing experience and proficiency as defined by evaluation and development programs are KSDE/ISLLC knowledge and performance examined and analyzed. Major topics in this indicators for Standard 2 (Advocating, nur- course include staff selection, staff orienta- turing, and sustaining a building climate tion, and staff evaluation. Emphasis is placed and instructional programs conducive to stu- on supervision of effective instruction and dent learning and staff professional growth), staff development. Legal concepts related to Standard 4 (Collaborating with families and the selection and evaluation of personnel are community members, responding to diverse introduced.

148 community needs and interests, and mobiliz- (Advocating, nurturing, and sustaining a building community resources), Standard 5 (Act- ing climate and instructional programs condu- ing with integrity, fairness, and in an ethical cive to student learning and staff professional manner), and Standard 6 (Understanding, growth), Standard 3 (Ensuring management responding to, and influencing the larger of the organization, operations, and resources political, social, economic, legal, and cultural for a safe, efficient, and effective learning context). This final practicum section requires environment), Standard 4 (Collaborating with and additional 20 clock hours working with families and community members, responding an administrator in a school that is demo- to diverse community needs and interests, and graphically and structurally different than the mobilizing community resources), Standard candidate’s home school. Fee $40. 5 (Acting with integrity, fairness, and in an ethical manner), and Standard 6 (Understand- Ed 642 ing, responding to, and influencing the larger Educational Leadership (3) political, social, economic, legal, and cultural An analysis of the skills necessary for effec- context). Fee $40. tive leadership in interactions with the school, the school system, and the community. Ed 652 Emphasis is placed on acquiring knowledge Issues & Strategies in School and developing an understanding of the deci- Leadership (3) sion making process, personnel selection and A seminar designed to explore specific, cur- management, conflict resolution, creation of rent, topical areas relating to issues and strate- an appropriate organizational climate, per- gies of School Leadership. sonal and professional ethics, group facili- tation and planning, communication skills, Ed 662 adult learning and development, multicultural educational delivery, and the appropriate Instructional Technology and involvement of schools with the communi- Applications (2) ties in which they serve. A primary objective This course is designed to assist candidates for this first course in the sequence is to cre- with the use of current technology-based ate a community of caring relationships in management systems and to use a variety of the newly formed cohort. Cooperative learn- media and formats, including information and ing and group problem solving activities are web-based technology to manage, communi- employed for achieving this objective. cate, interact and collaborate with colleagues, parents and other education stakeholders. Emphasis will be placed on the school lead- Ed 643 er’s promotion of effective practices in tech- Practicum in the Principalship (1) nology use. A structured, field-based experience in an elementary, middle or secondary school. This practicum requires a minimum of 40 Ed 680 clock hours designed to assist the candi- Practicum in School Administration (5) date in acquiring experience and proficiency A series of structured, field-based experi- as defined by KSDE/ISLLC knowledge ences in an elementary, middle or secondary and performance indicators for Standard 1 school. The program requires a minimum of (Facilitating the development, articulation, 200 clock hours spread over three semesters implementation and stewardship of a vision so that the student can realize the full admin- of learning that is shared and supported istrative cycle of a school year. Students are by the school and community), Standard 2 required to acquire experience and proficiency

149 in six professional competency areas while ment as a building administrator. Candidates simultaneously demonstrating seven quali- enroll in the two credit hour practicum three ties of administrative effectiveness related to times, fall, spring and summer semesters. Fee their ability to build community as building $40. principals. Practicum requirements include a 20-hour visitation at a school of a different Ed 688 cultural setting that the “home school” with Master’s Comprehensive Exams (cr) a subsequent reflection paper based on this $100 Graduation fee experience. The evaluation of performance in the practicum serves as one of the criteria for institutional recommendation for endorse-

Engineering

he Benedictine College Engineering liberal arts degrees in engineering physics, TDegree is a Bachelor of Science degree physics, mathematics, computer science or that combines the liberal arts with the disci- chemistry (as well as other Benedictine Col- pline of engineering. The engineering program lege degrees, depending on student interest) is designed to produce well-rounded gradu- with ABET (Accreditation Board for Engi- ates with excellent technical capabilities, a neering and Technology) accredited degrees strong moral foundation, and competence in in chemical, civil, electrical, or mechanical both oral and written communication. engineering. Students in the engineering program remain at Benedictine College all five B.S. in Engineering Physics (See also Phys- years and earn an ABET-accredited degree ics, Astronomy, and Engineering section of this program in one of the four above-mentioned catalog.) areas along with a liberal arts degree from The Engineering Physics degree is a four- Benedictine College. Approximately 75% of year Bachelor of Science degree that com- courses are taught by Benedictine College bines the course work of a comprehensive professors; the remaining 25% are taught by engineering program with the deeper theo- the UND Distance Engineering Degree Pro- retical understanding of a physics program. gram. The average credit hour load for each Graduates with this degree will have the theo- of these cooperative dual-degree programs is retical understanding and engineering training 16–17 hours per semester. Students who pur- that make them valuable in industry or busi- sue this dual-degree path will receive supe- ness. They can expect to find employment in rior preparation for careers in engineering areas such as engineering research, technical or related fields. They will be able to obtain writing, and process engineering. See the an engineering degree in a time frame that is Physics, Astronomy and Engineering section shorter than the national average. Please see of the catalog for the requirements and sug- below for detailed descriptions of the four gested sequence of courses for the Engineer- ABET-accredited engineering programs as ing Physics major. well as suggested course sequences at the end B.S. in Chemical, Civil, Electrical, and of this section. Mechanical Engineering Arrangements can be made for students Benedictine College and the University of wishing to pursue other engineering degrees North Dakota (UND) have developed five- that are not offered currently at Benedic- year dual-degree programs that combine tine College (e.g., aerospace engineering,

150 architectural engineering, computer engineer- Ma 310, Differential Equations ing, environmental engineering, etc.). Bene- Pc 210, Classical Physics I dictine College engineering also welcomes Pc 211, Classical Physics II students who have already completed college Ph 325, Ethics courses at another institution and wish to finish their engineering education in a small, Courses taken at Benedictine College via dis- Catholic, liberal arts setting. tance education: ChE 301, Transport Phenomena B.S. in Chemical Engineering and a Ch 303, Thermodynamics B.S. in Chemistry ChE 305, Separations This dual-degree program allows students ChE 321, Reactor Design to graduate with an ABET-accredited B.S. in ChE 408, Chemical Process Dynamics ChE 411, Plant Design I Chemical Engineering and a B.S. degree in ChE 412, Plant Design II Chemistry. Students will travel to the Univer- ChE 493A Distance Engineering Lab II/III sity of North Dakota for two, 2-week summer (summer at UND) laboratory sessions. ChE 493A Distance Engineering Lab III/IV Requirements for a B.S. in Chemical (summer at UND) Engineering and a B.S. in Chemistry Recommended supporting courses: Ch 103, General Chemistry I Ch 321/Ch 322, Environmental Chemistry/ or Ch 123, Advanced General Chemistry I Laboratory Ch 104, General Chemistry II Ch 352, Biochemistry Laboratory or Ch 124, Advanced General Chemistry II Pc 320, Relativity & Atomic Physics Ch 105, General Chemistry Laboratory I Ch 106, General Chemistry Laboratory II B.S. in Civil Engineering and a B.S. in Ch 231/Ch 232, Organic Chemistry I/ Engineering Physics Laboratory This dual-degree program allows students Ch 233, Organic Chemistry II to graduate with an ABET-accredited B.S. in Ch 351, Biochemistry I Civil Engineering and a B.S. degree Engi- Ch 371, Quantitative Analysis neering Physics. Students will travel to the Ch 372, Quantitative Analysis Laboratory Ch 380, Thermodynamics University of North Dakota for two, 2-week Ch 441, Inorganic Chemistry summer laboratory sessions. Ch 480, Research Ch 490, Chemistry Seminar Requirements for a B.S. in Civil Chemistry laboratory electives (4 hours total) Engineering and a B.S. in Engineering Eg 201, Chemical Engineering Fundamentals Physics Eg 206, Unit Operations in Chemical Eg 110, Technical Drawing Engineering Eg 120, Introduction to Engineering Eg 230, Statics Eg 121, Introduction to Engineering Eg 315, Statistical Data Analysis Laboratory Engineering Science elective (3 hours) Eg 204, Introduction to Digital Terrain Entrepreneurship/Business elective (3 hours) Modeling Pc 350, Electronics Eg 213, General Surveying Eg 214, General Surveying Laboratory Required supporting courses: Eg 217, Technical Communications Eg 217, Technical Communications Eg 230, Statics Ma 131, Calculus I Eg 231, Dynamics Ma 132, Calculus II Eg 315, Statistical Data Analysis Ma 233, Calculus III

151 Eg 317, Engineering Economics CIEN 431, Environmental Engineering I Eg 320, Mechanics of Materials CIEN 432, Environmental Engineering II Eg 321, Experimental Analysis of Stress & CIEN 444, Contracts and Specifications Strain CIEN 451, Steel Design Eg 330, Fluid Mechanics CIEN 453, Reinforced Concrete Eg 331, Experimental Analysis of Fluid CIEN 482, Civil Engineering Design I Mechanics CIEN 483, Civil Engineering Design II Eg 350, Properties of Materials Eg 351, Structures & Properties of Materials B.S. in Electrical Engineering and a Laboratory B.S. in Mathematics Pc 210, Classical Physics I This dual-degree program allows students Pc 211, Classical Physics II to graduate with an ABET-accredited B.S. in Pc 320, Relativity & Atomic Physics Electrical Engineering and a B.S. degree in Pc 321, Modern Laboratory I Mathematics. Students will travel to the Uni- Pc 322, Nuclear & Elementary Particle versity of North Dakota for two, 2-week sum- Physics mer laboratory sessions. Pc 323, Modern Laboratory II Pc 350, Electronics Requirements for a B.S in Electrical Pc 380, Thermodynamics Engineering and a B.S. in Mathematics Pc 460, Optics Eg 202, Digital Electronics Laboratory Pc 461, Optics Laboratory Eg 203, Introduction to Digital Electronics Pc 480, Condensed Matter Physics Eg 207, Circuit Analysis Required supporting courses: Eg 306, Circuits Laboratory I Ch 103, General Chemistry I Eg 307, Circuits Laboratory II or Ch 123, Advanced General Chemistry I Eg 313, Linear Electric Circuits Ch 105, General Chemistry Laboratory Ma 131, Calculus I Ch 104, General Chemistry II Ma 132, Calculus II or Ch 124, Advanced General Chemistry II Ma 233, Calculus III Ch 106, General Chemistry II Laboratory Ma 250, Linear Algebra Cs 200, Programming Short Course Ma 255, Discrete Math Structures I Ec 210, Principles of Microeconomics Ma 310, Differential Equations Ma 131, Calculus I Ma 315, Probability & Statistics Ma 132, Calculus II Ma 356, Modern Algebra I Ma 233, Calculus III Ma 360, Modern Algebra II Ma 310, Differential Equations or Ma 480, Introduction to Real Analysis Ph 325, Ethics Ma 493, Directed Research Upper-division math electives (2 courses) Courses taken at Benedictine College via Required supporting courses: distance education: Ch 103, General Chemistry I CIEN 301, Civil Engineering Laboratory I Ch 105, General Chemistry I Laboratory CIEN 302, Civil Engineering Laboratory II Cs 230, Programming for Scientists and CIEN 351, Structural Mechanics Engineers CIEN 412, Soil Mechanics Ec 210, Principles of Microeconomics CIEN 414, Foundation Engineering Eg 120, Introduction to Engineering CIEN 416, Transportation Engineering Eg 217, Technical Communications CIEN 421, Hydrology Eg 230, Statics CIEN 423, Hydraulic Engineering Ph 325, Ethics

152 Pc 210, Classical Physics I Pc 210, Classical Physics I Pc 211, Classical Physics II Pc 211, Classical Physics II Pc 350, Electronics Pc 320, Relativity & Atomic Physics Ph 325, Ethics Pc 321, Modern Laboratory I Pc 322, Nuclear & Elementary Particle Courses taken at Benedictine College via Physics distance education: Pc 323, Modern Laboratory II EE 308/309, Junior Laboratories I and II Pc 350, Electronics (summer at UND) Pc 380, Thermodynamics EE 314, Signals and Systems Pc 460, Optics EE 316, Electric & Magnetic Fields Pc 461, Optics Laboratory EE 401, Electric Drives Pc 480, Condensed Matter Physics EE 405, Control Systems I EE 409, Distributed Networks Required supporting courses: EE 421, Electronics II Ch 103, General Chemistry I EE 452, Embedded Systems or Ch 123, Advanced General Chemistry I EE 480, Senior Design I Ch 105, General Chemistry Laboratory EE 481, Senior Design II Ch 104, General Chemistry II EE electives (3 courses) or Ch 124, Advanced General Chemistry II Ch 106, General Chemistry II Laboratory B.S. in Mechanical Engineering and a Cs 230, Programming for Scientists and B.S. in Engineering Physics Engineers This dual-degree program allows students Ec 210, Principles of Microeconomics to graduate with an ABET-accredited B.S. in Ma 131, Calculus I Mechanical Engineering and a B.S. degree in Ma 132, Calculus II Engineering Physics. Students will travel to Ma 233, Calculus III the University of North Dakota for two, 2- Ma 310, Differential Equations week summer laboratory sessions. Ph 325, Ethics

Requirements for a B.S. in Mechanical Courses taken at Benedictine College via Engineering and a B.S. in Engineering distance education: Physics Engr 100, Professional Development Eg 110, Technical Drawing ME 322, Kinematics & Dynamics Eg 120, Introduction to Engineering ME 323, Machine Component Design Eg 121, Introduction to Engineering ME 323L, Machine Design Laboratory Laboratory (summer at UND) Eg 217, Technical Communications ME 418C, Manufacturing Processes Eg 230, Statics ME 418L, Manufacturing Processes Eg 231, Dynamics Laboratory (summer at UND) Eg 315, Statistical Data Analysis ME 429, Introduction to Finite Elementary Eg 317, Engineering Economics Analysis or ME 426, Mechanical Vibrations Eg 320, Mechanics of Materials ME 446, Gas Turbines Eg 321, Experimental Analysis of Stress & or ME 4XX, Energy Management Strain ME 474, Heat and Mass Transfer Eg 330, Fluid Mechanics ME 476, Inter. Fluid Mechanics Eg 331, Experimental Analysis of Fluid or ME 477, Compressible Fluid Mechanics ME 483, Mechanical Measurements Lab Eg 350, Properties of Materials (summer at UND) Eg 351, Structures & Properties of Materials ME 487, Engineering Design Laboratory ME 488, Engineering Design

153 Recommended supporting courses: Eg 121 Ma 250, Linear Algebra Introduction to Engineering Ma 331, Numerical Computation Laboratory (1) (F) Pc 330, Mechanics I This course is an introduction to engineering Pc 331, Mechanics II practices which directs the student toward the engineering profession. Laboratories will focus on engineering ethics, communication, Eg 110 teamwork and fundamental engineering con- Technical Drawing (3) (F) cepts, and will introduce MatLab as a vital A course in graphical communication, expres- engineering computational tool. Engineering sion and interpretation applicable to engineer- first principles common to all engineering dis- ing, sciences, and other technology fields of ciplines are used in the application, discovery, study. The ability to visualize in three dimen- explanation and use in the solution of basic sions is developed through shape description, engineering problems and questions. sketching and multi-view projection exercises. The course includes, but is not limited Eg 198 to, the engineering and architectural scales, Special Topics (1–4) engineering lettering, geometric construc- Topics not included in the regular catalog, tions, use of instruments, dimensioning, sec- usually treated in a lecture/discussion format. tional and auxiliary views. The introduction May be taken more than once if subject matter to descriptive geometry is an essential aspect varies sufficiently. of this course. Computer Aided Design is the primary computer drafting tool used in con- Eg 201 junction with manual instruments of drawing. Chemical Engineering Fundamentals (3) (F) Eg 120 This course introduces students to founda- Introduction to Engineering (3) (F) tional concepts in chemical engineering, with This course serves as an introduction to the the primary focus on material and energy bal- engineering profession and to its various dis- ances. Prerequisite: Ch 104 or Ch 124. ciplines. This course is designed to give students the opportunity to learn how to solve Eg 202 engineering analysis and design problems. Digital Electronics Laboratory (1) (S) Students will develop various skills, sharpen This course provides a hands-on experience communication skills, and be exposed to in digital electronic circuit design and imple- professional development in the form of mentation. Corequisite: Eg 203. team building, technology tools, and project management. In addition, students will have Eg 203 the opportunity to learn from professional Introduction to Digital Electronics (2) (S) engineers and scientists through case studies This course introduces to the student the fun- and industry overview. Prerequisite: Fresh- damental principles in digital circuit design, men standing or permission of the instructor. including Boolean algebra and other math- (NW, QA, SM) ematical operations, Karnaugh maps, logic gates, flip flops, and counters.

154 Eg 204 Eg 217 Introduction to Digital Terrain Technical Communications (3) (F) Modeling (1) (S) This course is an introductory course in fun- This course is a brief introduction to using damental written and oral technical commu- modern digital methods in the modeling of nication skills emphasizing communication of terrain. These models can be constructed technical information. Students will learn to from surveying data as well as from remote write executive summaries, proposals, short sensors. They allow the user to model water memos, progress reports, and white-papers. flow, extract terrain parameters, and construct They will also prepare and deliver effective relief maps. presentations on topics that focus on new engineering product designs, ideas or research Eg 206 objectives for a variety of purposes and audi- Unit Operations in Chemical ences. Prerequisites: Engineering majors Engineering (3) (S) only. This course applies the principles of momentum and heat transfer to the solution of Eg 230 chemical engineering problems using a unit Statics (3) (F) operations perspective. Prerequisite: Eg 201. This course is an introductory course in mechanics which directs the student toward Eg 207 the use of Newtonian Physics in the solution Circuit Analysis (3) (S) of statically determinate particles and rigid This is an introductory course in the electri- bodies when acted upon by outside forces. cal engineering analysis of circuits, including These solutions will result in the quantifica- circuit theory, electronics, and the conversion tion of external forces, resultant forces, reac- of energy. Prerequisite: Ma 131. tions and moments (or coupled forces) as well as associated positions for equivalent force Eg 213 systems. Prerequisites: Pc 210, Pc 211 and General Surveying (2) (F) Ma 132. This course covers the basic topics of surveying, including traverse, boundary, construc- Eg 231 tion, and U.S. public land surveys, measuring Dynamics (3) (S) angles and distances, triangulation, EDM, This course is a continuation course in mechan- GPS, as well as vertical and horizontal curves. ics which directs the student toward the use of Prerequisite: Ma 131. Newtonian Physics in the solution of dynami- cally determinate particles and rigid bodies Eg 214 when acted upon by outside forces. These General Surveying Laboratory (1) (F) solutions will result in the quantification of This course complements and reinforces the absolute and relative motion, force, mass and concepts taught in Eg 213, General Survey- acceleration, work and energy, impulse and ing. Students complete laboratory assign- momentum. Prerequisite: Eg 230. ments relating to the basic topics of surveying, Eg 306 including traverse, boundary, construction, and U.S. public land surveys, measuring Circuits Laboratory I (1) (F) angles and distances, triangulation, EDM, as This laboratory course complements and rein- well as vertical and horizontal curves. Coreq- forces the concepts taught in Eg 207, Circuit uisite: Eg 213. Analysis. Students will also learn how to use properly equipment to analyze circuits experimentally. Corequisite: Eg 207.

155 Eg 307 Eg 320 Circuits Laboratory II (1) (S) Mechanics of Materials (3) (S) This laboratory course complements and rein- This course directs the student in the basic forces the concepts taught in Eg 313, Linear concepts of stress and strain that result from Electric Circuits. Students will also learn how axial, transverse, and torsional loads on to use properly equipment to analyze circuits bodies loaded within the elastic range. The experimentally. Corequisite: Eg 313. student will be directed to the application and use of shear and movement equations and Eg 313 diagrams; combined stresses; Mohr’s circle; Linear Electric Circuits (3) (S) beam deflections; and columnation and equa- This course covers both transient and steady- tions dealing with the mechanics of materials. state analyses of linear electric circuits, Prerequisite: Eg 230. including two-port circuits as well as Fourier series single and polyphase systems. Prereq- Eg 321 uisite: Eg 207. Experimental Analysis of Stress and Strain (1) (F) Eg 315 This course provides the student with the lab- Statistical Analysis of Data (3) (F) oratory procedures common to the mechani- This course will provide students with the cal design area. The methods and applications basic statistical skills needed to draw legiti- of tension and bending tests will be explored mate conclusions from experimental data. with the practices and procedures dealing Students will learn how to calculate confi- with but not limited to: strain rosette analysis, dence intervals, perform hypothesis tests, use tension, torsion, and bending tests, fatigue, linear regression, analysis of variance, and photoelasticity, and brittle coatings. Corequi- will be introduced to the design of engineer- site: Eg 320. ing experiments. This course will be offered Eg 330 every other year. Prerequisite: Ma 132. Fluid Mechanics (3) (F) Eg 317 This course provides the student an introduc- Engineering Economic Analysis (3) (D) tion to the static and dynamic properties of This course provides students with a sound ideal and real fluids. The application and use understanding of the principles, basic con- of continuity, energy, and momentum princi- cepts, and methodology of engineering eco- ples in the engineering and study of laminar, nomics, and helps students develop proficiency turbulent, compressible, and incompressible with these methods and with the process for fluid flow. The study of laminar and turbulent reaching conclusions on economic decisions flow of fluids in closed conduits and open that they are likely to encounter in practice. channels; flow through orifices, weirs, and In particular, the course covers cost concepts venturi meters; and flow in pipe networks and and design economics, cost estimation tech- pumping systems are emphasized. Prerequi- niques, the time value of money, depreciation sites: Eg 320 and Ma 310, or permission of and income taxes, evaluating projects with the instructor. benefit-cost ratio method, break even and sen- Eg 331 sitivity analysis, probabilistic risk analysis, Experimental Analysis of Fluid capital budgeting process, and decision mak- Mechanics (1) (S) ing in engineering practice. This laboratory course emphasizes the application of fluid mechanics to the application, design, and study of fluid systems with a concentration on real fluids. Corequisite: Eg 330.

156 Eg 350 tuning and the design of multi-variable con- Properties of Materials (3) (S) trol schemes. Prerequisite: Ma 310 and senior A course in engineering materials and their standing. applications. The technological uses of metals, ceramics, plastics, and composite Eg 421 materials are discussed and explained in terms Process Control and Optimization of their basic atomic structure, and mechani- Laboratory (1) (S) cal, thermal, optical, electrical, and magnetic This laboratory course consists of the applica- properties. Material selection in engineering tion and design of process control systems to design is emphasized. Prerequisites: Ch 103 actual, experimental, and theoretical produc- and Pc 211. tion environments. Corequisite: Eg 420 or permission of instructor. Eg 351 Structures and Properties of Materials Eg 460 Lab (1) (F) Engineering Design I (2) (F) This laboratory course consists of quantita- This course provides an introduction to engi- tive metallography, heat treating practice, neering design with a comparison between the mechanical property measurements and met- scientific method and the engineering. The allurgical design of the thermal mechanical concept of need as it pertains to the design pro- treatment of metals. Corequisite: Eg 350 or cess with the development of skills associated permission of instructor. with the use of modern and classic sources of information in the method, means, and mode Eg 398 of design are presented. Prerequisite: Junior Special Topics (1–4) standing. Engineering majors only. Topics not included in the regular catalog, usually treated in a lecture/discussion format. Eg 461 May be taken more than once if the subject Engineering Design I Laboratory (1) (F) matter varies sufficiently. Focus on the design process and the design method with the development of Eg 415 interdisciplinary teams is a high priority of the Design of Engineering Experiments laboratory in the development of a final design (3) (S) project. Corequisite: Eg 460, or permission of This course builds on the statistical founda- instructor and project advisor. tion of Eg 315. It focuses on the design and analysis of experiments including screening Eg 480 designs, full factorials, designs with blocking, Engineering Design II (1) (S) response surface methods, linear regression, Continuation of the design sequence. Prereq- path of steepest ascent, mathematical model- uisites: Eg 460 and Eg 461. ing, and analysis of variance. This course will be offered every other year. Prerequisite: Eg Eg 481 315 or Ma 315. Engineering Design II Laboratory (2) (S) A continuation of the design sequence, which Eg 420 includes a final technical design report and appropriate display material for Benedictine Process Control and Optimization (3) (F) This course gives an introduction to the anal- College Discovery Day. Corequisite: Eg 480, ysis and design of process control systems or permission of instructor and project advi- for industrial processes, including control sor.

157 Eg 499 Independent Study (1–3) Independent study in the form of experimental or theoretical student research, research papers, and machine shop techniques is performed under the guidance of a staff member.

Suggested Sequence of Courses for a Benedictine College/UND Combined Program for a bachelor of science degree in Chemistry and Chemical Engineering

Freshman Year Ch 103, General Chemistry I 3 Ch 104, General Chemistry II 3 or Ch 123, Advanced General Chem I or Ch 124, Advanced General Chem II Ch 105, General Chemistry I Lab 1 Ch 106, General Chemistry II Lab 1 Ma 131, Calculus I 4 Ma 132, Calculus II 4 En 101, English Composition 3 Pc 211, Classical Physics II 4 Gs 150, BC Experience Th 101, Introduction to Theology 3 Pc 210, Classical Physics I 4 __ __ 15 15

Sophomore Year Ch 231, Organic Chemistry I 3 Ch 233, Organic Chemistry II 3 Ch 232, Organic Chemistry I Lab 1 Ch 371, Quantitative Analysis 3 Eg 217, Technical Communications 3 Ch 372, Quantitative Analysis Lab 1 Ma 233, Calculus III 4 Ch 380, Thermodynamics 3 Eg 201, Chem Eng Fundamentals 3 Eg 206, Unit Operations in Chem Eng 3 Eg 230, Statics 3 Ph 175, Logic and Nature 3 __ __ 17 16

Summer Laboratory at UND ChE Distance Engineering Lab II/III 3

Junior Year Ch 351, Biochemistry I 3 Faith Foundation 3 Eg 315, Statistical Data Analysis 3 Ma 310, Differential Equations 3 Ch 441, Inorganic Chemistry* 3 Person & Community/UND Entr Elec 3 ChE 303, Thermodynamics 4 ChE 305, Separations 3 Philosophical Inquiry 3 ChE 321, ReactorDesign 3

__ __ 16 15

158 Suggested Sequence of Courses for a Benedictine College/UND Combined Program for a bachelor of science degree in Chemistry and Chemical Engineering (continued)

Summer Laboratory at UND ChE Distance Engineering Lab III/IV 3 Ch 480, Research* 1

Senior Year Ch Laboratory Elective 2 Aesthetic Foundation 3 Ch 490, Chemistry Seminar 3 Ch Laboratory Elective 2 Aesthetic Foundation 3 Faith Foundation 3 ChE 301, Transport Phenomena 4 Ph 325, Ethics 3 ChE 408, Chemical Process Dynamics 3 Engineering Science Elective 3 Historical Foundation 3 __ __ 15 17

Fifth Year ChE 411, Plant Design I 4 ChE 412, Plant Design II 5 Pe 115, Wellness for Life 1 Foreign Language 4 Foreign Language 4 Pc 350, Electronics 4 Ch 441, Inorganic Chemistry 3 Pe Activity course 1 Historical Foundation 3 __ __ 15 14

Program Total 162

UND Essential Studies, as well as ChE Business/Entrepreneurship elective must be fulfilled by appropriate Benedictine College courses. ChE 303, ChE 305, and ChE 321 will count as BC Advanced Chemistry Electives. *Ch 480 assumed to be performed at UND through summer research. ChE 102 and ChE Distance Engineering Lab I waived for BC students who complete BS or BA in Chemistry.

See http://www.und.edu/dept/sem/che/che_checourses.html for UND course descriptions.

159 Suggested Sequence of Courses for a UND Electrical Engineering/ Benedictine College Mathematics Dual Degree (UND courses taught at Benedictine College are listed in bold print.) Freshman Year Ch 103, General Chemistry I 3 Eg 202, Intro to Digital Electronics 2 Ch 105, General Chemistry I Lab 1 Eg 203, Intro to Digital Electronics Lab 1 Ma 131, Calculus I 4 Cs 230, Progr for Scientists & Engineers 3 Eg 120, Introduction to Engineering/Lab 4 Ma 132, Calculus II 4 Gs 150, BC Experience Pc 211, Classical Physics II 4 Pc 210, Classical Physics I 4 En 101, English Composition 3 __ __ 16 17

Sophomore Year Eg 207, Circuit Analysis 3 Eg 313, Linear Electric Circuits 3 Eg 217, Technical Communications 3 Pc 350, Electronics (EE321) 4 Ma 233, Calculus III 4 Ec 210, Principles of Microeconomics 3 Ma 255 Discrete Math Structures I 3 Ma 310, Differential Equations 3 Eg 230, Statics 3 Ma 250 Linear Algebra 3 __ __ 16 16

Summer Laboratory at UND EE 306 Circuits Laboratory I 1 offered every summer EE 307 Circuits Laboratory II 1 offered every summer __ 2

Junior Year EE 314 Signals and Systems 3 EE 409 Distributed Networks 3 EE 316 Electric & Magnetic Fields 3 EE 421 Electronics II 3 Historical Foundation 3 EE 452 Embedded Systems 3 Ma 356, Modern Algebra I 3 Historical Foundation 3 Philosophical Inquiry 3 Faith Foundation 3 Th 101, Introduction to Theology 3 Ph 175, Logic and Nature 3 __ __ 18 18

Summer Laboratory at UND EE 308 Junior Laboratory 2 offered every other summer EE 309 Junior Laboratory II 2 offered every other summer _ 4

Senior Year EE Elective 3 EE Elective 3 Ma 315, Probability & Statistics 3 EE 405 Control Systems I 3 Aesthetic Foundation 3 EE 401 Electric Drives 3 Basic/Appl. Sci. Elective 3 Ph 325 Ethics 3 Engr. Sci. Elective 3 Ma Elective (upper-division) 3 Eg 110, Technical Drawing 3 Aesthetic Foundation 3 __ __ 18 18

160 Suggested Sequence of Courses for a UND Electrical Engineering/ Benedictine College Mathematics Dual Degree (continued). (UND courses taught at Benedictine College are listed in bold print.)

Fifth Year EE 480 Senior Design I 3 EE 481 Senior Design II 3 EE Elective 3 Foreign Language 4 Ma 493 Directed Research 2 Pe Activity course 1 Foreign Language 4 Ma Elective (upper-division) 3 Engineering Science Elective 3 Ma 360 Modern Algebra II or Pe 115, Wellness for Life 1 Ma 480 Intro to Real Analysis 3 Faith Foundation 3 __ __ 16 17

Program Total 176

See http://www.ee.und.edu/html/programs/undergrad/courses.html for UND course descriptions.

Suggested sequence of courses for a UND Mechanical Engineering/ Benedictine College Engineering Physics Dual Degree

Freshman Year Pc 210, Classical Physics I 4 Pc 211, Classical Physics II 4 Eg 120, Introduction to Engineering 3 Ma 132, Calculus II 4 Eg 121, Introduction to Engineering Lab 1 En 101, English Composition 3 Ph 175, Logic and Nature 3 Eg 110, Technical Drawing 3 Ma 131, Calculus I 4 Cs 230, Progr. for Scientists & Engineers 3 Gs 150, BC Experience cr Pe 115, Wellness for Life 1 __ __ 16 17

Sophomore Year General Chemistry I 3 Ch 104, General Chemistry II 3 or Ch 123, Advanced Gen Chem or Ch 124, Advanced Gen Chem Ch 105, General Chemistry Lab 1 Ch 106, General Chemistry Lab 1 Ma 233, Calculus III 4 Ma 310, Differential Equations 3 Eg 217, Technical Communications 3 Eg 231, Dynamics 3 Eg 230, Statics 3 Eg 350, Properties of Materials 3 Ec 210, Princ of Microeconomics 3 Eg 351, Struct & Prop of Materials Lab 1 Eg 320, Mechanics of Materials 3 Eg 321, Exper Analy of Stress & Strain 1 __ __ 17 18

161 Suggested sequence of courses for a UND Mechanical Engineering/ Benedictine College Engineering Physics Dual Degree (continued)

Junior Year Pc 320, Relativity & Atomic Physics 3 ME 323, Mach Component Design 3 Pc 321, Modern Physics Lab I 1 Pc 322, Nuclear & Elem Part Physics 2 Eg 330, Fluid Mechanics 3 Pc 323, Modern Physics Lab II 1 Eg 331, Exper Analy of Fluid Mech 1 ME 3231, Mach. Design Lab 1 ME 322, Kinematics & Dynam 3 Pc 350, Electronics 4 ME 418C, Manufact Processes 3 ME 474, Heat & Mass Transfer 3 Pc 380, Thermodynamics 4 Eg 317, Engineering Economic Analysis 3 __ __ 18 17

Summer Laboratory* ME 483, Mech Measurements Lab 3 ME 418L, Manuf Processes Lab 1 __ 4

Senior Year ME 487, Engineering Design 2 ME 488, Engineering Design 3 ME 476, Inter. Fluid Mechanics 3 ME 429, Intro to Finite Elem Analysis 3 or ME 477, Compressible Fluid Flow or ME 426, Mech. Vibration Aesthetic Experience 3 Historical Perspective 3 Historical Perspective 3 Faith Foundation 3 Th 101, Introduction to Theology 3 Pc 460, Optics 3 Pc 461, Optics Laboratory 1 Engr 100, Prof Devel 1 __ __ 14 17

Fifth Year Engr 100, Prof. Devl 1 ME 446, Gas Turbines 3 Faith Foundation 3 or ME 4XX, Energy Management Ph 325, Ethics 3 Pc 480, Condensed Matter Physics 3 Foreign Language 4 Aesthetic Experience 3 Pe Activity course 1 Foreign Language 4 Philosophical Inquiry 3 Eg 315, Statistical Data Analysis 3 __ __ 15 16

Program Total 169

See hpp://www.me.und.edu for UND course descriptions.

162 English

eyond the important goals of 1) helping Requirements for a major in Bstudents achieve proficiency in reading English–Education: and writing, 2) acquainting students with their 1. Required Courses rich cultural and literary heritage, and 3) pro- i. En 203, British Literature to 1750 viding a solid foundation for the future gradu- ii. En 204, British Literature after 1750 ate student or English teacher, the department iii. En 205, American Literature to seeks through literature to vitalize lives with the Civil War the wisdom, spirit, and voices of great men iv. En 206, American Literature from and women; to move both students and teach- the Civil War to the present ers toward wiser and more humane relation- v. En 302, Shakespeare ships with themselves and others, with life’s vi. En 357, Young Adult Literature tragedy and comedy, sordidness and gran- vii. En 431, Linguistics deur. viii. En 457, Methods of Teaching Requirements for a major in English Language Arts 2. Choose one from 1. Required Courses i. En 203, British Literature to 1750 i. En 201, World Lit I ii. En 204, British Literature after 1750 ii. En 202, World Lit II iii. En 205, American Literature to 3. At least one additional course in writing, the Civil War to be drawn from En 325, En 326, or En iv. En 206, American Literature from 327. the Civil War to the present 4. At least 6 upper-division hours, for a total v. En 302, Shakespeare of no less than 36 hours in the major. vi. En 411, Literary Criticism Students must also complete the requirements vii. En 431, Linguistics for secondary teacher certification outlined viii. En 491, Seminar (may be taken under education and have their schedules more than once) approved by one advisor from the English 2. Choose one from department as well as one advisor from the i. En 201, World Lit I education department. English courses in ii. En 202, World Lit II which the student receives a grade below a C 3. At least 9 additional upper-division hours, are not accepted for fulfillment of the English for a total of no less than 36 hours in the education major. In addition, English educa- major. tion majors must maintain at least a 2.5 g.p.a. in English courses in order to be considered The department recommends that majors for retention in the English education pro- take additional English courses beyond the gram. minimum and that they take at least some of their electives in related fields such as history, Requirements for a Minor in English theatre arts, music, and upper-division foreign Literature: language. Eighteen hours of coursework in English Transfer students majoring in English must beyond En 101; at least twelve hours must be take a minimum of 50% of the coursework in literature courses, and at least six hours must required for the major at Benedictine College. be from courses numbered 300 or above. Transfer students pursuing a minor in Eng- lish must take at least 50% of the coursework required for the minor at Benedictine Col- lege.

163 En 201 En 101 World Literature I: Ancient to English Composition (3) (B) Renaissance (3) (S) An intensive course in expository writing. Primarily an exploration of literary master- Required of all students except those achiev- pieces of Western Civilization from Homer to ing exceptional scores on the College Level Shakespeare. It may, however, include work Examination Program tests or other tests from outside western culture. (HP, AE, WC, designed by the department. Some attention WP) is given to basic skills, but primary emphasis is on effective communication. The major En 202 modes of discourse and the fundamentals of World Literature II: Enlightenment to research are covered thoroughly. (C) the Present (3) (S) Literary masterpieces of Western Civilization En 102 from Moliere and Swift to the present. It may Introduction to Literature (3) (B) include works from outside the western cul- An introduction to literature by types of ture. (HP, AE, WC, WP) genres: selected fiction, poetry, and drama. The course may also devote attention to spe- En 203 cific plays and films presented on campus British Literature to 1750 (3) (B) during the semester. The literature is drawn A general survey of English literature from from British and American authors, as well as earliest times to 1750. Works and writers sur- authors in translation, and represents various veyed may include Beowulf, Chaucer, Mal- periods as well as works produced by men and ory, Spenser, Shakespeare, Milton, Dryden, women of different races and creeds. Papers Pope and Swift. (AE, WC, WP) of response and criticism regarding the various genres are required. (AE, WC, WP) En 204 British Literature after 1750 (3) (B) En 105 A general survey of English literature from Writing English as a Second 1750 to the present. Representative writers Language (3) (D) may include Burns and the major roman- A course for international students which tics, Austen, Dickens, Tennyson, Browning, focuses on composition skills in analysis, Wilde, Conrad, Yeats, Woolfe, Joyce, Auden, classification, illustration, cause and effect, and contemporary writers. (AE, WC, WP) contrast and comparison, chronological process, narrative writing, and descriptive En 205 writing. Some attention is given to business American Literature to the letters, objective and subjective reports, levels Civil War (3) (B) of diction, précis and summary writing, and A study of American Literature from Colonial research skills. The course will offer what- times to the Civil War with attention given to ever grammatical and oral/aural exercises are national movements, growth of literary genres, needed. and the works of the chief writers, especially En 198 those of the “American Renaissance”: Haw- Special Topics (1–4) thorne, Poe, Melville, Emerson, Thoreau, Topics not included in the regular catalog, and Whitman. Also the canon is broadened to usually treated in a lecture/discussion format. include Native American, black, and women May be taken more than once if subject matter writers. (HP, AE, WC, OC, WP) varies sufficiently.

164 En 206 En 303 American Literature after the Civil Renaissance Literature (3) (D) War (3) (B) A reading of the most significant poetry and A study of American Literature beginning with prose of the period, with particular emphasis Twain and including such writers as James, on the major poetic forms (lyric, sonnet, and Chopin, Freeman, Jewett, Crane, Cather, epic), representative dramatic works exclu- Washington, DuBois, Frost, Hurston, Eliot, sive of Shakespeare, and concentration on Hemingway, Fitzgerald, Dunbar, Hughes, Spenser, Sidney, the sonnets of Shakespeare, and Faulkner. Includes Native American writ- the metaphysical poets, and Milton. Prerequi- ers, Hispanics, and other minority writers not site: One from En 203, En 204, En 205, or En mentioned in the description above but affect- 206, or permission of instructor. (AE, WC) ing American thought. (HP, AE, WC, WP) En 304 En 220, 221, 320, 321 Restoration and Eighteenth Century Loomings Practicum (1) (B) Literature (3) (D) Laboratory work on Loomings, campus liter- A study of the major writers of 1660–1790. ary magazine. Students engage in the practical Includes the study of representative works in tasks of producing a magazine from campus- poetry, drama, and the novel, and such writers wide submissions. Includes editorial tasks as Dryden, Pope, Swift, Defoe, Johnson and in selection, layout and design, copyediting, Goldsmith. Prerequisite: One from En 203, art and photography. Students meet regularly En 204, En 205, or En 206, or permission of with advisor to resolve organizational and instructor. (HP, AE, WC, WP) production issues and to receive professional critique. Prerequisite: Permission of instruc- En 311 tor. The Novel (3) (D) Studies the development of the novel through En 301 reading and discussion of a number of Old and Middle English Literature (3) representative novels from the eighteenth, nineteenth, and twentieth centuries such (D) as works by Austen, Dickens, Eliot, Dos- Readings in the literature of the Old and toyevsky, Hawthorne, Paton, Faulkner, Middle English period from Beowulf through Ellison, and Morrison. This course is designed Malory, with special emphasis on Chaucer. to promote an understanding of the most pop- Related continental literature may be used to ular literary form in modern times. Prerequi- encourage a broader appreciation of medieval site: One from En 203, En 204, En 205, or En culture. Prerequisite: One from En 203, En 206, or permission of instructor. (AE, WC) 204, En 205, En 206, or permission of instructor. (HP, AE, WC, WP) En 312 Short Story (1–3) (D) En 302 A study of the theories and techniques of Shakespeare (3) (S) the short story. This course is offered in two Shakespeare as poet and dramatist; selections independent sections, each of which is worth from the comedies, histories, and tragedies. one credit. The first quarter covers the history Attention is given to the historical and literary and development of the short story form; the background or setting; some consideration second quarter concentrates on the short story also of secondary works of major Shake- form as it developed during the twentieth cen- spearean critics and scholars. (HP, AE, WC, tury. Students may earn one additional credit WP)

165 by completing an independent research proj- En 357 ect. Prerequisite: One from En 203, En 204, Young Adult Literature in Language En 205, or En 206, or permission of instruc- Arts (1–2) (D) tor. (HP, AE, WC, VC, WP) Addresses issues in teaching young adult literature, multicultural literature and other En 313 issues in teaching high school English such as Spirituality in Literature (2) (S) grammar and dealing with censure. Prerequi- Primarily designed to analyze and interpret site: One from En 203, En 204, En 205, or En the spiritual dimensions of various genres 206, or permission of instructor. of literature, this course includes the study of essays, plays, fiction, and poetry world- En 381 wide and throughout history. When avail- Theatre History and Literature able, various speakers will be asked to give to 1750 (3) (D) presentations that focus on the spiritual dimen- A study of plays and productions from earli- sions of various faiths and connections to the est times through the English restoration. Pre- churches of the area, as well as to literature. requisite: One from En 203, En 204, En 205, The speakers and their topics vary with each or En 206, or permission of instructor. Dual- semester. Prerequisite: One from En 203, listed with Ta 381. En 204, En 205, or En 206, or permission of instructor. (AE, F, WC, GP) En 382 Theatre History and Literature from En 325 1750 Through 1918 (3) (D) Creative Writing (2–3) (F) A study of plays and productions from 1751 The writing of poetry and imaginative essays. through the end of World War I. Prerequisite: Opportunity to submit creations to Loomings, One from En 203, En 204, En 205, or En 206, to other magazines, to regional and national or permission of instructor. Dual-listed with contests; opportunities to promote and Ta 382. participate in a visiting writer series, poetry readings, and workshops. Prerequisite: One En 383 from En 203, En 204, En 205, or En 206, or Modern and Contemporary Theatre (3) permission of instructor. (WC) (D) En 326 A study of theatre since World War I. Atten- Advanced Composition (2–3) (D) tion is given to significant plays and play- An intensive study of the various modes of dis- wrights, and to modern theatre artists, such course used in compositions and the theories as designers, directors, actors, and theorists. of composition. Several written compositions Prerequisite: One from En 203, En 204, En and a research paper are assigned throughout 205, or En 206, or permission of instructor the semester. Prerequisite: En 101 or permission of instructor. En 398 Special Topics (1–4) En 327 Topics not included in the regular catalog, Writing Fiction (1–3) (D) usually treated in a lecture/discussion format. The art and practice of fiction from the narra- May be taken more than once if subject matter tive sketch to the short story. Some attention varies sufficiently. to novel writing. Prerequisite: One from En 203, En 204, En 205, or En 206, or permission of instructor. (WC)

166 En 401 En 411 Romantic Literature (3) (D) Literary Criticism (3) (S) Emphasis on six poets: Blake, Wordsworth, A survey of literary criticism. Attention is Coleridge, Byron, Keats, and Shelley, and given to the historical development of criti- on the major essays of the period. Attention cism and to the major critical approaches to is also given to representative novels of the literature. Prerequisite: One from En 203, period such as those by Mary Shelley and En 204, En 205, or En 206, or permission of the Brontës. Prerequisite: One from En 203, instructor. (AE, PI, WC, OC, WP) En 204, En 205, or En 206, or permission of instructor. (AE, WC) En 414 The Vikings: History and Literature (3) En 402 (D) Victorian Literature (3) (D) The Vikings is a junior/senior level course Emphasis on poems by Tennyson, Browning, concentrating equally upon the literature and Arnold, and Hopkins, on novels by Dickens, history of the Norse people from their begin- Eliot, and Hardy, and essays by Newman, ning to about 1300 A. D. Readings include Ruskin, and Carlyle. Attention to the minor Norse/Icelandic literature in English transla- poets as time permits. Prerequisite: One from tion as well as modern historical and literary En 203, En 204, En 205, or En 206, or per- scholarship. Students will produce a major mission of instructor (AE, WC) research paper and an in-class presentation based on individual or group work. Students En 405 are expected to know the basics of research Twentieth Century British methods in literature and MLA style docu- Literature (3) (D) mentation. Prerequisite: One from En 203, Reading and discussion of representative En 204, En 205, or En 206, or permission of poetry, drama, and the short novel, by writ- instructor. (HP, AE, WC, OC, VC) ers such as Conrad, Yeats, Joyce, Lawrence, Auden, Thomas, Lessing, Woolf, Eliot, Beck- En 420 ett, and the poets of the First World War. Legends of King Arthur (3) (D) Prerequisite: One from En 203, En 204, En King Arthur is a junior/senior level course 205, or En 206, or permission of instructor devoted to in-depth investigation of medieval (AE, PC) Arthurian literature, especially in English and French. As major assignments, students En 406 will do an individual research paper of 10- American Literature from 1945 to the 20 pages and an in-class presentation based on individual or group work. Students are Present (3) (D) expected to know the basics of research Covers the post-World War II authors of fic- methods in literature and MLA style docu- tion, poetry, and drama. The fiction of such mentation. Prerequisite: One from En 203, authors as Ellison, Bellow, Nabokov, Tyler, En 204, En 205, or En 206, or permission of and Irving is studied. The poetry of Stevens, instructor. (HP, AE, WC, OC, VC) Williams, Ashbery, Wilber, and Ginsberg is included, as is the poetry of the Beat Move- ment and the Black Mountain poets. Prereq- uisite: One from En 203, En 204, En 205, or En 206, or permission of instructor. (HP, AE, WC, OC, WP)

167 En 425 En 488 Creative Writing II (2–3) (D) Senior Comprehensive (cr) Writing poetry and imaginative essays; writing for Loomings and other publications. En 491 Students will give a poetry presentation and Language and Literature Seminar (2) (B) present a completed portfolio. Prerequisite: The interpretation and criticism of literature En 325 or permission of instructor. (WC) not encountered in detail in other English and modern language courses. Seminar situations En 431 offer opportunities to explore issues such as Introduction to Linguistics (3) (D) race, creed, class, gender, culture, and inter- A beginning course in the scientific study of disciplinary topics among various literatures. language. Studies the background of modern Open to majors from other college depart- linguistics as well as contemporary descrip- ments. Prerequisite: Junior or senior stand- tions of English. Useful also for foreign lan- ing or permission of instructor. guage and education majors. (OC) En 499 En 457 Independent Study (credit arranged) Methods of Teaching Language Arts (2) An independent study course will be clearly (D) innovative, experimental, exploratory or Designed to prepare students to teach language involved with advanced research. The design arts at the secondary level. Focus is on teach- of the course will call for student initiative as ing literature and grammar and is extended well as faculty direction. to include methods of teaching speech communication, theater arts, and journalism. In addition, the students identify suitable teaching materials, and prepare tests for units in literature, composition, speech, and journalism.

168 Suggested sequence of courses for a bachelor’s degree in English

Freshman Year En 101, English Composition 3 En 203, British Literature to 1750 3 Th 101, Introduction to Theology 3 Foreign Language 4 Foreign Language 4 Ph 175, Logic and Nature 3 Natural World Foundation 4 Pe 115, Wellness for Life 1 Gs 150, BC Experience cr Electives 6 Elective 3 __ __ 17 17

Sophomore Year En 204, British Literature after 1750 3 En 206, American Literature 3 En 205, American Literature 3 English course 3 Historical Foundation 3 Historical Foundation 3 Philosophical Inquiry Foundation 3 Natural World Foundation (with lab) 4 Faith Foundation 3 Elective 3 Pe Activity course 1 __ __ 16 16

Junior Year English courses 6 English courses 6 Philosophical Inquiry Foundation 3 Person and Community Foundation 3 Faith Foundation 3 Electives 6–9 Elective (Linguistics) 3 ______15 15–18

Senior Year English courses 6 En 488, Senior Comprehensive cr En 411, Literary Criticism 3 English courses 6 Electives 6–9 Elective (Seminar) 3 Electives 6–9 ______15–18 15–18

169 English as a Second Language

he English as a Second Language pro- each semester only until they complete the Tgram aims to prepare students for the program. academic demands of university classes and to offer English language support throughout Es 101 students’ attendance at Benedictine College. Writing with Grammar I (4) (D) Upon arrival on campus, students who require This course will develop composition skills English language assessment will take an exam and the use of grammatical structures at the for proficiency in reading comprehension, sentence and paragraph level. Students will writing, speaking and listening. The results of learn to write simple, compound and complex the exam will determine the ESL level students sentences and to develop descriptive and nar- enter: beginning, intermediate, or advanced. rative paragraphs using the process approach. At each level, students will experience aca- Grammar points will be addressed and prac- demic rigor comparable to regular classes ticed through informal and formal written which often require analysis, synthesis, and assignments. application of information in papers, discus- Es 102 sions, oral presentations and exams. All new Writing with Grammar II (4) (D) international students will be required to take This course will develop composition skills Es 222, Advanced Composition and Research and the use of grammatical structures. Stu- Writing, unless waived by the ESL director. dents will learn to write well-organized para- In order to exit the ESL program, students graphs and expository essays. Students are must complete advanced level classes (6–12 introduced to composition skills and rhetori- credits) with a 3.0 GPA and/or must demon- cal styles through analysis of authentic read- strate proficiency in the four language skills ing materials and experience of the writing areas. However, students at the intermedi- process. Grammar points will be addressed ate and advanced levels may qualify to take and practiced through informal and formal selected general education classes before written assignments. leaving the ESL program. In addition, faculty may recommend students for continued ESL Es 105 support to ensure academic success. Non- Integrated Skills (3) (B) native English language speaking students This course is designed to improve the four who complete the ESL program or who dem- English language skills areas of listening, onstrate English language proficiency upon speaking, reading, and writing. Emphasis will arrival to campus will receive credit for the be placed on developing critical thinking skills general education foreign language require- through interpretation, analysis, and synthesis ment. of information. Written and oral assignments will be based on the text and other materi- Es 050 als presented in class. Activities will include Tutoring (non-credit) (D) discussion, pair and group work, academic Individualized and small group tutoring ses- listening and note-taking, oral presentations, sions are arranged for international students and library research. enrolled in ESL and regular academic courses to assist them with challenges related to Eng- Es 110 lish language skills. Students who take regular Introduction to American Culture (1) (B) classes before completing the ESL program This course presents an informal introduction are required to take one credit hour of Es 050 to U.S. culture. Selected readings, materials

170 presented online, local excursions, campus Es 198 activities, and guest speakers will help stu- Special Topics (1–3) dents adjust to their new environment. Topics Topics taught on an interest or need basis will will include information on health and safety, be offered from time to time. These courses aspects of cultural adjustment, expectations of will be treated in a lecture/discussion or lab the U.S. academic classroom, and the Bene- format depending on the topic, which will be dictine Heritage. Students will share their specified in the course title. These courses experiences and reactions in both written and may be taken more than once if subject matter oral form. varies sufficiently.

Es 121 Es 205 Intermediate Composition (3) (B) Advanced Integrated Skills (3) (B) This course will continue to develop compo- This course continues to address the needs of sition skills as students advance to academic students in listening, speaking, reading, and writing across the curriculum. Using a vari- writing with the same emphasis as in Es 105. ety of paragraph development methods, stu- However, materials, assignments and activi- dents will write expository essays based on ties will reflect a higher academic level. authentic college level readings. Discussion and analysis of the readings are integral to the Es 222 writing process and will prepare students for Advanced Composition and advanced composition and reading classes. Research (3) (B) This course focuses on writing two research Es 173 papers, one APA style and one MLA style. An Reading with Vocabulary (4) (D) anthology of readings, library resources and This course will develop the reading skills internet databases will be used in collecting necessary for non-native English speaking information. Writing summaries, paraphras- students to function effectively in the college ing, and documentation of sources are key academic classroom. Textbooks and authen- aspects of the class. Academic honesty and tic reading material will be used to improve plagiarism issues are addressed. Two research students’ basic and critical reading skills. papers (7–10 pages) will be required. Strategies for vocabulary-building and increasing reading speed will be developed Es 273 through learning effective dictionary usage Reading Across the Curriculum (3) (B) and word attack skills. This advanced level course provides a variety of reading materials authentic to the college Es 193 disciplines within the humanities, social sci- Listening/Speaking English as a Second ences and sciences. Students will learn jargon Language (4) (D) specific to the disciplines to improve their This course will develop the oral and aural vocabulary and employ strategies to address skills necessary for non-native English comprehension and critical thinking. speaking students to function effectively in the college academic classroom and in the Es 293 American environment. Discussions, inter- Public Speaking (3) (B) views, debates, and oral presentations provide This advanced level course focuses on oral listening and speaking opportunities while presentations ranging from three-minute authentic language is presented in a variety of introductory speeches to twenty-minute formats to enhance listening and note-taking power point presentations/discussions. Stu- skills. dents will work on creating introductions with

171 a clearly stated thesis, organizing information information and must cite sources. Practice in a logical manner, using transitional words in pronunciation, grammar and vocabulary and phrases, and creating insightful conclu- building is integral to the class. sions. Students will address credibility of

Environmental Science

he area of environmental science has acquired additional training in areas concern- Tundergone considerable growth over the ing the environment. This program has been past thirty years. This has been a result of an developed in consultation with representa- increased awareness of how human activi- tives from the environmental industry, and ties and use of available resources affects the both state and federal government agencies. environment. Some effects such as acid rain As such, graduates from this program are and water pollution are regional, while others, well-trained to enter careers in both industrial like CFC and CO2 emissions, are global. and governmental environmental positions as Benedictine College offers a bachelor of well as to seek further training in environmen- science degree in chemistry with an envi- tal graduate programs. For further informa- ronmental science concentration to meet tion, contact the chair of the Chemistry and the demand for science personnel who have Biochemistry Department.

Fine Arts

enedictine College offers courses in the explore the impact of technology and social Bfine arts through the art, music, and the- conditions, as well as such theoretical con- atre arts departments. cepts as the auteur theory, film genres, and semiotics. (AE, WC) Fa 149 Introduction to Cinema (3) (D) Fa 198 Through experiencing and discussing a series Special Topics (1–4) of significant motion pictures from both a Topics not included in the regular catalog, popular and critical perspective, the class usually treated in a lecture/discussion format. examines themes, impacts, and techniques. A May be taken more than once if subject matter broad variety of films are used, including sub- varies sufficiently. titled foreign works. (AE, WC, VC) Fa 201 Fa 150 Introduction to Fine Arts (3) (D) Survey of Motion Picture History (3) (D) An interdisciplinary course which explores Through experiencing and discussing a what is meaningful in the plastic and visual series of films chosen out of historical per- arts, music, and theatre arts. Lectures are spective, the class examines the develop- supplemented by audio-visual presentations ment of cinematic techniques. Besides and field trips to the Nelson Gallery, plays, concern with changing patterns in the ballet, and concerts, as well as on-campus ways film communicates, the course will performing arts events. (AE)

172 Fa 273 Fa 499 New York (or London) Arts Fine Arts Independent Study (credit Field Trip (1–2) (D) arranged) Study built around a field trip to either Independent study in cinema or in interdisci- New York or London which will include plinary arts subjects. Subject and approach to attending performing arts events such as bal- be worked out between faculty and student. let, opera, and theatre, and guided visits to A maximum of eight hours may be earned in major art museums. The course involves both Independent Study. preparatory study and concluding evaluation.

Fa 398 Special Topics (1–4) Topics not included in the regular catalog, usually treated in a lecture/discussion format. May be taken more than once if subject matter varies sufficiently.

General Studies

eneral studies courses are designed to value of a Catholic, Benedictine, liberal Gassist students at all levels of academic arts education in a residential, Discovery ability. Each course is structured to enhance College setting. It will explore major themes learning skills and for the academic enrich- which extend throughout all of a liberal arts ment of Benedictine students. education to prepare students to make the best possible use of their Benedictine College Gs 109 social, intellectual, and personal endeavors. Academic Readiness (2) (B) (C) This course is designed for students who have a desire to strengthen basic learning skills and Gs 190 thus insure their success in college studies. Information Literacy (2) (B) The content of the course focuses on develop- This course is designed to teach students how ing the following academic skills: time man- to use the library with its many services and agement, reading comprehension, test taking resources in their quest for information. They skills, personal resource development, note will learn how to recognize when information taking, and exploring a major. In addition, the is needed, how to select appropriate resources, course explores the multiple intelligences and how to search various resources, how to criti- the corresponding pathways to learning. cally evaluate information and to synthe- Gs 150 size the information into an answer to their The BC Experience (cr) (F) research question. Emphasis is also placed on This course, required during the first semester utilizing the various online data bases, cata- of enrollment, is designed to give the students logs and governments documents available to an understanding and appreciation of the all Benedictine students.

173 Gs 300 culture other than their own. It provides them International Study Reflection and with the opportunity to reflect on the experi- Practicum (1) (B) ence of living in a different culture in light of This course, offered only at our campus in their career goals and their overall experience Florence, Italy, provides students with the as a student at Benedictine College. encouragement to become immersed in a

Great Books Sequences

hen the opportunity arises, faculty among the works read (and consequently Wmembers may assemble two or more among the disciplines themselves). inter-disciplinary classes based upon read- Great books sequences are co-taught by ings from great works in their areas. These instructors who have expertise in one of the sequences are meant to introduce students to subject areas under consideration. For exam- some of the fundamental methods and principle, seminars in a sequence focusing upon ples found in the various disciplines that make philosophy and physics (and the connections up a liberal education. between them) would be led by two instruc- What characterizes such sequences is that tors, one from each discipline. they aim at integrating general education in Students taking such classes are expected to two or more disciplines through the reading read the assigned texts carefully and to discuss and discussion of great works. Such an inte- their content in class: indeed, class participa- gration is an instance of a whole being greater tion is one of the main measures instructors than the sum of its parts, since, beyond being use to determine student grades. The other introduced to the disciplines, students and is tests (oral or written) on the content of the teachers alike come to see the connections works read and the in-class discussions.

Health, Physical Education and Recreation

he objectives of the Department of Health, aid, CPR, lifeguard training and water safety TPhysical Education and Recreation are to instruction; 5) Wholesome health and fitness provide the following; 1) The professional attitudes and knowledge for all students so preparation of skilled teachers of physical that they may have the opportunity to discover education and health, as well as qualified per- and to choose healthy life styles. sons in the allied areas of coaching, athletic Prospective elementary and secondary training, and the fields of leisure and sport teachers of health and physical education management; 2) Preparation for the student must student teach at both levels for state to pursue graduate studies; 3) The opportunity certification. Education courses offered for the student to experience both the learn- through the Education Department for teacher ing of theory and the discovery of application certification are required. Consultation may be through practical extracurricular experiences; secured through the Education Department. 4) The opportunity for certification in first

174 A student may receive a B.A. in physical 4. Strength and Conditioning: Pe 310, Pe education without teacher certification. 320, Pe 330, Pe 422, and Pe 423. Transfer students must complete at least 40% of their major course work at Benedic- Sports Management Program: Pe core curriculum, Pe 100 or Pe 101, minor tine College to receive a B.A. in Physical in business administration, and Pe 411. Education or Athletic Training, and at least 40% of their minor course work at Benedic- Athletic Training Program tine College to receive a Physical Education The HPER Department also offers a major minor. in Athletic Training for students who wish to As a general school requirement, all stu- become a certified Athletic Trainer. The fol- dents are required to take Pe 115, Wellness for lowing list of courses are required for this Life and one fitness activity course. major: Pe 107, Pe 209, Pe 210, Pe 212, Pe A maximum of one hour of activity credit 213, Pe 263, Pe 303, Pe 312, Pe 313, Pe 350, may be acquired through varsity sport par- Pe 357, Pe 361, Pe 362, Pe 364, Pe 374, Pe ticipation. This applies both to majors and to 366, Pe 380, Pe 406, Pe 407, Pe 412, Pe 413, non-majors. auxiliary requirements Bi 242, Bi 243. In addition, the student must complete the courses Physical Education Major necessary for general education requirements Core Curriculum (24) including Pe 115, Wellness for Life, which are Pe 150, Foundations of Human Movement described previously in this catalog. Pe 209, Personal and Community Health Athletic Training majors must also com- Pe 210, First Aid and Personal Safety plete an appropriate swimming course, or Pe 220, Techniques of Team Sport pass the proficiency test. Pe 222, Techniques of Lifetime Sport Students must be formally accepted into the Pe 357, Tests and Measurements in Health Athletic Training Education Program (ATEP), and Physical Education receive a Hepatitis B immunization, and pur- Pe 366, Physiology of Exercise chase their own student malpractice liability Pe 380, Kinesiology and Biomechanical insurance to enroll in any of the clinical pract- Analysis icum courses. Applications and other support- Pe 402, Organization and Administration of ing documents may be obtained by contact- Physical Education and Sports ing the program director of Athletic Training. plus one swimming course or swim Acceptance into the ATEP is competitive and proficiency test, and one dance course only those applicants who meet the require- A major will choose one area of concen- ments listed below will be considered. Appli- tration. cants must satisfy the following entrance requirements before the deadline (April 1 Areas of Concentration every spring) to be accepted into the ATEP. 1. Teaching Physical Education and Health: Only those students who have been accepted Pe 100 or Pe 101, Pe 302, Pe 350, Pe are allowed to enroll in any of the Athletic 365, Pe 457, Pe 303, So 353, Pe 263, Training clinical practicum courses (Pe 212, auxiliary requirement, Bi 107 and Bi 242. Pe 213, Pe 312, Pe 313, Pe 412, Pe 413). The For teacher licensing, students must also ATEP only accepts a limited number of appli- complete the appropriate K–12 teacher cants each year, so special consideration will licensure program courses. be given to previous athletic training related 2. Coaching: two courses from Theory of experience and to student GPA. Applicants Coaching, Pe 263, Pe 350, Pe 303. who are not accepted are encouraged to offi- 3. Leisure Management: Pe 100 or Pe 101, cially declare a different major or re-apply the Pe 365, Pe 401, Pe 205, Pe 404. following year.

175 Entrance Requirements: General Education Approved Fitness 1. Formal acceptance to Benedictine Col- Activity Courses: lege. Pe 100, Physical Fitness 2. Successful completion of Pe 210*. Pe 101, Aerobics 3. Current CPR and First Aid certificate. Pe 107, Beginning Weight and Circuit 4. A cumulative GPA of 2.5. Training 5. Completion of at least 30 hours of ath- Pe 108, Intermediate Swimming letic training experience at one of the BC Pe 110, Lifeguard Training athletic training rooms under the direct Pe 111, Varsity Sport supervision of a current BC certified/ Pe 125, Lifetime Activities for Fitness licensed athletic trainer. Pe 128, Fitness Swimming 6. Written recommendation for admission to the ATEP from one of the current BC Activity Courses certified/licensed athletic trainers. 7. Completed application to the ATEP and Pe 100 two letters of recommendation. Physical Fitness (1) (B) 8. Declare Athletic Training as academic This course is designed to develop an interest major. in, and an understanding of, the components 9. A completed health history and physi- of physical fitness. Endurance, flexibility, and cal exam must be on file with the school strength will be improved through a variety of nurse. This health history must include activities. This course will satisfy the physical a current MMR, tuberculosis screening, education general education activity require- and hepatitis B immunization. ment. 10. Purchase your own student malpractice liability insurance policy. You may obtain Pe 101 information about these policies from the Aerobics (1) (B) program director. This course is designed to enhance body tone, 11. Acceptance of the technical standards strengthen muscles, and improve cardiovascu- which are explained in the Athletic Train- lar development through rhythmic activities. ing Student Handbook or by contacting This course will satisfy the physical education the program director. Students with dis- general education activity requirement. abilities or those who do not meet these standards can request reasonable accom- Pe 104 modations to these technical standards. Beginning Racquetball and Tennis (1) (D) 12. Approval of applicant by the majority of Skills and techniques in racquetball and ten- BC certified/licensed athletic trainers. nis. In addition to the above-mentioned require- Pe 105 ments for admission, students must meet Beginning Gymnastics and Body requirements for continued enrollment. Mechanics (1) (B) Minor in Physical Education: This is a basic course in tumbling and in the Pe 150, Pe 209, Pe 210, Pe 220, Pe 222, Pe use of gymnastic apparatus. 350, Pe 357, Pe 366 or Pe 380, Pe 402, Pe 404. *Transfer students may satisfy these requirements Teaching Minor in Physical Education: from another institution. Approval from the BC Pro- Pe 150, Pe 220, Pe 222, Pe 350, Pe 209, Pe gram Director is required for this substitution. 210, Pe 357, Pe 366 or Pe 380, Pe 402, Pe 302, Pe 365, Pe 457.

176 Pe 107 Pe 115 Beginning Weight and Circuit Wellness for Life (1) (B) Training (1) (B) This course provides students with informa- This course is designed to teach techniques tion, skills and strategies to promote wellness and safety in basic weight training. Circuit for life. It is designed to provide opportuni- training will also be included for all around ties for the student to discover and to choose fitness development. This course will satisfy healthy life styles. This is the physical edu- the physical education general education cation general education requirement for all activity requirement. students. (C) Pe 108 Pe 117 Intermediate Swimming (1) (B) Bowling and Golf (1) (D) Four basic swimming strokes and water Learning skills and techniques in bowling and safety. Intermediate Red Cross swimming golf. Fee. Classes held at bowling lanes and tests. Open to entire student body. This course golf course. Applicable fees may be assessed. will satisfy the physical education general education activity requirement. Pe 123 Country and Social Dancing (1) (S) Pe 110 Introduction to a variety of country, ballroom Lifeguard Training (1) (D) and folk dances. Basic dance steps and funda- This is a Red Cross certification course. It mentals of dance etiquette. is for the advanced swimmer who will gain Pe 125 proficiency in life saving techniques and prevention. This course will satisfy the physical Lifetime Activities for Fitness (1) (D) education general education activity require- This course will emphasize various lifetime ment. activities, such as tennis, dance, swimming, and use of fitness machines for the purpose Pe 111 of promoting all of the components of fitness. Varsity Sport Activity (1) (B) This course will satisfy the physical education This may be used only one time in one’s col- general education activity requirement. lege career. Participation in a varsity sport Pe 128 will count one credit and will satisfy the Fitness Swimming (1) (D) physical education general education activ- This course is designed to assist students in ity requirement. Credit will be awarded upon a swimming program which develops overall recommendation of the coach. muscular strength and muscular endurance, Pe 112 flexibility and cardiovascular fitness. Prereq- Water Safety Instructor (1) (D) uisites: At least intermediate swim level. This This is a Red Cross certification course which course will satisfy the physical education gen- qualifies the student as a WSI. Emphasis is on eral education activity requirement. teaching techniques and allows one to teach basic swim courses. Prerequisite: Pe 108. Theory Courses Pe 150 Pe 113 Foundations of Human Movement (2) (B) Lifeguard Training Instructor (1) (D) A study of the historical develop- This is a Red Cross certification course which ments, philosophy, principles and career qualifies the student as an LGI. This certifica- opportunities. An orientation to health, physi- tion allows one to teach Lifeguard Training. cal education and recreation. Prerequisite: Pe 110.

177 Pe 198 competencies as identified by the NATA Edu- Special Topics (1–4) cational Council. Students are encouraged to Topics not included in the regular catalog, practice these proficiencies and competencies usually treated in a lecture/discussion format. during their assigned clinical rotations. Pre- May be taken more than once if subject matter requisites: Pe 210 and Pe 263. varies sufficiently. Pe 213 Pe 205 Beginning Athletic Training Introduction to Recreation and Clinical Practicum II (1) (S) Leisure (2) (D) This course is designed to give the student A study of the everyday operation of both the practical experience necessary for athletic public and private recreational services. Spe- training. Students will be expected to dem- cial emphasis will be placed on management onstrate successful completion of specific techniques and program development. Ser- clinical proficiencies and psychomotor com- vices to various age groups and special popu- petencies as identified by the NATA Educa- lations will be explored. tional Council. Students are encouraged to practice these proficiencies and competencies Pe 209 during their assigned clinical rotations. Pre- Personal and Community Health (2) (B) requisites: Pe 210 and Pe 263. Presents information concerning personal, family and community health. The course is Pe 220 vitally essential to the individual in meeting Techniques of Team Sport (2) (F) the needs of daily living, professional, parent This course is designed to provide the student and community responsibilities. with the skills and the knowledge of rules, scoring and strategies of team sports, includ- Pe 210 ing basketball, soccer, volleyball, and base- First Aid and Personal Safety (2) (B) ball/softball. This course is designed to prepare the student with first aid knowledge and skills Pe 221 necessary to assist victims of most injuries Techniques of Individual Sport (2) (D) and emergency situations. Red Cross certifi- This course is designed to provide the student cation is awarded for successful completion with the skills and the knowledge in three of Red Cross Standard First Aid and CPR individual activities: gymnastics, dance, and (adult, child, infant). swimming.

Pe 211 Pe 222 Officiating (1) (D) Techniques of Lifetime Sport (2) (S) The techniques of officiating team sports. This course is designed to provide the student Emphasis on baseball, basketball, football, with the skills and knowledge in a wide range and volleyball. of recreational individual and dual sport activities. This may include: tennis, bowling, golf, Pe 212 racquetball, and badminton. Beginning Athletic Training Clinical Practicum I (1) (F) Pe 263 This course is designed to give the student Care and Prevention of Athletic the practical experience necessary for ath- Injuries (3) (S) letic training. Students will be expected to This course deals with treatment of injuries demonstrate successful completion of spe- within the scope of the physical education cific clinical proficiencies and psychomotor instructor, coach, and certified athletic trainer.

178 It will serve as the foundation course in the during their assigned clinical rotations. Pre- athletic training Board of Certification (BOC). requisites: Pe 209, Pe 210, Pe 263, and Bi Emphasis will be placed on prevention, eval- 142. In addition to these course prerequisites, uation, management, and rehabilitation of students must also possess a current CPR for athletic injuries. Laboratory experience will the Professional Rescuer certificate. include taping techniques and using modalities in a training room setting. Pe 313 Intermediate Athletic Training Pe 302 Clinical Practicum II (1) (S) Elementary Physical Education This course is designed to give the student Curriculum (2) (F) the practical experience necessary for ath- Theory and practice in methods, planning, letic training. Students will be expected to and administering the activity program of demonstrate successful completion of spe- games, skills, rhythms and gymnastics for the cific clinical proficiencies and psychomotor elementary pupil. competencies as identified by the NATA Edu- cational Council. Students are encouraged to Pe 303 practice these proficiencies and competencies Basic Nutrition (3) (S) during their assigned clinical rotations. Pre- A study of nutrient needs, food habits, food requisites: Pe 107, Pe 108, Pe 209, Pe 210, fads and fallacies, and global food needs. Pe 263, Pe 312, Pe 364, Bi 242, and Bi 143. Application of nutritional requirements dur- In addition to these courses prerequisites stu- ing infancy, childhood, adolescence, and dents must also possess a current CPR for the adulthood. Professional Rescuer certificate. Pe 304 Pe 320 Methods and Theory of Teaching Gym- Essentials of Strength and nastics and Rhythms (3) (D) Conditioning (3) (S) Techniques and teaching methods in move- This course will cover the essential compo- ment education, gymnastics and dance. Pre- nent of strength and conditioning as they per- requisite: One gymnastics course and one tain to the modern athlete. This includes the dance course. body’s physical response to exercise, adapta- Pe 310 tions to anaerobic training, nutritional factors Introduction to Personal Training (3) (F) in sport, performance testing, program design, This course is an introductory course to pre- and administration of athletics conditioning. pare the student for certification as a Personal Trainer. Exercise prescription, technique, and Pe 330 client assessment will be included. Advanced Weight and Plyometric Training (2) (S) Pe 312 This course is a combination of lecture and Intermediate Athletic Training activity that is designed to teach students the Clinical Practicum I (1) (F) knowledge and skills necessary to participate This course is designed to give the student in a safe and effective advanced weight- the practical experience necessary for athletic training program. Proper weight training and training. Students will be expected to dem- spotting skills will be emphasized. Students onstrate successful completion of specific will demonstrate and perform: plyometric, clinical proficiencies and psychomotor com- speed and agility, sport specific, power, open/ petencies as identified by the NATA Educa- closed chain and endurance exercises. This tional Council. Students are encouraged to class does not satisfy the general education practice these proficiencies and competencies PE fitness activity requirement.

179 Pe 350 Pe 357 Psychology of Sport and Methods of Tests and Measurements in Health and Coaching (2) (F) Physical Education (3) (F) This will be an introduction to sports psychol- Introduction to statistics, study of various ogy and coaching methods as related to sports tests, the practical application of tests in the and athletics. Emphasis will be on personality, field of Health, Physical Education, and Exer- attention, anxiety, arousal, intervention strat- cise Science. (QA) egies, motivation as they relate to individual and team athletics. Pe 361 Therapeutic Exercise and Pe 351 Rehabilitation (3) (S) Theory of Coaching and Officiating This course is designed to provide the ath- Football (2) (D) letic training, pre-physical therapy and This course will examine the techniques of pre-professional student with a broad theo- officiating football and the study of the rules, retical knowledge base from which specific theory, practice, and methods of coaching techniques of rehabilitation may be selected football. and practically applied in the care and treatment of athletic injuries. Prerequisites: Pe Pe 352 210 and Pe 263. Theory of Coaching and Officiating Basketball (2) (D) Pe 362 This course will examine the techniques of Therapeutic Modalities (4) (S) officiating basketball and the study of the This course will examine the principles rules, theory, practice, and methods of coach- and properties associated with therapeutic ing basketball. modalities. Emphasis will be placed on how and why these modalities are used in the treat- Pe 353 ment of injuries. Appropriate psychomotor Theory of Coaching and Officiating skills will be instructed in a laboratory setting. Baseball and Softball (2) (D) Prerequisites: Pe 210 and Pe 263. This course will examine the techniques of officiating baseball and softball and the study Pe 364 of the rules, theory, practice, and methods of Recognition and Evaluation of Upper coaching baseball and softball. Extremity Athletic Injuries (3) (S) This course is designed to provide the student Pe 354 with the cognitive and psychomotor skills Theory of Coaching and Officiating necessary for injury assessment of upper Track and Field (2) (D) extremity injuries of the physically active. This course will examine the techniques of Appropriate psychomotor skills necessary for officiating track and field and the study of the athletic injury assessment will be conducted rules, theory, practice, and methods of coach- in a laboratory setting. Prerequisites: Pe 263, ing track and field. Pe 374, and Bi 143. Pe 355 Pe 365 Theory of Coaching and Officiating Special Physical Education and Soccer (2) (D) Recreation (2) (S) This course will examine the techniques of This course deals with special physical educa- officiating soccer and the study of the rules, tion, characteristics of different handicapping theory, practice, and methods of coaching conditions, and how to adapt activities to the soccer. special population.

180 Pe 366 Pe 401 Physiology of Exercise (3) (S) Recreation Practicum (2) (D) This course helps in understanding the func- Opportunity to gain experience by working tional responses and adaptations the body within a community program or in a project makes to exercise. Fitness testing, exercise approved by the department. Prerequisites: prescription, and research will be important Pe 205, Pe 403, and Pe 404, or special per- aspects of the course. mission by department chair.

Pe 369 Pe 402 Theory of Coaching and Officiating Organization and Administration of Volleyball (2) (D) Physical Education and Sport (2) (S) This course will examine the techniques of This course provides information and practi- officiating volleyball and the study of the cal experience in organizing and administer- rules, theory, practice, and methods of coaching programs in physical education, fitness, ing volleyball. intramurals, recreation and athletics. Legal aspects, management techniques, public rela- Pe 374 tions and organizational procedure are cov- Recognition and Evaluation of Lower ered. Extremity Athletic Injuries (3) (F) This course is designed to provide the student Pe 404 with the cognitive and psychomotor skills Outdoor Leadership (2) (D) necessary for injury assessment of lower This course provides knowledge and practical extremity injuries of the physically active. experience in outdoor recreational activities, Appropriate psychomotor skills necessary for cooking and camping skills. Leadership skills athletic injury assessment will be conducted and responsibilities will be addressed for dif- in a laboratory setting. Prerequisites: Pe 263 ferent types of camps and programs. and Bi 142. Pe 406 Pe 380 Administration of Athletic Kinesiology and Biomechanical Training (2) (F) Analysis (3) (F) This is a junior/senior level course that will This course develops a basic understanding examine the administrative competencies and of the anatomical and mechanical principles proficiencies associated with the profession of human movement. It is beneficial for those of athletic training. This includes health care in pre-professional tract (allied health profes- administration, professional development and sions), athletic training and teaching physical responsibilities. Prerequisites: Pe 212, Pe 213 education/coaching. (SM) and Pe 263. Pe 398 Pe 407 Special Topics (1–4) Pharmacology in Athletic Training (2) (F) Topics not included in the regular catalog, This course is designed to provide the student usually treated in a lecture/discussion format. with the cognitive and psychomotor compe- May be taken more than once if subject matter tencies that relate to the pharmacology and varies sufficiently. the athletic trainer. Prescription and over-the-

181 counter medications common in the practice In addition to these course, prerequisites stu- of athletic training will be discussed. Prereq- dents must also possess a current CPR for the uisites: Pe 263, Pe 364, Pe 361, and Pe 362. Professional Rescuer certificate. Pe 411 Pe 422 Sports Management Practicum (2–4) (D) Strength and Conditioning For the student pursuing the sports manage- Practicum I (1) (S) ment program, this will allow practical appli- This course is designed to give the student the cation as a culmination of all coursework. The practical experience necessary for strength student will be placed in a job situation for and conditioning. Students are expected to actual experience. Prerequisite: Sports Man- implement a pre-season, in-season, and/or agement Program. post-season strength and conditioning program for an assigned team. Pe 412 Advanced Athletic Training Pe 423 Clinical Practicum I (1) (F) Strength and Conditioning This course is designed to give the student Practicum II (1) (F) the practical experience necessary for ath- This course is designed to give the student the letic training. Students will be expected to practical experience necessary for strength demonstrate successful completion of spe- and conditioning. Students are expected to cific clinical proficiencies and psychomo- implement a pre-season, in-season, and/or tor competencies as identified by the NATA post-season strength and conditioning pro- Educational Council. Students are encouraged gram for an assigned team. to practice these proficiencies and competencies during their assigned clinical rotations. Pe 457 Prerequisites: Pe 107, Pe 108, Pe 209, Pe Methods and Techniques of Teaching 210, Pe 212, Pe 213, Pe 263, Pe 312, Pe 313, Physical Activities and Health (3) (F) Pe 361, Pe 362, Pe 364, Pe 406, Bi 143. In This course provides the knowledge and prac- addition to these course prerequisites, stu- tical experience for organizing and teaching dents must also possess a current CPR for the a variety of Pe activities, as well as methods Professional Rescuer certificate. and techniques for teaching health education. Limited to those students who have been Pe 413 accepted to the Teacher Education Program. Advanced Athletic Training (WC, OC, VC) Clinical Practicum II (1) (S) This course is designed to give the students Pe 488 the practical experience necessary for athletic Senior Comprehensive (cr) training. Students will be expected to demonstrate successful completion of specific clinical Pe 499 proficiencies and psychomotor competencies Independent Study (credit arranged) as identified by the NATA Educational Coun- Projects arranged with one or two student cil. Students are encouraged to practice these majors. Research, experience, and readings proficiencies and competencies during their in the field of health, physical education, assigned clinical rotations. Prerequisites: Pe coaching or recreation. Meetings arranged at 107, Pe 108, Pe 209, Pe 210, Pe 212, Pe 213, the discretion of the instructor. Prerequisite: Pe 263, Pe 303, Pe 312, Pe 313, Pe 357, Pe Permission of department chair. 362, Pe 364, Pe 366, Pe 406, Pe 412, Bi 143.

182 Suggested sequence of courses for a bachelor’s degree in Physical Education

Freshman Year Gs 150, BC Experience cr Pe 209, Personal & Community Health 2 Pe 115, Wellness for Life 1 Pe Activity course 1 Pe 150, Foundations Human Movement 2 Pe 210, First Aid 2 Bi 107, Principles of Biology 4 Th 101, Introduction to Theology 3 En 101, English Composition 3 Ph 175, Logic and Nature 3 Electives 6 Aesthetic Foundation 3 Dance course 1 Swimming course 1 Elective 1 __ __ 16 17

Sophomore Year Pe 220, Techniques of Team Sport 2 Pe Concentration 4 Bi 247, Anatomy & Physiology 4 Foreign Language 4 Pe Concentration 3 Faith Foundation 3 Foreign Language 4 Historical Foundation 3 Aesthetic Foundation 3 Electives 2 __ __ 16 16

Junior Year Pe 357, Tests and Measurements 3 Pe 366, Physiology of Exercise 3 Pe Concentration 3 Pe Concentration 6 Historical Foundation 3 Philosophical Inquiry Foundation 3 Faith Foundation 3 Person and Community Foundation 3 Philosophical Inquiry Foundation 3 __ __ 15 15

Senior Year Pe 222, Techniques of Lifetime Sport 2 Pe 402, Organization & Admin of 2 Pe 380, Kinesiology 3 Physical Ed. And Sport Pe Concentration 3 Pe Concentration 2 Electives 8 Electives 12 Pe 488, Senior Comprehensive cr __ __ 16 16

183 Suggested sequence of courses for a major in Athletic Training

Freshman Year Gs 150, BC Experience cr Pe 263, Care & Prev. of Athletic Injuries 3 Pe 107, Beginning Weight and Circuit 1 Appropriate Swimming Course 1 Training Aesthetic Foundation 3 Pe 210, First Aid & Personal Safety 2 Bi 143, Human Anatomy & Phys II 4 En 101, English Composition 3 Ph 175, Logic and Nature 3 Th 101, Introduction to Theology 3 Pe 115, Wellness for Life 1 Person and Community Foundation 3 Bi 142, Human Anatomy & Phys I 4 __ __ 16 15

Sophomore Year Faith Foundation 3 Faith Foundation 3 Pe 374, Recog & Eval of L.E. Athl Injuries 3 Foreign Language 4 Pe 209, Personal & Community Health 2 Pe 364, Recog & Eval of U.E. Athl Injuries 3 Foreign Language 4 Pe 362, Therapeutic Modalities 4 Written Communication Skill 3 Pe 213, Beginning A.T. Clinical Prac. II 1 Pe 212, Beginning A.T. Clinical Prac. I 1 Elective 1–3 ______16 16–18 Junior Year Pe 357, Tests & Measurements in HPER 3 Pe 361, Therapeutic Exercise 3 Bi 380, Kinesiology & Biomech Analysis 3 Pe 350, Psych & Methods of Coaching 2 Faith Foundation 3 Pe 366, Physiology of Exercise 3 Pe 312, Beginning A.T. Clinical Prac. I 1 Pe 303, Basic Nutrition 3 Aesthetic Foundation 3 Pe 313, Intermediate A.T. Clinical Prac. II 1 Electives 4 Philosophical Inquiry Foundation 3 Elective 1 __ __ 17 16

Senior Year Pe 406, Admin of Athletic Training 2 Historical Foundation 3 Philosophical Inquiry Foundation 3 Written Communication Skill 3 Historical Foundation 3 Visual Communication 3 Pe 412, Advanced A.T. Clinical Practicum I 1 Pe 413, Advanced A.T. Clinical Practicum II 1 Pe 407, Pharmacology 2 Electives 7 Oral Communication 3 Pe 488, Senior Comprehensive cr Elective 1 __ __ 15 17

184 History

he aims of the Department of History The requirements for a minor in History: Tare to assist and enable the student: 1) to Believing that a history minor is the ideal understand world history from the point of complement for many majors, the department view of their own western, Christian cultural tailors a program of eighteen hours of study to tradition; 2) to understand and appreciate the the individual student. The World Civilization contributions of non-western peoples to world requirement may or may not be included in history and civilization; 3) to make mature the eighteen hours. judgments about contemporary public questions based upon an understanding of history; Requirements for a History Major 4) to acquire habits of intellectual honesty and certifying to teach: clarity; 5) to develop critical, analytical think- Students wishing to certify to teach History ing abilities essential to professional work in at the junior or senior high level must minor government, business, law, journalism and in Political Science and will need Ge 101, Ss teaching; 6) to do research using the tools and 457, plus Hi 105, Hi 106, Hi 212, Hi 213, and skills of the professional historian. six upper-level courses distributed as follows: In addition to preparing students specifi- one course of non-western; two courses from cally desirous of professional work as histo- Hi 321, Hi 353, Hi 363, Hi 371, Hi 394, Hi rians, the department serves the professional 395, Hi 396, Hi 398, Hi 493 (European); two requirements of the other departments. courses from Hi 341, Hi 417, Hi 422 (United States); one additional history elective. Requirements for a major in History: Hi 105, World Civilization to 1648 Hi 105 Hi 106, World Civilization Since 1648 World Civilization to 1648 (3) (B) Hi 212, United States History to 1865 A survey of the major civilizations from Paleo- Hi 213, United States History Since 1865 lithic times through the fifteenth century, this Hi 493, Seminar in History course emphasizes the development of West- and one non-western course ern Civilization, while providing a systematic plus elective courses in history to make up a consideration of all the major civilizations in major of thirty-six hours, thirty hours beyond Asia, Africa and the Americas. Students may the general education requirement of the col- apply for admission to a one-hour honors sec- lege. The department suggests that history tion. (HP, GP, WP) majors should include additional courses in economics, political science, and English Hi 106 as part of their background. The department World Civilization Since 1648 (3) (B) urges all majors to achieve proficiency in a A survey of the political, intellectual, social, second language, classical or modern. religious and economic history of the world Transfer students majoring in history must from the sixteenth through the twentieth take a minimum of 40% of the coursework centuries, this course attempts to trace and required for the major at Benedictine College. understand the growing inter-relatedness of Transfer students pursuing a minor in history the major geo-political regions of the world must take a minimum of 25% of the course- as they move towards global interdependence. work required for the minor at Benedictine Students may apply for admission to a one- College. hour honors section. (HP, GP, WP)

185 Hi 212 Hi 312 United States History to 1865 (3) (F) Native America, 1492–1864 (3) (D) This course surveys the history of the peo- The first half of this survey course introduces ples who came to make up the United States students to Native North American cultures from the early discoveries of the New World through 1864. Topics covered include pre- to the end of the Civil War in 1865. Special Columbian Native American societies and attention is devoted to the development of cultural traditions, the impact of European national institutions, political history, ideo- colonization, the fur trade, military and reli- logical currents, and economic change. (HP, gious conquest, Indian Removal, and Native WP) American resistance.

Hi 213 Hi 313 United States History Since 1865 (3) (S) Native America Since 1864 (3) (D) Continuing the developments in U.S. history The second half of this survey course covers beyond 1865, this course carries the story the Indian wars of the west, Native American to contemporary times. Special attention is responses to the government’s assimilation devoted to America’s rise to global power, policies, Indian revitalization movements, cultural diversity in society, and the attendant Native American participation in WW I and developments in domestic policy. (HP, WP) WW II, the impact of the government’s relo- cation and termination policies, the rise (and Hi 303 fall) of the “Red Power” movement, and cur- Modern Asian Survey (3) (D) rent issues such as Indian gaming and self- To understand the contemporary world, it is determination. important to have a perspective on the history of the nations of the Pacific Rim. This course Hi 314 surveys events in Asia, especially China and Native American Warfare (3) (D) Japan, from the nineteenth century to the pres- This course focuses on Native American war- ent. (GP) fare from the perspective of the native peoples themselves. It covers intertribal warfare, the Hi 308 different ways in which Native American Native American Spirituality (3) (D) cultures viewed and conducted wars, how This course examines various Native Ameri- their systems of warfare changed as a result can traditions to develop an appreciation for of technological changes introduced by Euro- a generalized perspective of history, the envi- peans, how they operated on both strategic ronment, and an Indian ‘world view.’ Unique and tactical levels, the impact of warfare with historical accounts and literature provide an Europeans and the United States, and the understanding of the modern Indian dilemma contributions of Native Americans in all the of reconciling traditional values in the face branches of the modern U. S. military. The of encroaching European civilization. By course also introduces students to the prob- attempting to ‘see with a native eye,’ we are lem of conventional versus unconventional enabled to discover the common thread of a warfare. deeply spiritual lifestyle which characterizes the various cultures. (HP, F, WC, GP) Hi 315 Rise of the American Republic, Hi 311 1800–1865 (3) (D) Russian History (3) (D) Major themes in this course are the territorial A survey of the course of Russian History expansion of the United States and the dra- from 1812 through the Czarist period ending matic consequences of political, demographic, with contemporary Russia. (HP, WC, GP, WP) social, and economic change that gave rise to

186 sectional tensions within American society Hi 321 that threatened to dissolve bonds of union. A History of Latin America (3) (D) Civil War was necessary to restore a sense of A survey of Latin American history from 1492 unity to the nation. to the present with emphasis on comparative social and institutional development of Latin Hi 316 American nations. (GP) The Age of Reform, 1865–1919 (3) (D) The period from the end of the Civil War to Hi 322 World War I was characterized by the rise Historical Research Practicum (1) (D) of industrial capitalism, the creation of a The classification and interpretation of powerful federal government, and confron- original records: on-site training in local tations between different social classes in government offices (Atchison city and county American society. The period culminated in records), in museum documents and college the rise of progressivism and President Wil- archives. This course may be taken more than son’s crusade to remake global politics along once. (OC) American democratic principles. Hi 325 Hi 317 World War I (3) (F) Prosperity & Depression, The First World War ushered both the end of 1919–1941 (3) (D) the true Romantic era and the modern age. The United States emerged from World War I This is due, in part, to the global scope of the as one of the most advanced and prosperous war, and in part to the intensity of the war, countries in the world, only to lose its con- both on the front and in the home areas. This fidence and self-esteem following the stock course, therefore, is designed to ask the fol- market crash of 1929. This course analyzes lowing questions: Why was the war different the dramatic rise and spectacular collapse than previous wars? How did it come about? of the American nation, and the subsequent Why was it so difficult to win or lose? Why attempts by President Roosevelt to restore the did it last as long as it did? What was its leg- promise of what is usually called the “Ameri- acy for the 20th century? can dream.” Hi 326 Hi 318 World War II (3) (S) U. S. Since 1945 (3) (D) The Second World War is one of the most Beginning with World War II, this course catalystic of recent world events. It reshaped traces the rise of the United States as the the balance of power in the world; it forced dominant power in the world and the prob- peoples of all nations to reevaluate traditional lems it faces as its hegemony was and is chal- relationships between themselves and their lenged both domestically and internationally. government, their social assumptions, and Among the topics covered are the Cold War, their cultural perceptions. What happened? the struggle for minority civil rights, domestic This course seeks to provide answer to that political developments, international politics, question by examining the war in a social, environmental and social issues, the collapse military, and diplomatic context. Socially, this of Soviet communism, and the rise of interna- course will examine the rise of totalitarian tional terrorism. societies, life during wartime, and the impact

187 of “total war.” We will be discussing life in Hi 329 Japan, the US, the USSR, Nazi Germany, Fas- Piracy, Exploration and Early cist Italy, and the areas of occupation in Asia, Imperialism (3) (D) Africa and Europe. The early modern period (1492–1800) sets the stage and establishes the tenor of international Hi 327 relations for the modern period. This course French Revolution and Napoleonic will seek to look at the early modern period Era (3) (D) from three distinct angles; The Enlightenment, French Revolution and The role and rise of European nation-states the consolidation of the two by Napoleon and the teleology of the nation-state system, and the First Empire are watershed events in including international relations in the impe- human history, ending the last vestiges of the rial sphere; ancient regime and ushering in the modern The impact of such development on the age. This course is designed to familiarize the Americas, Africa, and Asia, including the student with the causes of the French Revo- evolution of colonial/imperial policy as an lution, its major events, the rise of Napoleon item distinct from the sociopolitical evolution Bonaparte, the creation and dissolution of of the European nation-states; and the impor- the First Empire, and the impact of all of this tance, development and role of the unenfran- on Europe and the world. Obviously, we are chised/outlaw element, such as the evolution going to focus on French history, however, of piracy, smuggling, and slave trading. this is a EUROPEAN history course, and we will be examining the rise of Great Britain, Hi 330 the Habsburg Monarchy, Prussia, and the Modern Imperialism (3) (D) Romanov dynasty. This course will cover imperialism in the 19th & 20th century and examine the 21st century. Hi 328 Obviously, attention must be paid to the main Modern Germany (3) (D) contours of European and American history, Germany evolves in a unique way, even but the main thrust will be non-Western. The among the liberal nation/states that come impact and process of imperialism in South to the forefront of the post-Napoleonic America, Asia, Africa, and the Middle East age. Unlike Britain and France—or even will be covered. The historiographical con- Russia—“German nationalism,” or a sense of struct of empire will be addressed as well. the unique items that must make up a national At course’s end, the student will be able to identity, is not a clear and unequivocal issue. discuss the main theories of how imperialism Are the Austrians Germans? Why are the Bar- develops, construct an extensive chronology varians part of “Germany” but not the Tyro- of imperial activity throughout the 19th & lese? Paradoxically, and possibly because in 20th century, describe the social, economic, part of this problem of identity, the Germans cultural and political/diplomatic effects and have been in the 19th and 20th century the consequences of such activity, and relate such most vociferous defenders of national iden- knowledge to events occurring in the world tity, even going so far as to destroy millions today. of “non-Germans” during World War II. This course is designed to give the student a sense Hi 331 of the unique struggle of Germany with this Internship in State and Community item and to give the student knowledge of History (3) (D) the forces shaping Germany and the ability to A cooperative program between the Kansas recognize and interpret the manifestation of State Historical Society and History Depart- those forces in Germany today. ment of Benedictine College. Techniques of

188 archival, archeological and museological Alexander the Great in the third century BC. research at the Kansas State Historical Soci- It will expose students to the major politi- ety in Topeka. Historical Society staff approve cal, military, social, cultural and intellectual nominees for the internship program. Selected developments of the Greeks, including the nominees intern in the Society’s headquarters disparate developments of the poleis of Sparta in Topeka. The Society does not remunerate and Athens. students in this program. Benedictine Col- lege juniors and seniors are eligible. Students Hi 357 interested in pursuing a career in historical Rome (3) (D) studies, especially those planning graduate This course will cover the history of the training or employment in positions other than Roman people from the origins of Rome in the teaching, are encouraged to apply to the chair- eighth century BC to the fall of the Western man, Department of History, for nomination Roman Empire in the fifth century AD. It will for an internship. (OC) familiarize students with the major political, social, cultural and economic developments Hi 341 during the republican period, the foundation Selected Themes in Early American and expansion of the physical empire, and the History (3) (D) period of imperial government. (WC, WP) This course will study in depth certain top- Hi 363 ics in the pre- and post-revolutionary era of American history, including special emphasis Medieval History (3) (D) Considers the cultural, political and religious upon the Revolution and the Founding. history of Western Europe from the decline of the Roman Empire to the Renaissance. Hi 350 Special emphasis upon social and cultural Ancient Egypt (3) (D) interactions of Christianity, classical and Ger- This course covers the pharoanic period of manic elements. (HP, WC, WP) ancient Egypt, from the unification of Upper and Lower Egypt, c. 3100, to the inclusion of Hi 364 Egypt in the Roman Empire in 31 BCE. It will Medieval Lay Religion (3) (D) provide students with an understanding of the This course will provide an institutional and major events and personages in Egyptian his- social history of the participation and expe- tory with an emphasis on the pharaoh, the riences of laypeople in medieval Christianity royal family and court and temple culture but from the eleventh to the fifteenth centuries. also cover social movements and the influ- It will focus on the history of major lay reli- ence of outside contact on pharoanic culture. gious movements and on the participation of (WC, GP) the laity in major events related to religion, such as the Crusades. We will also discuss lay Hi 353 devotion to saints and the development of the Greek and Roman History (3) (D) confraternal movement. (WC, WP) A survey of Greek and Roman civilization from the Mycenaean period to the last years Hi 366 of the united Roman empire (A.D. 395). (HP, Byzantine History (3) (D) WC, WP) A survey of the history of the Byzantine or Eastern Roman empire from the fourth century Hi 355 to the fall of Constantinople to the Ottoman Ancient Greece (3) (D) Turks in 1453, this course includes emphases This course will cover the history of the on relations of the empire with foreign pow- Greeks from the beginning of the Mycenean ers, the development of the Slavic nations, and Age, roughly 2000 BC, until the advent of Byzantine Christianity. (HP, WC, GP, WP)

189 Hi 368 Hi 394 Medieval Nuns (3) (D) Europe Since 1945 (3) (D) This course will examine the experiences of Events in Europe since the close of World War religious women in the middle ages, begin- II are surveyed with special emphasis on the ning with the women around the early desert growing economic and political cooperation fathers and ending with Catherine of Siena. on the continent. (HP, WC, WP) We will focus primarily on women living under monastic rules but will compare their Hi 395 experiences with those of laywomen, non- Europe, 1848-1914 (3) (D) monastic religious women and monks. (WC, The course will examine either one aspect of WP) nineteenth century history and/or culture or it will survey the entire period of European his- Hi 372 tory, 1848–1914. (HP, WC, WP) The Renaissance (3) (D) A consideration of the major developments Hi 396 in Europe in the fourteenth and fifteenth Europe, 1914 to 1945 (3) (D) centuries, the course will include empha- Beginning with the events that led to World ses on the nature of Renaissance humanism War I, the story of European political, social, from Petrarch to Machiavelli, as well as the economic, and cultural history in the twenti- eco-nomic, political, and religious life of the eth century will be examined in this course. Italian city-states and the emerging nations (HP, WC, WP) of western and central Europe. (HP, AE, WC, VC, WP) Hi 398 Special Topics (1–3) Hi 373 Topics not included in the regular catalog but The Reformation Era (3) (D) taught on an interest or need basis will be A systematic consideration of the Protestant offered from time to time. These courses will and Roman Catholic reformations of the six- usually be treated in lecture/discussion format. teenth and seventeenth centuries, this course This course may be taken more than once and will emphasize theological and political the topic will be specified in the course title. developments of the period, and the impact of the fragmentation of Latin Christendom on Hi 417 European civilization. (HP, AE, WC, WP) United States Diplomatic History (3) (D) This course traces the development of Ameri- Hi 383 can diplomacy in the wars of the eighteenth Early Modern Europe, 1648–1848 (3) (D) century and the American Revolution through A survey of dynastic politics and diplomacy, 1901, and examines the course of American and of economic, social and intellectual diplomacy from Theodore Roosevelt’s admin- developments in the principal European states istration to America’s achievement of world from the Peace of Westphalia through the leadership at mid-twentieth century. (HP, WC, French Revolution and the Napoleonic era. WP) Special attention is given to the effect of the Enlightenment and Revolution on the insti- Hi 418 tutions and conditions of Europe. (HP, WC, U.S. Military History (3) (D) WP) This survey intends to introduce students to the entire range of the American military

190 experience from the Indian wars of the early to write at an advanced level. Each student colonial period to the Iraq and Afghanistan writes a research paper at a level suitable for wars. Students will learn how the modern professional presentation. (WC, OC) US armed forces developed within a distinct American context and tradition. The course Hi 499 will also give students insights into the way Independent Study (3) wars and the military have transformed Amer- Aims to develop methodological, analytical, ican society and culture. organizational and writing skills through close instructor-student collaboration in an agreed- Hi 422 upon course of study. The United States Since 1945 (3) (D) This course studies in depth the political, cultural, economic, and social history of the Geography country since the end of World War II. The course emphasizes political, economic, and Ge 101 social change in the era; special attention World Geography (3) (D) is devoted to the interplay between foreign A beginning course in geography, focusing affairs and domestic developments. (HP, WC, on concepts and relationships of physical and WP) cultural geography, emphasizing relationships between developed and underdeveloped Hi 488 regions and countries. Senior Comprehensive Exam (cr)

Hi 493 Seminar in History (3) (D) This senior seminar in history reviews developments in historiography, seeks to enhance research skills, and encourages the student

191 Suggested sequence of courses for a bachelor’s degree in History

Freshman Year Hi 105, World Civilization I 3 Foreign Language 4 En 101, English Composition 3 Hi 106, World Civilization II 3 Foreign Language 4 Ps 100, American Govt 3 Gs 150, BC Experience cr Philosophical Inquiry Foundation 3 Pe 115, Wellness for Life 1 Th 101, Introduction to Theology 3 Ph 175, Logic and Nature 3 __ __ 14 16

Sophomore Year Natural World Foundation 4 Natural World Foundation 3 Hi 212, American History to 1865 3 Hi 213, Am History 1865–Present 3 Hi 2**, Historical Methodology 3 Philosophical Inquiry Foundation 3 Hi 3(76-99), American History 3 Faith Foundation 3 Aesthetic Foundation 3 Pe Activity course 1 Hi 3(00–35), Ancient/Medieval History** 3 __ __ 16 16

Junior Year Hi 3(36–50), Modern World 3 Faith Foundation 3 Hi 3(51–75), Modern World 3 Hi 3(76–99), American History 3 Hi 3(76–99), American History 3 Hi 3(11–35), Ancient History 3 Elective 3 Hi 3(51–75), Modern World 3 Aesthetic Foundation 3 Hi 308, Native American Spirituality 3 __ __ 15 15

Senior Year Hi 3(36–50), Modern World 3 Hi 488, Senior Comps cr Hi 3(11–35), Medieval History 3 Hi 331, Internship 3 Hi 488, Senior Seminar 3 Electives/Minor 12 Electives/Minor 3–6 Hi 499, Independent Study 1–3 ______12–15 16–18

** One of the 300 level HI courses must also fulfill departmental requirements for Women’s History and Non- Western History; also, one must be HI 372, Renaissance for Visual S&P requirements.

192 International Studies

he interdisciplinary International Stud- Ec 401, Seminar in Economic Development Ties major allows students to combine in- of the Third World (required for the depth study of, and proficiency in, a second economics track) language to complement an interdisciplinary Concentration in Political Science: core of courses, and study of another disci- Ps 322, European Politics pline that has an international focus such as Ps 360, International Relations history, economics, political science, or soci- Ps 421, Comparative Political Systems ology. Students choosing to major in interna- Ps 432, International Law tional studies are strongly encouraged to com- or another approved political science course plete an additional major. The major requires students to study abroad for a semester or Concentration in Sociology: summer. So 290, World Regional Geography So 351, World Population and Environment Requirements for a major in So 354, Sociology of Race and Ethnic International Studies: Relations Required core courses: So 450, Global Cultures and Societies Hi 106, World Civilization Since 1648 So 451, Religion in Culture and Society Ps 201, Comparative World Government and International Studies Elective: Politics The student must choose an additional elective Ec 209, Principles of Macroeconomics course in the major from the following list; the So 280, Cultural Anthropology student may also seek approval from his or her Th 365, Introduction to World Religions international studies advisor for approval of Proficiency in a foreign language to include a special topics course with an international three courses beyond 204. focus as an elective for the major. A concentration (four approved courses) in Ph 475, Islamic Philosophy one of the disciplines below: Ph 485, Political Philosophy Th 410, To the East and Back Concentration in History: Hi 311, Russian History Minor in International Studies: Hi 321, History of Latin America The minor in international studies is accom- Hi 383, Early Modern Europe 1648–1848 plished through an integrated program of Hi 394, Europe Since 1945 courses selected from the disciplines of for- Hi 395, Europe, 1848–1914 eign language, history, economics, sociology, Hi 396, Europe, 1914–1945 political science, geography, anthropology, Hi 417, US Diplomatic History and business administration. or another approved history course with an international focus. The program gives participants a broadened perspective of the modern world in order to Concentration in Economics: prepare them for diplomatic or international Ec 210, Principles of Microeconomics careers in this country or abroad. Ec 309, Macroeconomic Activity Students in this program are encouraged to Ec 310, Price Theory and Income Distribution consider study abroad. Information on study Ec 315, International Economics (required abroad is available through the Modern For- for the economics track) eign and Classical Languages Department.

193 The requirements for a minor in Is 490 International Studies include: 1. Competency in a second language through Seminar in International Studies (3) (D) the level of advanced conversation. A seminar for International Studies minors 2. Two courses which fulfill the ‘Global Per- dealing with major current events of spectives’ skill of the general education international importance in political, histori- requirement. cal, linguistic, economic, and other cultural 3. Nine additional hours from courses that areas. have an international focus, including those which satisfy the general education Is/Fr/Sa 379 requirements. International Service Learning (credit arranged) The international studies minor is sponsored Participation in a volunteer work-program or by the Modern Foreign and Classical Lan- mission work abroad. Students should meet guages Department. The chair of the depart- with the chair of the Department of Modern ment assists the student in planning for the Foreign and Classical Languages in order to minor and approves the selected schedule of arrange program approval and enrollment. courses.

Journalism and Mass Communications

he major in Journalism or Mass Commu- require the same 24-hour core and practi- Tnications is designed to prepare students cum. Upper-division electives are chosen for entry-level positions in reporting, digital for the major desired. All electives must be media, public relations, video production, Journalism or Mass Communications classes. photography, web design, publicity, media A C-minus or better must be earned in each production and advertising. The major is also Journalism and Mass Communications Depart- an excellent preparation for graduate study in ment course. However, students must earn an communications or journalism. overall C average or better in all department Students become active decision- coursework to satisfy the major. makers in producing the student-run publications The Circuit (the campus newspaper), Core courses (24 hours): bccircuit.com (online version), and The Raven Mc 115, Media and Society (the college yearbook), as part of their practi- Ar 116, Basic Photography cum experiences. Internships are not required, Ar 117, Photography Lab Mc 128, Layout and Design but strongly encouraged. Mc 216, News Writing Two majors are offered: Journalism, for stu- Mc 217, News Writing Lab dents who plan to pursue a career in journal- Mc 218, Video Production ism, and Mass Communications, for students Mc 241, Media Writing interested in communications-related careers Mc 280, Web Design I such as public relations or advertising. Mc 485, Senior Seminar The major is a total of 42 hours: 24 Plus three hours of practicum, chosen hours of core courses; 15 hours of electives from: and 3 hours of practicum. Both the Mass Mc 222, Mc 223, Mc 322, Mc 323, News Communications and Journalism major Practicum*

194 Mc 220, Mc 221, Mc 320, Mc 321, Yearbook the start of their second semester in the pro- Practicum* gram. Language proficiency is met by achiev- Mc 230, Mc 231, Mc 330, Mc 331, Online ing the appropriate score as required by the News Practicum* college for admission. (See section of catalog Mc 250, Mc 251, Mc 350, Mc 351, Radio titled International Students.) Practicum* Minimum Percentage of Credits Electives—15 hours: Students must complete a minimum of 50% of Mc 135, Photoshop Principles the coursework needed for the Journalism or Mc 215, News Media Mass Communications major or minor from Ar 216, Graphic Design I classes offered by Benedictine College. Mc 301, Events Management Mc 302, Advertising Principles Mc 303, Public Relations Principles Mc 115 Mc 310, News Editing Media and Society (3) (B) Mc 316, Advanced Reporting/Print Examines the social impact of modern mass Mc 318, Advanced Broadcast Productions media from the focus of the medium, audi- Mc 341, Feature Writing ences and society. The historical and eco- Mc 380, Web Design II nomic aspects of mediums are also examined. Ar 384, Advanced Photography Emphasis is placed on providing students with Mc 398, Special Topics media literacy skills enabling them to under- Mc 475, Mass Media Law and Ethics stand how mass media messages are created, how those messages are transmitted through Minor in Mass Communications or various mediums to specific audiences and Journalism the underlying social, political and economic A minor consists of 18 hours. Students must effects of mass media messages. This is not a complete Mc 115 and Mc 216, plus 12 addi- writing course. tional upper-division hours in journalism or mass communications courses. A C-minus or Mc 128 better must be earned in each Journalism or Layout and Design (3) (F) Mass Communications Department course. Examines the principles and theory of aesthet- All classes for the minor must come from ics applied to the design of newspapers, mag- the Journalism and Mass Communications azines, brochures, advertising and web pages. curriculum. However, students must earn an Presents the fundamental concepts of desktop overall C average or better in all department publishing and preparing content for publish- coursework to satisfy the minor. ing in both paper and electronic format. (AE)

International Students Mc 135 The JMC department welcomes and encour- Photoshop Principles (2) (D) ages international students (students whose This course is based on the Adobe Photo- primary language is not English) to seek shop software package, although other soft- a major or minor in the department. How- ware packages may also be used. Students ever, because of the intensive language will learn to scan photographs and manipu- requirements, all International students must late them using Photoshop tools and special submit proof of language proficiency to the effects filters. Students will be introduced to department before taking writing courses or declaring a major or minor in Journalism or *Course is one credit hour. One practicum must be taken Mass Communications. International students during senior year. A student may take a combination are required to declare a major/minor before of yearbook, news, and radio practicums.

195 concepts such as correcting photos, masking placed on applying hands-on application of images, creating duotone, triton and quadtone basic concepts involving shoot, editing, light- images and preparing photos for publishing in ing and sound. (AE, VC) print and online. Mc 220, 221, 320, 321 Mc 215 Yearbook Practicum (1) (B) New Media (3) (S, even years) Laboratory work on the Raven yearbook. Stu- This course introduces students to new com- dents engage in the practical efforts of pro- munication technologies used in journalism ducing a yearbook from story concept and and mass communications. Students will reporting to editing, desktop publishing and explore technologies related to publishing, photography. Students meet regularly with audio/video production and Internet-based their advisor to resolve organizational and communication. Students will also be intro- production issues and to receive professional duced to the basic concepts of digital publish- critique. At least one practicum must be ing. The course will explore new technologies completed as a senior. Student publications as they become available. The primary goal of are open to all students, regardless of major. the class is to expose students to digital tools, but not necessarily make them proficient with Mc 222, 223, 322, 323 those tools. News Practicum (1) (B) Laboratory work on The Circuit campus news- Mc 216 paper. Students engage in the practical tasks News Writing (3) (B) of producing a newspaper from story concept This course introduces students to news writ- and reporting to editing, desktop publishing ing for print, with brief introductions to broad- and photography. Students meet regularly cast, public relations, and online copywriting. with advisor to resolve organizational and Students will learn news-gathering techniques production issues and to receive professional and the fundamentals of news writing which critique. At least one practicum must be emphasizes accuracy and precision following completed as a senior. Student publications the Associated Press Stylebook. Students will are open to all students, regardless of major. have opportunities to conduct interviews and write weekly news articles using AP style. Mc 230, 231, 330, 331 (WC) Online News Practicum (1) (B) Laboratory work on the online version of The Mc 217 Circuit (bccircuit.com). Students engage in News Writing Laboratory (1) (B) the practical tasks of producing a web pub- A writing-intensive laboratory course to sup- lication from story concept and reporting to port the development of the writing skills for editing, web design, photography and motion students enrolled in Mc 216. Students will graphics. Students meet regularly with their complete hands-on writing exercises and advisor to resolve organizational and produc- receive individual attention on areas that need tion issues and to receive professional critique. more focus. Corequisite: Mc 216. At least one practicum must be completed as a senior. Student publications are open to Mc 218 all students, regardless of major. Video Production I (3) (S) Examines the techniques of video production Mc 241 based on applied contemporary video editing Media Writing (3) (S) techniques and the use of digital and non- The course introduces students to various linear editing equipment. Major emphasis forms of writing for the mass media. Areas

196 of writing include advertising, public rela- including campaign development and media tions, broadcast and online. Students will be placement. Examines the roles of advertising introduced to the various story-structure form and marketing, including integrated market- for each type of writing. Students will also be ing communications and direct mail. Students introduced to audience and medium specific have opportunities to write advertising copy characteristics for each form explored. and plan an advertising project. Includes discussion of legal and ethical issues related to Mc 250, 251, 350, 351 advertising. Prerequisites: Mc 115 and Mc Radio Practicum (1) (B) 216, or permission of instructor. (AE, OC, Laboratory work on audio programming. VC) Students engage in the practical tasks of producing audio programming from Mc 303 story concept and reporting to editing and Public Relations Principles (3) (F) airing audio segments. Students meet regularly Presents a brief history of public relations with the adviser to discuss production tech- and discusses its relationship to marketing niques and issues plus receive professional and advertising. Emphasis is on the practi- critiques. At least one practicum must be cal application of public relations in business, completed as a senior. Student publications educational institutions, social welfare organi- are open to all students, regardless of major. zations, government and military across multiple media. Includes discussion of industry Mc 280 ethics, responsibilities and careers. Students Web Design I (3) (F) will have opportunities to plan and write pub- This introductory course examines site con- lic relations materials, including a public rela- ceptualization, design principles, site naviga- tions project. Prerequisites: Mc 115 and Mc tion and audience analysis. The primary focus 216, or permission of instructor. (WC, OC) of the course is on developing skill in HTML and CSS coding. Visual design concepts will Mc 307 also be discussed in relationship to design- Basic Broadcasting (3) (D) ing for a specific audience while balancing Students will be introduced to the basics of aesthetic appeal with practical application. video and audio production. For both areas, Students will apply these concepts in the this course examines history, theory, and pro- design of a published website. (AE, VC) duction of video and audio programming. Students will learn video production con- Mc 301 cepts including lighting, shooting and editing. Events Management (3) (D) Audio production skills will include recording Students will explore the concept and and production techniques. Students will also techniques involved in developing and be introduced to voice recording skills. Pre- managing events for tourism, cultural, orga- requisite: Mc 216 or permission of instructor. nizations, business and sports. Topics include concept and design, feasibility, legal issues, Mc 308 marketing and promotion, financial manage- Sports Broadcasting (3) (D) ment and event execution. The course draws Students will explore the development and on case studies and projects to explore the application of producing and broadcast- application of each concept. Prerequisite: Mc ing live sporting events. Concepts covered 216 or permission of instructor. include researching players and opponents, recording and editing pre-game and halftime Mc 302 segments and delivering game commentary Advertising Principles (3) (S) (color commentary and play-by-play). Addi- Outlines the principles underlying advertising tionally, students may also participate in for print, radio, television, outdoor, and online,

197 weekly coach’s shows as their broadcasting monitored for educational objectives. Highly experience grows. recommended for all journalism majors before graduation. Prior approval of work must be Mc 310 obtained. Prerequisites: Junior standing and News Editing (3) (S, odd years) minimum GPA of 2.0. Presents a management philosophy to news- room organization and an approach to dealing Mc 380 with writers. Examines theory and technical Web Design II (3) (S, odd years) skills necessary for editing stories, photos and This is an advanced class in web design. Stu- the writing of headlines and cutlines. Briefly dents will be introduced to advanced concepts reviews layout and design concepts as applied and skills in coding, programming and site to news editing issues. Examines in detail development. Students will also be intro- legal issues of libel and right to privacy. Pre- duced to advanced navigation techniques and requisite: Mc 216 or permission of instructor. the integration of data from databases. Pre- (WC) requisite: Mc 280 with a grade of C or better. (AE) Mc 316 Advanced Reporting/Print (3) (S, even Mc 398 years) Special Topics (3) Examines techniques for in-depth investiga- Available only in those rare instances between tions and analysis, such as use of documents, published revisions to the catalog and is exper- multiple sources, surveys, content analy- imental in the launching of a new course. sis, participant observation. The entire class collaborates on an extensive in-depth project Mc 475 that is published in the campus newspaper. Mass Media Law and Ethics (3) (S, even Prerequisites: Mc 115 and Mc 216. (WC) years) This course examines the legal and ethical Mc 318 principles that guide modern mass media Advanced Broadcast Production (3) (D) producers and organizations. This course Continues the examination of video produc- introduces students to the major areas of tion based on applied media aesthetics and media law. Case studies are used to examine the use of industrial level production equip- the application of media law in situations that ment. Expands on theories and skills learned students might face in the workforce. Media in Video Production I. The student will pro- ethics is studied from the philosophical foun- duce several short videos. Prerequisite: Mc dation of major ethical systems. In both media 218. (AE, VC) law and ethics, the major emphasis of the Mc 341 course is on the application of applied prin- Feature Writing (3) (S, odd years) ciples and decision-making. Examines storytelling methods often used Mc 485 in fiction writing as applied to longer, Senior Seminar (1) (B) more detailed stories for newspapers and Seminar on contemporary mass commu- magazines. Stories made available to campus nications topics for graduating seniors. publications. Prerequisite: Mc 216. (WC) Students will complete a project that Mc 379/479 demonstrates competency in a concentration area (e.g., journalism, publication design, Media Internship (up to 4 credit hours) advertising, public relations and photojour- On-the-job experience in a professional nalism). Student projects will be reviewed by media setting. Work with media sources is

198 a faculty panel and, when appropriate, pro- Mc 499 fessionals in the concentration area. Students Independent Study (Credit arranged) will also prepare an electronic portfolio of Independent study courses include tutori- their work Prerequisite: Senior standing. als and directed readings. Allows student to explore other areas and issues of the media. Mc 488 Meetings arranged at discretion of instructor. Senior Comprehensive (cr) Requires prior approval of department chair and pre-approved contract of educational goals.

Suggested sequence of courses for a bachelor’s degree in Mass Communications/Journalism

Freshman Year En 101, English Composition 3 Mc 216, News Writing 3 Th 101, Introduction to Theology 3 So 101, General Sociology 3 Foreign Language 4 Foreign Language 4 Gs 150, BC Experience cr Ph 175, Logic and Nature 3 Mc 115, Intro to Mass Media 3 Ar 116/Ar117, Basic Photography/Lab 4 Mc 128, Layout and Design 3 __ __ 16 17 Sophomore Year Elective 3 Bi 121, General Biology 4 Hi 106, World Civilization since 1648 3 Philosophical Inquiry Foundation 3 Elective 3 Mc Elective 3 Mc 280, Web Design I 3 Hi 213, US History since 1865 3 Mc 220, Mc 222, or Mc 230 Practicum 1 Mc 218, Video Production 3 Mc 241, Media Writing 3 __ __ 16 16 Junior Year Elective* 3 Philosophy Inquiry Foundation 3 Mass Communications electives* 9 Mass Communications electives* 6 Natural World Foundation 4 Faith Foundation 3 Mc 221, Mc 223 or Mc 231 Practicum 1 Elective* 3 Pe 115, Wellness for Life 1 __ __ 17 16 Senior Year Mass Communications elective* 3 Mass Communications elective* 3 Faith Foundation 3 Py 100, General Psychology 3 Electives* 6 Electives* 6 Mc 320, Mc 322 or Mc 330 Practicum 1 Pe Activity course 3 Elective 3 Mc 485, Senior Seminar 1 Mc 488, Senior Comprehensive cr __ __ 16 16

*These are to be upper-division courses.

199 Liberal Studies

his major is intended to be student a detailed statement concerning the purpose Tdesigned so as to meet the personal needs of the proposed special program. The plan and objectives of the student. Any student may and statement, accompanied by a supporting petition for approval of a program not accom- statement from the department chair, must be modated by any existing majors. The student submitted to the curriculum committee for should consult with the Associate Dean, who approval. It is expected that all proposals for will, in consultation with appropriate mem- a Liberal Studies major will be submitted to bers of the faculty, determine if the student’s the Associate Dean of the College and the cur- objective can be met with available faculty riculum committee by the end of the second and courses. semester of the student’s junior year. In all In consultation with the departmental per- events no proposal will be accepted after the sonnel involved and the Associate Dean, the deadline for application for graduation. student must prepare both a plan of study and

Mathematics and Computer Science

he Mathematics and Computer Science Computer science is an area of study that TDepartment at Benedictine College is is important in the technological age in which committed to maintaining a curriculum that we live. The computer science major at Bene- provides students with the necessary tools dictine College provides a balanced approach to enter a career in their field with a broad, to the discipline, treating computing both as solid knowledge of mathematics or computer an art and as a tool for varied use. The major science. Our students are provided with the prepares students for graduate study in the knowledge, analytical, and problem solving field of computer science or for employment skills necessary to function as mathematicians in an ever-expanding spectrum of occupations or computer scientists in our world today. dependent upon computing. The minor pro- The mathematics curriculum prepares stu- vides a useful addition to many areas of study, dents for graduate study, for responsible posi- including mathematics, science, business, and tions in business, industry, and government, mass communications. and for teaching positions in secondary and elementary schools. Basic skills and tech- Requirements for a major in niques provide for entering a career as an Mathematics: actuary, banker, bio-mathematician, computer Ma 131, Calculus I programmer, computer scientist, economist, Ma 132, Calculus II engineer, industrial researcher, lawyer, man- Ma 233, Calculus III agement consultant, market research analyst, Ma 250, Linear Algebra mathematician, mathematics teacher, opera- Ma 255, Discrete Mathematical Structures I tions researcher, quality control specialist, Ma 315, Probability and Statistics statistician, or systems analyst. Ma 356, Modern Algebra I

200 Ma 360, Modern Algebra II or planned with an advisor from the department Ma 480, Introduction to Real Analysis and approved by the chair of the department. Ma 488, Senior Comprehensive Transfer students majoring in Mathemat- Ma 493, Directed Research ics or Computer Science must take a mini- six hours of upper-division math electives mum of 40% of the coursework required for and Cs 101, Computer Science Fundamentals the major at Benedictine College. or Cs 114, Introduction to Computer Science I Transfer students pursuing a minor in Mathematics or Computer Science must take a Requirements for a major in minimum of 25% of the coursework required Computer Science: for the minor at Benedictine College. Cs 114, Introduction to Computer Science I Cs 115, Introduction to Computer Science II Prospective Mathematics Teachers: Ma 255, Discrete Mathematical Structures I Those preparing to teach mathematics in Cs 256, Discrete Mathematical Structures II elementary schools should choose Ma 211, Cs 300, Information & Knowledge Ma 110 and Ma 111. In addition, those who Management choose mathematics as an area of concentra- Cs 351, Algorithm Design and Data Analysis tion should take Ma 131, Ma 255 and Cs 114.

Cs 421, Computer Architecture Those preparing to teach mathematics Cs 440, Operating Systems and Networking in secondary schools must complete require- Cs 488, Senior Comprehensive ments for a major in mathematics which Cs 492, Software Development and includes Ma 360 and Ma 465. In addition, Professional Practice they must take Ma 290 and Ma 457. The sec- Cs 493, Senior Capstone ondary teacher is required to take education And one course in mathematics selected from courses for a B.A. in Secondary Education to Ma 131 or Ma 211. receive certification and should consult with The requirements for a minor in the chair of the Department of Education. Mathematics: Recommendations: A student should not Ma 131, Calculus I attempt a mathematics or computer science Ma 132, Calculus II course unless he or she received at least a ‘C’ Ma 250, Linear Algebra or in its prerequisite. For a natural world founda- Ma 255, Discrete Mathematical Structures I tion, Pc 210 is recommended for mathematics and six additional hours of mathematics, three majors. of which must be upper-division. Those students planning to enroll in gradu- The requirements for a minor in ate school in mathematics should include both Ma 360 and Ma 480 in their course of study. Computer Science: Cs 114, Introduction to Computer Science I Placement Procedure Information: Cs 115, Introduction to Computer Science II The Department of Mathematics and Com- Ma 255, Discrete Mathematical Structures I puter Science has set up placement procedures Cs 256, Discrete Mathematical Structures II to help students enroll in mathematics courses and one course selected from Cs 300, Cs 351, in which they will more likely be successful. Cs 421, or Cs 440 For further information on placement For each of the above curricula, the procedures, contact the chair of the Depart- student’s upper-division program is to be ment of Mathematics and Computer Science.

201 Cs 101 Cs 200 Computer Science Fundamentals (3) (F) Programming Short Course (2) (D) This course provides an introduction to com- This course is designed to provide the student puter science and programming fundamen- with a working knowledge of a particular pro- tals for students who have had no previous gramming language. Students write programs programming experience. Topics include of moderate complexity in the given language. hardware, networks, databases, artificial intel- May be taken more than once if the program- ligence, operating systems and the internet. ming language is different. Prerequisite: Per- The students will use a high level program- mission of instructor. ming language to learn about variables, conditional execution, user interaction, looping Cs 230 and functions. There is an integral laboratory Programming for Scientists and component. (QA) Engineers (3) (S) This course introduces the fundamentals Cs 114 of computer programming using C++. The Introduction to Computer Science I (4) focus of the course is programming for sci- (S) entific and engineering needs. Topics include This course introduces the fundamental con- basic data types and data structures, pointers, cepts of computer programming from an expressions, iterative and conditional control object-oriented perspective. Topics covered structures, visualization, and object-oriented include simple data types and some simple programming including inheritance and poly- data structures, message passing, subclasses, morphism. Corequisite: Ma 131. Students who inheritance, polymorphism, and conditional have received credit for Cs 115 may not take and iterative control structures. Through study this course without permission of instructor. of object design, this course also introduces Cs 256 the basics of software engineering. A closed Discrete Mathematical Structures II (3) lab is an integral part of this course. Prereq- (S) uisite: Ready to take Pre-calculus or higher. This course continues the discussion of dis- (QA) crete mathematical structures introduced in Ma 255, focusing particularly on topics Cs 115 that contribute to further study of computer Introduction to Computer Science II (4) science as a discipline. Topics include recur- (F) rence relations, matrices, computational com- This course continues the introduction of plexity, elementary computability, discrete object-oriented programming begun in probability, and a continuation of the study Cs 114, with an emphasis on algorithms, of digital logic and graph theory begun in the data structures, software engineering, and the previous course. Prerequisites: Ma 255, Cs social context of computing. A closed lab is 114. (QA) an integral part of the course. Prerequisite: Cs 114. Cs 300 Information and Knowledge Cs 198 Management (4) (F) Special Topics (1–4) This course uses the idea of information as a Topics not included in the regular catalog, unifying theme to investigate a range of issues usually treated in a lecture/discussion format. focusing on database systems design and man- May be taken more than once if subject matter agement. A closed lab is an integral part of the varies sufficiently. Prerequisite: Permission course. Prerequisites: Cs 115 and Cs 255. of instructor.

202 Cs 351 Cs 479 Algorithm Design and Data Analysis (4) Internship in Computer Science (1–4) (S) This program offers the student an opportu- This course introduces formal techniques to nity for hands-on experience. It involves prac- support the design and analysis of algorithms, tical application of course work on a project focusing on both the underlying mathematics in a computer science discipline. This is usu- theory and practical considerations of effi- ally done off campus. The student will have a ciency. Topics include asymptotic complexity qualified supervisor at the site of the experi- bounds, techniques of analysis, and algorith- ence in addition to a faculty advisor. Prerequi- mic strategies. A closed lab is an integral part site: Permission of chair of the department. of the course. Prerequisites: Cs 115 and Cs 256. (SM, QA) Cs 488 Senior Comprehensive (cr) Cs 398 Special Topics (1–4) Cs 492 Topics not included in the regular catalog, Software Development and Professional usually treated in a lecture/discussion format. Practice (3) (F) May be taken more than once if subject matter This course combines a range of topics inte- varies sufficiently. Prerequisite: Permission gral to the design, implementation, and testing of instructor. of a medium-scale software system with the practical experience of implementing such a Cs 421 project as a member of a programming team. Computer Architecture (4) (F) This course also treats material on profession- This course introduces students to the organi- alism and ethical responsibilities in software zation and architecture of computer systems, development and human-computer interac- beginning with the standard von Neumann tion. Prerequisites: Senior computer science model and then moving forward to more major and two upper-division computer sci- recent architectural concepts. Topics include ence courses. digital logic, data representations, as well as multiprocessors and alternate and contempo- Cs 493 rary architectures. A closed lab is an integral Senior Capstone (2) (S) part of the course. Prerequisites: Cs 115 and This course, a continuation of Cs 492, pro- Ma 255. vides a structured opportunity for the students to complete the software project they Cs 440 designed and began implementing in Cs 492. Operating Systems and Networking (4) Formal presentations, both oral and written, (S) of the students’ work are integral components. This course introduces the fundamentals of Prerequisite: Cs 492. (WC, OC, VC) operating systems together with the basics of networking and communications. The main Cs 499 topics include basic operating systems princi- Independent Study (credit arranged) ples, concurrency, scheduling, memory man- Prerequisite: Permission of the department agement, security, and basics of networking chair. and communications including World Wide Web technologies. A closed lab is an integral part of the course. Prerequisites: Cs 115 and Ma 255.

203 statistics, geometry, and measurement. Pre- Ma 104 requisite: Intend to major in Elementary Edu- College Algebra (3) (D) cation. (QA) This course covers analytical geometry and elementary functions, namely polynomial, Ma 124 rational, logarithmic and exponential func- Pre-Calculus (4) (D) tions. Prerequisite: Approval through place- This course is designed for the student with ment. (QA) good algebra skills but lacking adequate preparation to enter calculus. The course Ma 107 focus is on functions modeling change. Stress Introduction to Quantitative Analysis is placed on conceptual understanding and for Business (3) (D) multiple ways of representing mathematical This course investigates analytical geometry ideas. The goal is to provide the students with and elementary functions, including polyno- a clear understanding of the function concept mial, logarithmic, and exponential functions and the use of functional notation. Exponen- necessary for business majors. The mathemat- tial, logarithmic, trigonometric, polynomial ics of finance, matrix algebra, and linear pro- and rational functions are covered. Prerequi- gramming are covered. Additional topics are site: Intend to take Ma 131, but lack neces- presented as appropriate. Note: Credit will sary skills. (QA) be given for only one of the following: Ma 107 or Ma 104 or Ba 165. Prerequisite: Have Ma 131 never passed College Algebra (Ma 104) or Calculus I (4) (B) its equivalent with a B or higher or taken a This course covers functions, analytical course above College Algebra. (QA) geometry, limits and continuity, differential and integral calculus of algebraic and tran- Ma 110 scendental functions. Prerequisites: Ma 124 Mathematics for Elementary or its equivalent. (QA) Teachers I (4) (F) The course examines the structures and Ma 132 properties of mathematics while focusing on Calculus II (4) (S) the development of problem-solving skills. This course covers further integration tech- Emphasis is placed on acquiring an under- niques and applications, limits and approxi- standing of basic mathematical concepts mations, differential equations, sequences, including numeration, the fundamental opera- series and improper integrals, and parametric tions of arithmetic, fractions, proportional equations. Prerequisite: Ma 131. (QA) reasoning, and functions. Prerequisite: Intend to major in Elementary Education. (QA) Ma 198 Ma 111 Special Topics (1–4) Mathematics for Elementary Topics not included in the regular catalog, usually treated in a lecture/discussion Teachers II (3) (S) format. May be taken more than once if sub- This course, a continuation of Ma 110, exam- ject matter varies sufficiently. Prerequisite: ines the structures and properties of math- Permission of instructor. ematics while focusing on the development of problem-solving skills. Emphasis is placed on acquiring an understanding of basic mathematical concepts including probability and

204 Ma 211 Ma 290 Applied Statistics (4) (B) History of Mathematics (2) (S) This course is designed primarily for students This course is an introduction to the history in disciplines other than mathematics and the of mathematics designed for mathematics and physical sciences. After a short discussion of mathematics education majors. Emphasis is descriptive statistics and elementary probabil- placed on the historical development of those ity, the course emphasizes inferential statistics. topics in mathematics that appear in the high Topics include measures of central tendency school and undergraduate curriculum. Pre- and dispersion; random variables and prob- requisites: Sophomore standing and Ma 131 ability distributions; statistical inference from (Calculus I). (WP) large and small samples, linear regression and correlation. Note: Credit will not be given if Ma 310 the student has taken Ba 265. Prerequisite: Differential Equations (3) (S) Ma 104 or its equivalent. (QA, SM) This course covers first- and second-order differential equations, including linear and non- Ma 233 linear equations, Laplace transforms, series Calculus III (4) (F) solutions, and numerical techniques. Prereq- This course covers geometry of n-space, uisite: Ma 233. (QA) functions of several variables, limits and continuity, differential and integral calculus Ma 315 of functions of several variables, and vector Probability and Statistics (3) (F) analysis. Prerequisite: Ma 132. (QA) This course covers probability and statistical inference, discrete and continuous random Ma 250 variables, distributions, hypothesis testing, Linear Algebra (3) (S) correlation and regression, testing for good- This course covers linear equations and ness of fit. Prerequisite: Ma 233. (QA) matrices, vector spaces, determinants, linear transformations and matrices, characteristic Ma 331 equations, eigenvectors and eigenvalues, and Numerical Computation (3) (D) related topics. Prerequisite: Ma 131. (QA) This course covers finite differences, numerical differentiation and integration, linear Ma 255 systems and matrices, difference equations, Discrete Mathematical Structures I (3) error analysis and related topics. Prerequi- (F) sites: Ma 250, and either Cs 114 or Cs 230, or This course introduces students to non- permission of the instructor. (QA) continuous models which are important in the application of mathematics to various disci- Ma 345 plines. The principal topics treated are math- Introduction to Cryptography (3) (S) ematical logic and set language, relations and This course provides students with an intro- functions, Boolean expressions and combi- duction to the mathematical theory of cryptog- national circuitry, counting principles, graph raphy, the practice of encoding information for theory, and an introduction to elementary the purpose of keeping it secret. Topics include number theory. Attention is given to various classical, stream, and block ciphers, the Data methods of proof, in particular to mathemati- Encryption Standard (DES), the Advanced cal induction. Prerequisite: Approval through Encryption Standard (AES), public-key cryp- placement. (QA, VC) tography, and methods of cryptanalysis. The

205 course will touch on multiple areas of math- Ma 465 ematics as needed, including matrix algebra, Modern Geometries (3) (F) modular arithmetic, finite fields, and elemen- This course covers foundations and axiomat- tary probability theory. Prerequisite: Ma 255 ics, Euclidean and non-Euclidean geometries, or permission of instructor. (QA) transformation geometry, projective geometry, and the geometry of inversion. Prerequisites: Ma 356, Ma 360 Ma 250 and Ma 255. (QA) Modern Algebra I and II (3, 3) (F, S) This two-semester sequence of courses pro- Ma 480 vides an in-depth introduction to some of the Introduction to Real Analysis (3) (S) structures and techniques of modern alge- This course covers the real number system, bra. The principal subjects are the theory of metric spaces, continuity, sequences and groups, rings, and fields. Specific examples of series, differentiation, integration, sequences these will be discussed. For each structure we and series of functions. Prerequisites: Ma 233 will discuss the appropriate substructure, quo- and Ma 255. (QA) tient structure, and other topics such as homo- morphisms. Current applications of algebra Ma 488 are also discussed. Prerequisites: Ma 250 and Senior Comprehensive (cr) Ma 255. (QA) Ma 493 Ma 398 Directed Research (2) (F) Special Topics (1–4) Prerequisites: Junior or senior mathemat- Topics not included in the regular cata- ics major and permission of the department log, usually treated in a lecture/discussion chair. (WC, QA, OC) format. May be taken more than once if subject matter varies sufficiently. Prerequisite: Ma 499 Permission of instructor. Independent Study (credit arranged) Prerequisite: Permission of the department Ma 457 chair. Secondary School Mathematics Curriculum and Methodology (2) (F) This course is designed to acquaint the future mathematics teacher with an overview of the methodology of teaching mathematics at the middle and secondary school level. Topics include but are not limited to planning and teaching effective lessons, assessment, and the use of technology in instruction. Available resources are examined in an effort to generate an enthusiastic and creative approach to teaching. Application of concepts in twenty hours of field experience is required. Prereq- uisites: Enrollment in Secondary Mathemat- ics Education and Ed 257. (QA)

206 Suggested sequence of courses for a bachelor’s degree in Mathematics Freshman Year En 101, English Composition 3 Ma 132, Calculus II 4 Ma 131, Calculus I 4 Foreign Language 4 Foreign Language 4 Historical Foundation 3 Th 101, Introduction to Theology 3 Cs 114, Intro to Computer Science I 4 Pe 115, Wellness for Life 1 or Natural World Foundation Gs 150, BC Experience cr Pe Activity course 1 __ __ 15 16

Sophomore Year Ma 233, Calculus III 4 Ma 250, Linear Algebra 3 Ma 255, Discrete Math. Structures I 3 Aesthetic Foundation 3 Natural World Foundation (with lab) 4 Faith Foundation 3 Ph 175, Logic and Nature or Cs 101 3 Historical Foundation 3 Person and Community Foundation 3 Natural World Foundation or Cs 114 4 __ __ 17 16

Junior Year Ma 356, Modern Algebra I 3 Ma 360, Modern Algebra II or 3 Ma 315, Probability and Statistics or 3 Ma 480, Intro to Real Analysis Mathematics elective Mathematics elective 3 Electives 4 Electives 4 Aesthetic Foundation 3 Faith Foundation 3 Philosophical Inquiry Foundation 3 Philosophical Inquiry Foundation 3 __ __ 16 16

Senior Year Mathematics elective or 3 Ma 480, Intro to Real Analysis or 3 Ma 315, Probability and Statistics Ma 360, Modern Algebra II Ma 493, Directed Research 2 Mathematics elective 3 Electives 11 Electives 10 Ma 488, Senior Comprehensive cr __ __ 16 16

207 Suggested sequence of courses for a bachelor’s degree in Mathematics with secondary school teaching certification

Freshman Year En 101, English Composition 3 Ma 132, Calculus II 4 Ma 131, Calculus I 4 Foreign Language 4 Foreign Language 4 Cs 114, Intro to Computer Science I 4 Th 101, Introduction to Theology 3 or Natural World Foundation Py 100, General Psychology 3 Ed 200, Introduction to Education 2 Gs 150, BC Experience cr Ed 201, Intro to Educ Rsch & Field Exp 1 Hi 105 or Hi 106, World Civilization 3 __ __ 17 18

Sophomore Year Ma 233, Calculus III 4 Ma 250, Linear Algebra 3 Ma 255, Discrete Math. Structures I 3 Ed 222, Psych of Indv with Excep or 3 Ph 175, Logic and Nature or Cs 101 3 Mathematics elective Pe 115, Wellness for Life 1 Aesthetic Foundation 3 Ed 257, Gen Secondary Methods/Media 2 Faith Foundation 3 Ed 258, Gen Secondary Methods Prac 1 So 290, World Geography 3 Hi 212 or Hi 213, U.S. History 3 Philosophical Inquiry Foundation 3 __ __ 17 18

Junior Year Ma 356, Modern Algebra I 3 Ma 360, Modern Algebra II 3 Ed 220, Psychoeducational Development 3 Mathematics elective (or Ed 222) 3 Ma 315, Probability and Statistics or 3 So 354, Soc. of Race & Ethnic Relations 3 or Ma 465, Modern Geometries Ed 332, Teaching Reading in the 2 Ma 290, Math History or 2 Content Areas Ma 457, Secondary Math Curriculum Ed 451, Philosophy of Education 3 Natural World Foundation (with lab) 4 Faith Foundation 3 Aesthetic Foundation 3 Pe Activity course 1 __ __ 18 18

Senior Year Ma 493, Directed Research 2 Ed 460, Personal and Social Well Being 3 Ma 465, Modern Geometries or 3 Ed 462, Classroom Management 2 Ma 315, Probability and Statistics Ed 470, Student Teaching Seminar 1 Ma 457, Secondary Math Curriculum or 2 Ed 496, Supervised Student Teaching 10 Ma 290, Math History in Secondary Schools Ed 312, School as Community 3 Ed 488, Senior Comp/PLT cr Ed 313, School as Community Research 1 and Field Experience Electives 6 Ma 488, Senior Comprehensive cr __ __ 17 16

208 Suggested sequence of courses for a bachelor’s degree in Computer Science

Freshman Year Cs 101, Comp Sci Fund (suggested) 3 Cs 114, Intro to Computer Science I 4 Ma 131, Calculus I (optional) 4 Th 101, Introduction to Theology 3 or Natural World Foundation (with lab) Foreign Language 4 Foreign Language 4 Person and Community Foundation 3 En 101, English Composition 3 Ph 175, Logic and Nature 3 Pe 115, Wellness for Life 1 Pe Activity course 1 Gs 150, BC Experience cr __ __ 16 17

Sophomore Year Cs 115, Intro to Computer Science II 4 Cs 256, Discrete Math. Structures II 3 Ma 255, Discrete Math. Structures I 3 Ma 211, Applied Statistics (optional) 4 Historical Foundation 3 or Natural World Foundation (with lab) Philosophical Inquiry Foundation 3 Aesthetic Foundation 3 Natural World Foundation 4 Faith Foundation 3 Historical Foundation 3 __ __ 17 16

Junior Year Cs 300, Information & Knowledge Mgt 4 Cs 351, Algorithm Design & Analysis 4 or Cs 421, Computer Architecture or Cs 440, Operating Sys. & Network Elective 3 Electives 12 Aesthetic Foundation 3 Faith Foundation 3 Philosophical Inquiry Foundation 3 __ __ 16 16

Senior Year Cs 421, Computer Architecture or 4 Cs 440, Op. Systems & Network 4 Cs 300, Info. & Knowledge Mgt. or Cs 351, Algorithm Design & Anal. Cs 492, Software Dev. & Prof. Practice 3 Cs 493, Senior Capstone 2 Electives 9 Cs 488, Senior Comprehensives cr Electives 9 __ __ 16 15

209 Medical Technology

enedictine College students have access graduate in four years with a degree in biology Bto programs at schools of medical tech- and certification as a medical technologist. nology through two means. They may com- This follows the National Accrediting Agency plete a biology or other science major, gradu- for Clinical Laboratory Science’s (NAACLS) ate from Benedictine College and enroll as a essentials and guidelines. 4+1 student. They may complete the appro- Students should consult early in their col- priate course work for the biology major, lege careers with the chair of the Biology enroll as a 3+1 student with a temporary let- Department. ter of affiliation between the institutions, and

Medicine

Military Science (Army Reserve Officers Training Corps)

ollege-graduate junior executive man- completes either the two-year or four-year Cagers for the US Army are provided by ROTC program and obtains a baccalaureate the Army Reserve Officers’ Training Corps degree from Benedictine College. Currently, (ROTC) program administered by the Depart- a college graduate who is commissioned ment of Military Science. Traditional four- through ROTC is placed on active or reserve year baccalaureate degree aspirants may duty, depending on his or her desires and on qualify for a commission as an officer by the needs of the service at the time of gradu- completing military science courses. These ation. courses may count as elective courses or as a supplement, amounting to 10 to 15 percent ROTC PROGRAMS of the normal college studies. With the excep- Four-Year ROTC Program tion of a five-week paid summer experience, This leadership program consists of 26 credit all instruction is presented on campus. Vari- hours of military science offerings on campus: ous field trips are conducted to further enrich 6 credit hours from the basic ROTC program the student’s appreciation of national defense Ms 100– and 200–level courses, and 20 credit in its broadest sense and to develop leadership hours from the advanced ROTC program Ms and managerial skills. 300– and 400–level courses. First semester The United States Army commissions sophomores who did not take military science 2nd Lieutenant rank to the individual who during the freshman year may compress the

210 basic program during their sophomore year by science) with the consent of the Chairperson taking a 100–level and a 200–level course (for of Military Science. Eligible students request three credit hours total) each semester. permission from the Chairperson of Military Science to enter the advanced course. Two-Year ROTC Program This program option is designed for junior and Ms 102 sophomore level students who were unable to Leadership Practicum (1) (F) enroll in ROTC during their first two academic Examines leadership in basic tactical and years. The two-year program substitutes a patrolling operations. Includes a tactical appli- five-week Army leadership intern program cation exercise and participation in physical at Fort Knox, Kentucky, for the Ms 100– and fitness conditioning as a course requirement. 200–level courses. This leadership orienta- Students practice leadership according to the tion is designed for sophomores with no prior sixteen principles and learn basic individual military training. Students should attend the soldier skills. Leadership Training Course (LTC) between their sophomore and junior years. Ms 105 Rappelling and Military Rifle ARMY COMMISSION Marksmanship (1) (B) In addition to military science courses, stu- Course teaches techniques and methods of rap- dents desiring to obtain an Army commission pelling, rope management, knot tying, small must take at least one course in military his- bore rifle marksmanship and range safety. tory. Additionally, students must demonstrate a basic swimming ability and complete the Ms 112 Cadet Command Enhanced Skills Training Leadership Practicum (1) (S) Program (ESTP). Continuation of Ms 102. Examines advanced All students seeking a commission must squad and platoon tactical operations with attend a five-week advanced training and emphasis on patrolling operations. Topics assessment experience normally the summer include: leadership techniques, basic first between the junior and senior years. Atten- aid, and problem-solving exercises. A tactical dance may be deferred until after the senior field application exercise and physical fitness year at the discretion of the Chairperson of conditioning program are included as course Military Science. The Leadership Develop- requirements. Students perform duties as ment and Assessment Course (LDAC) is at leaders of small units. Fort Lewis, Washington. Additionally, students may compete for selection to attend Ms 116 additional training after LDAC at the Army’s Foundations of Officership (1) (B) Airborne or Air Assault schools or to partici- The course introduces the student to issues pate in a three-week summer internship with and competencies that are central to a Army field units in either the continental commissioned officer’s responsibilities. United States or overseas. These initial lessons establish a framework for understanding officership, leadership, ADVANCED PLACEMENT and Army values. Additionally, the semester Prior active duty service members, Army addresses “life skills” including fitness and Reservists and National Guardsmen who have time management. This course is designed to completed basic training, high school junior give the student an accurate insight into the ROTC graduates, and nursing students are eli- Army profession and the officer’s role in the gible for placement directly into the advanced Army. ROTC program (last two years of military

211 Ms 126 skills, and apply communication, feedback Basic Leadership (1) (B) and conflict-resolution skills. Building upon This course builds upon the fundamentals the fundamentals introduced in Ms 116/Ms introduced in Ms 116, Foundations of Offi- 126, this course delves into several aspects cership, by focusing on leadership theory of communication and leadership theory. The and decision making. “Life skills” lessons in focus of the semester is on critical “life skills” this semester include: problem solving, criti- which enable the student’s future success. cal thinking, leadership theory, followership, The course concludes with a major leadership group interaction, goal setting, and feedback and problem-solving case study which draws mechanisms. Upon completion of this semes- upon previous instruction. Prerequisites: Ms ter, students are prepared to advance to more 116 and Ms 126 or the consent of the depart- complex leadership instruction concerning ment chairperson. the dynamics of organization. Additionally, Ms 226 students will be increasingly required to dem- Leadership and Teamwork (2) (B) onstrate knowledge of leadership fundamen- This course focuses on self-development tals and communications (written and oral). guided by knowledge of self and group pro- Prerequisite: Ms 116 or the consent of the cesses. Experiential learning activities are department chairperson. designed to challenge students’ current beliefs, Ms 202 knowledge and skills. This semester takes the Leadership Practicum (1) (F) approach of placing students in a wide vari- Course examines squad and platoon offen- ety of group exercises designed to emphasize sive and defensive operations and leadership various leadership competencies and insights. procedures in patrolling operations. Includes The instructor, acting as facilitator, helps guide tactical application exercise and participation student processing of the events to derive the in physical fitness conditioning as a course leadership, group dynamics and problem- requirement. Students will perform vari- solving lessons that the exercises offer. Prac- ous leadership roles and present classroom tical “life skills” are emphasized throughout. instruction. Prerequisites: Ms 116, Ms 126, Ms 216 or the consent of the department chairperson. Ms 212 Ms 302 Leadership Practicum (1) (S) Leadership Practicum (1) (F) Continuation of Ms 202 to examine advanced Examines squad and platoon offensive and squad and platoon offensive and defensive defensive operations, the patrol leader in operations, reaction to obstacles, and lead- patrolling operations, and a tactical applica- ership procedures in patrolling operations. tion exercise. Participation in physical fit- Includes a tactical application exercise and ness conditioning and a tactical application participation in physical fitness condition- exercise is required. Students will perform in ing as a course requirement. Students will various leadership roles and present classroom perform in various leadership roles and pres- instruction. Prerequisite: Advanced-course ent classroom instruction. status, to be taken concurrently, and required Ms 216 for students enrolled in Ms 316. Individual Leadership Studies (2) (B) Ms 312 This semester is designed to develop within Leadership Practicum (1) (S) the student a knowledge of self, self- Familiarization with military firearms; confidence and individual skills. Through includes assembly and disassembly; tactical experiential learning activities, students will communications; and the field artillery request develop problem-solving and critical-thinking

212 and a tactical application exercise. Participa- interpersonal skills required for effective tion in physical fitness conditioning and a tac- management. Participation in physical fitness tical application exercise is required. Students conditioning and tactical application exercise will perform in various leadership roles and is required. Students will perform in various present classroom instruction. Prerequisite: leadership positions and present classroom Advanced-course status, to be taken concur- instruction. Prerequisite: Advanced-course rently, and required for students enrolled in status, to be taken concurrently, and required Ms 326. for students enrolled in Ms 416.

Ms 316 Ms 412 Leadership and Problem Solving (3) (F) Leadership Practicum (1) (S) Provides the student with no prior military or Practical applications in problem analysis, cadet experience the ability to quickly learn decision making, planning and organization, essential cadet knowledge and skills neces- delegation and control, and development of sary for successful performance of cadet interpersonal skills required for effective tasks. Following an introduction to the princi- management, includes a tactical application ples of physical fitness and healthy lifestyles, exercise. Participation in physical fitness con- lessons will cover: the Leader Development ditioning is required. Students will perform Program, planning and conducting individual various leadership roles and conduct class- and small unit training, basic tactical princi- room instruction. Prerequisite: Advanced- ples, reasoning skills and the military-specific course status, to be taken concurrently, and application of these skills in the form of the required for students enrolled in Ms 426. Army’s troop-leading procedures. The course concludes with a detailed examination of offi- Ms 416 cership, which culminates in a five-hour offi- Leadership and Management (3) (F) cership case study. Prerequisites: Six credits A series of lessons designed to enable stu- in Military Science, department chairperson dents to make informed career decisions as approval, and concurrent enrollment in Ms they prepare for commissioning and service 302. as Second Lieutenants. Classes concentrate on Ms 326 Army operations and training management, and communications and leadership skills, Leadership and Ethics (3) (S) which support the final transition from cadet/ Continues the focus from Ms 316 on doctrinal student to Lieutenant/leader. Subjects include: leadership and tactical operations at the small The Army Training Management System, unit level. Instructional modules include: coordinating activities with staffs, and coun- Army branches, Army leadership philoso- seling skills. At the end of this semester, stu- phy, dynamics of a group environment, oral dents should possess the fundamental skills, and written presentation skills, culminating in attributes and abilities to operate as a com- instruction in national and Army values and petent leader in the cadet battalion. Prerequi- ethics. This critical semester synthesizes the site: Advanced-course status and concurrent various components of training, leadership enrollment in Ms 402. and team building. Prerequisites: Ms 316 and concurrent enrollment in Ms 312. Ms 426 Ms 402 Officership (3) (S) Leadership Practicum (1) (F) A series of lessons that provide a review of Practical applications in problem analysis, the ethical dimensions of leadership, law in decision making, planning and organization, leadership, organizing for military operations delegation and control, and development of to include historical case studies, personnel,

213 supply and maintenance administration and Ms 450 management, personal financial planning Independent Study in Military and entering the service. The semester con- Science (1–5) cludes with a 12-lesson experiential exercise Investigates selected problems or topics on an simulating assignment as a new Lieutenant individual or conference basis. Prerequisite: in a unit. Prerequisites: Ms 416, Advanced- Consent of department chair. course status, and concurrent enrollment in Ms 412.

Modern Foreign and Classical Languages

Objectives This requirement may be waived for stu- One of the immediate objectives of the dents who already demonstrate advanced profi- Department of Modern Foreign and Classical ciency in the language or who have substantial Languages is to teach the fundamental skills immersion experience in the target language. of listening, speaking, writing, and reading of The department-sponsored study abroad affil- another language. This objective is focused on iations in Spanish are in Cuernavaca, Mexico, students developing the ability to communi- Seville, Spain, and Puerto Rico. The programs cate on various levels in the target language in France are located in Angers and Paris. and to gain an appreciation of the literature Students also have the option of participating written in that language. in an exchange program through the college’s Another objective of the department is to affiliation with ISEP. Additional fees may convey to students a knowledge and under- apply. standing of a different language, people and Some language courses are offered on an culture, and to give them a method of viewing alternate semester or yearly basis. Those who the world with a broader perspective. choose to major or minor in a foreign language The department seeks to assist students should consult with an advisor in the depart- preparing for careers in education, business, ment when declaring their major so as to fol- government or the professions. low the recommended schedule of classes. Foreign Language Placement Courses taught at our Florence, Any entering student who has studied either Italy, campus French or Spanish for at least three years* in high school is required to take the Foreign It 100 (4); It 102 (4) Language Placement test administered by the Offered through our semester in Florence department before enrolling in any course in a program, It 100 (4) and It 102 (4) provide language he or she has already studied. students with an immersion experience in Study Abroad The department sponsors study abroad pro- *Students who have taken at least three years of French grams to provide students with an opportunity in high school with grades of ‘B’ or better are required for immersion in Spanish or French. Students to take the placement test before being allowed to enroll in 100-level French courses. Any student who majoring in Spanish or French are required enrolls in Fr 100 or Fr 101 who has studied French to have an immersion experience abroad, for at least three years with grades of ‘B’ or better and through either studying, completing an intern- who has not taken the placement test may be dropped ship, or volunteering abroad. from the course.

214 the Italian language. Students gain a basic The requirements for a minor in French: ability to communicate in the target language Fr 101, Elementary French or and gain understanding and appreciation of Fr 100, Beginning French Italian culture. Emphasis is on integrating the Fr 102, Second Semester French four skills of the language: speaking/listen- Fr 203, Intermediate French I ing/reading and writing in order to provide Fr 204, Intermediate French II students with a high novice-low intermediate and nine additional upper-division hours in level of proficiency at the end of the semester. French. (GP) Transfer students who intend to major or minor in French must take a minimum of 50% It 301 of the 300-level and above courses required Florentine Art and Culture (3) for the major either at Benedictine College The main subject of the lessons in the class or through one of our approved study abroad will be the European history in the Middle programs. Ages, between the fall of the Roman Empire to the beginning of the geographical explora- Fr 100 tions on early XVI century. The lessons will Beginning French (4) (F) focus to the most important issues of that Intended for students with little or no pre- period of the European history, that gave the vious learning of French. Designed to basic features of the Western Civilization. The develop a basic ability to communicate with subject of the tours will be the history and the French-speaking people and to understand art of the town of Florence and neighboring and appreciate their cultures. Emphasis is on areas. (AE, HP, WP) basic authentic functional communication in the target language and development of the French student’s ability to read, write and speak the language and to gain a basic understanding Requirements for a major in French: of the spoken language. Not available to any Fr 100, Beginning French or student who has previously completed a year Fr 101, Elementary French or more of study of French in high school with Fr 102, Second Semester French grades of ‘B’ or better. Fr 203, Intermediate French I Fr 204, Intermediate French II Fr 101 Fr 304, Introduction to French Literature Elementary French (3) (F) Fr 361, French Civilization Intended for students who have had some and one additional French literature course or study in French, but who did not retain enough Fr 365, Introduction to Francophone Literature knowledge to place into second-semester. and Cultures; plus twelve additional upper- Course description is the same as that for Fr division hours in French. 100, but the course moves at a faster pace. Prospective teachers in French: Prerequisite: Students who have taken at least The student will complete the French major three years of French in high school with which will normally include courses num- grades of ‘B’ or better are required to take the bered: Fr 101, Fr 102, Fr 203, Fr 204, Fr 304, placement test before being allowed to enroll Fr 351, Fr 361, Fr 362, Fr 363, Fr 364, Fr 365. in 100-level French courses. Any student who In addition, the student will complete Fl 457. enrolls in Fr 100 or Fr 101 who has studied The student will also complete the require- French for at least three years with grades of ments for teacher certification outlined under ‘B’ or better and who has not taken the place- Education. ment exam may be dropped from the course.

215 Fr 102 poetry, prose, and drama. Continued develop- Second Semester French (4) (S) ment of basic skills with emphasis on reading Continuation and completion of the program skills. (AE) described for Fr 100/101. Fr 350 Fr 198 Study Abroad: Immersion in French Special Topics (1–4) Language and Culture (1–12) (D) Topics not included in the regular catalog, Students enroll in an approved study abroad usually treated in a lecture/discussion format. program where they are placed in the appro- May be taken more than once if subject matter priate level of intensive language courses varies sufficiently. (normally 20–23 hours of contact per week), which include the study of grammar, pro- Fr 203 nunciation, vocabulary, conversation, and Intermediate French I (3) (F) contemporary civilization in French. This Designed to provide the student with an inten- experience allows students to increase their sive review of basic grammatical structures proficiency in French and gain insight into the and to improve on the four skills of reading, culture. Variable credit. (GP) writing, speaking and comprehending French, Fr 351 with particular emphasis on building vocabu- Advanced French Grammar and lary and reading skills. Conversation (3) (D) Advanced level courses which provide the Fr 204 student with a greater proficiency in the Intermediate French II (3) (S) language; a thorough grammar review A continuation of Fr 203. Students continue stressing difficult points of syntax; written with review of grammar, and building on the composition, phonetics and the practical use four skills, with particular emphasis on more of the spoken language in a wide variety of complex grammatical structures and attention contexts; the use of French in contemporary to building writing skills. This course is a pre- communications media, journalism, business, requisite for all upper-level French courses. economics, commercial and technical terminology. (WC) Fr 301 French Phonetics (3) (D) Fr 361 Students gain knowledge of the basic pat- French Civilization (3) (D) terns of standard French pronunciation in An historical approach to the accomplish- order to improve their own pronunciation. ments of the French people. A study of French The course includes study of phonemes (indi- institutions and society from the Middle Ages vidual sounds) as well as rhythmic patterns through the twentieth century. (HP, WC, WP) of standard French pronunciation. Students work with laboratory and in-class pronuncia- Fr 362 tion activities to improve their pronunciation A Survey of French Literature From Its of standard French. Origin to Classicism (3) (D) Reading, discussion and analysis of poetry Fr 304 and prose selected from some of the greatest Introduction to French Literature (3) (D) and best known masters of French literature An introduction to critical reading and appre- from the ninth to the beginning of the seven- ciation of literature using texts from French teenth century. Taught in French. (AE, WP)

216 Fr 363 Fr 398 A Survey of French Literature from the Special Topics (1–4) Classical Period to Symbolism (3) (D) Topics not included in the regular catalog, Reading, discussion and analysis of poetry usually treated in a lecture/discussion format. and prose selected from some of the greatest May be taken more than once if subject matter and best known masters of French literature varies sufficiently. Courses may be offered in from the seventeenth century to the period of English. Courses offered in English may not symbolism. Taught in French. (AE, WP) count toward a French major or minor.

Fr 364 Fl 457 A Survey of French Literature From Methods of Teaching Foreign Symbolism to Contemporary Period (3) Languages (2) (D) (D) This course acquaints the student with tech- Readings and discussions of the major works niques, methodologies and technologies in all the genres through textual analysis and for instruction and assessment of foreign translations. Taught in French. (AE, WP) language, and provides the student with knowledge of theories of second-language Fr 365 acquisition, experience in lesson planning, Introduction to Francophone Literature and assessment preparation and administra- and Cultures (3) (D) tion. Field experiences at the primary and sec- Provides a general knowledge of various ondary levels are required. French-speaking literary and cultural traditions outside of geographic France, including Fr 460 francophone Africa, the French Caribbean and Seminar in Twentieth Century Quebec. The course examines themes present Literature (3) (D) in the literature of these regions in light of An in-depth study of major literary works and post-colonial thought and theories. (AE, GP) movements of the period, including poetry, prose and drama. Authors and movements Fr 370 represented include: Claudel, Proust, Surreal- History of French Cinema (3) (D) ism, Existentialism and the New Novel. French cinema is renown throughout the world for its beauty, expressiveness, and often Fr 471, 472 political and cultural engagement. This course Directed Readings (1, 2, 3) seeks to introduce students to the structure A course in independent study designed to of film as an artistic form, to “read” a film’s broaden and integrate the particular student’s structural and aesthetic value, and also to pro- comprehension of French literature and cul- vide an overview of periods of French cinema, ture and make up for the deficiencies of a including poetic realism and the New Wave. student’s background. Prerequisite: Depart- Additionally, students will continue to prog- ment approval. ress in their development of the four skills in French: reading/writing, listening and speak- Fr 488 ing. The course structure will include view- Senior Comprehensive Exam (cr) ing, reading and discussion, and is writing intensive. (AE, WC) Fr 499 Independent Study (credit arranged)

217 feelings and opinions on a variety of matters German situated within the discourses of everyday Gn 100 (4) (F, alternating years) life. The communicative approach taken in The first semester German course introduces this course focuses on learning to use of basic students to the language and culture of the German language forms, i.e., grammar and modern German-speaking world. The commu- vocabulary, in meaningful contexts across nicative approach taken in this course focuses both spoken and written genres. The course on learning to use basic German language aims to develop students’ ability to interpret forms, in meaningful contexts across spoken (not merely read or listen), communicate (not and written genres. The course aims to develop merely give or receive information), and per- students’ ability to interpret (not merely read form (not merely write or speak) in German. or listen), communicate (not merely give and Gn 204 (3) (F, alternating years) receive information), and perform (not merely This course is a continuation of Intermediate write or speak) in German. German 203. With a content-based approach Gn 102 (4) (S, alternating years) to language instruction, the course helps students to not only review and expand their Ger- This second semester German course contin- man language proficiency, but also to develop ues instruction begun in German 100. By the such proficiency within a meaningful context end of German 102, students will be familiar that supports the development of specific with most basic structures of German lan- content knowledge—in this case, the country guage and will have developed basic cultural and culture of Germany. Intermediate German knowledge about the German-speaking world. 204 covers modern & contemporary German As vocabulary and grammar sophistication themes such as Heimat & Exile (the notion grow, students will become increasingly proof home and exile), culture and identity. Dur- ficient at expressing their thoughts, feelings, ing the semester students will explore these opinions on a variety of subjects related to themes against the backdrop of German litera- everyday life in past, present and future times. ture, geography, language and dialect, music, To this aim, lessons center on communicative art, architecture, food and drink, and history. as well as cultural aims. Authentic texts representing a number of Gn 203 (3) (F, alternating years) genres will serveto enrich student’s develop- By the end of German 203, students will be ing content knowledge on Modern and Con- familiar with basic structures of the Ger- temporary Germany. Concurrently, advanced man language and will have developed cul- grammar instruction will deepen student’s tural knowledge about the German-speaking knowledge of the German language. world. As vocabulary and grammar sophistication grow, students will become increasingly proficient at expressing their thoughts,

218 Suggested sequence of courses for a bachelor’s degree in French*

Freshman Year En 101, English Composition 3 Fr 102, Second Semester French 4 Fr 101, Elementary French 3 Ph 175, Logic and Nature 3 Gs 150, BC Experience cr Two Foundations courses (see below) 6 Th 101, Introduction to Theology 3 Elective 3 Two Foundations courses (see below) 6–7 ______15–16 16

Student should select courses to fulfill the following Foundations during the freshman year: Historical Perspectives (1 course) Natural World (1 course with or without lab) Person and Community (1 course) Faith (1 course) Note there are several courses in the major that fulfill foundations.

Sophomore Year Fr 203, Intermediate French 3 Fr 204, Intermediate French II 3 Natural World Foundation 3–4 Faith Foundation 3 Philosophical Inquiry Foundation 3 Electives 8 Electives 6 Pe 115, Wellness for Life 1 Pe Activity course 1 ______15–16 16

Junior Year Study Abroad (to include Fr 361, 17 Fr 365, Francophone Lit & Civilization 3 French Civilization) Philosophical Inquiry Foundation 3 Electives 9 __ __ 17 15

Senior Year French Literature Course 3 Fr 488, Senior Comprehensive cr Quantitative Course 3 Electives 17 Electives 9 __ __ 15 17

*Please note that students majoring in French are strongly encouraged to double major; thus courses indicated as electives would ideally fulfill another major.

219 the beginning Spanish sequence teaches the Spanish four skills—understanding, listening, speaking and writing within a communicative Requirements for a major in Spanish: approach. This course is intended for students Sa 100. Beginning Spanish or with little or no previous study of Spanish. Sa 101, Elementary Spanish This class is not available for students who Sa 102, Second Semester Spanish have completed a year or more of high school Sa 203, Intermediate Spanish I Spanish with a grade of ‘B’ or better. Sa 204, Intermediate Spanish II Sa 304, Introduction to Hispanic Literature Sa 101 and Literary Analysis Elementary Spanish (3) (F) Sa 365, Survey of Latin American Literature In line with recent advances in language and fifteen additional hours of upper-division teaching, Sa 101, the first semester course of Spanish courses. the beginning Spanish sequence teaches the Requirements for Prospective Teachers of four skills—understanding, listening, speak- Spanish: ing and writing within a communicative The student will complete the Spanish approach. This course covers the same mate- major which will normally include courses rial as Sa 100, but at a faster pace. Prerequi- numbered: Sa 100/101, Sa 102, Sa 203, Sa site: Two years of high school Spanish with a 204, Sa 304, Sa 351, Sa 365, Sa 366, Sa 371, ‘B’ or higher. Students who have taken three Sa 372, and at least one of the following: Sa years of Spanish in high school with grades 462, Sa 464, Sa 468 or Sa 469. In addition the of ‘B’ or better are required to take the place- student will complete Fl 457 (course descrip- ment test before being allowed to enroll in tion under French). The student will also com- 100-level Spanish courses. Any student who plete the requirements for secondary teacher enrolls in Sa 100 or Sa 101 who has studied certification outlined under Education. Spanish for at least three years with grades of ‘B’ or better and has not taken the placement The requirements for a minor in Spanish: exam may be dropped from the course. Sa 100, Beginning Spanish or Sa 101, Elementary Spanish Sa 102 Sa 102, Second Semester Spanish Second Semester Spanish (4) (F) Sa 203, Intermediate Spanish I In line with recent advances in language Sa 204, Intermediate Spanish II teaching, Sa 102, the second semester course Sa 304, Introduction to Hispanic Literature of the beginning Spanish sequence teaches and Literary Analysis the four skills—understanding, listening, and two upper-division courses in Spanish. speaking and writing within a communicative Transfer students who intend to major or approach. Prerequisite: Sa 100 or Sa 101, or minor in Spanish must take a minimum of placement exam. 50% of the 300-level and above courses required for the major either at Benedictine Sa 198 College or through one of our approved study Special Topics (1–4) abroad programs. Topics not included in the regular catalog, usually treated in a lecture/discussion format. Sa 100 May be taken more than once if subject matter Beginning Spanish (4) (F) varies sufficiently. In line with recent advances in language teaching, Sa 100, the first semester course of

220 Sa 203 Spanish, Foreign Language, or International Intermediate Spanish I (3) (F) Studies or International Business majors or This is a course designed to sharpen skills in minors. (GP) reading, writing, speaking and comprehend- Sa 341 ing Spanish, and to heighten awareness and Advanced Spanish Conversation (3) (D) understanding of Hispanic cultures. The course This course will provide extensive practice in reviews and puts into practice the knowledge speaking Spanish with the goal of broadening gained in Sa 101 and Sa 102. While all four students’ conversational skills in order to meet skills are to be developed, particular emphasis the requirements of advanced proficiency in is placed on reading and grammar. Spanish for majors. This class will be conducted in Spanish only. It is NOT available Sa 204 to native or heritage speakers of Spanish. Pre- Intermediate Spanish II (3) (S) requisite: Sa 204; available only to Spanish, Sa 204 is the continuation of Sa 203. This Foreign Language, or International Studies course will deepen the student’s knowledge or International Business majors or minors. of grammatical structures as well as provide (WC, OC, WP) them with opportunities for further communicative practice in real life situations. Prereq- Sa 365 uisite: Sa 203. Survey of Latin American Literature (3) (S) Sa 304 This survey will touch upon the most impor- Introduction to Hispanic Literature tant literary works of Latin American literature and Literary Analysis (3) (B) of all periods. Prerequisite: Sa 204; available A chronological introduction to the litera- only to Spanish, Foreign Language, or Inter- ture of Spain emphasizing the major periods national Studies or International Business beginning with the Middle Ages to the pres- majors or minors. (AE) ent. It emphasizes the major authors of each period and provides the basic literary concepts Sa 366 and terminology for literature in general and Survey of Spanish Literature (3) (F) Spanish literature in particular. Prerequisites: This survey will touch upon the most impor- Sa 204; available only to Spanish, Foreign tant literary works of Spanish literature of Language, or International Studies or Inter- all periods. Prerequisite: Sa 204; available national Business majors or minors. (AE, only to Spanish, Foreign Language, or Inter- WC, OC, WP) national Studies or International Business majors or minors. (AE) Sa 350 Study Abroad: Immersion in Sa 371 Spanish (1–12) Spanish Civilization and Culture (3) (S) Students enroll in one of our approved study This course familiarizes students with the abroad programs where they are placed in most salient characteristics of the history, art, the appropriate level of intensive language politics and civilization of Spain from the courses (normally 20–23 hours of contact per first invasions of the Iberian Peninsula to the week), which include the study of grammar, present. Therefore, students should integrate pronunciation, vocabulary, conversation, and history with Spain’s multi-cultural evolution. contemporary civilization in Spain or Mexico. Another objective is to define what constitutes This experience allows students to increase Spanish culture through a variety of audiovi- their proficiency in Spanish and gain insight sual material such as CDs, movies, documen- into the culture. Prerequisite: Available only to taries, slides and photography. Prerequisite:

221 Sa 204; available only to Spanish, Foreign Sa 462 Language, or International Studies or Inter- Spanish Literature I: Medieval and national Business majors or minors. (HP, PC, Golden Age Literature (3) (D) WC) This class will provide students with an his- Sa 372 torically anchored, yet panoramic view of Latin American Civilization and the literary and cultural production of Spain from the fourteenth through the seventeenth Culture (3) (F) century. All literary genres will be included This course familiarizes students with the as well as representatives of both canonical history, art and politics of the civilizations and non-canonical literature. Prerequisite: Sa of Latin America from colonial times to the 304; available only to Spanish, Foreign Lan- present through multiple perspectives with guage, or International Studies or Interna- particular attention to class, race, ethnicity tional Business majors or minors. (AE) and age and how these factors impact the production of high and popular culture. Students Sa 464 will consider what constitutes Latin American Spanish Literature II: Modern and culture through a variety of audiovisual mate- Contemporary Spanish Literature (3) (D) rial such as CDs, film, documentaries, slides This course will provide students with an and photography. Prerequisite: Sa 204; avail- historically anchored, yet panoramic view of able only to Spanish, Foreign Language, or the literary and cultural production of Spain International Studies or International Busi- from the eighteenth through the twentieth ness majors or minors. (HP, PC, WC) century. All literary genres will be included as well as representatives of both canonical and Sa 380 non-canonical literature. Prerequisite: Sa 304; Seminar on Hispanic Film (3) (D) available only to Spanish, Foreign Language, This course will introduce students to the or International Studies or International Busi- study of Hispanic Films as cultural, histori- ness majors or minors. (AE) cal and artistic expressions, as well as social constructs and engagement with questions of Sa 470 gender, social problems, and the representa- Selected Topics in Latin American tion of history. Class format will include class Literature (3) (F) discussions, film viewing, supplementary This course presents students with a variety readings and writing instruction. (AE, WC) of current topics in Latin American literature. The content of the course will vary in theme, Sa 398 genre and period, and may include canonical Special Topics (1–4) and non-canonical Latin American literature. Topics not included in the regular catalog, (AE, WC) usually treated in a lecture/discussion format. May be taken more than once if subject mat- Sa 471, 472 ter varies sufficiently. May be offered in Eng- Directed Readings (1, 2, 3) lish. Courses offered in English may not count Independent study designed to broaden and toward a Spanish major or minor. integrate the particular student’s comprehension of Hispanic literature and culture and Fl 457 make up for any deficiencies of a student’s Methods of Teaching Foreign background in the area. Only for majors in Languages (2) (D) the discipline. Prerequisite: Available only to (See description of the course under the Spanish, Foreign Language, or International French Program.) Studies or International Business majors or minors.

222 Sa 488 Sa 499 Senior Comprehensive Exam (cr) Independent Study (credit arranged)

Suggested sequence of courses for a bachelor’s degree in Spanish*

Freshman Year En 101, English Composition 3 Ph 175, Logic and Nature 3 Sa 101, Elementary Spanish 3 Sa 102, Second Semester Spanish 3 Th 101, Introduction to Theology 3 Pe 115, Wellness for Life 1 Two Foundations courses (see below) 6–7 Pe Activity course 1 Gs 150, BC Experience cr Two Foundations courses (see below) 6 Elective 3 ______15–16 17

Student should select courses from the following Foundations during the freshman year: Historical Perspectives (1 course) Natural World (1 course with or without lab) Person and Community (1 course) Faith (1 course)

Sophomore Year Sa 203, Intermediate Spanish 3 Sa 204, Intermediate Spanish II 3 Natural World Foundation 3–4 Faith Foundation 3 Philosophical Inquiry Foundation 3 Electives 9 Electives 6 ______15–16 15

Junior Year Sa 304, Intro to Literature 3 Study Abroad (to include Sa 371, 17 Philosophical Inquiry Foundation 3 Spanish Civilization and Culture or Electives 9 Sa 372, Latin Amer Civ and Culture) __ __ 15 17

Senior Year Sa 365, Survey of Spanish Am Lit 3 Sa 488, Senior Comprehensive cr Quantitative Course 3 400-level Spanish Literature 3 Electives 9 Electives 14 __ __ 15 17

*Please note that students majoring in Spanish are strongly encouraged to double major; thus courses indicated as electives would ideally fulfill another major.

223 Major in Foreign Languages Option 2: One primary language and two sec- The Foreign Language major allows students ondary languages. to acquire proficiency in two or three lan- The requirements for the primary language are guages. Students pursue study in a primary the same as Option 1 above. The requirements language currently offered as a major (Span- for the secondary languages is a combination ish or French) and may opt to choose one or of two languages: completing 12 hours of one two secondary languages from the follow- language beyond the level of 102, and a full ing: Spanish, French, German, Latin, Greek year of an additional language. Example: Fr or Italian. (Italian is currently offered only 203, Fr 204 and two additional courses, Italian through Benedictine’s semester-abroad pro- 100 and Italian 102. Or Latin 103, Latin 104, gram in Florence.) Foreign language majors two intermediate Latin courses and Beginning are required to study abroad for a semester or Greek I and II. summer. There are two options for pursuing a major in Classics foreign language. They are as follows: Benedictine College also offers minors Option 1: One primary language and one sec- in Latin, Classics and a course of studies in ondary language. Greek. Instruction in the language, literature and history of the ancient Romans are studied. Primary language: Spanish. The principal objectives of the courses are as The student is required to complete 24 credit follows: 1) to give students sufficient grasp of hours beyond Spanish 102; Sa 203, Sa 204, the languages to enable them to read literature Sa 304, Sa 365, or Sa 366; Sa 371 or Sa 372 with some degree of appreciation; 2) to intro- and three additional upper-level courses that duce the students to Roman life, philosophy can be taken at Benedictine or through a study and political institutions, and to assist them abroad program. in evaluating the Classical contribution to the Primary language: French development of Western Civilization; and 3) The student is required to complete 24 credit to improve students’ powers of thought and hours beyond French 102; Fr 203, Fr 204, Fr expression by accurate translations. 304, Fr 361 and four upper-level courses that The requirements for a minor in Latin: can be taken at Benedictine or through a study La 103, Beginning Latin I abroad program. La 104, Beginning Latin II Secondary language: German La 311, Latin Prose Authors 18 credit hours beyond Gn 102, to include Gn La 312, Latin Prose Authors 203, Gn 204, twelve additional hours to be La 411, Latin Poets completed through a study abroad program. La 412, Latin Poets Latin 459, 460 and/or 499 may be substituted Secondary language: French for one or more of the above courses with per- 18 credit hours beyond Fr 102, to include Fr mission of the chair of the department. 203, Fr 204, Fr 304, and nine additional hours The requirements for a minor in Classics: to be completed at Benedictine or through a La 103, Beginning Latin I study abroad program. La 104, Beginning Latin II Secondary language: Spanish Gr 103, Beginning Greek I 18 credit hours beyond Sa 102, to include Sa Gr 104, Beginning Greek II 203, Sa 204, Sa 304 and nine additional hours and any two of the following courses: to be completed at Benedictine or through a La 311, Latin Prose Authors (3 hours) study abroad program. La 312, Latin Prose Authors (3 hours) La 411, Latin Poets (3 hours)

224 La 412, Latin Poets (3 hours) in high school and are interested in learning Gr 311, Greek Prose Authors (3 hours) a reading knowledge of Latin. Emphasis is Gr 312, Greek Prose Authors (3 hours) placed on vocabulary, grammar, and sight reading in the first semester. In the second Greek semester, the emphasis is on extensive Latin reading. Gk 103, 104 Beginning Greek I & II (4, 4) (F, S) La 198 (offered alternating years) Special Topics (1–4) Intensive study, with exercises of the conjuga- Topics not included in the regular catalog, tions, declensions, vocabulary and grammar usually treated in a lecture/discussion format. of classical Greek occupy the first semester. May be taken more than once if subject matter The second semester places emphasis on varies sufficiently. translating continuous prose. La 212 Gk 198 Latin Literature in Translation (3) (D) Special Topics (1–4) Works studied in this course range in time Topics not included in the regular catalog, from the classics of antiquity to the “modern” usually treated in a lecture/discussion format. Latin of the Renaissance. May be taken more than once if subject matter varies sufficiently. La 311, 312 Latin Prose Authors (3, 3) (D) Gk 212 The works read are determined by the needs Greek Literature in Translation (3) (D) and interests of the members of the class Works studied in this course may range in according to literary genres. These genres time from the classics of antiquity through normally include: rhetoric, philosophy, and Byzantine and modern Greek. history. Gk 311, 312 La 398 Greek Prose Authors (3, 3) (D) The works read are determined by the needs Special Topics (1–4) Topics not included in the regular catalog, and interests of the members of the class usually treated in a lecture/discussion format. according to literary genres. These genres May be taken more than once if subject matter normally include rhetoric, philosophy, and varies sufficiently. history. Gk 398 La 411, 412 Special Topics (1–4) Latin Poets (3, 3) (D) Topics not included in the regular catalog, The works read are determined by the needs usually treated in a lecture/discussion format. and interests of the members of the class May be taken more than once if subject matter according to literary genres. These genres varies sufficiently. normally include: epic, satire, and drama. (Latin 411, as epic poetry, is offered under the Latin title La 111/411 “Greek and Roman Mythol- ogy.” As La 111 it may be taken by non-Latin La 103, 104 reading students as a two-hour audio-visual Beginning Latin I, II (4, 4) (F, S) survey of mythology. As La 411 it is taken by (offered alternating years) Latin students who earn an additional credit This course is offered to meet the needs of stu- hour by doing readings in Latin.) dents who have had no introduction to Latin

225 La 459, 460 La 499 Directed Readings (3, 3) Independent Study (1–3) A program of independent study open only to advanced students under the supervision of Notes: Students who enter college with three or four the instructor. years of high school Latin training and who score high enough on the placement examination may begin upper-division work as freshmen, with the approval of the department chair.

Music

s an institutional member of the National entrance into study on the graduate level AAssociation of Schools of Music, Bene- and/or preparation for a professional career dictine College offers majors leading to a in music. bachelor of arts with a major in music degree 2. The Music Department aims to provide pro- and to a bachelor of music education degree. fessional training for those students desiring An additional area of emphasis within the to teach PreK–12 general music through the Bachelor of Arts in Music program includes Bachelor of Music Education degree pro- Music Composition. Students have the oppor- gram. 3. The Music Department aims to successfully tunity to study music through the minor pro- meet standards required by the appropriate gram. accrediting agencies: National Association Mission of the Music Department: of Schools of Music (NASM), Kansas State The Benedictine College Music Depart- Department of Education (KSDE), and the ment strives to present opportunities for National Council for the Accreditation of students that meet the artistic, creative, and Teacher Education (NCATE). scholarly demands of those who intend to pur- 4. The Music Department aims to provide sue teaching, performance or other careers in all students the opportunity to perform in music. The Department enhances the cultural ensembles, participate in music courses and activities of the college and serves the student applied music, and to attend musical events body with offerings in applied music and with for their cultural development. 5. The Music Department aims to provide an vocal and instrumental ensembles. atmosphere that fosters scholarship and There are many concerts and recitals pre- independent research to reflect the character sented on campus by students, faculty and of Benedictine College as America’s Dis- guest artists. These are presented as an educa- covery College. tional experience for the students and for the cultural enrichment of the entire community. Procedure for Acceptance into the Music Program as a Major: Goals: 1. After successful completion of Mu 100 the 1. The Music Department aims to provide for student formally applies to the department. students in the liberal arts degree programs 2. The student will be administered a Fresh- (Bachelor of Arts degree with a major in man Jury/Interview. The music department Music, Bachelor of Arts with a major in faculty will determine the status of the stu- Music with Emphasis in Music Composi- dent with the following indicators: tion) educational opportunities, perfor- Acceptance into the department mance experiences, and expectation of stan- without reservations dards on a national level to prepare them for

226 Acceptance into the department with 10. All departmental procedures are outlined reservations in the Benedictine College Music Student Probationary acceptance into the Handbook. Majors in music education department should refer to the Education Handbook Denial of acceptance into the department regarding specific rules and procedures 3. The Sophomore Barrier Jury/Interview will for the Benedictine College Department of determine the final status of the student as a Education. major in the department. 11. Transfer students pursuing a major or minor Departmental Procedures: in Music must take a minimum of 40% of the coursework required for the major/minor 1. There is a concert attendance requirement at Benedictine College. for all music majors and minors. 2. Candidates for all music degrees must give Degree Requirements: either a public recital or, by special arrange- Bachelor of Arts degree with a major in ment, a semi-public recital before the fac- Music (49 credit hours in music): ulty during the senior year. 1. Music Theory: 3. Piano proficiency examinations are admin- Mu 100, Fundamentals of Music Theory istered at the end of every semester by the and Aural Skills (2) music faculty. After completion of Mu 111, Mu 101, Music Theory and Aural music majors must enroll in Mu 402 every Skills I (3) semester until proficiency is achieved. This Mu 103, Music Theory and Aural proficiency will be determined by examina- Skills II (3) tion. Mu 110, Functional Keyboard I (1) 4. A senior comprehensive will be adminis- Mu 111, Functional Keyboard II (1) tered to all students majoring in music prior Mu 200, Music Theory & Aural to graduation. Skills III (3) 5. The music department will accept no grade Mu 300, Music Theory & Aural below a “C–” in any music course in the Skills IV (3) curriculum for the music major or minor. 2. Music History: 6. All students majoring in music must submit Mu 190, World Music Literature (3) a portfolio prior to graduation for assess- Mu 400, Music History and Literature I (3) ment by the music faculty. The portfolio Mu 401, Music History and Literature II (3) will contain programs in which the student 3. Mu 304, Introduction to Conducting (1) has participated, practice logs, scholarly 4. Mu 402, Piano Proficiency (cr) work and other procedural, participation 5. Mu 487, Senior Recital (1) and interest documents. The portfolio is a 6. Mu 488, Senior Comprehensive (P/F) component of the Mu 488 Senior Compre- 7. Applied Music: hensive credit. Eight semesters (1 credit each of a major 7. The music department requires documen- instrument resulting in a senior recital). tation of minimum practice through prac- 8. Ensembles: tice logs for applied music. The minimum Eight semesters (1 credit each) of the requirement is five hours weekly for one major ensemble. credit and ten hours weekly for two credits. 9. Six hours of upper-division music electives 8. All applied students are assessed at the end (300 level or higher). of the semester through recital participation 10. Six semesters of credit (cr) for Concert or by a jury examination. Attendance (Mu 128, Mu 129, Mu 228, 9. Applied students are assessed at the end of Mu 229, Mu 328, Mu 329). the 200 level of applied music to determine 11. General Education Requirements. eligibility for upper-division credit (300 and above).

227 12. Electives to meet the 128 credits required sophomore through senior years of study for graduation (must include 40 credit hours documented by score, program, and of upper-division credit). recording. d. One composition for orchestra or concert Bachelor of Arts in Music with emphasis in band and three composition premiere Music Composition (57 credits in music) performances documented by score, pro- 1. Music Theory: gram, and recording. Mu 100, Fundamentals of Music Theory 6. Mu 488, Senior Comprehensive (P/F) and Aural Skills (2) 7. Applied Music: Mu 101, Music Theory & Aural Four semesters (1 credit each of a major Skills I (3) instrument) Mu 103, Music Theory & Aural 8. Ensembles: Skills II (3) Eight semesters (1 credit each) of the major Mu 110, Functional Keyboard I (1) ensemble Mu 111, Functional Keyboard II (1) 9. Six semesters of credit (cr) for Concert Mu 200, Music Theory & Aural Attendance (Mu 128, Mu 129, Mu 228, Skills III (3) Mu 229, Mu 328, Mu 329) Mu 300, Music Theory & Aural 10. General Education Requirements. Skills IV (3) 11. Electives to meet the 128 credits required Mu 302, Orchestration/Arranging (2) for graduation (must include 40 credit hours Mu 313, Counterpoint (2) of upper-division credit). Mu 410, Composition in Electronic Media (2) Bachelor of Music Education degree: Mu 290, Mu 291, Mu 390, Mu 391, (104 required credit hours in music and pro- Mu 490, Mu 491 Music Composition fessional education) (2 credits each) 1. Music Theory: Students will enroll in six consecutive Mu 100, Fundamentals of Music Theory semes-ters of private composition study and Aural Skills (2) beginning in the sophomore year, resulting Mu 101, Music Theory & Aural Skills I (3) in the senior recital project. Mu 103, Music Theory & Aural Skills II (3) 2. Music History: Mu 110, Functional Keyboard I (1) Mu 190, World Music Literature (3) Mu 111, Functional Keyboard II (1) Mu 400, Music History and Literature I (3) Mu 200, Music Theory & Aural Mu 401, Music History and Literature II Skills III (3) (3) Mu 300, Music Theory & Aural 3. Mu 304, Introduction to Conducting (1) Skills IV (3) 4. Mu 402, Piano Proficiency (cr) 2. Music History: 5. Mu 487, Senior Recital (1) Mu 190, World Music Literature (3) Composition recital requirement: Mu 400, Music History and Literature I (3) The Senior Composition Recital require- Mu 401, Music History and Literature II (3) ment for this degree can be met in any of 3. Mu 304, Introduction to Conducting (1) the four following ways: 4. Mu 402, Piano Proficiency (cr) a. A recital of original work with the option 5. Mu 487, Senior Recital (1) of a lecture/recital format. 6. Mu 488, Senior Comprehensive (P/F) b. A recital consisting of two-thirds original 7. Applied Music: composition and one-third performance Seven semesters (2 credits each of a major on the primary instrument/voice. instrument resulting in a senior recital). c. Five composition premiere performances 8. Ensembles: on major concerts or recitals during the a. Seven semesters (1 credit each) of the major ensemble and three semesters (1 credit

228 each) of the secondary ensemble. (Instru- 14. Tests and Proficiencies mental majors must take 7 semesters band, Ed 334, Diversity Proficiency (cr) 3 semesters concert chorale. Vocal majors Ed 335, Technology Proficiency (cr) must take 7 semesters concert chorale, 3 Ed 487, Core Content Test (cr) semesters band.) If the major ensemble is Ed 488, Senior Comprehensive (cr) orchestra, an additional 3 total hours of cho- Ed 489, Licensure Requirement Test (cr) rus and band, combined, are required. 15. General Education Requirements: b. Two semesters (1 credit each) of chamber English Composition (3) (En 101) ensemble. Understanding the Natural World (7–8). c. Mu 114, Opera Workshop (1 credit) (One course must include a lab.) 9. Music Education Applied Statistics (4) (Ma 211) Mu 106, Class Voice (2) World Civilization (Hi 105 or Hi 106) Mu 117, Stringed Instruments (2) Sociology (3) (So 101, So 290 or So 354) Mu 118, Woodwind Instruments (2) General Psychology (3) (Py 100) Mu 119, Brass & Percussion Instruments (2) Faith (6) Mu 224, Vocal Communication and Logic and Nature (3) (Ph 175) Technique (2) Theology (3) (Th 101) Mu 302, Orchestration/Arranging (2) Wellness for Life (1) (Pe 115) Mu 309, Music Methods PreK–12 (3) Philosophical Inquiry (3) Mu 404, Instrumental Conducting (1) 1 Physical Education Activity course Mu 424, Choral Conducting (1) BC Experience (cr) (Gs 150) 10. Concert Attendance The foreign language requirement is waived Six semesters of credit (cr) for Concert or students seeking certification through the Attendance (Mu 128, Mu 129, Mu 228, Bachelor of Music Education degree pro- Mu 229, Mu 328, Mu 329) gram. 11. Teacher Education Students receiving certification and the Professional Education Core: degree of Bachelor of Music Education are Ed 200, Introduction to Education (2) certified to teach instrumental and vocal Ed 220, Psychoed Development (3) PreK–12 music in Kansas. Ed 222, Psych of Indiv with Excep (3) Ed 312, School as Community (3) Music Minor (22 credit hours): Ed 451, Philosophy of Education (3) 1. Music Theory: Ed 460, Personal and Social Well-being (3) Mu 100, Fundamentals of Music Theory Ed 462, Classroom Management (2) and Aural Skills (2) Ed 470, Student Teaching Seminar (1) Mu 101, Music Theory and Aural 12. Methods Skills I (3) Ed 257, General Secondary Methods and Mu 110, Functional Keyboard I (1) Media (2) 2. Music History: Ed 332, Teaching Reading in the Content Mu 190, World Music Literature (3) Area (2) 3. Applied Music: 13. Research and Field Experience Two semesters of major instrument Ed 201, Introduction to Ed Research and (1 credit each) Field Experience (1) 4. Ensembles: Ed 313, School as Community Research Two semesters of major ensemble. and Field Experience (1) 5. Nine credit hours of any additional music Ed 492, Supervised Student Teaching in courses. Elementary School (5) 6. Two semesters of credit (cr) for Concert Ed 496, Supervised Student Teaching in Attendance (Mu 128, Mu 129). Secondary School (5)

229 Mu 111 Music Theory Courses Functional Keyboard II (1) (S) Continuation of Mu 110 and preparation for Mu 100 the piano proficiency examination. Must be Fundamentals of Music Theory and enrolled in Mu 101. Prerequisite: Mu 110. Aural Skills (2) (F) A study of music notation, rhythm, elemen- Mu 200 tary acoustics, scales, keys, intervals, triads Music Theory and Aural Skills III (3) (S) and inversions. Laboratory experience in the A study of chromatic harmony including sec- skill of sight singing, ear training, and diction ondary dominant and leading-tone chords, is included. Corequisite: Mu 110. borrowed chords, Neapolitan and augmented Mu 101 sixth chords, with an introduction to extended Music Theory and Aural Skills I (3) (S) harmony, altered dominants and chromatic A study of harmony from diatonic tri- mediants. Elementary investigation of six- ads through the dominant seventh chord, teenth and eighteenth century counterpoint, harmonic cadences, nonharmonic tones, fugue, sonata and rondo forms, and variation principles of melodic and rhythmic organiza- technique. Harmonic analysis and four-part tion, principles of part-writing and harmonic chorale writing. Laboratory experience in the analysis of diatonic music. Laboratory expe- skill of sight singing, ear training, and diction. rience in the skill of sight singing, ear train- Prerequisite: Mu 103. ing, and diction is included. Prerequisite: Mu 100. Mu 290, 291, 390, 391, 490, 491 Music Composition (2 each) (D) Mu 103 Applied composition study for composition Music Theory and Aural Skills II (3) (F) majors. Taught in a private lesson, the stu- A study of diatonic and elementary chro- dent will explore individual creativity within matic harmony including leading-tone sev- the context of twentieth-century art music. enth chords, nondominant seventh chords A weekly group seminar will introduce and and secondary dominant and leading-tone explore contemporary compositions as mod- chords with an introduction to Neapolitan els of current techniques and examples of and augmented sixth chords. Principles of an evolving art form. Prerequisite: Mu 101. modulation, investigation of binary & ter- (AE) nary forms, harmonic analysis and four-part chorale writing. Laboratory experience in the Mu 300 skill of sight singing, ear training, and diction Music Theory and Aural Skills IV (3) (F) is included. Prerequisite: Mu 101. A study of advanced chromatic harmony including extended and altered chords, Mu 110 enharmonicism, advanced modulation Functional Keyboard I (1) (F) techniques, tonal regions, and nonfunc- Introductory course in elementary keyboard tional harmony. Elementary investigation of skills to develop functional skills in keyboard Post-Romantic, Impressionistic and contem- reading as it relates to the study of music har- porary music styles including an introduc- mony and theory. Corequisite: Mu 100. tion to twelve-tone technique and set theory

230 analysis. In-depth analysis and individual by current technology: computers, digital composition projects in twentieth century synthesis, and recent software developments. styles. Laboratory experience in the skill of The student will compose works which are sight singing, ear training, and diction. Pre- solely electro-acoustic on magnetic tape, or requisite: Mu 200. in combination with traditional instruments and voices, and/or utilizing current software Mu 302 applications. Prerequisite: Mu 303. Orchestration/Arranging (2) (D) An in-depth investigation of the instruments in the orchestra and band including all top- History of Music Courses ics of their instrumentation and orchestration. The course will culminate with score study Mu 113 and scoring projects for band, orchestra and Music Appreciation (3) (B) chamber ensembles. Prerequisite: Mu 300. Introduction to basic musical terms and music history, including important forms, genres, Mu 303 composers, historical styles and representa- Seminar in Composition (3) (D) tive works. Includes development of critical An exploration of individual creativity listening skills for life-long music apprecia- within the context of twentieth-century art tion. This course will focus on Western ‘art’ music. Student works will be composed and music, with a brief discussion of global and performed while studying contemporary mod- popular styles. (AE) els and current trends in the art. Prerequisite: Mu 300. (AE) Mu 190 World Music Literature (3) (S) Mu 313 A study of current, folk, and traditional music Counterpoint (2) (D) literature from selected world civilizations. Eighteenth century contrapuntal style The course involves the study of the social approached through analysis and composition and cultural functions of music, the variety of the music of this period, including a study of musical sounds and instruments of selected of its development from the sixteenth century cultures, and historically accepted perfor- style and an introduction to contrapuntal tech- mance practices. Students will be required to niques in contemporary composition. Prereq- demonstrate their understanding of the diver- uisite: Mu 300. sity of these cultures through recognition of Mu 402 recorded musical examples and writing to Piano Proficiency (cr) (B) articulate the impact of music upon the cul- All music majors must pass piano proficiency tures of various civilizations. (HP, AE) prior to graduation. Students must meet minimum requirements in the areas of harmoni- Mu 191 zation, transposition, scales, improvisation, History of Jazz (3) (D) sightreading, and theoretical functional skills. A comprehensive investigation and overview of the history of jazz music and its varie- Mu 410 gated styles. The multiple styles of jazz music Music Composition in Electronic developed through the practices and synthesis Media (2) (D) of materials drawn from American jazz music Composition in Electronic Media affords the and European classical music. Performers composition major the opportunity to experi- and composers exploring particular points ence electro-acoustic media made possible of departure and developing musical forms

231 representative of the primary jazz styles will be studied and examined. The jazz styles Music Education Courses included in the study are ragtime, Dixieland, swing, big band, be-bop, post-bop, free jazz, Mu 117 avant-garde, fusion, and more recent trends of String Instruments (2) (D) the combination of multiple styles. (AE) Basic instruction in performance tech- Mu 198 niques for violin, viola, cello, string bass and guitar, with emphasis on methods of peda- Special Topics (1–4) gogy, including the Suzuki approach. Prereq- Topics not included in the regular catalog, uisite: Mu 100. usually treated in a lecture/discussion format. May be taken more than once if subject matter Mu 118 varies sufficiently. Woodwind Instruments (2) (D) Mu 398 Basic instruction in tone production, tech- Special Topics (1–4) niques, pedagogy, and care of the instruments, Topics not included in the regular catalog, including the methods used to accomplish usually treated in a lecture/discussion format. these goals. Prerequisite: Mu 100. May be taken more than once if subject matter Mu 119 varies sufficiently. Brass and Percussion Instruments (2) (D) Basic instruction in tone production, tech- Mu 400 niques, pedagogy, and care of the instruments, Music History and Literature I (3) (S) including the methods used to accomplish A concentrated investigation of the develop- these goals. Prerequisite: Mu 100. ment of the art of music from the Medieval period, through the Renaissance, and to the Mu 224 close of the Baroque Era. The course will focus Vocal Communication and on the actual music (in score and recording) Technique (2) (D) composed by the major figures during each Application of vocal techniques appropri- time period. Prerequisite: Mu 190, Mu 200, ate for teaching music at the PreK–12 lev- or instructor’s permission. (HP, AE, WC) els. Includes a comparative study of various methods of vocal pedagogy, singers’ diction Mu 401 (including Italian, French, and German), inter- Music History and Literature II (3) (F) pretation and expression, and a discussion of A concentrated investigation of the develop- major composers of the vocal repertoire. Pre- ment of the art of music from the Classic era, requisites: Mu 106 or Mu 165. (OC) through the Romantic era of the nineteenth century, and into the twentieth century up to Mu 304 the present day. The course will focus on the Introduction to Conducting (1) (F) actual music (in score and recording) com- Introductory study of reading and conduct- posed by the major figures during each style ing scores, interpretation of choral and period. Prerequisite: Mu 190, Mu 200, or instrumental literature, and general choral and instructor’s permission. (HP, AE, WC) instrumental ensemble practices. Prerequi- site: Mu 103. Mu 499 Independent Study Prerequisite: Permission of Department Chair.

232 Mu 309 Mu 121 Music Methods PreK–12 (3) (D) Recreational Piano II (1) (D) This class is designed for students seeking The continuation of Mu 120. teacher certification in PreK–12 music. The class will include curriculum design and tech- Mu 122, 123, 222, 223, 322, 323, 422, 423 niques appropriate for a successful PreK–12 Liturgical Choir (1) (B) music program. Course open to music educa- An ensemble of twelve to thirty singers tion majors only. Corequisite: Ed 257. devoted to performing sacred music of all eras at masses and selected liturgies on cam- Mu 404 pus and in the community throughout the aca- Instrumental Conducting (1) (S) demic year. Admission by audition. Technique of reading, interpreting, and conducting instrumental scores. Practical Mu 114, 214, 314, 414 (D) application of techniques for the purpose of Opera Workshop (1) PreK–12 education. Prerequisite: Mu 304. Rehearsal and performance of operatic literature in a performance venue. Admission by Mu 424 audition. Choral Conducting (1) (F) Techniques of reading, interpreting, and con- Mu 128, 129, 228, 229, 328, 329 ducting choral scores. Practical application of Concert Attendance (cr) (B) techniques for the purpose of PreK–12 educa- Students are to attend eight major events and tion. Prerequisite: Mu 304. four student recitals each semester. Music majors are required to complete all six courses Applied Music Courses for graduation. Music minors should complete Mu 128 and Mu 129. Mu 106 Mu 140, 141, 240, 241, 340, 341, 440, 441 Class Voice (2) (B) Concert Chorale (1) (B) Designed to introduce the singer to college- Open to entire student body. Performs rep- level Applied Voice and is substitute for Mu resentative choral literature of all styles and 165 except in rare cases. The course will periods. include the study of supportive physiological concepts such as respiration, phonation, reso- Mu 142, 143, 242, 243, 342, 343, 442, 443 nation, registration, articulation, coordina- Women’s Ensemble (1) (D) tion, as well as performance etiquette, style, Open to entire student body. Performs repre- and interpretation. Instructor’s permission sentative SSA choral literature. required. Mu 150, 151, 250, 251, 350, 351, 450, 451 Mu 120 Concert Band (1) (B) Recreational Piano I (1) (D) Open to students possessing a reasonable pro- A beginning course in piano technique ficiency in playing of their instruments. Study intended for non-music majors interested in of standard concert band literature. The band developing piano skills for a life-time activ- functions as a pep band for various athletic ity. This course is recommended for both events. beginners and students with limited keyboard background who may need to incorporate Mu 152, 153, 252, 253, 352, 353, 452, 453 keyboard skills into their major field (e.g. Jazz Band (1) (B) elementary education, youth ministry, theatre A small jazz ensemble open to students only arts). The course includes one group lesson a by audition. week.

233 Mu 160, 161, 260, 261, 360, 361, 460, 461 Mu 185, 186, 285, 286, 385, 386, 485, 486 Orchestra (1) (B) Flute, Oboe, Clarinet, Bassoon, Saxo- Open to all string players and to brass and phone, French Horn, Trumpet, Trom- woodwind players by audition. The orchestra bone, Euphonium, Tuba, Percussion rehearses and performs standard suites, over- (1–2) (B) tures, symphonies and other orchestral compositions. Mu 195, 196, 295, 296, 395, 396, 495, 496 Guitar (1–2) (B) Mu 170, 171, 270, 271, 370, 371, 470, 471 Applied private music instructions are A. Chamber Music—Strings (1) (D) arranged to meet the individual needs of the B. Chamber Music—Brass (1) (D) student. C. Chamber Music—Woodwinds (1) (D) D. Chamber Music—Mixed Mu 197 Ensembles (1) (D) Guitar Class (1) (B) The study of standard classical and modern Beginning technique and principles of guitar compositions, for small instrumental ensem- performance. Individual and ensemble perfor- bles. mance. Any student may enroll. The student must supply his or her own guitar. Mu 180, 181, 280, 281, 380, 381, 480, 481 Chamber Singers (1) (B) Mu 387 A small choral group open to students only by Junior Recital (cr) (B) audition. Preparation and performance of representative literature on the primary instrument dur- Mu 105, 106, 205, 206, 305, 306, 405, 406 ing the junior year. Presented as preparation Harp (1) (D) for the senior recital.

Mu 115, 116, 215, 216, 315, 316, 415, 416 Mu 487 String Bass (1–2) (B) Senior Recital (1) (B) Preparation and performance of representa- Mu 125, 126, 225, 226, 325, 326, 425, 426 tive literature on the primary instrument dur- Viola (1–2) (B) ing the senior year.

Mu 135, 136, 235, 236, 335, 336, 435, 436 Mu 488 Violoncello (1–2) (B) Senior Comprehensive (cr) Music Education degree candidates receive Mu 145, 146, 245, 246, 345, 346, 445, 446 credit for the senior comprehensive through Piano (1–2) (B) successful completion of the Praxis II Exami- Mu 155, 156, 255, 256, 355, 356, 455, 456 nation in Music for PreK–12 Kansas certifica- Organ (1–2) (B) tion. Bachelor of Arts in Music candidates are administered the Education Testing Service Mu 165, 166, 265, 266, 365, 366, 465, 466 (ETS) examination in music. To receive credit Voice (1–2) (B) for the senior comprehensive, students must Mu 106 is usually substituted for Mu 165. also submit their music portfolios and receive an “acceptable” rating by the music faculty. Mu 175, 176, 275, 276, 375, 376, 475, 476 Violin (1–2) (B)

234 Suggested sequence of courses for a bachelor of arts degree with a major in Music Freshman Year Mu 100, Fund. of Music & Aural Skills 2 Mu 101, Music Theory & Aural Skills I 3 Mu 110, Functional Keyboard I 1 Mu 111, Functional Keyboard II 1 Mu 190, World Music Literature 3 Foreign Language 4 En 101, English Composition 3 Th 101, Introduction to Theology 3 Foreign Language 4 Applied Music 1 Pe 115, Wellness for Life 1 Ensemble 1 Applied Music 1 Mu 129, Concert Attendance cr Ensemble 1 Music electives 4 Gs 150, BC Experience cr Mu 128, Concert Attendance cr Music elective 1 __ __ 17 17

Sophomore Year Mu 103, Music Theory & Aural Skills II 3 Mu 200, Music Theory & Aural Skills III 3 Historical Perspectives 3 Oral Communication 3 Health (Pe Activity course) 1 Understanding the Natural World 4 Applied Music 1 Electives 3 Ensemble 1 Applied Music 1 Mu 228, Concert Attendance cr Ensemble 1 Visual Communication 3 Mu 229, Concert Attendance cr Ph 175, Logic and Nature 3 __ __ 15 15

Junior Year Mu 300, Music Theory & Aural Skills IV 3 Mu 400, History of Music I 3 Philosophical Inquiry 3 Quantitative Analysis 3 Global Perspective 3 Applied Music 1 Faith 3 Mu 402, Piano Proficiency cr Applied Music 1 Ensemble 1 Ensemble 1 Mu 329, Concert Attendance cr Mu 328, Concert Attendance cr Music electives 1 Elective 3 Electives 6 __ __ 17 15

Senior Year Mu 304, Intro to Conducting 1 Person & Community 3 Mu 401, History of Music II 3 Philosophical Inquiry 3 Electives 8 Understanding the Natural World 3 Ensemble 1 Applied Music 1 Faith 3 Ensemble 1 Applied Music 1 Mu 487, Senior Recital 1 Mu 488, Senior Comprehensive cr Elective 3 __ __ 17 15

235 Suggested sequence of courses for a Bachelor of Music Education degree Freshman Year Mu 100, Fund of Music & Aural Skills 2 Mu 101, Music Theory & Aural Skills I 3 Mu 110, Functional Keyboard I 1 Mu 111, Functional Keyboard II 1 Mu 190, World Music Literature 3 Th 101, Introduction to Theology 3 Applied Music 2 Mu 118, Woodwind Methods 2 Mu 106, Class Voice 2 Mu 114, Opera Workshop 1 Ensemble 1 Ensemble 1 Mu 128, Concert Attendance cr Mu 129, Concert Attendance cr Gs 150, BC Experience cr Hi 105 or Hi 106, World Civilization 3 Ed 200, Introduction to Ed. 2 Ma 211, Applied Statistics 4 Ed 201, Introduction to Ed/Field 1 Applied Music 2 En 101, English Composition _3 __ 17 20 Sophomore Year Mu 103, Music Theory & Aural Skills II 3 Mu 200, Music Theory & Aural Skills III 3 Py 100, General Psychology 3 Mu 224, Vocal Communication & Technique 2 Faith 3 Understanding the Natural World 4 Applied Music 2 Ed 222, Psych of Indiv with Excep 3 Ensemble 1 Applied Music 2 Mu 228, Concert Attendance cr Ensemble 1 Pe 115, Wellness for Life 1 Mu 229, Concert Attendance cr Chamber Ensemble 1 Chamber Ensemble 1 Sociology, So 290 3 Mu 117, String Instruments 2 __ Secondary Ensemble _1 17 19

Junior Year Health (Pe Activity course) 1 Mu 302, Orchestration/Arr 2 Mu 304, Introduction to Conducting 1 Mu 400, History of Music I 3 Mu 119, Brass & Percussion 2 Applied Music 2 Ed 312, School as Community 3 Mu 404, Instrumental Conducting 1 Ed 313, School as Comm/Field Ex 1 Mu 424, Choral Conducting 1 Mu 300, Music Theory & Analysis IV 3 Ed 451, Philosophy of Education 3 Ph 175, Logic and Nature 3 Ed 332, Teaching Reading/Content Area 2 Faith 3 Mu 402, Piano Proficiency cr Applied Music 1 Ensemble 1 Ensemble 1 Mu 329, Concert Attendance cr Mu 328, Concert Attendance cr Mu 387, Junior Recital (optional) cr Ed 220, Psych Ed Development 3 __ Secondary Ensemble _1 19 19

Senior Year Mu 401, History of Music II 3 Ed 460, Personal & Social Well-being 3 Mu 309, K–12 Music Methods 3 Ed 462, Classroom Management 2 Ed 257, Secondary Methods & Media 3 Ed 470, Student Teaching Seminar 1 Applied Music 2 Ed 492, Supervised Student Teaching/Elem 5 Ensemble 1 Ed 496, Supervised Student Teaching/Sec 5 Mu 487, Senior Recital 1 Ed 487, Core Content Test cr Mu 488, Senior Comprehensive cr Ed 488, Senior Comprehensive cr Philosophical Inquiry 3 Ed 489, Licensure Requirement cr Secondary Ensemble 1 Ed 334, Diversity Proficiency cr __ Ed 335, Technology Proficiency cr 17 16

236 Suggested sequence of courses for a bachelor of arts degree in Music with an emphasis in Music Composition

Freshman Year Mu 100, Fund. of Music & Aural Skills 2 Mu 101, Music Theory & Aural Skills I 3 Mu 110, Functional Keyboard I 1 Mu 111, Functional Keyboard II 1 Mu 190, World Music Literature 3 Foreign Language 4 En 101, English Composition 3 Th 101, Introduction to Theology 3 Foreign Language 4 Applied Music 1 Pe 115, Wellness for Life 1 Ensemble 1 Applied Music 1 Mu 129, Concert Attendance cr Ensemble 1 Elective 3 Gs 150, BC Experience cr Mu 128, Concert Attendance cr __ __ 16 16 Sophomore Year Mu 290, Music Composition 2 Mu 200, Music Theory & Aural Skills III 3 Mu 103, Music Theory & Aural Skills II 3 Mu 291, Music Composition 2 Historical Perspective 3 Oral Communication 3 Health (Pe Activity course) 1 Understanding the Natural World 3 Applied Music 1 Electives 6 Ensemble 1 Applied Music 1 Mu 228, Concert Attendance cr Ensemble 1 Visual Communication 3 Mu 229, Concert Attendance cr Ph 175, Logic and Nature 3 __ __ 17 19 Junior Year Mu 300, Music Theory & Analysis IV 3 Mu 391, Music Composition 2 Mu 390, Music Composition 2 Mu 304, Intro to Conducting 1 Philosophical Inquiry 3 Mu 400, History of Music I 3 Global Perspective 3 Quantitative Analysis 3 Faith 3 Mu 402, Piano Proficiency cr Ensemble 1 Ensemble 1 Mu 328, Concert Attendance cr Mu 329, Concert Attendance cr Elective 3 Mu 410, Composition/Electronic Media 2 Mu 313, Counterpoint 2 __ __ 18 14 Senior Year Mu 490, Music Composition 2 Person and Community 3 Mu 302, Orchestration/Arranging 2 Mu 491, Music Composition 2 Mu 401, History of Music II 3 Philosophical Inquiry 3 Ensemble 1 Understanding the Natural World 4 Faith 3 Ensemble 1 Elective 3 Mu 487, Senior Recital 1 Mu 488, Senior Comprehensive cr __ __ 14 14

237 Natural Science

his program is designed to fit the needs of of biology, chemistry and biochemistry, and Tstudents interested in science in a broad physics and astronomy. sense. The foundation of the program consists in the general introductory courses in mathe- Major requirements: A minor in any two of the three above- matics, chemistry, biology and physics. Inter- mentioned science departments (biology, mediate and advanced courses in astronomy, chemistry, physics) plus the first two courses chemistry, biology or physics will be selected for major students in the third science depart- to meet the particular needs and interests of ment. Required supporting courses: Ma 131, the individual student. The approval of the Ma 132, and registration in Bi 398-498, Ch final program of study rests with a commit- 490, or Pc 490 junior and senior years. tee consisting of the chairs of the departments

Nursing

he Benedictine Nursing program is based incorporates bio-psycho-social, ethical, and Ton a framework of the Essentials of Bac- spiritual aspects of health. calaureate Education from the American Performance Indicators: Association of Colleges of Nursing (AACN). Demonstrates use of nursing process: The professional nurse who graduates from • Performs assessments appropriately. Benedictine is educated through a four-year • Accurately analyzes assessment data. degree with a major in Nursing. This edu- • Plans appropriate interventions. cational process includes preparation in the • Demonstrates appropriate interventions. liberal arts, behavioral, biological, and natu- • Evaluates patient care outcomes. ral sciences, communication and higher-level • Documents accurately. thinking abilities. The program prepares the graduate at the entry level into professional Incorporates bio-psycho-social, ethical, and nursing practice and facilitates the acquisition spiritual aspects of health into care. of competencies as clinician, advocate, edu- • Incorporates evidence-based care principles. cator, leader, manager, and colleague. • Provides ethical, culturally competent care. The candidate for the Bachelor of Science • Incorporates spiritual components into care. in Nursing must complete all the general 2. Leader of Care: degree requirements of the college. Facilitate leadership through collaboration Program Outcomes and Performance and advocacy to design and coordinate safe, Indicators cost-effective, quality care of individuals, The following program outcomes based on families, and aggregates. the AACN Essentials of Baccalaureate Educa- Performance Indicators: tion drive the undergraduate curriculum. The Demonstrates appropriate coordination, del- graduate of the Bachelor of Science in Nurs- egation, and supervision of nursing care. ing curriculum will demonstrate the following role dimensions of the professional nurse. Designs and evaluates safe, effective, quality care for individuals, families, and aggregates. 1. Provider of Care: Use the nursing process to provide evi- Advocates for clients through collaboration dence-based, culturally competent care that with the interdisciplinary team.

238 3. Member of a Profession: health insurance coverage while in the nurs- Enact professional behaviors that communi- ing major, e) complete a health assessment cate respect for own and others’ values, com- by a healthcare provider, and f) complete a mitment to ongoing learning, and promotion criminal background check. of social justice. Criteria for Admission Consideration Performance Indicators: • Minimum cumulative grade point average of Demonstrates the use of professional nursing 2.75 with a minimum of 60 hours at the start standards. of nursing courses. Communicates respectfully in a clear, accu- • Completion of prerequisite courses prior to beginning nursing courses. rate, relevant manner in oral, nonverbal, and • Obtain a “C” or above in all prerequisite written modes. courses. These courses may be repeated only Admission Information once. 1. The Benedictine College Nursing Program • Completion of the Benedictine College Nurs- is committed to nondiscrimination and ing Program admission application. equal opportunity in its admission process. • All official transcripts (including any transferred credit) must be received with the com- 2. Upon attainment of the sophomore status pleted application. (or the academic year prior to entering the • Provide an official list of the classes enrolled nursing major), written application by the in for the spring sophomore semester. student to the Nursing Program is to be submitted no later than December 1 prior to the Additional consideration given to the follow- anticipated fall clinical semester. Applica- ing: tions submitted after this date will be con- • Overall GPA. sidered on a space available basis. • Number of credit hours taken at Benedictine College. 3. Applicants must have completed prerequi- • Short personal essay. sites to the major (listed below). Transfer • Academic history with patterns and trends prerequisite courses must be approved by indicating potential for academic success the Associate Dean and the Director of the (e.g., successful completion of a full-time Nursing Program. semester). • Eligibility for licensure. Refer to the Nurse 4. Written notification of acceptance of admis- Practice Act in the state in which you antici- sion to the nursing major from the School pate licensure. In Kansas refer to KSA 65– of Nursing is required. 1120 of the Nurse Practice Act at www.ksbn. 5. First year (Junior) clinical students must org. Graduation does not ensure licensure have a current physical examination, crimi- eligibility. nal background check, a complete health Transfers who are accepted into the Nursing history and meet immunization and other program must complete a minimum of 60% of agency requirements prior to the begin- the required courses at Benedictine College. ning of and continuing throughout nursing Additional information on policies may clinical courses. Drug screening may be be found in the Student Handbook for the included in these requirements. During the Nursing Program. nursing program, all students must a) hold current certification in BLS health care pro- Prerequisites for Nursing: vider course; b) submit annual TB skin test Bi 142, Human Anatomy and Physiology I results, c) maintain and provide evidence of Bi 143, Human Anatomy and Physiology II current immunizations, d) carry their own Ch 114, Chemistry for Nursing I

239 Ch 115, Chemistry for Nursing II dismissal from the nursing program with- Py 100, General Psychology out consideration for readmission. *Py 298, Principles of Lifespan Development 3. All courses in a given level must be com- Ma 211, Applied Statistics or Social Statistics pleted before progressing to courses in the *Bi 360, Microbiology next level. Pe 303, Basic Nutrition 4. Due to course sequencing, students who withdraw or are dismissed cannot continue Students must earn at least a C in all pre- in the nursing program the following semes- nursing courses ter. Readmission to the nursing program is Leave of Absence required to resume nursing courses. 1. A student, who is maintaining a grade of Readmission to the Nursing Major “C” in theory and is earning a passing grade A student who is dismissed or withdraws from in the clinical component of courses within the nursing program may apply for readmis- the nursing major at the time of the leave, sion to the nursing program by the specified may be granted a leave of absence (LOA) due date. The student seeking readmission for personal health or family health related must meet the criteria for admission and grad- reasons. Students who have been admit- uation that are in effect at the time of readmis- ted to the nursing program but have not sion to the nursing major. A student who has yet begun the nursing courses may also be been denied readmission may not apply to the granted a LOA for the same reasons. This program again for five years at which time, if leave is not to exceed one calendar year. accepted to the program, all nursing course- Note that a student who has been absent work must be repeated. Science courses need from Benedictine College for more than to be current within 10 years. Subsequent one semester must apply to the Admission failure to progress in any nursing course will Office for readmission (refer to section in result in dismissal from the nursing program the Catalog on Readmission). without consideration for readmission. 2. Students will be granted automatic read- Progression Policies mission into the Nursing Program provided Students must fulfill the requirements for space is available. If changes in the curricu- theoretical and clinical components of the lum have occurred, students must complete nursing major. Students must pass designated the curriculum effective at the time of read- benchmark scores on externally prepared mission. standardized exams during the nursing cur- Withdrawal/Dismissal riculum. Students who fail these exams will 1. Students who do not achieve a “C” or “pass” be required to complete remedial activity as in nursing courses (theory or clinical) or assigned. Students will be required to achieve whose cumulative nursing course average a satisfactory score on a designed standard- is below 2.0 may not progress in the pro- ized comprehensive exam to pass the syn- gram and are dismissed from the nursing thesis/practicum (Nu 493) during the final major. Professional conduct and provision semester of the nursing program. A minimum of necessary documentation also is required grade of “C” must be earned in all nursing for progression in the program. course to progress in the nursing curriculum. 2. Students who do not progress in the nurs- A minimum grade of “C” must be earned in ing major may be considered for readmis- all supporting classes. Health reports, criminal sion to the nursing program a maximum of background check and CPR certification must one time. Any subsequent failure to meet expectations as outlined above will result in *Course numbers may change.

240 be on file in the office of the Nursing Director approved program of nursing. Graduation prior to attendance in classes for which these does not ensure licensure eligibility. Cer- requirements are needed. tain criminal activity, functional abilities and other applicant information may ren- Time Limit of Degree Completion der a graduate ineligible for licensure. The Requirements for the Bachelor of Science State Board of Nursing in the state in which in Nursing Degree must be completed within licensure is sought will make the decision four years of the date of the first enrollment in whether to not to allow the individual to nursing courses. take the licensure examination. For addition information, refer to Sections KSA 65- Attendance Policy 1120 of the State of Kansas Nurse Practice Attendance is mandatory in all scheduled Act or the Nurse Practice Act of the state in classes and clinicals. In the event of absence, which the graduate anticipates licensure. progress and continuation in the course may be at risk, and will be considered individually. Students may submit a written petition The reason for absence, academic perfor- with rationale to the Nursing Program for mance of the student, past record of absentee- special exception to the above policies. The ism, and other relevant factors will be consid- nursing faculty will have the right to accept ered. The student is required to provide prior or reject this petition. notice to faculty of absence or tardiness. No student will be allowed to accumulate exces- Nursing Courses sive absences before intervention by the fac- Students must provide their own transpor- ulty. tation to clinical experiences when enrolled in nursing courses. For other policies and procedures refer to the Student Handbook for the Nursing Pro- Program fees will be charged for each gram. semester of the nursing major.

Criteria for Completion of the Bachelor of Nu 300 Science in Nursing Degree Introduction to the Health Care 1. Completion of at least 128 semester hours Environment (3) (F) of academic work with a minimum cumula- An introduction into the complexities of the tive grade point average of 2.0. healthcare environment and the role of nurses 2. Completion of required assessments. and other professionals at the micro- and 3. Completion of the following nursing macro-levels will be discussed. The health- courses (59 hours) in addition to the pre- care environment within the United States requisite courses listed previously and the and globally will be outlined to include the university core requirements: structure, healthcare informatics, telecom- Nu 300, Nu 312, Nu 314, Nu 320, Nu 321, munication, and other technologies used in Nu 340, Nu 341, Nu 350, Nu 351, Nu 362, healthcare. An introduction into the financial Nu 364, Nu 422, Nu 424, Nu 426, Nu 430, structure of the system will be provided as Nu 431, Nu 440, Nu 441, Nu 450, Nu 451, well as the regulatory and accrediting bodies Nu 488, Nu 493, Th 405 that effect healthcare. The roles of both stu- 4. Upon completion of graduation require- dent nurses and professional nurses in partici- ments, the graduate may apply to take the pating in safety, quality improvement and evi- National Council Licensure Examination dence-based practice initiatives within multi- (NCLEX) for professional nurses. Licen- disciplinary teams at the Microsystems level sure applicants must have completed the will be emphasized. Prerequisite: Admission basic professional curriculum from an to the nursing major.

241 Nu 312 Nu 321 Clinical Nursing Assessment (3) (F) Foundations of Nursing Practice: This course combines lecture and skills labo- Clinical Laboratory (3) (F) ratory practice for students to demonstrate The concepts acquired in Nu 320 will be dem- the cognitive and psychomotor competencies onstrated in a clinical laboratory setting and necessary for an adequate nursing assessment in a clinical simulation setting as appropriate. of individual patients across the life span. The Students will develop beginning level skills major topics include physical examination, in applying the nursing process and planning historical data collection, normal parameters, for the care of patients and families in set- and developmental, environmental, and stress- tings such as nursing homes, medical-surgical ors that influence the health status of patients. units, multi-specialty units and in ambulatory Prerequisite: Admission to the nursing major. care settings. Prerequisite: Admission to the nursing major. Nu 314 Pathophysiology (3) (F) Nu 341 The basic mechanisms underlying illness and Nursing Care of Adults (3) (S) disease are stressed in order to understand Use of the nursing process in the care of the needs of patients with acute and chronic adults with acute and chronic conditions and conditions. Pathophsyiological changes that illnesses in a variety of care setting is outlined occur within the individual in the presence in this course. The role of the nurse, empha- of dysfunction or disease of selected systems sizing the use of evidence-based practice are presented with the rationale for the plan- knowledge and effective clinical decision- ning of nursing therapeutic interventions. making, will be explored. Therapeutic inter- Relevant risk factors, epidemiology, patho- ventions to promote optimal patient outcomes physiologic mechanisms and clinical mani- and the evaluation of the results will be con- festations will be emphasized as a basis for nected to the assessment of patient needs. The nursing care, health promotion and disease specific physiological, psychosocial, spiritual, prevention. Variations across the life span will and health promotion needs of adult patients be discussed. Prerequisite: Admission to the across the lifespan will be integrated through- nursing major. out the course. Prerequisite: Level I nursing courses. Nu 320 Foundations of Nursing Practice (3) (F) Nu 342 The four concepts basic to nursing practice Nursing Care of Adults: Clinical (patient, environment, health, and nursing) Laboratory (2) (S) are introduced as a foundation for profes- Theoretical concepts from Nu 341 and the sional practice. Principles of nursing care nursing process are applied in the care of and evidence-based practice knowledge are adults with acute and chronic illness in a vari- integrated with concepts of health promotion ety of acute care and community settings. The to prepare the student to meet the fundamen- student demonstrates beginning competency tal health-related needs of the individual and of a nurse in the care of the patient including family across the lifespan. Communication participation in interdisciplinary care, clini- techniques and collaborative strategies needed cal pathways and therapeutic nursing care. for inter-professional teams will be included Selected cultural, legal, ethical, and economic in the course. Prerequisite: Admission to the principles pertinent to the clinical experience nursing major. are applied. Prerequisite: Level I nursing courses.

242 Nu 350 Nu 364 Maternal/Child Nursing (3) (S) Pharmacology II (3) (S) Care of families during childbirth is discussed Pharmacodynamics and pharmacokinetics of including normal and complicated deliver- drug therapy are discussed to provide a basic ies. Nursing care of the newborn infant is understanding of the client’s reaction to a drug included. Acute and chronic conditions of both therapeutically and adversely in order to children are introduced in this course. Evi- predict potential drug interactions. Internal dence-based pediatric care is explored in the and external environmental factors affecting context of growth and development and health drug therapy are assessed to provide a basis promotion. Legal, ethical, cultural/social, and for therapeutic nursing interventions. Specific economic concepts related to maternal and prototypes of selected drug classifications pediatric nursing are outlined in this course. provide a framework for understanding the Prerequisite: Level I nursing courses. action, use, side effects, and nursing implication of drug therapy. The nurse’s role in the Nu 351 administration, assessment of drug effects and Maternal/Child Nursing Clinical patient education are emphasized as well as Laboratory (2) (S) legal and ethical responsibilities. Prerequi- Theoretical concepts from Nu 350 are applied site: Level I nursing courses. to the care of obstetrical and pediatric patients and their families. Students care for patients Nu 422 with acute and chronic health problems and Research, Quality Improvement and also provide health promotion activities in Evidence-Based Practice (3) (F) a variety of acute and community settings. The relationship and linkages between Emphasis is placed on the clinical applica- research, quality improvement (QI) and Evi- tion of evidence-based nursing knowledge dence-based Practice (EBP) will be explored. and interdisciplinary collaboration to improve Research, QI and EBP methodology and patient outcomes. Prerequisite: Level I nurs- basic designs will be outlined including both ing courses. quantitative and qualitative approaches. Stu- dents will demonstrate the ability to locate Nu 362 and critique selected research, QI and EBP Pharmacology I (2) (F) project reports. Levels of evidence will be An introduction to the pharmacodynamics discussed in the context of effective critique and pharmacokinetics of drug therapy are and the application of evidence in the clinical outlined. This course will emphasize the safe environment will be discussed. Appropriate administration of drug therapy and will pre- dissemination methods will be applied in the pare students for safe administration of oral, context of course projects. Prerequisite: Level topical, ophthalmic, and ear preparations dur- I nursing courses. ing the Foundations Clinical course. Specific Nu 424 prototypes of selected drug classifications Nursing Leadership and Management in provide a framework for understanding the Nursing (3) (S) action, use, side effects, and nursing impli- Leadership within the profession of nurs- cations of drug therapy that will continue in ing is discussed in the context of the current the second Pharmacology course. The nurse’s and future health care system. The role of the role in the administration, assessment of drug nurse as leader and manager of a health care effects, and patient education is emphasized. team is examined from the context of micro Prerequisite: Admission to the nursing major. and macro systems. Theories and research

243 related to organizational behavior, manage- community. Students are provided opportuni- ment, leadership, change, decision-making ties for interdisciplinary collaboration in the and group process will be explored. Prerequi- provision of healthcare for culturally diverse site: Level II nursing courses. populations. Prerequisite: Level I nursing courses. Nu 426 Professional, Legal, and Ethical Issues Nu 440 in Nursing (3) (S) Mental Health Nursing (3) (F) Professional, legal and ethical issues related to Principles of communication as an interven- nursing practice are discussed. Laws and ethi- tion in developing therapeutic relationships cal principles that guide professional nursing with patients from varying age groups in psy- practice in the current and evolving healthcare chiatric settings are presented. Mental health environment are emphasized. Distinctions concepts and selected theoretical frame- between the legal and ethical basis for nurs- works are used to understand adaptive and ing actions that influence decision-making are maladaptive coping behaviors in response to discussed. Other issues related to professional psychological conditions. These frameworks behavior and aspects of finding and working and designated diagnostic classification sys- in a nursing position will be outlined. Criti- tems are used to provide an evidence-based cal thinking and the concepts learned in the rationale for nursing interventions and other nursing program will be synthesized and used therapeutic actions. Students engage in criti- to analyze each of these areas of decision- cal thinking to examine the role of the nurse in making in professional practice. Prerequisite: psychiatric mental health practice and explore Level II nursing courses. mental health promotion, disease prevention, community resources, as well as economic, Nu 430 legal and ethic issues. Prerequisite: Level I Population-Based Health nursing courses. Care (3) (F) Concepts and theories related to providing Nu 441 healthcare to various groups (aggregates) of Mental Health Nursing: Clinical patients in the community, state, nation and Laboratory (2) (F) world are explored. Emphasis is placed on Theoretical concepts from Nu 440 and nurs- health promotion, maintenance and restora- ing therapeutics are applied in the care of tion of health, as well as the prevention of patients who have psychiatric disorders. disease. Environmental factors and epidemi- Acute and community-based clinical experi- ology are integrated with historical, politi- ences provide opportunities for students to cal, social, cultural, and economic factors to participate in interdisciplinary team planning, understand the nature and practice of public interventions, group therapy session and other health nursing. The roles of nurses and the selected clinical experiences. Prerequisite: nursing profession in the identification, pri- Level I nursing courses. oritization and implementation of measures to meet public health needs are discussed. Pre- Nu 450 requisite: Level I nursing courses. Nursing of the Patient with Complex Acute Needs (3) (S) Nu 431 The nursing care of patients with complex, Population-Based Health Care: Clinical acute illnesses is the focus of this course. Laboratory (2) (F) Advanced concepts are applied to critical care Concepts and theories from Nu 430 are applied patients as well as other complex patient pop- to the care of various groups of patients in the ulations. The critical decision-making skills

244 and abilities needed to provide nursing care Nu 488 of these patients will be emphasized. The use Senior Comprehensive Exam (cr) of advanced technological support across the lifespan is presented. Legal, ethical, cultural Nu 493 and economic principles associated with the Synthesis/Practicum (2) (S) care of patients with complex needs will be A preceptor model of learning professional included in this course. Prerequisite: Level II nursing practice provides opportunities to nursing courses. synthesize and integrate previous learning experiences. Concepts of leadership and Nu 451 management, change and therapeutic nurs- Nursing of the Patient with Complex ing interventions are integrated into practice. Acute Needs: Clinical Laboratory (2) (S) The focus is on individualized transition to Theoretical concepts from Nu 450 are applied the professional nursing role as an employee, in a clinical setting. Critical thinking for recognizing organizational, social, political, effective decision-making is demonstrated to economic, ethical, and legal in which inter- provide nursing interventions with patients disciplinary care is delivered in a selected experiencing, complex, acute conditions and clinical setting. Prerequisite: Level II nursing diseases. Emphasis is placed on advanced courses. clinical assessment and interdisciplinary collaboration. Use of advanced technology therapeutics is demonstrated in the acute clinical setting. Prerequisite: Level II nursing courses.

Suggested sequence of courses for a bachelor of science degree in Nursing The curriculum has been developed based on the new Essentials of Baccalaureate Education for Professional Nursing Practice. Below is outlined a sample curriculum for the Benedictine College Bachelor of Science in Nursing (required pre-nursing courses are bolded).

Freshman Year Gs 150, BC Experience cr Pe 115, Wellness for Life 1 En 101, English Composition 3 Pe Activity course 1 Py 100, General Psychology 3 Th 101, Intro to Theology 3 Foreign Language 3–4 Foreign Language 4 Bi 142, Human Anatomy & Phys. I 4 Bi 143, Human Anatomy & Phys. II 4 Ch 114, Chemistry for Nursing I 3 Ch 115, Chemistry for Nursing II 3 ______16–17 16

Sophomore Year Ph 175, Logic and Nature 3 Ma 211, Applied Statistics 4 Historical Perspective 3 Bi 360, Microbiology 4 Py 298, Principles of Lifespan Dev 3 Pe 303, Basic Nutrition 3 Philosophical Inquiry 3 Aesthetic Experience 3 Aesthetic Experience 3 Historical Perspectives 3 __ __ 15 15 Students apply for admission into the nursing program in their sophomore year.

245 Suggested sequence of courses for a bachelor of science degree in Nursing (Continued)

Junior Year Nu 300, Intro Health Care Environ. 3 Nu 340, Care of Adults 3 Nu 312, Clinical Assessment 3 **Nu 341, Care of Adults: Clinical 2 Nu 314, Pathophysiology 3 Nu 350, Maternal/Child 3 Nu 320, Foundations of Nursing 3 **Nu 351, Maternal/Child: Clinical 2 *Nu 321, Foundations: Clinical 3 Nu 364, Pharmacology II 3 Nu 362, Pharmacology I 2 Faith Foundation 3 __ __ 17 16

Senior Year Nu 430, Populations based healthcare 3 Nu 450, Care of Complex Patient 3 **Nu 431, Populations: Clinical 2 **Nu 451, Complex: Clinical 2 Nu 440, Mental Health Nursing 3 Nu 424, Leadership & Management 3 **Nu 441, Mental Health: Clinical 2 **Nu 493, Synthesis/Practicum 2 Nu 422, Research, QI, and EBP 3 Nu 426, Prof. and legal, ethical issues 3 Th 405, Christian Bioethics 3 Nu 488, Senior Comp. Exam cr Philosophical Inquiry Foundation 3 __ __ 16 16

Total Semester Hours 128–130 Total Major Hours 55 Total core requirements, foundations, skills and perspectives 73–75

*Level I is 3.5 hours of clinical per credit hour (8 hours of clinical setting and 2.5 in lab per week) (168 hours) **Level II and III is 3 hours of clinical per credit hour (96 total clock hours) Total clock hours 744

Occupational Therapy and Physical Therapy

re-occupational therapy and pre-physical the requirements for admission to graduate Ptherapy students are advised to consult school are available. While pursuing these the admission requirements of the graduate programs, it is possible to become a certified school they plan to enter. Usually a four-year athletic trainer or to conduct an internship liberal arts degree program is required before while earning college credit. Information and admission to graduate school. A variety of advice concerning graduate school admission, academic programs including biology, bio- certification, or internships may be obtained chemistry and psychology which meet all from the chair of the Biology Department.

246 Optometry

he college course requirements for specify additional courses such as psychol- Tadmission to colleges of optometry are ogy, social science, literature, philosophy and fairly uniform. All schools place emphasis foreign language. Students on campus desir- on college courses in mathematics, physics, ing information should consult with the chair chemistry and the biological sciences. Most of the Biology Department students entering schools of optometry have completed a bachelor’s degree. Some schools

Pharmacy

he pharmacy program is a 6-year program Ch 105, General Chemistry I Laboratory Tincluding two years of pre-pharmacy Ch 106, General Chemistry II Laboratory coursework followed by four years of profes- Ch 231, Organic Chemistry I sional training. Students wishing to obtain a Ch 232, Organic Chemistry I Laboratory Doctor of Pharmacy degree may complete Ch 233, Organic Chemistry II their pre-pharmacy requirements at Benedic- En 101, English Composition tine College. Pre-pharmacy requirements vary En 102, Introduction to Literature between different pharmacy schools, but they Ma 131, Calculus I generally include the following courses: Se 222, Speech Communication Bi 121, General Biology I Plus eighteen credit hours humanities/social Bi 247, Human Anatomy and Physiology sciences. Bi 360, Microbiology Students may get more information on Ch 103, General Chemistry I or campus from the chair of the Chemistry and Ch 123, Advanced General Chemistry I Biochemistry Department. Ch 104, General Chemistry II or Ch 124, Advanced General Chemistry II

Philosophy

hilosophy has as its purpose to direct stu- humanity, and the world which emerge from Pdents’ attention to fundamental but often direct human experience or from reflection unnoticed aspects of human experience and to on the various disciplines through which they uncover and analyze the hidden presupposi- have organized their experience. tions of their intellectual and emotional com- The Philosophy Department offers a choice mitments. In doing so, it seeks also to inte- of two types of major: one is an eight course grate the knowledge which the student has co-major designed to enable a student to acquired in the various disciplines. Secondly, obtain a major in philosophy in addition to a it prepares some students for further study in major in some other discipline; the other is a philosophy at the graduate level. twelve course professional major for the stu- Courses in philosophy, then, are intended dent who intends to major exclusively in phi- to give the student some experience in losophy or who may wish to pursue graduate asking and answering fundamental ques- work in philosophy. tions, namely, those questions about God,

247 Requirements for co-majors in The requirements for a minor in Philosophy: Philosophy: Ph 201, Logic Ph 201, Logic Ph 231, Philosophy of Nature* Ph 231, Philosophy of Nature* Ph 255, Philosophical Psychology plus four other Philosophy courses Ph 325, Ethics The minimum percentage of credits that must plus one course in metaphysics, chosen from: be completed at Benedictine College for both Ph 373, Metaphysics majors in philosophy is 60% and for the minor Ph 374, Natural Theology in philosophy is 50%. plus one course in the history of philosophy, chosen from: Ph 471, Ancient Philosophy Ph 175 Ph 472, Medieval Philosophy Logic and Nature (3) (B) Ph 473, Early Modern Philosophy This course gives a philosophical account Ph 475, Islamic Philosophy Ph 476, Modern Continental Philosophy of the existence, principles, and causes of Ph 477, Modern Anglo-American Philosophy change as it is found in natural things. Par- plus two other Philosophy courses ticular attention is given to change of sub- Recommended: stance and purpose in nature. At appropriate Ph 490, Seminar places, consideration is given to contemporary discussions of these issues. The course Requirements for the professional also introduces students to the logical meth- major in Philosophy: ods and distinctions needed to address such Ph 201, Logic questions. (C) Ph 231, Philosophy of Nature* Ph 255, Philosophical Psychology Ph 198 Ph 325, Ethics Special Topics (1–4) Ph 373, Metaphysics These are topics not included in the regular Ph 374, Natural Theology catalog. This course may be taken more than plus one course in early philosophy, chosen once if the subject matter varies sufficiently. from: Prerequisite: Ph 175. Ph 471, Ancient Philosophy Ph 472, Medieval Philosophy Ph 201 Ph 475, Islamic Philosophy Logic (3) (B) plus one course in later philosophy, chosen This is an introductory consideration of logi- from: cal theory: definitions, propositions, and rea- Ph 473, Early Modern Philosophy soning. Students are taught both the methods Ph 476, Modern Continental Philosophy used in logical analysis and the reasons behind Ph 477, Modern Anglo-American Philosophy them. The emphasis is upon dealing with plus Ph 490, Seminar arguments as they are expressed in everyday plus three other Philosophy courses language. (PI) Proficiency Requirement: Students must pass a proficiency test in symbolic logic. *Philosophy majors and minors may substitute Ph 175, Logic and Nature, for Ph 231, Philosophy of Recommended: Nature. Ph 231, Philosophy of Nature also satisfies the The study of Greek or Latin college’s core requirement in philosophy.

248 Ph 231 Ph 308 Philosophy of Nature (3) (S) Faith and Reason III (2) (D) This course is a general consideration of the This is one-half of the third course in a philosophical questions associated with the three-semester sequence meeting the general kinds of change found in natural entities. Cau- education requirements in the Faith and sality, chance and purpose in nature are also Philosophical Inquiry Foundation areas. dealt with. Then the implications of this gen- The classes are taught using the Great eral account for human nature and the cause Books approach. Great texts in philosophy of nature itself are considered. Prerequisite: and theology will be read, analyzed, and Ph 201. discussed, with a special emphasis upon the relationship between the two disciplines: the Ph 255 harmony of faith and reason. This course Philosophical Psychology (3) (B) addresses works written from about 1700 to This course begins with the distinction of liv- the present. Prerequisites: Ph 306 and Th ing things from non-living things, followed 307. Corequisite: Th 308. (F, PI) by the nature of the soul and its kinds. It then treats the relationship between soul and body, Ph 325 and examines sensation, reason and the emo- Ethics (3) (B) tions in depth. Arguments for and against the The course in ethics deals with the subject immortality of the human soul are taken up, matter of ethics and its proper method. It con- and the problem of free will is discussed. Pre- siders the ultimate end of man and the nature requisite: Ph 175 or Ph 231. (PI, WP) of human freedom, followed by the nature of habits, virtues and vices, and the neces- Ph 298 sity of virtues for a stable moral life. Having Special Topics (1–4) examined some of the virtues in detail, the These are topics not included in the regular various ways of life in accord with them are catalogue. This course may be taken more discussed. At appropriate places, recent value than once if the subject matter varies suffi- theories are also examined. Prerequisite: Ph ciently. Prerequisite: Ph 175 or Ph 231. 175 or Ph 231. (PI, WP)

Ph 306 Ph 355 Faith and Reason I (4) (D) Political Philosophy (3) (D) This is the first course in a three- Political philosophy is an analysis of the foun- semester sequence meeting the general educa- dations of political society and authority made tion requirements in the Faith and Philosophi- in the light of ethics and man’s search for hap- cal Inquiry Foundation areas. The classes are piness. It includes a discussion of the broad taught using the Great Books approach. Great variety of political organizations as they are texts in philosophy and theology will be related both to this foundation and the varying read, analyzed, and discussed, with a special human condition, as well as the relationship emphasis upon the relationship between the of the ideal or utopian to practical life. Pre- two disciplines: the harmony of faith and rea- requisite: Ph 175 or Ph 231. Ph 325, Ethics, son. This first course addresses works written strongly recommended. (PI) from 600 B.C. through 1000 A.D. Prerequi- sites: Th 101, and either Ph 175 or Ph 231. (F, PI)

249 Ph 373 Ph 455 Metaphysics (3) (S) Advanced Logic (3) (D) Metaphysics is a study of being, as such, and This course deals with both demonstrative and is considered under three aspects: being in dialectical logic, and is a systematic treatment general, the immaterial world, and the first of standard logical topics: argumentation, causes of all things. Metaphysical problems definition, and the elements which constitute are taken up in detail, followed by a system- them. It also takes up the subject matter of atic account of the transcendentals (being, logic according to the classical tradition as goodness, unity) and their properties, and well as contemporary schools. Prerequisites: concluding with a consideration of being out- Ph 201, and Ph 175 or Ph 231. (PI) side the natural order. Prerequisites: Ph 201, and Ph 175 or Ph 231. (PI) Ph 460 Advanced Philosophy of Nature (3) (D) Ph 374 This is a more advanced consideration of Natural Theology (3) (F) questions associated with the nature of mat- Also called Philosophy of God, Natural ter, becoming, and causality, as well as with Theology develops a rational approach to related questions concerning space, time, and the existence and intelligibility of God. The the infinite, as well as the good, i.e., purpose, distinction between faith and reason and the in nature. Chance is contrasted with contem- method proper to Natural Theology are con- porary indeterminism and the role of the for- sidered, and arguments about the existence of mer in nature, and some of the contemporary God, the attributes of God, and God’s extrin- problems pertaining to the nature of motion, sic operations are taken up in detail. Prerequi- space and time are dealt with. The relation- sites: Ph 201, and Ph 175 or Ph 231. (PI) ship of mathematics and modern science to Ph 398 the philosophy of nature is also taken up. Special Topics (1–4) Prerequisites: Ph 201, and Ph 175 or Ph 231. These are topics not included in the regular (PI) catalog. This course may be taken more than Ph 471 once if the subject matter varies sufficiently. Ancient Philosophy (3) (F) Prerequisite: Ph 175 or Ph 231. Ancient philosophy encompasses Greek and Ph 441 Roman philosophical thought from about 600 Social Ethics (3) (D) BC to 300 AD. The Pre-Socratic thinkers, Social ethics is concerned with human free- Socrates, Plato, Aristotle, the Stoics, the Epi- dom and responsibility within a pluralistic cureans, and Plotinus are emphasized. Prereq- society. Authority, freedom, subjectivism, uisites: Ph 175 or Ph 231. (PI, WP) and determinism, as well as some key ethical problems concerning man in relationship Ph 472 to society, are looked at in detail. On the Medieval Philosophy (3) (F) level of the family, such problems as birth Medieval philosophy encompasses Christian control, abortion, and divorce are addressed, and Islamic philosophical thought from about while on the level of the wider society, such 300 AD to 1500 AD. St. Augustine, Boethius, questions as problems within the corporate Pseudo-Dionysius, St. Anselm, Avicenna, structure, and between the corporation and Averroes, St. Thomas, Duns Scotus, and Wil- society, private property, the ethics of welfare, liam of Occam are emphasized. Prerequisites: censorship, civil disobedience, punishment Ph 201, and Ph 175 or Ph 231. (PI, WP) and respect for law are dealt with. Prereq- uisites: Ph 175 or Ph 231, and Ph 325. (PI, WP)

250 Ph 473 such as Russell, Wittgenstein, Moore, Carnap, Early Modern Philosophy (3) (S) Ayer, Quine, Rawls, or McIntyre. Prerequi- Early modern philosophy is a survey of sev- site: Ph 175 or Ph 231. (PI, WP) enteenth and eighteenth-century philosophy. Detailed consideration is given to those phi- Ph 480 losophers and schools of thought that have Aesthetics (3) (D) strongly influenced contemporary thought Aesthetics deals with philosophical ques- and, in particular, to the conflict between the tions concerning the arts. Problems related to Rationalism of Descartes, Spinoza and Leib- distinctions in the fine arts and their media, niz and the Empiricism of Bacon, Locke, creation, expression and imitation in the fine Berkeley and Hume. The survey concludes arts, the relation of art to ethics, and beauty in with an introduction to the synthesis of Kant. nature and art are all dealt with. Prerequisites: Prerequisite: Ph 175 or Ph 231. (PI, WP) Ph 175 or Ph 231, and two courses in literature or the fine arts. (PI) Ph 475 Islamic Philosophy (3) (F) Ph 486 This is an introductory survey of the history Philosophy of Law (3) (D) of Islamic philosophy from its beginnings This course is concerned with the nature of with the legacy of Greece, Alexandria, and law, including a comparison of descriptive the Orient down to the present day, with read- and prescriptive law, an investigation of natu- ings from primary sources focusing on two ral law both historically and systematically, issues: metaphysics and political philosophy. and the relationship of natural law to human Prerequisites: Ph 201, and Ph 175 or Ph 231. positive law, to constitutional law, to the “law (PI, GP) of nations” and to custom. Prerequisite: Ph 175 or Ph 231, Ph 325, Ethics, and/or Ph 485, Ph 476 Political Philosophy, strongly recommended. Modern Continental Philosophy (3) (S) (PI, WP) This course begins with the Kantian synthesis Ph 495, Ph 496 and some of the major developments of and Directed Readings in Philosophy (3) (D) reactions to it (Hegel, Kierkegaard, Marx, and This course is open to philosophy majors only. Nietzsche). It continues with a consideration This course may be taken more than once if of phenomenology, existentialism, and post- the subject matter varies sufficiently. modernism and attempts to recover the philosophical tradition (Maritain and Strauss). Ph 497 Prerequisite: Ph 175 or Ph 231. (PI, WP) Seminar (3) This course is open to juniors and seniors only Ph 477 and is required of all philosophy majors tak- Modern Anglo-American ing the professional major. It may be taken Philosophy (3) (S) more than once if the subject matter varies The course begins with the late 19th-century sufficiently. Prerequisite: Ph 175 or Ph 231. antecedents of Anglo-American Philosophy Ph 498 in the realisms of Frege and Peirce and the Senior Thesis (3) (S) idealism of Bradley. It continues with con- Philosophy majors finishing up their junior sideration of later American pragmatism as year may choose to submit an application to found in James, Dewey, and Rorty and logical write and publicly defend a senior philosophy atomism, logical positivism, emotivism, and thesis as one of their elective courses. While naturalism as treated by analytic philosophers the department sees in the writing and defense

251 of a thesis an extremely valuable “capstone” Ph 499 experience, students should note that the Independent Study (3) approval process is competitive, and that some The permission of the department chair is applications may not be approved. Enrollment required for this course. It may be taken more in the course will not go beyond the number than once if the subject matter varies suffi- of philosophy faculty able to direct a thesis in ciently. a given year. (WC)

Suggested sequence of courses for a bachelor’s degree with a major in Philosophy—Professional Major

Freshman Year En 101, English Composition 3 Pe 115, Wellness for Life 1 Gs 150, BC Experience cr Ph 201, Logic 3 Person and the Community 3 Historical Foundations II 3 Historical Foundations I 3 Faith I 3 Natural World I 4 Electives 6 Th 101, Introduction to Theology 3 __ __ 16 16

Sophomore Year Pe Activity course 1 Natural World II 4 Foreign Language I 4 Foreign Language II 4 Ph 231, Philosophy of Nature 3 Ph 255, Philosophical Psychology 3 Faith II 3 Electives 6 Electives 6 __ __ 17 17

Junior Year Ph 325, Ethics 3 Ph 374, Natural Theology 3 Ph 373, Metaphysics 3 Philosophy Elective 3 Aesthetic Experience I 3 Aesthetic Experience II 3 Natural World II 4 Electives 6 Electives 3 __ __ 16 15

Senior Year Ph (Anc, Med, Islamic) 3 Ph 490, Seminar 3 Philosophy Elective 3 Ph (Early Mod, Cont) 3 Electives 6 Ph 498, Senior Thesis 3 Electives (upper-division) 4 Electives (upper-division) 6

__ __ 16 15

252 Physics, Astronomy, and Engineering

he Department of Physics, Astronomy, Requirements for a B.S. degree in Tand Engineering offers a wide variety Astronomy: (59–62 hours) of courses and programs that examine and As 130, The Sun and Solar System (4) employ the laws of nature from both theo- As 140, Stars and Stellar Systems (4) retical and applied perspectives. The courses As 340, Introduction to Astrophysics (3) are of value and importance to all liberally As 360, Solar System Astrophysics (3) educated persons. Introductory level courses As 450, Galaxies and Cosmology (3) are available for students interested in any Pc 210/211, Classical Physics I & II (8) discipline, as well as for those students with Pc 320, Relativity and Atomic Physics (3) specific interests in science or engineering Pc 321, Modern Physics Laboratory I (1) regardless of their background or prepara- Pc 322, Nuclear and Elementary Particle tion. Intermediate level courses are available Physics (2) for students wishing to concentrate in scien- Pc 323, Modern Physics Laboratory II (1) tific or technical fields, and a broad spectrum Pc 330, Mechanics I (3) of advanced courses for students planning to Pc 331, Mechanics II (3) pursue in-depth studies of physics, astronomy, Pc 370, Electricity and Magnetism I (3) engineering or related fields are provided. The Pc 372, Electricity and Magnetism II (3) department emphasizes hands-on experience Pc 380, Thermodynamics (4) and laboratory work in its programs. Pc 430, Quantum Mechanics (3) Pc 440, Plasma Physics (3) Our graduates have been highly successful Pc 460, Optics (3) in pursuing further study in graduate programs Pc 461, Optics Laboratory (1) in a variety of scientific and engineering disci- As 499, Independent Study/Research (1–3) plines. Historically, about three-fourths of our plus four semesters of Pc 490, Physics graduates have successfully pursued advanced Colloquium (cr) degrees. Others have accepted positions in business or industry, or at research laborato- Required supporting courses: (26–27 hours) ries, while some have pursued careers in law, Ch 103, General Chemistry I (3) medicine and the religious life, for example. or Ch 123, Advanced General Chemistry I Our Engineering Physics program leads to a Ch 104, General Chemistry II (3) bachelor’s degree that combines the strengths or Ch 124, Advanced General Chemistry II of our physics program with the unique aca- Ch 105, General Chemistry Laboratory I (1) demic, social and spiritual atmosphere of the Ch 106, General Chemistry Laboratory II (1) college. Cs 230, Programming for Scientists and Additionally, a program leading to second- Engineers (3) or Cs 114, Introduction to ary education teaching certification in physics Computer Science I (4) is available. Ma 131, Calculus I (4) Transfer students pursuing a major in Phys- Ma 132, Calculus II (4) ics, Astronomy, or Engineering Physics must Ma 233, Calculus III (4) take a minimum of 40% of the coursework Ma 310, Differential Equations (3) required for the major at Benedictine College. Recommended supporting courses: Transfer students pursuing a minor in Phys- Ma 250, Linear Algebra (3) ics, Astronomy, or Engineering Physics must Ma 255, Discrete Mathematical Structures (3) take a minimum of 25% of the coursework Ma 315, Probability and Statistics (3) required for the minor at Benedictine Col- Ma 331, Numerical Computation (3) lege.

253 Requirements for a B.S. degree in Pc 330, Mechanics I (3) Physics: (45–47 hours) Pc 350, Electronics (4) Pc 210/211, Classical Physics I & II (8) Pc 370, Electricity and Magnetism I (3) Pc 320, Relativity and Atomic Physics (3) Pc 460/461, Optics with Laboratory (4) Pc 321, Modern Physics Laboratory I (1) and four semesters of Pc 490, Physics Pc 322, Nuclear and Elementary Particle Colloquium (cr) Physics (2) plus two additional upper-division courses in Pc 323, Modern Physics Laboratory II (1) physics or astronomy (6–7) Pc 330, Mechanics I (3) Pc 331, Mechanics II (3) Required supporting courses: (31–33 hours) Pc 350, Electronics (4) Ch 103, General Chemistry I (3) Pc 370, Electricity and Magnetism I (3) or Ch 123, Advanced General Chemistry I Pc 372, Electricity and Magnetism II (3) Ch 104, General Chemistry II (3) Pc 380, Thermodynamics (4) or Ch 124, Advanced General Chemistry II Pc 430, Quantum Mechanics (3) Ch 105, General Chemistry Laboratory I (1) Pc 460/461, Optics with Laboratory (4) Ch 106, General Chemistry Laboratory II (1) Pc 480, Condensed Matter Physics (3) Cs 230, Programming for Scientists and and four semesters of Pc 490, Physics Engineers (3) or Cs 114, Introduction to Computer Science I (4) Colloquium (cr) Ma 131, Calculus I (4) Pc 499, Independent Study/Research (1–3) Ma 132, Calculus II (4) Required supporting courses: (30–31 hours) Ma 233, Calculus III (4) Ch 103, General Chemistry I (3) Ma 310, Differential Equations (3) or Ch 123, Advanced General Chemistry I Pc 499, Independent Study/Research (1–3) Ch 104, General Chemistry II (3) or Ch 124, Advanced General Chemistry II Recommended supporting courses: Ch 105, General Chemistry Laboratory I (1) Ma 250, Linear Algebra (3) Ch 106, General Chemistry Laboratory II (1) Ma 255, Discrete Mathematical Structures (3) Cs 230, Programming for Scientists and Ma 331, Numerical Computation (3) Engineers (3) or Cs 114, Introduction to Computer Science I (4) Requirements for a B.S. degree in Ma 131, Calculus I (4) Engineering Physics: (70 hours) Ma 132, Calculus II (4) Eg 110, Technical Drawing (3) Ma 233, Calculus III (4) Eg 120, Introduction to Engineering (3) Ma 310, Differential Equations (3) Eg 121, Introduction to Engineering Laboratory (1) Recommended supporting courses: Eg 230, Statics (3) Ma 250, Linear Algebra (3) Eg 217, Technical Communications (3) Ma 255, Discrete Mathematical Structures (3) Eg 231, Dynamics (3) Ma 315, Probability and Statistics (3) Eg 317, Engineering Economics (3) Ma 331, Numerical Computation (3) Eg 320, Mechanics of Materials (3) Eg 321, Experimental Analysis of Stress and Requirements for a B.A. degree in Strain (1) Physics: (35–36 hours) Eg 330, Fluid Mechanics (3) Pc 210/211, Classical Physics I & II (8) Eg 331, Experimental Analysis of Fluid Pc 320, Relativity and Atomic Physics (3) Mechanics (1) Pc 321, Modern Physics Laboratory I (1) Eg 350, Properties of Materials (3) Pc 322, Nuclear and Elementary Particle Eg 351, Structures and Properties of Materials Physics (2) Laboratory (1) Pc 323, Modern Physics Laboratory II (1) Eg 420, Process Control and Optimization (3)

254 Eg 421, Process Control and Optimization Requirements for certification for physics Laboratory (1) teaching grades 6–12: Eg 460, Engineering Design I (2) As 140, Stars & Stellar Systems (4) Eg 461, Engineering Design I Laboratory (1) As/Pc 499, Independent Study (1–3) Eg 480, Engineering Design II (2) Bi 457, Methods of Teaching Secondary Eg 480, Engineering Design II Laboratory (1) Science (2) Pc 210/211, Classical Physics I & II (8) Ch 103, General Chemistry I (3) Pc 320, Relativity and Atomic Physics (3) or Ch 123, Advanced General Chemistry I Pc 321, Modern Physics Laboratory I (1) Ch 104, General Chemistry II (3) Pc 322, Nuclear and Elementary Particle or Ch 124, Advanced General Chemistry II Physics (2) Ch 105, General Chemistry Laboratory I (1) Pc 323, Modern Physics Laboratory II (1) Ch 106, General Chemistry Laboratory II (1) Pc 350, Electronics (3) Ch 380, Thermodynamics (4) Pc 380, Thermodynamics (4) Pc 210/211, Classical Physics I & II (8) Pc 460, Optics (3) Pc 320, Relativity & Atomic Physics (3) Pc 461, Optics Laboratory (1) Pc 321, Modern Physics & Laboratory I (1) Pc 480, Condensed Matter Physics (3) Pc 322, Nuclear & Elementary Particle Physics (2) Required supporting courses: (26 hours) Pc 323, Modern Physics Laboratory II (1) Ma 131, Calculus I (4) Pc 490, Physics Colloquium (cr) Ma 132, Calculus II (4) Ma 233, Calculus III (3) The secondary teacher is required to take Ma 310, Differential Equations (3) education courses for a B.A. in Secondary Ch 103, General Chemistry I (3) Education to receive certification and should or Ch 123, Advanced General Chemistry I consult with the chair of the Department of Ch 104, General Chemistry II (3) Education. or Ch 124, Advanced General Chemistry II Ch 105, General Chemistry Laboratory I (1) As 130 Ch 106, General Chemistry Laboratory II (1) The Sun and the Solar System (4) (F) Cs 230, Programming for Scientists and This course is designed primarily for stu- Engineers (3) or Cs 114, Introduction to Computer Science I (4) dents not majoring in the natural sciences or mathematics, and includes discussions of the Recommended supporting courses: Sun and the major constituents of the solar Ma 250, Linear Algebra (3) system (planets, comets, minor planets, mete- Ma 315, Probability and Statistics (3) ors, etc.) as well as theories of solar system Ma 331, Numerical Computation (3) formation and the possibilities of life on other planets. Special attention will be given to Requirements for a minor in Physics: the historical development of astronomical (21–23 hours) ideas and to recent developments in planetary Pc 210/211, Classical Physics I & II (8) astronomy stemming from space probe mis- Pc 320, Relativity and Atomic Physics (3) sions. Weekly laboratory experiences or tele- Pc 321, Modern Physics Laboratory I (1) scopic observations of the Sun and planets Pc 322, Nuclear and Elementary Particle supplement classroom work. (NW, QA, SM) Physics (2) Pc 323, Modern Physics Laboratory II (1) plus two additional courses in the department above the 100 level (6–8)

255 As 140 interplanetary medium, the formation and Stars and Stellar Systems (4) (S) evolution of the solar system, comets, aster- This course is designed primarily for stu- oids, and other aspects of our astronomical dents not majoring in the natural sciences knowledge of the solar system. Offered in or mathematics who are interested in the alternate years. Prerequisites: Pc 210 and structure and evolution of individual stars, 211 or their equivalent. (WC, OC, QA) star clusters, and galaxies. Specific topics of discussion include the endpoints of stel- As 398 lar evolution (white dwarfs, neutron stars, Special Topics (1–4) and black holes), binary star systems, x-ray Topics not included in the regular catalog, astronomy, and quasars and exploding radio usually treated in a lecture/discussion format. galaxies. A detailed investigation of the various May be taken more than once if the subject cosmological theories describing the structure matter varies sufficiently. of the universe will also be made. Through- As 450 out the course careful attention will be paid to Galaxies and Cosmology (3) (F) the methods used to arrive at our current level This course covers our own galaxy, other of understanding of the universe. Weekly galaxies, the large-scale structure of the laboratory experiences or telescopic observa- universe, and the evolution of the uni- tions of stars, star clusters and galaxies sup- verse. Important topics on galaxies are the plement classroom work. (NW, QA, SM) structure and dynamics of our galaxy, the stel- As 198 lar populations of our galaxy and other gal- Special Topics (1–4) axies, the interstellar medium, the existence Topics not included in the regular catalog, of dark matter, and the properties of different usually treated in a lecture/discussion format. types of galaxies. Major topics in cosmology May be taken more than once if subject matter are galaxy clustering, the Big Bang Theory varies sufficiently. and its derivatives, the structure of space- time, and the possible futures of the universe. As 340 Offered in alternate years. Prerequisite: Pc Introduction to Astrophysics (3) (S) 320 or its equivalent. (WC QA)) A calculus-based introduction to stellar struc- As 499 ture and nucleosynthesis. This course will Independent Study (1–3) follow the evolution of a star from its “birth” Independent study in the form of experimen- by condensation from the interstellar medium tal or theoretical student research, research to its “death” as a white dwarf, neutron star, papers, and machine shop techniques is per- or black hole. Discussions of the equations formed under the guidance of a staff member. of hydrostatic equilibrium, the theory of radiative transfer, nuclear processes at the centers of stars, models of stellar interiors, Pc 110 mass loss from stars, and degenerate stellar Concepts in Physics (4) (B) configurations will be included. Offered in This one-semester, algebra-based course alternate years. Prerequisite: Pc 320 or its covers a wide range of physics topics includ- equivalent. (WC, QA) ing Newtonian mechanics, thermodynamics, electricity and magnetism, optics, and modern As 360 physics. The conceptual and historical aspects Solar System Astrophysics (3) (F) of these topics are also discussed. There are This course covers planetary interiors, plan- three lecture sessions and one lab session per etary atmospheres, natural satellites, the week. (NW, QA, SM)

256 Pc 120 Pc 210, Pc 211 Acoustics (4) (D) Classical Physics (4, 4) (F, S) Acoustics is the study of the production, prop- A two-semester, calculus-based sequence agation, and perception of sound in its various designed primarily for those students major- forms (speech, music, noise, etc.). This course ing in the natural sciences, mathematics and covers the fundamentals of acoustics and their pre-engineering. Areas of study pursued by application to music and other areas such as physicists prior to this century in mechan- environmental sound and sound reproduction ics, thermodynamics, sound, electricity, systems. It is recommended to music majors magnetism and light will be discussed. Three and others interested in sound. No formal lecture-discussion sessions and a two-hour background in music or college-level math- laboratory each week. Prerequisites/coreq- ematics or science is required. There are three uisites: Ma 131 and 132 or their equivalent. class meetings and a lab period each week. These may be taken as corequisites with the (NW, QA, SM) permission of the instructor. (NW, QA, SM) Pc 160 Pc 320 The Origins of Major Theories in Relativity and Atomic Physics (3) (F) Science (3) (S) Einstein’s postulates of Special Relativ- The student will be introduced to major ity, including relativistic mechanics and hypotheses in several different areas of natu- relativistic electromagnetism, will be treated ral science by reading original writings by the analytically. Discussion of general relativis- creators of these hypotheses. After examina- tic theories will be presented. Modern phys- tion of the original hypothesis in its original ics concepts including wave/particle dualism, context and with its original implications, the atomic theory, introductory quantum mechan- student will examine the current status of this ics, and the hydrogen atom will be discussed. hypothesis as a central paradigm in our mod- Prerequisites: Pc 210 and 211, or their equiv- ern understanding of the natural world. Thus, alent. (NW) the student will be exposed to central ideas in very different areas of our modern under- Pc 321 standing of nature. (NW) Modern Physics Laboratory (1) (F) A series of lectures on the treatment of experi- Pc 198 mental uncertainties will be alternated with Special Topics (1–4) experiments illustrating many important Topics not included in the regular catalog, concepts in modern physics, such as e/m of usually treated in a lecture/discussion format. the electron, the speed of light, and x-ray May be taken more than once if subject matter spectroscopy. Corequisite: Pc 320. varies sufficiently. Pc 322 Pc 205 Nuclear and Elementary Particle Earth Science (3) (D) Physics (2) (S) This course introduces the student to the fields Radiation, nuclear decay processes, fission, of geology, oceanography, and meteorology fusion, particle accelerators and detectors and applies knowledge from these areas to will be treated. Elementary particle theory, environmental concerns. Topics interrelat- including quark and gauge theories will be ing these fields, such as air and water quality, discussed. Prerequisite: Pc 320. and climatic effects of pollution are explored. (NW, SM)

257 Pc 323 field in a vacuum and in dielectric media, Modern Physics Laboratory II (1) (S) and energy and force relationships for the Lectures on the treatment of data will con- electrostatic field. An extensive investigation tinue and alternate with experiments in of methods of solution of the Laplace and radioactivity, gamma ray spectroscopy, Poisson equations is also made. Pc 370 and Pc nuclear physics and condensed matter phys- 372 offered in alternate years. Prerequisites: ics. Corequisite: Pc 322. Pc 210 and 211, and Ma 233 and 310. (NW)

Pc 330 Pc 372 Mechanics I (3) (F) Electricity and Magnetism II (3) (S) Newtonian mechanics will be studied, empha- As a continuation of Pc 370, this course devel- sizing physical concepts and mathematical ops the mathematical and physical concepts techniques essential for most other advanced of magnetostatic fields, which, when joined physics courses. Topics covered include with those of electrostatics, lead to Maxwell’s motion of particles in one, two, and three equations. This course also serves as an intro- dimensions, vector algebra, mathematical duction to theories of wave propagation in methods, and motion of systems of particles. free space and conducting media, and radia- Pc 330 and Pc 331 are offered in alternate tion (electrodynamics). Pc 370 and Pc 372 years. Prerequisites: Pc 210 and 211, or their offered in alternate years. Prerequisite: Pc equivalent and Ma 310, or permission of 370 or its equivalent. (NW) instructor. (NW) Pc 380 Pc 331 Thermodynamics (4) (F) Mechanics II (3) (S) An introduction to thermodynamics and its A continuation of Pc 330, treating motion applications. Topics include temperature, of rigid bodies, gravitation, moving heat, work, the three fundamental laws of coordinate systems, the vibrating string prob- thermodynamics, and an introduction to sta- lem, fluid mechanics, Lagrange’s and Hamil- tistical mechanics. Applications pertinent to ton’s methods, and tensor algebra. Pc 330 and both physics and engineering majors will be Pc 331 are offered in alternate years. Prereq- covered, including gas laws, heat engines, and uisite: Pc 330 or its equivalent. (NW) chemical equilibria. Prerequisites: Ch 104, Pc 211 and Ma 233, or permission of instructor. Pc 350 (NW, SM) Electronics (4) (S) This is an experimentally-oriented course that Pc 398 explores the theoretical and applied aspects Special Topics (1–4) of electronic circuit components and circuits, Topics not included in the regular catalog, digital electronics, integrated circuits, and usually treated in a lecture/discussion format. electrical machines with some treatment of May be taken more than once if the subject microcomputer interfacing techniques need in matter varies sufficiently. laboratory data acquisition and management. Pc 430 Pc 370 Quantum Mechanics (3) (F) Electricity and Magnetism I (3) (F) This course is a general introduction to The physical and mathematical concepts quantum mechanics. Topics discussed underlying our understanding of electrostatic include wave-particle duality, Schröedinger’s fields are developed. Topics covered include equation, the square well, potential barriers, a review of vector calculus, the electrostatic the harmonic oscillator, parity, angular

258 momentum and spin, hydrogenic atoms, supplement the material covered in Pc 460. and approximation techniques. Prerequisite/ The experiments will use equipment such as corequisite: Pc 330 or permission of instructor. the laser, spectroscope, charge coupled device (NW) (CCD), photodiode array, high resolution spectrometer, fiber optics, and computer mod- Pc 435 eling. Offered in alternate years. Corequisite: Mathematical Methods for Pc 460. (NW) Physics (3) (D) Pc 480 Basic mathematical topics and techniques used in the study of physics are examined. Condensed Matter Physics (3) (S) Crystal structure, the reciprocal lattice, ther- This includes topics such as infinite series, mal and electrical properties of metals and complex analysis, matrices, tensor analysis, insulators, optical properties, semiconductor the calculus of variations, recursion relations, theory, and superconductivity will be dis- Legendre polynomials, and Bessel functions. cussed. Offered in alternate years. Prerequi- Pc 440 site: Pc 320. (NW) Plasma Physics (3) (S) Pc 488 This course is an introduction to the physics Senior Comprehensive Examination (cr) of the plasma state, including discussions of the magnetohydrodynamic (MHD) equations, Pc 490 MHD waves and stability, plasma confine- Physics Colloquium (cr) (B) ment and fusion, cold plasma theory, and the Monthly meetings at which recent develop- kinetic theory of plasmas. Offered in alternate ments in physics will be presented by the years. Prerequisite/corequisite: Pc 372. (QA) staff, students, and guest lecturers. Required of all junior and senior physics and astronomy Pc 460 majors. Optics (3) (S) An introduction to the principles of geometri- Pc 499 cal and physical optics. Topics of discussion Independent Study (1–3) include the laws of reflection and refraction, Independent study in the form of experimen- paraxial theory, polarization, interference, dif- tal or theoretical student research, research fraction, fiber optics, and lasers and hologra- papers, and machine shop techniques is per- phy. Offered in alternate years. Prerequisites: formed under the guidance of a staff member. Pc 211 and Ma 132. (NW)

Pc 461 Optics Laboratory (1) (S) Experiments demonstrating the phenomena of geometrical optics, polarization, diffrac- tion, and interference will be performed to

259 Suggested sequence of courses for a bachelor of science degree in Astronomy Freshman Year Pc 210, Classical Physics I 4 Pc 211, Classical Physics II 4 As 130, Sun & Solar System 4 As 140, Stars & Stellar Systems 4 Ma 131, Calculus I 4 Ma 132, Calculus II 4 En 101, English Composition 3 Ph 175, Logic and Nature 3 Gs 150, BC Experience cr Th 101, Introduction to Theology 3 Pe 115, Wellness for Life 1 __ __ 16 18 Sophomore Year Ch 103, General Chemistry I 3 Ch 104, General Chemistry II 3 or Ch 123, Advanced Gen Chem I or Ch 124, Advanced Gen Chem II Ch 105, General Chemistry I Lab 1 Ch 106, General Chemistry II Lab 1 Ma 233, Calculus III 4 Ma 310, Differential Equations 3 Foreign Language 3–4 Foreign Language 4 Pc 320, Relativity & Atomic Physics 3 Historical Perspective 3 Pc 321, Modern Physics Lab I 1 Pc 322, Nuc & Elem Part Phys 2 Pe Activity course 1 Pc 323, Modern Physics Lab II 1 ______16–17 17 Junior Year As 340, Introduction to Astrophysics 3 As 450, Galaxies & Cosmology 3 Pc 330, Mechanics I 3 Person and Community 3 Cs 230, Programming for Sci & Eng 3 Philosophical Inquiry 3 Pc 490, Physics Colloquium cr Pc 331, Mechanics II 3 Faith 3 Pc 460, Optics 3 Elective 3–4 Pc 461, Optics Lab 1 Pc 490, Physics Colloquium cr Aesthetic Experience 3 ______15–16 19 Senior Year As 360, Solar System Astrophysics 3 Pc 372, Electricity & Magnetism II 3 Historical Perspective 3 As 499, Independent Study 1 Pc 370, Electricity & Magnetism I 3 Pc 440, Plasma Physics 3 Pc 430, Quantum Mechanics 3 Pc 490, Physics Colloquium cr Philosophical Inquiry Foundation 3 Pc 380, Thermodynamics 4 Pc 490, Physics Colloquium cr Aesthetic Experience 3 Faith 3 Elective 3 __ __ 18 17

260 Suggested sequence of courses for a bachelor of science or a bachelor of arts degree in Physics Freshman Year Pc 210, Classical Physics I** 4 Foreign Language 4 En 101, English Composition 3 Pc 211, Classical Physics II 4 Foreign Language 3–4 Ma 132, Calculus II 4 Gs 150, BC Experience cr Ph 175, Logic and Nature 3 Ma 131, Calculus I 4 Th 101, Introduction to Theology 3 Pe 115, Wellness for Life 1 ______15–16 18 Sophomore Year Ch 103, General Chemistry I 3 Ch 104, General Chemistry II 3 or Ch 123, Advanced Gen Chem or Ch 124, Advanced Gen Chem Ch 105, General Chemistry I Lab 1 Ch 106, General Chemistry II Lab 1 Ma 233, Calculus III 4 Ma 310, Differential Equations 3 Philosophical Inquiry 3 Cs 230, Progr for Scientists & Engrs. 3 Elective 3 Faith 3 Oral Communications 3 Historical Perspective 3 __ __ 17 16 Junior Year Pc 320, Relativity & Atomic Physics 3 Philosophical Inquiry Foundation 3 Pc 321, Modern Physics Lab 1 Pc 322, Nuclear & Elem Particle Physics 2 Pc 330, Mechanics I 3 Pc 323, Modern Physics Lab II 1 Pc 490, Physics Colloquium cr Pc 331, Mechanics II* 3 Aesthetic Experience 3 Pc 350, Electronics 4 Historical Perspective 3 Pc 460, Optics 3 Elective 3 Pc 461, Optics Lab 1 Pc 490, Physics Colloquium cr Pe Activity course 1 __ __ 16 18 Senior Year Pc 370, Electricity & Magnetism I 3 Pc 372, Electricity & Magnetism II* 3 Pc 380, Thermodynamics 4 Person and Community 3 Pc 430, Quantum Mechanics* 3 Pc 490, Physics Colloquium cr Pc 490, Physics Colloquium cr Aesthetic Experience 3 Faith 3 Pc 480, Condensed Matter Physics* 3 Elective 3–4 Elective 3 Pc 499, Independent Study 1–3 Pc 488, Senior Comprehensive cr ______16–17 16–18

*Indicates a course not required for the B.A. **Students not ready for Calculus I this semester should enroll in Ch 103/105 or Ch 123/124 instead of Classical Physics.

261 Suggested sequence of courses for a bachelor of science degree in Engineering Physics Freshman Year Pc 210, Classical Physics I 4 Pc 211, Classical Physics II 4 Eg 120, Introduction to Engineering 3 Ma 132, Calculus II 4 Eg 121, Introduction to Engineering Lab 1 En 101, English Composition 3 Foreign Language 3–4 Eg 110, Technical Drawing 3 Ma 131, Calculus I 4 Foreign Language 4 Gs 150, BC Experience cr Pe 115, Wellness for Life 1 ______16–17 18 Sophomore Year

Ch 103, General Chemistry I 3 Ch 104, General Chemistry II 3 or Ch 123, Advanced Gen Chem or Ch 124, Advanced Gen Chem Ch 105, General Chemistry I Lab 1 Ch 106, General Chemistry II Lab 1 Ma 233, Calculus III 4 Ma 310, Differential Equations 3 Cs 230, Programming for Sci & Engrs 3 Eg 217, Technical Communications 3 Th 101, Introduction to Theology 3 Ph 175, Logic and Nature 3 Eg 230, Statics 3 Aesthetic experience 3 Eg 231, Dynamics 3 __ __ 17 19 Junior Year Pc 320, Relativity & Atomic Physics 3 Historical Perspective 3 Pc 321, Modern Physics Lab I 1 Pc 322, Nuclear & Elem Part Physics 2 Eg 317, Engineering Economics 3 Eg 330, Fluid Mechanics 3 Pc 323, Modern Physics Lab II 1 Eg 331, Exper Analysis of Fluid Mech 1 Eg 320, Mechanics of Materials 3 Pc 350, Electronics 3 Eg 321, Exper Analy of Stress & Strain 1 Pc 460, Optics 3 Eg 350, Properties of Materials 3 Pc 461, Optics Laboratory 1 Eg 351, Struc & Prop of Materials Lab 1 Philosophical Inquiry 3 __ __ 19 16 Senior Year Faith 3 Historical Perspective 3 Pc 380, Thermodynamics 4 Eg 480, Engineering Design II 2 Eg 420, Process Control & Optimization 3 Eg 481, Engineering Design II Lab 1 Eg 421, Process Control & Optim Lab 1 Pc 480, Condensed Matter Physics 3 Eg 460, Engineering Design I 2 Philosophical Inquiry 3 Eg 461, Engineering Design I Lab 1 Faith 3 Aesthetic Experience 3 Pe Activity course 1 Pc 488, Senior Comprehensive cr ______17 16

262 Political Science

he Department of Political Science com- Ps 460, Public Administration Tbines the energies of students and depart- Ps 488, Senior Comprehensive Examination mental faculty in active learning and honest Ps 495, Capstone Senior Seminar scholarship. The goals of the department are and two additional courses offered by the these: 1) to employ the principles of discov- department. ery learning in developing an understanding Transfer students who seek to major in politi- of both the foundational concepts of systems cal science must complete a minimum of 50% of government and the theoretical concepts of their credits in political science at Benedic- that animate contemporary public affairs; tine College. 2) to create a balanced perspective among the subdisciplines within political science; 3) to Requirements for a minor in Political empower students to integrate lessons learned Science: in other disciplines with those framed in polit- Ps 100, Introduction to American ical science; and 4) to prepare students for an Government effective transition, after graduation, to either Ps 250, Research Methods career employment or graduate studies. Ps 275, Public Policy Analysis The department recommends that every and nine additional credits in courses offered major in political science completes at least by the department. one guided, practical program such as a local internship; a structured service learning Transfer students who seek to complete a experience; a semester in Washington, D.C.; minor in political science must complete a an international travel program; placement minimum of 50% of their credits in political with a state or local agency or an administra- science at Benedictine College. tive, legislative or judicial assignment. The Requirements for a minor/concentration department develops these opportunities and in pre-Law: matches students, depending on their interests Ps 100, Introduction to American Government and skills. The curriculum provides academic Ba 371, Legal Environment of Business or credit for such programs. Ba 472, Business Law Ps 375, American Constitutional Development Requirements for a major in Ps 376, Constitutional Law and Civil Liberties Political Science: Ps 377, Development of Political Thought or Ps 100, Introduction to American Government Ph 485, Political Philosophy or Ph 486, Ps 201, Comparative World Government and Philosophy of Law Politics Py 450, Law and Psychology Ec 209, Macroeconomics Ps 250, Research Methods Requirements for a minor in Economics Ps 275, Public Policy Analysis and Politics: Ps 325, The American Presidency or Ps 100, Introduction to American Government Ps 350, American Congress Ps 275, Public Policy Analysis Ps 360 International Relations Ps 360, International Relations Ps 375, American Constitutional Development Ec 209, Principles of Macroeconomics or Ps 376, Constitutional Law and Civil Ec 210, Principles of Microeconomics Liberties Ec 300, Contemporary Economic Thinking Ps 377, Development of Political Thought

263 Travel Opportunities: The department conducts travel experi- Ps 100 ences that advance discovery learning. Within Introduction to American the past several years students have attended Government (3) (B) the American Political Science Association An introduction to the American system that annual meeting; presented papers at regional emphasizes: the Constitution, federalism, and national conferences; immersed them- political socialization, political parties and selves in presidential politics at the Iowa cau- interest groups, and the balance of the three cuses in 2000, 2004 and 2008; taken part in branches of government. Included is a survey familiarization trips to Washington, D.C., and of state and local government issues as well as regional academic centers. Departmental fac- the fundamentals of financing American gov- ulty coordinates and supervises these experi- ernment. The course highlights the processes ences. of civic education and of electoral consent. (PC) Law School and Graduate Study: The political science major is an excellent Ps 198 preparatory course for the student seeking Special Topics (1–4) admission to law school. The combination Courses under this title address topical or of constitutional and policy studies equips classical questions important for occasional students with the requisite body of theory scrutiny. Aimed at lower division students, and practice associated with success in law most often these will be conducted as semi- school. nar style courses. Depending on the changing Political science majors who plan on grad- subject matter of the course, a student may uate studies in this discipline should enrich enroll more than once. themselves with upper-division coursework in economics, sociology, languages and the Ps 201 highest level of mathematics for which they Comparative World Government are suited. & Politics (3) (F) Examines the ways the politics and cultures of Career paths for the Political Science states affect the way they organize their gov- major: ernments. It will lay heavy emphasis on the Political science is an excellent portal to comparisons and contrasts found in the gov- many careers. These include: public adminis- ernments of the Developed World and with its tration; law; policy advocacy for corporations more democratic institutions (Europe mainly) and tax exempt organizations; management and such other worlds as the Muslim nations within industries that are highly globalized or and underdeveloped nations in the Third and regulated; administration in trade and profes- Fourth Worlds which are governed in more sional associations. authoritarian and totalitarian ways. Students who plan to earn certification to teach social sciences in elementary or second- Ps 250 ary schools will coordinate their curricular Research Methods (4) (F) requirements with the college’s departments An intensive offering that combines research of education and of political science, among and analytical skills for use in political sci- others. ence. The course includes research design, hypothesis testing, data collection and analysis, quantitative and qualitative methods and practical applications of these concepts. (WC, QA, SM)

264 Ps 275 which much legislation, oversight and reform Public Policy Analysis (3) (S) occurred. The course also explores interrela- Introduces the concepts and techniques of tionships among members of Congress and identifying, specifying and implementing its own leaders, the President, interest groups, public policy strategies designed to remedy federal agencies, political parties and the judi- contemporary American problems for which ciary. government action is the presume, preferred solution. Case studies and problems will Ps 360 include applications at the local, state and International Relations (3) (D) federal levels. (WC) Provides a contemporary view of the political and economic dynamic that characterizes the Ps 322 growing global community. A special empha- European Politics (3) (D) sis is set on the effects of regional alliances, Ps 322 provides a critical and analytical eval- such as the European Union and the broader uation of the pluralist political systems within impact that these alliances create. The course the European Union. The course examines surveys the effects of civil wars, nationalistic the response of the electorate within those movements and economic disparity as predic- countries and the ability of those govern- tive of governmental stability and consequent ments to provide coherent and effective poli- international imperatives. cies. Special attention will be devoted to the interdependence of political and economic Ps 375 advances. American Constitutional Ps 325 Development (3) (D) The American Presidency (3) (D) Begins with a study of the background and the Examines contemporary theories of the Presi- principles of the American constitutional sys- dent as policy-maker, internationalist and tem. Particular attention is paid to the devel- political figure. An historic survey of trends opment of the Constitution and its historical within presidential studies provides context antecedents, as well as the evolutionary inter- for a review of the twentieth century literature pretation of its meaning by the U.S. Supreme in this area. The course provides a challenging Court. Landmark cases are explored as exem- view of the nominating and election process plary of the gradual rise in prominence of the as the means for selecting qualified persons Supreme Court and its present status as a co- to lead America. The President is assessed as equal branch of the American government. manager through the appointment and effec- (HP, PC) tive engagement of staff and cabinet members. (HP, PC) Ps 376 Constitutional Law and Civil Ps 350 Liberties (3) (D) The American Congress (3) (F) Concentrates on the Supreme Court’s inter- Begins with an historic review of the Con- pretation of the Constitution in the twentieth gress, its methods and its dynamics, arising century, with particular attention on recent from its Constitutionally-mandated duties. judicial rulings on civil rights and liberties. The Congress is examined as the most politi- Special scrutiny is given to the period since cally sensitive branch of government and 1954. The course evaluates the judicial pro- the one presumed to be most responsive to cess and the role of laws in American society public opinion. Special attention is devoted through study of the major issues of Constitu- to the very active period since 1945 during tional law during this modern period.

265 Ps 377 Ps 432 Development of Political Thought (3) (D) International Law (3) (D) Traces the growth of fundamental concepts This course presents the role that contempo- that underlie all forms of government, such rary international law plays in the creation as justice, authority, freedom and liberty. The and maintenance of world order. These topics course includes a survey of ancient and con- are central to this course: primary courses of temporary authors whose work grows out of international law, procedural and substantive both the religious and the secular traditions. issues in public and civil international law, Modern forms of government will be ana- jurisdictional principles and international dis- lyzed as products of political philosophy and pute settlement. ideology. (PC, PI) Ps 441 Ps 390 Interest Group Politics (3) (F) Applied Politics (3) (D) Explores the structure and roles that interest Provides credit for a supervised, structured groups serve in the American political sys- experience within the political arena. It may tem. Varied groups are scrutinized, including take the form of involvement in campaigns, their origins, funding systems and methods elections or some aspect of party politics or for developing and advocating a public policy of advocacy work within an interest group. A agenda. Special emphasis is placed on the written report must be filed with the depart- often competitive and occasionally collabora- ment relating to the student’s experience. This tive relationships these groups sustain with course is open to majors and only with per- the Congress, judiciary, President, administra- mission of the department chair. tive agencies and state governments.

Ps 398 Ps 455 Special Topics (1–4) Political Parties and Elections (3) (F) Topics not included in the regular course Presents the outstanding features of the Amer- offerings, suited for upper-division students. ican party system with particular attention Usually conducted in a seminar/discussion directed toward the organization and functions format. May be taken more than once if sub- of American political parties. Consideration is ject matter varies sufficiently. given to the formation of public opinion and of selected problems in the composition of Ps 421 the American electorate as well as the federal Comparative Political Systems (3) (D) and state laws that govern elections and cam- This course surveys the modern forms of gov- paigns. ernment in selected countries. Comparisons will be developed between democratic and Ps 460 authoritarian systems of government. By ana- Public Administration (3) (F) lyzing the formal constitutions and the actual Aims at contributing to an understanding of functioning of these countries, the course will American institutions through a study of the link the historical and social backgrounds structure, mission and management of fed- with the present economic and political status eral, state and local bureaucracies. Special of each nation’s citizenry. emphasis is placed on budgeting and program

266 functions as well as evaluation methods. The Ps 488 course focuses on central program areas such Senior Comprehensive Examination (cr) as human services, capital projects and public Serves as a requirement for graduating politi- safety. A necessary feature will be a survey of cal science majors. This is a standardized government revenue sources and their historic battery of tests drawn from the recognized and long-term sufficiency. content areas within the discipline of political science. Ps 470 Public Implementation in State and Ps 495 Local Governments (3) (S) Capstone Senior Seminar (3) Ps 470 offers an effective understanding of Required of all political science majors and the role of these principal American govern- restricted to those with senior standing. The mental institutions. The focus of this course course operates as a comprehensive review of will be an examination of the effectiveness of all coursework and it features a major research these units in providing their traditional ser- project. vices, such as education, police protection and other human services. Special consideration Ps 499 will be given to inter-governmental relation- Directed and Honors Research (1–3) ships, especially when states are required or Provides honors or research-oriented students expected to manage programs that had been to pursue specialized topics with supervi- shifted from federal jurisdiction. sion and collaboration of a member of the department faculty. Topics may be multi- Ps 479 disciplinary or of unusual complexity and will Internship (1–6) require a major work product. This course is Internship is the name given to a supervised, open to majors, with consent of the depart- practical academic experience as well as ment chair. appropriate service or experiential learning opportunities. The course is an elective open to majors, with the consent of the department chair.

267 Suggested sequence of courses for a bachelor’s degree in Political Science

Freshman Year Gs 150, BC Experience cr Ec 209, Macroelectronics 3 Ps 100, Introduction to American Govt. 3 Historical foundation 3 Th 101, Introduction to Theology 3 Aesthetic experience 3 En 101, English Composition 3 Skills & perspectives course 2–3 So 101, General Sociology or Py 100, 3 Foreign Language 4 General Psychology Foreign Language 4 ______16 15–16

Sophomore Year Ps 201, Comparative World Government 3 Ps 250, Research Methods 4 & Politics Ps 275, Public Policy Analysis 3 Pe 115, Wellness for Life 1 Pe Activity course 1 Faith foundation 3 Aesthetic experience 3 Ph 175, Logic and Nature 3 Faith foundation 3 Ac 209, Principles of Financial Acctg. 3 Understanding the Natural World 3–4 or first course in finance, pending foundation requisites ______16 17–18

Junior Year Ps 325, American Presidency 3 Ps 377, Development of Political Thought 3 or Ps 350, American Congress Political Science Elective 3 Ps 375, American Constitutional 3 Political Science Insternship/Service 1–4 Development or Ps 376, Constitutional Learning Experience (elective) Law & Civil Liberties Understanding the Natural World 3–4 Pc 360, International Relations 3 foundation Philosophical inquiry 3 Non-departmental elective (upper- 3 Non-departmental electives 5 division) ______17 13–17

Senior Year Ps 488, Senior Comp Exam cr Ps 460, Public Administration 3 Ps 495, Capstone Senior Seminar 3 Political Science elective 3 Political Science elective 3 Non-departmental elective (upper-division) 9 Non-departmental elective (upper-division) 9 __ __ 15 15

268 Pre-Law

he goals of the pre-law program are to preparation for law school as many of the fol- Tallow the student to become conversant lowing courses offered at Benedictine College with 1) the nature and function of law and as possible. legal institutions, 2) the relation of law to the Courses in Preparation for Law School: broader social order, and 3) the higher law Ps 100, Introduction to American Government background of American legal thought. Ph 175, Logic and Nature Additionally, the pre-law program seeks En 326, Advanced English Composition to cultivate the student’s reasoning, writing, Se 222, Speech Communication and speaking skills, and to give students the Ph 325, Ethics opportunity to pursue practical legal experi- Ma 211, Applied Statistics ence through legal internships. Ac 209, Principles of Accounting I Law schools usually require a college Ec 209, Principles of Macroeconomics degree for admission. Recommended majors Ba 472, Business Law are political science, business administration, Ps 375, American Constitutional Development economics, history, philosophy, and sociol- Ps 376, Constitutional Law and Civil Liberties ogy. However, no specific major is required for admittance to law school. A student inter- See the Department of Political Science for ested in law and legal internships should con- further information regarding requirements tact the pre-law advisor and include in their for law school admittance.

Psychology

he goal of the psychology curriculum is Requirements for a major in Psychology Tto provide students with the foundation (at least 18 credit hours must be that will allow them to become scientists and completed at Benedictine College): practitioners of psychology. Scientific habits Core Courses (22 hours) are acquired through experimental courses Py 100, General Psychology (3) and the Research Seminar. Professional skills Ma 211, Applied Statistics (4) are developed through theoretical and applied Py 290, Research Methods (3) courses and the Psychology Service Experi- Py 371, Learning and Cognition (3) ence. These aspects of the curriculum strive Py 405, Biopsychology (3) to foster a critical understanding of the prin- Py 482, Social Psychology (3) ciples governing human and animal behav- Py 488, Senior Comprehensive Examination ior, a practical application of knowledge for (cr) addressing individual/social problems, an Py 491, History & Systems of Psychology (3) enlightened professional responsibility for Theoretical Psychology: Choose three from the welfare of others, and respect for human this group (9 hours) diversity. Successful completion of the scien- Py 263, Developmental Psychology I or tist/practitioner curriculum allows students to Py 264, Developmental Psychology II (3) either pursue advanced study in psychology or Py 273, Theories of Personality (3) assume employment in professional settings.

269 Py 390, Abnormal Psychology (3) Py 198 Py 415, Psychology of Human Emotion (3) Special Topics (1–4) Applied Psychology: Choose two from this These courses cover topics not included in the group (6 hours) regular catalog, usually treated in a lecture/ Py 315, Tests and Measurement (3) discussion format. May be taken more than Py 385, Health Psychology (3) once if subject matter varies sufficiently. Py 401, Intro. to Counseling Psychology (3) Py 263 Py 450, Psychology & Law (3) Ed 220, Psychoeducational Development or Developmental Psychology I: Ed 222, Psych. of Indiv with Excep (3) Prenatal Through Childhood (3) (F) Developmental Psychology I is a survey of Research or Service Experience: Choose the principles of human development from one (3 hours) conception to pubescence. Development is All students take either Py 350, Research Semi- viewed holistically by integrating physiologi- nar (recommended for students who intend to cal, psychological, and social developmental pursue postgraduate study in psychology) or Py processes. The integrative approach is applied 485, Psychology Service Experience. to the “real world.” Students are required to do a community service project involving chil- The minimum requirements for a dren. Topics include the effects of drugs/tox- minor in Psychology (at least 9 credit ins and their effects on the developing child, hours must be completed at Benedictine parenting concepts and skills, separation and College): individuation, language development, and Ma 211, Applied Statistics (4) multicultural perspective on schooling. Pre- Py 100, General Psychology requisite: Py 100 or permission of instructor. plus four additional courses in Psychology The requirements for teacher certifica- Py 264 tion in Psychology: Developmental Psychology II: Students seeking certification to teach Psy- Adolescence Through Old Age (3) (S) chology at the junior or senior high level must Developmental Psychology II is a survey of complete the following courses in addition to the principles of human development from the professional education requirements: pubescence to senescence. Development is Ss 457, Methods and Materials of Teaching viewed holistically by integrating physiologi- Social Science cal, psychological, and social developmental plus Py 100, Ma 211, Py 263, Py 273, Py 290, processes. Topics covered include gender Py 371, Py 390, and Py 488. identity development, family and interpersonal relationships, the biological aspects of aging, and death and dying in contemporary Py 100 society. Prerequisite: Py 100. Note: Py 263 is General Psychology (3) (B) recommended but not requisite. General Psychology provides an introduction to the scientific study of behavior and mental Py 273 processes. The course introduces students to Theories of Personality (3) (S) fundamental principles in physiology, percep- This course provides in-depth coverage of the tion, cognition, learning, memory, motivation, most prominent classic and modern psycho- personality, abnormality, and social psychol- logical theories of personality. This entails an ogy. The surveyed principles prepare students examination of the historical context in which to think and reflect critically about people. the theory was developed, the components of (PC)

270 the theory and the assessment techniques spe- Py 350 cific to each theoretical approach. Prerequi- Research Seminar (3) site: Py 100. (WC) In Research Seminar faculty and small groups of students discuss primary sources, develop Py 290 original hypotheses, and design research plans Research Methods (3) (S) to test the predictions. Seminar participants This course offers a survey of psychological together develop the materials for testing the research methods and fosters the development predictions, obtain IRB approval before exe- of research skills. Special attention is devoted cuting the research plan, collect data by testing to understanding and doing observational, human research participants, analyze statisti- correlational, and experimental research. cally the data, and submit a final APA style These activities are integrated with statisti- research report. Research teams are encour- cal skills for analyzing data and writing skills aged to prepare their reports for presentation for reporting research results based on the or publication. Research Seminar is strongly Publication Manual of the American Psycho- recommended for students who plan to pursue logical Association. Throughout the course, postgraduate education. Prerequisites: Ma students are actively involved in designing 211, Py 290, and permission of instructor. and conducting research. Prerequisites: Py 100 and Ma 211. (WC, SM) Py 371 Learning and Cognition (3) (S) Py 298 Learning and Cognition is a survey of clas- Special Topics (1–4) sical, instrumental, and cognitive learning These courses cover topics not included in the principles and research. The course offers an regular catalog, usually treated in a lecture/ analysis of the role of contiguity, practice, discussion format. May be taken more than reinforcement, expectancy, and context in once if subject matter varies sufficiently. behavioral and cognitive models of learning. Human learning and memory is approached Py 315 from an information processing perspective. Tests and Measurement (3) (S) Prerequisites: Ma 211 and Py 290. (SM) Tests and Measurement provides an introduction to the methods and materials of psycho- Py 385 logical assessment. The course will cover a Health Psychology (3) (F) broad range of assessments, including mea- Health Psychology focuses on how individu- sures of personality, intelligence, achieve- als think, feel, and behave when faced with ment, psychopathology, and other variables. illness in themselves or others. In addition Students will have academic and applied to exploring how an individual’s psychology experiences in the class, completing various influences his or her responses to illness, the assessments and learning the fundamentals course reviews proactive approaches of health of assessment interpretation. Emphasis will psychology in the prevention of physical prob- be placed on understanding the origins and lems and illnesses, as well as treatment inter- history of psychological testing and mea- ventions. Topics include dealing with stress surement, empirical and statistical processes and pain, living with chronic illness, and the in assessment design, and current issues in role of the psychologist in the health care sys- assessment including multiculturalism, pro- tem. Prerequisite: Py 100 or So 101. jective testing, and Internet applications of psychological testing. Prerequisites: Py 100, Ma 211.

271 Py 390 (learning and memory). Prerequisites: Ma Abnormal Psychology (3) (S) 211, Py 290; Bi 107 is recommended. (NW) This course provides a comprehensive review of abnormal behavior explored from a psycho- Py 415 logical perspective, addressing the theoreti- Psychology of Human Emotion (3) (S) cal, conceptual, and empirical developments Psychology of Human Emotion is intended in the field. Major clinical syndromes, assess- to provide a broad interdisciplinary explora- ment issues, causal factors, and treatment tion of the experience and diversity of human approaches are discussed. Special emphasis is emotion. It is the goal of the course to provide placed on social and cultural issues relevant to students with a heightened awareness and mental illness. Prerequisites: Py 100; Py 273 appreciation of the unique and important role is recommended. that emotions play in human functioning, as well as developing a rich understanding of the Py 398 biological, psychological, and interpersonal Special Topics (1–4) factors that contribute to the experience and These courses cover topics not included in the expression of human emotions. regular catalog, usually treated in a lecture/ discussion format. May be taken more than Py 450 once if subject matter varies sufficiently. Psychology and the Law (3) (S) Psychology and the Law takes an in-depth Py 401 look at many aspects of both the criminal Introduction to Counseling and civil systems of justice in the United Psychology (3) (F) States. The perspective is that of the psy- This course introduces students to the helping chologist, focusing on the individual’s role professions. Students will acquire and practice and responses within those systems. Areas of basic counseling skills, explore contemporary focus include, but are not limited to, a study issues in the helping field, learn about assess- of the psychology and socialization of police ment methods and their roles in the diagnostic officers; the rights of victims and the rights and helping processes, review the APA Ethical of the accused; the psychological factors Code and discuss the ethical issues specific to associated with eyewitness and jury experi- the counseling process. Although the course is ences; issues of competency and insanity; and designed specifically for psychology, educa- the role of children in the legal system. Pre- tion, sociology, and youth ministry majors, it requisite: Junior standing. is open to any student with interest in developing helping skills. Prerequisites: Py 100 and Py 479 junior standing, or permission of instructor. Internship Experience in Psychology Py 273, and Py 390 are recommended. (1–4) The internship experience provides an in- Py 405 depth opportunity to observe and participate Biopsychology (3) (F) in an area of applied psychology as a parapro- Biopsychology is the study of anatomical and fessional. Prerequisites: Junior standing and physiological correlates of perception and a 2.0 GPA. behavior. The course reviews neural pathways and physiology of the sensory and motor sys- Py 482 tems. Emphasis is devoted to psychopharma- Social Psychology (3) (F) cology, neuropathology, neuropsychology, This course provides an examination of social- motivated behavior, and integrative systems psychological phenomena including the social

272 self, perceptions of others, stereotyping and Py 491 prejudice, conformity and obedience, group History and Systems of Psychology (3) (F) processes, interpersonal attraction, proso- History and Systems of Psychology provides cial and antisocial behavior, and persuasion. a summary of schools of thought leading up Emphasis is placed on empirical research to the beginnings of scientific psychology findings and the application of social-psycho- and a detailed study from Wundt to the pres- logical principles to students’ lives, as well as ent. Lecture materials are reinforced through to farther-reaching events. Prerequisite: Py additional readings of primary sources and a 100 or So 101 and junior standing. focused class project exploring some aspect of psychology’s history. Prerequisites: Senior Py 485 standing or permission of instructor. (WP) Psychology Service Experience (3) (B) This course allows the student an immersion Py 498 experience working in an area of applied psy- Directed Readings (2–3) chology. Students spend at least 3 hours per This course involves readings and discussion week on site, conduct a review of empirical of classic or contemporary studies on des- research relevant to the service experience, ignated topics. Prerequisite: Permission of write an APA-style literature review that instructor. includes a critique of the service program, and make an oral presentation to psychology Py 499 students and faculty. It is anticipated that, in Independent Research (2-3) addition to time spent on-site and in class each This course provides individual supervision week, students will spend time each week in planning, conducting, and communicating working on their literature reviews and pre- psychological research. Prerequisites: Ma sentations. Prerequisites: Students must have 211, Py 290, and Py 350. declared the major in psychology and have at least junior standing.

Py 488 Senior Comprehensive Exam (cr)

273 Suggested sequence of courses for a bachelor’s degree in Psychology

Freshman Year Gs 150, BC Experience cr Ph 175, Logic and Nature 3 Py 100, General Psychology 3 Pe 115, Wellness for Life 1 Th 101, Introduction to Theology 3 Foreign Language II 4 En 101, English Composition 3 Aesthetic Foundation 3 Historical Foundation 3 Historical Foundation 3 Foreign Language I 4 Electives 3 __ __ 16 17

Sophomore Year Ma 211, Applied Statistics 4 Py 290, Research Methods 3 Theoretical Psychology course 3 Theoretical Psychology course 3 Pe Activity course 1 Natural World with Lab 4 Faith Foundation 3 Philosophical Inquiry Foundation 3 Electives 4 Aesthetic Foundation 3 __ __ 15 16

Junior Year Theoretical Psychology course 3 Applied Psychology course 3 Philosophical Inquiry Foundation 3 Faith Foundation 3 Py 482, Social Psychology 3 Py 371, Learning and Cognition 3 Py 350, Research Seminar 3 Electives 7 Electives 4 __ __ 16 16

Senior Year Applied Psychology course 3 Py 485, Psychology Service Experience 3 Py 491, History and Systems 3 Electives 13 Py 488, Senior Comprehensive cr Py 376, Biopsychology 3 Electives 7 __ __ 16 16

274 Social Science

he social science major is designed spe- Hi 394, Europe Since 1945 Tcifically for those students preparing to Hi 395, Europe, 1848–1914 pursue a career in secondary school teaching. Hi 396, Europe, 1914–1945 Drawing from all the social sciences, it aims Hi 398, Special Topics at providing the student with a broad-based American History (12 hours): program meeting the requirements for certifi- Hi 212, United States History to 1865 cation to teach all or most of the usual social Hi 213, United States History Since 1865 sciences offered in secondary schools. Since and two additional courses chosen from: the requirements of such a program are fairly Hi 417, United States Diplomatic History precisely laid down by certifying bodies there Hi 422, The United States Since 1945 may be less overall choice within the major Hi ___, Upper-division history course as outlined; however, it is to be expected that Political Science (9 hours): students choosing a teaching career in social Ps 100, Introduction to American studies would find their interests lie along the Government lines of the requirements. For more informa- Ps 275, Public Policy Analysis tion regarding this program please contact and choose one course from the following: the chair of any of the departments included Ps 375, American Constitutional in this major or the chair of the Education Development Department. Ps 376, Constitutional Law and Civil Liberties Major in Social Science: The Social Science major will consist of a Sociology (9 hours): minimum of fifty-four hours from history and So 101, General Sociology the social sciences. Twelve of these hours also So 280, Cultural Anthropology satisfy the general education requirements So 354, Sociology of Race and Ethnicity of the college. Transfer students majoring in Social Science must take a minimum of 40% Economics (6 hours): Ec 209, Principles of Macroeconomics of the coursework required for the major at Ec 210, Principles of Microeconomics Benedictine College. Geography (3 hours): The distribution of these courses is as fol- So 290, World Regional Geography lows: World History (12 hours): Hi 105, World Civilization to 1648 Ss 457 Hi 106, World Civilization Since 1648 Methods for Teaching Social and choose one from the following: Science in Secondary Schools (2) (D) Hi 366, History of Byzantine or The course will acquaint the student with the Hi ___, other Non-Western history course specific literature and methods of the social plus choose one from the following: sciences. Methods used in the teaching of the Hi 321, History of Latin America various social sciences—questioning tech- Hi 353, Greek and Roman History niques, problem solving, use of case studies Hi 363, Medieval History and opinionnaires, inquiry skills, oral history Hi 372, The Renaissance projects, simulation games, evaluation proce- Hi 373, Reformation Era dures, etc.—will form an integral part of the Hi 383, Early Modern Europe, 1648–1848 course.

275 Ss 488 Senior Comprehensive Exam (cr) The Social Science major is required to take a comprehensive exam in his or her senior year. The exam will cover world and American history, geography, economics, sociology, and political science. Suggested sequence of courses for a bachelor’s degree in Social Science with a double major in Secondary Education Freshman Year En 101, English Composition 3 En 102, Introduction to Literature 3 Th 101, Introduction to Theology 3 Fine Arts 3 Foreign Language 4 Foreign Language 4 Ma 211, Applied Statistics 4 Pe Activity course 1 Gs 150, BC Experience cr Natural World Foundation 4 Pe 115. Wellness for Life 1 Ps 100, Introduction to Am Gov’t 3 So 101, General Sociology 3 __ __ 18 18 Sophomore Year Hi 212, U.S. History to 1865 3 Hi 213, U.S. History Since 1865 3 Ed 200 & 201, Intro to Educ & Research 3 Ed 222, Psychology of Indiv with Excep 3 Ed 220, Psychoeducational Development 3 So 354, Sociology of Race & Ethn. 3 Ph 175, Logic and Nature 3 Ps 275, Public Policy Analysis 3 Hi 105, World Civilization to 1648 3 Philosophical Inquiry Foundation 3 So 290, World Regional Geography 3 Hi 106, World Civ. Since 1648 3 Se 222, Speech Communication 2 __ __ 20 18 Junior Year Political Science Elective 3 Hi 303, Modern Asian Survey 3 Faith Foundation 3 Natural World Foundation 4 Ed 457&258, Gen Sec Meth & Prac. 3 Ss 457, Methods/Teaching Ss 2 Ed 332, Teaching Reading/Content Areas 2 Faith Foundation 3 Py 101, General Psychology 3 Ec 209, Principles of Macroeconomics 3 Aesthetic Foundation 3 Ed 451, Philosophy of Education 3 History Elective - US 3 __ __ 20 18 Senior Year History Elective-World 3 Professional Education Block History Elective-U.S. 3 Ed 460, Personal & Soc Wellbeing 3 Ed 312&313, School as Comm 4 Ed 462, Classroom Management 2 Ec 210, Principles of Microeconomics 3 Ed 470 Student Teaching Seminar 1 So 280, Cultural Anthropology 3 Ed 496, Supervised Student Teaching 10 Ss 488, Senior Comprehensive cr Ed 488, Senior Comp/PLT cr __ __ 16 16

276 Sociology and Criminology

he objectives of the department are as Ba 350, Organizational Behavior Tfollows: 1) to help students acquire an Ps 275, Public Policy Analysis in-depth comprehension of the social order Ps 460, Public Administration through study of major concepts and theo- Py 473, Theories of Personality ries found within the discipline; 2) to develop Py 401, Introduction to Counseling knowledge of scientific sociology through Psychology practical experience in theory construction, Py 482, Social Psychology* methodology and field study; 3) to prepare Beginning with upper-division courses in the students for graduate and professional schools major, it is assumed that students will main- with a view toward research, teaching, and tain a ‘C’ average or higher in order to remain public service; and 4) to prepare students in the program. for careers in applied social science, social Requirements for a Minor in Sociology: administration, and public social services. So 101, Introduction to Sociology Requirement for a major in Sociology: So 358, Sociological Theory So 101, Introduction to Sociology and four additional Sociology-prefix courses. So 358, Sociological Theory So 375, Research Methods in Sociology and Transfer students majoring in Sociology must Criminology take a minimum of 40% of the coursework So 496, Seminar in Social Research required for the major at Benedictine College. A course in statistics (with advisor approval) Transfer students pursuing a minor in Soci- Sociology Electives ology must take a minimum of 50% of the A total of 33 elective credit hours are required, coursework required for the minor at Bene- to be selected from the following courses: dictine College. So 201, Social Problems Careers in Sociology: So 250, Sociology of Culture Possible careers in sociology include the So 290, World Regional Geography following: Administration (hospital, mental So 351, Population and Society health, social agencies, voluntary services), So 353, Marriage and the Family social systems analysis, business and industry So 354, Sociology of Race and Ethnic (advertising, employee relations, marketing, Relations personnel, research), community planning, So 374, Complex Organizations counseling (alcohol, drugs, employment, So 424, Applied Sociology guidance, mental health, rehabilitation), So 451, Religion in Culture and Society environmental research and planning, gov- So 453, Social Stratification ernment (data analysis, personnel, research), So 483, Cities and Social Change market research, minority and race relations So 482, Social Psychology* So 398, Special Topics in Sociology staff, public housing staff, public opinion So 479, Internship in Sociology research, public relations, regional planning and development, research advertising, Up to 9 elective credit hours may be taken census, marketing research, public opinion from the following: research, teaching, aging (geriatric aides, area Cr 302, Juvenile Delinquency agencies on aging, planning and research ser- Cr 326, Criminology vices to aging), urban affairs, policy analysis, Cr 365, White-Collar and Corporate Crime Pe 209, Personal and Community Health *Students may only take So 482 or Py 482.

277 planning and coordination, human resources So 483, Cities and Social Change development, health services administration, Other relevant criminology-related courses program analysis, staff aide, management of with advisor approval. public systems, and others. Requirements for a Minor in Criminology Requirements for a Major in Cr 225, Introduction to Crime and Justice Criminology Cr 302, Juvenile Delinquency Core Requirements Cr 326, Criminology Cr 225, Introduction to Crime and Justice and 9 additional credit hours of Criminology- Cr 302, Juvenile Delinquency prefix courses. Cr 326, Criminology Transfer students majoring in Criminology So 101, Introduction to Sociology must take a minimum of 40% of the course- So 375, Research Methods in Sociology and work required for the major at Benedictine Criminology College. Transfer students pursuing a minor So 496, Seminar in Social Research in Criminology must take a minimum 50% A course in Statistics (with advisor approval) of the coursework required for the minor at Py 100 is recommended, and is required for Benedictine College. some allied electives in psychology. (See Allied Electives.) Careers in Criminology: Possible careers in criminal justice include Criminology Electives (15 credit hours are the following: Criminal justice administration required) (law enforcement or corrections), crime anal- Cr 350, Crime Analysis ysis, law enforcement at the local, state, or Cr 365, White-Collar and Corporate Crime federal level, community corrections, juvenile Cr 398, Special Topics in Criminology justice, homeland security, private security Cr 463, Policing and Social Control (including corporate security, private police Cr 465, Corrections and Social Control and private prisons), fraud investigation, Cr 479, Internship in Criminology counseling (alcohol, corrections, delinquency, Allied Electives (12 credit hours are drug, employment, guidance, mental health, required) rehabilitation), policy analysis, planning and Ba 350, Organizational Behavior coordination, and others. Ps 375, American Constitutional Develop- ment Ps 376, Constitutional Law and Civil Cr 225 Liberties Introduction to Crime and Justice (3) (B) Ps 460, Public Administration A survey of crime and criminal justice in the Ps 470, State and Local Government U.S., and in selected international settings. Py 363, Developmental Psychology I Topics include patterns of crime, selected Py 364, Developmental Psychology II types of crime, criminal law, and an over- Py 373, Theories of Personality view of the criminal justice system (police, Py 390, Abnormal Psychology courts, and corrections). Emphasis is on the Py 450, Psychology and the Law tension between crime control and due pro- Py or Ps 398, Special Topics in psychology cess concerns, with special attention paid to or political science, with advisor approval major court rulings that have shaped Ameri- Py/So 482, Social Psychology can criminal justice. (PC) So 353, Marriage and the Family So 354, Sociology of Race and Ethnic Relations

278 Cr 302 course will also examine various specific Juvenile Delinquency (3) (F) types of white-collar crime, including: cor- Juvenile delinquency and juvenile justice porate crime, occupational crime, and gov- in the United States and abroad. Coverage ernmental crime. A systematic review of the includes the history of juvenile courts, devel- theories and accounts that seek to explain opmental theories of delinquency, and the white-collar crime is examined. The final por- role of religion, the family, schools, and peers tion of the course is devoted to law and the in delinquency causation and prevention. A social control of white-collar crime; regulat- detailed overview of the juvenile justice sys- ing white-collar crime; prosecuting, defend- tem is included, with special attention paid to ing, and adjudicating white-collar crime; and major court rulings that have shaped contem- the challenge of responding to white-collar porary juvenile justice. Prerequisite: Sopho- crime. Prerequisite: Sophomore standing or more standing or above. (OC, WC) instructor permission. Cr 225 and Cr 326 are recommended. Cr 326 Criminology (3) (S) Cr 398 Examines the causes, types, and patterns of Special Topics in Criminology (1–4) crime in society. Major schools of thought and Topics not included in the regular catalog, current research are introduced, compared, and usually treated in a lecture/discussion format. contrasted in the study of crime and its social May be taken more than once if subject matter context. Prerequisite: Sophomore standing or varies sufficiently. above. (OC, WC) Cr 400 Cr 350 Sociological Research (1–3) (B) Crime Analysis (4) (D) Investigation of a criminological problem in An examination of the techniques used in tac- collaboration and/or consultation with a fac- tical, strategic, and administrative crime anal- ulty member. ysis. Emphasis is on the application of crime pattern theory to problem-oriented and intel- Cr 463 ligence-led policing strategies. A laboratory Policing and Social Control (3) (D) focusing on the spatial and temporal analysis A survey of policing in the U.S. and in selected of crime data is included, with an emphasis international policing systems. Emphasis is on crime mapping. Prerequisites: Cr 225 or on the social control function of the police permission of instructor. (VC) mission in the U.S. (and the implications of changes in that mission for a free society). Cr 365 Topics include the history of policing, com- White-Collar and Corporate munity policing, police management, field Crime (3) (D) operations, police behavior and misconduct, This course offers a comprehensive explora- the use of force and coercion, privatization, tion of white-collar and corporate crime and and legal aspects (including major court rul- its control. Specifically, it examines some ings on individual rights, search and seizure, of the competing definitions of white-col- asset confiscation, informants, and inter- lar crime and elements of trust, respectabil- rogation). Examples pertaining to the “war ity and risk in relation to white-collar crime; on drugs” and “war on terror” are included problems in measuring white-collar crime throughout the course. Prerequisites: Cr 225 and assessing its cost, and problems in iden- or permission of instructor. tifying the victims of white-collar crime. The

279 Cr 465 Corrections and Social Control (3) (D) So 101 A survey of corrections in the U.S. and in Introduction to Sociology (3) (B) selected international penal systems. Empha- This course is designed as an introduction to sis is on the social control function of contem- sociology. It covers historical and theoretical porary public corrections and public-private concepts of sociology used in analyzing social partnerships, and the consequences of mass order. Concepts will be applied to areas such imprisonment and carceral control on society. as religion, education, urban life, family, poli- In addition, the proliferation and implications tics, and the environment. (PC) of surveillance technology for penal populations and the general public is included. So 198 Topics include the history of corrections, cor- Special Topics (1–4) rections law, jails, probation, intermediate and Topics not included in the regular catalog, community corrections, prisons and prison usually treated in a lecture/discussion format. life, prisoner rights, and the death pen- May be taken more than once if subject matter alty. Prerequisites: Cr 225 or permission of varies sufficiently. instructor. So 201 Social Problems (3) (D) Cr 479 An examination of selected social prob- Internship in Criminology (1–4) lems, which effect each of us as individuals, Practical experience and instruction within Americans, and world citizens. Topics such as various field agencies relevant to students’ poverty, hunger, inequalities, economics, interests in criminology. Prerequisite: Junior social development, and health and illness standing. Up to four credit hours will be may be covered. These problems will be criti- applied toward graduation. One academic cally analyzed for causes and possible solu- credit will encompass 50 hours of work in tions. the field. While internships are strongly recommended, students should consult with the So 250 department chair to determine appropriate- Sociology of Culture (3) (D) ness. Explores the treatment of culture in the sociological literature. Investigates the ways in Cr 486 which various manifestations of culture give Directed Readings in Criminology (1–3) form, meaning, and direction to our indi- (D) vidual and collective lives. The various ways that culture shapes our lives of both our inner Cr 488 selves and our connection to our natural and Senior Comprehensive Examination social environment is treated. (PC) (cr) Standardized examination covering the dis- So 290 ciplines of criminal justice and criminology. World Regional Geography (3) (D) Required for graduating seniors. An introduction to geography, the discipline that links human society and natural envi- Cr 499 ronment, through focusing on the major Independent Study (1–3) geographic realms with their human and physical features and their locations; how realms are interrelated, their special problems, poten- tials, and prospects. (PC, NW, GP)

280 So 351 So 374 Population and Society (3) (D) Complex Organizations (3) (D) The study of the role of fertility, mortality, The study of organizations and their rela- migration, and population characteristics tionships to society. Topics will include: which determine world population growth organization goals, environments, technolo- with special emphasis on the United States. gies, people, work design, decision making, These population dynamics are then dis- control, structure, climate, and effectiveness. cussed in their relation to society, culture, Suggested prerequisite: So 101. and the physical environment in terms of economic/social development, food and hunger, So 375 the growth/decline of cities and regions, the Research Methods in Sociology and status of women, and the impact upon energy, Criminology (3) (F) resources, land use and pollution. Suggested The purpose and techniques of social research. prerequisite: So 101. (GP) Designed to provide a broad overview of the logic of social research, of the process of So 353 research design, and of the major types of data Marriage and the Family (3) (D) collection techniques and methods of data The various aspects of marriage are investi- analysis. After completion of the course you gated, including interpersonal, social, and cul- should have a basic understanding of social tural dynamics. The structure and function of research methods and have mastered a num- the family group, value systems of the family, ber of research skills that will be applicable causes of marital instability, and parent edu- for a wide range of undertakings. Prerequi- cation will be addressed. Suggested prerequisite: So 101. (QA, SM) site: So 101. So 398 So 354 Special Topics in Sociology (1–4) Sociology of Race and Ethnic Topics not included in the regular catalog, Relations (3) (F) usually treated in a lecture/discussion format. Major focus is on the analysis of racial and May be taken more than once if subject matter ethnic groups in the U.S. using historical, varies sufficiently. sociological, and anthropological approaches. Study includes causes and impacts of inter- So 400 ethnic contacts on persons, social organiza- Sociological Research (1–3) (B) tions, institutions, and cultures. Study includes Investigation of a sociological problem in col- a world perspective. Prerequisite: So 101. laboration and/or consultation with a faculty member. So 358 Sociological Theory (3) (D) So 424 Study of classical and modern sociological Applied Sociology (3) (D) writings with emphasis on major theorists This course begins where a Social Problems (Marx, Weber, Durkheim, etc.). The course class leaves off, i.e., can the use of sociologi- deals with the major perspectives and think- cal knowledge and research techniques bring ers in current usage including: functionalism, about change in society? Applications to dramaturgy, exchange theory, symbolic inter- careers in relevant areas (Clinical Sociology, actionism, conflict, ethnomethodology, and Criminal Justice, Business, Education, Social phenomenology. Suggested prerequisite: So Welfare, Government, Public Administration, 101. (HP, WP) Medicine and Health, Mediation and Conflict

281 Resolution, and Aging) are explored in terms communication, love and liking, gender of job descriptions, preparation, and the job- dynamics, attitudes and attitude change (involv- seeking process (interests, resumés, inter- ing persuasion, influence and prejudice), views, etc.). Prerequisite: So 101. helping and altruistic behavior, aggression, and leadership. Both psychological and socio- So 451 logical approaches are used. Dual-listed with Religion in Culture and Society (3) (D) Py 482. Prerequisite: So 101. An investigation of religious phenomena from cultural and sociological perspectives. Exam- So 483 ines the nature and functions of belief systems Cities and Social Change (3) (D) cross-culturally, and the interrelatedness of The study of urban and rural communities religion with various other sectors of culture (central cities, suburbs, edge cities, exurbs and society. Suggested prerequisite: So 101. and rural areas). These communities are studied as they relate to each other in the emerging So 453 process of global restructuring. Areas of chal- Social Stratification (3) (D) lenge such as employment, income, poverty, The study of stratification systems as they governance, housing, education, agriculture, have developed in complex societies with and planning are addressed. Prerequisite: So emphasis on American society. It includes 101. a study of the consequences of structural inequality for the individual and society So 486 and the changes that occur in the system of Directed Readings in Sociology (1–3) (D) inequality with an emphasis on power, property, and prestige. Suggested prerequisite: So So 488 101. Senior Comprehensive Examination (cr) So 479 Standardized examination covering the dis- Internship in Sociology (1–4) (D) cipline of sociology. Required for graduating Practical experience and instruction as to the seniors. psycho-social processes and behavioral patterns within various field agencies relevant to So 496 students’ interests in corrections, gerontology, Seminar in Social Research (3) (S) research and planning and other settings. Pre- This course will act as a complement to So requisite: Junior standing. Up to four credit 375. This course will provide seniors with the hours will be applied toward graduation. One opportunity to apply theory and methods to a academic credit will encompass 50 hours selected topic of relevance in today’s society. of work in the field. While internships are Furthermore, students will complete original strongly recommended, students should con- research which will be presented in an open sult with the department chair to determine forum for the department. Prerequisite: So appropriateness. 375 or instructor approval. (QA, SM)

So 482 So 499 Social Psychology (3) (D) Independent Study (1–3) An inter-disciplinary approach to social- psychological phenomena including the social self, self-other perception, interpersonal

282 Suggested sequence of courses for a bachelor’s degree in Criminology

Freshman Year En 101, English Composition 3 Person & Comm Foundation (So 101) 3 Foreign Language (Recommended: 4 Faith Foundation 3 Spanish) Foreign Language 4 Th 101, Introduction to Theology 3 Aesthetic Foundation 3 Cr 225, Intro. to Crime and Justice 3 So 101, Introduction to Sociology 3 Gs 150, BC Experience cr Pe Activity course 1 Pe 115, Wellness for Life 2 __ __ 15 17

Sophomore Year Ph 175, Logic and Nature 3 Historical Foundation 3 Historical Perspective 3 Global Perspective 3 Aesthetic Foundation 3 Philosophical Inquiry Foundation 3 Understanding Natural World (with lab) 4 A course in Statistics 3 Faith Foundation 3 So 290 (or Understanding Natural World) 3–4 ______16 15–16

Junior Year Western Perspective 3 So 375, Research Methods 3 Cr 302, Juvenile Delinquency 3 Cr 350, Crime Analysis (Visual Comm.) 4 Philosophical Inquiry Foundation 3 Allied Elective** 3 Criminology Elective* 3 Electives 3–4 Allied Elective** 3 Criminology Elective* 3 Elective 3 ______18 16–17

Senior Year Criminology Elective* 3 Cr 488, Senior Comp. Exam cr Criminology Elective* 3 So 496, Seminar in Soc. Research 3 Allied Elective** 6 Electives 6 Electives 3–6 Cr 479, Internship in Criminology 3–4 Allied Elective** 3 ______15–18 15–16

* Refer to Criminology Electives ** Refer to Requirements for a Criminology major for suggested courses.

283 Suggested sequence of courses for a bachelor’s degree in Sociology

This eight-semester plan includes only the broad outlines within which programming can be arranged and adapted to the student’s individualized needs and plans. It is expected that a major program will be planned by the student with his or her advisor and/or the department chair and that of the electives, several will be in the field of sociology.

Freshman Year En 101, English Composition 3 Faith Foundation 3 Foreign Language 4 Foreign Language 4 Th 101, Introduction to Theology 3 Aesthetic Foundation 3 Person and Community Foundation 3 Gs 190, Information Literacy 2 (So 101) Ph 175, Logic and Nature 3 Gs 150, BC Experience cr Pe Activity 1 Pe 115, Wellness for Life 2 __ __ 15 16

Sophomore Year Philosophical Inquiry 3 Historical Perspective 3 Historical Perspective 3 So 290 (or Understanding Natural World) 3–4 Aesthetic Experience 3 Philosophical Inquiry 3 Understanding Natural World 4 A course in Statistics 3 Faith Foundation 3 Scientific Method (So 375, Res Meth) 3

______16 15–16

Junior Year Western Perspective (or So 358) 3 Global Perspective (one of the 3 So 375, Research Methods 3 following: So 280, 290, 351, 450) Sociology Course 3 Sociology Course 3 Sociology Course 3 Sociology Course 3 Elective 3 Electives 6 __ __ 15 15

Senior Year General elective 3 So 488, Senior Comp. Exam cr Sociology Course 3 So 496, Seminar in Soc. Research 3 Sociology Course 3 Sociology Course 3 Sociology Course 3 Electives 6–7 Elective 3–4 ______15–16 15–16

284 Speech Communication

enedictine College offers to the general Se 225 Bstudent courses in oral communication Reader’s Theatre (3) (D) to provide opportunities to develop skills in Group performance of all types of literature voice improvement, delivery, and projecting enhanced by theatrical effects using tech- meaning through visual and vocal communi- niques of oral interpretation. Involves liter- cation. ary study combined with script preparation, directing, and staging. Prerequisite: Se 223 or Se 198 permission of instructor. Special Topics (1–4) Topics not included in the regular catalog, Se 371 usually treated in a lecture/discussion format. Public Speaking (3) (D) May be taken more than once if subject matter Public speaking for students with business varies sufficiently. and professional interests, with constant practice in speech making, discussion, style, and Se 222 delivery. Includes an introduction to processes Speech Communication (2) (B) of argumentation and debate. Prerequisite: Fundamentals of speech communication Se 222, Ba 223 or permission of instructor. involving voice improvement, speech com- (OC) position, platform delivery, and discussion methods. Application of techniques of inter- Se 398 personal communication as it relates to the Special Topics (1–4) traditional areas of speech education, e.g., Topics not included in the regular catalog, study of human communication behaviors. usually treated in a lecture/discussion format. (OC) May be taken more than once if subject matter varies sufficiently. Se 223 Oral Interpretation (2) (D) Se 458 Oral reading of selected poetry and prose for Practicum in Directing Co-curricular performance. Involves both a study of inter- Speech and Theatre Activities (2) (D) pretations of the author’s meaning and the Directing experience in forensics or play pro- means of communicating interpretations to an duction or both, working with high school audience. Emphasis is on projecting meaning students at Maur Hill–Mount Academy or through visual and vocal communication tech- Atchison High School under the supervision niques. Prerequisite: Se 222 or permission of of the high school faculty, and with weekly instructor. Cross-listed as Ta 223. (OC) consultation with Benedictine faculty. Se 224 Se 499 Voice and Diction (2) (D) Independent Study (credit arranged) Theory and practice of mechanics of voice Subject and approach to be worked out production and diction (articulation, pronun- between faculty and student. A maximum of ciation, and intonation). Emphasis on use of eight hours may be earned in Independent standard American English as it relates to the Study. goal of self-improvement and as a vocational asset. Prerequisite: Se 222 or permission of instructor. Cross-listed as Ta 224. (OC)

285 Theatre Arts

he Department of Theatre Arts serves Requirements for a major in Theatre Tthe entire college community by offer- Arts: ing curricular and co-curricular programs Ta 102, Introduction to the Theatre in the liberal arts tradition. All departmental Ta 125, Fundamentals of Acting B courses and co-curricular activities are open Ta 155, Stagecraft to the entire student body provided necessary Ta 215, Techniques of Acting prerequisites have been met. Departmental Ta 221, Stage Makeup majors should not take Fa 201. Ta/Se 224, Voice and Diction The departmental curriculum in theatre Ta 322, Scene Design arts is designed to meet the needs of students Ta 354, Lighting Design or seeking careers in the professional theatre Ta 356, Costume Design or entrance into graduate study. The pre- Three theatre history courses: professional training is rooted in dramatic Ta 381, Theatre History and Literature to 1750 classics and coupled with fresh and excit- Ta 382, Theatre History and Literature from ing perspectives and interpretations of those 1751 to 1950 works. The department also focuses on the Ta 383, Modern and Contemporary Theatre best works by major contemporary drama- plus tists providing students with a well-rounded Ta 477, Play Direction Ta 395, Creative Project Seminar production experience. Under the theatre arts Ta 495, Senior Creative Project major students may elect to emphasize per- plus six hours of Production Arts formance, technical theatre/design, or theatre and nine hours of theatre electives. arts management. In lieu of the senior comprehensive exami- Student participation in the staging of nations, departmental majors are provided the plays, musicals, radio theatre, and dance per- opportunity and privilege of culminating their formances for the public is a required part undergraduate studies with a senior creative of the theatre major’s training. Therefore, a project. Students desiring this option must production-oriented program provides ample take Ta 395 in the junior year, then Ta 495 opportunity for practical application of course during the semester of the project. work. Just as the departmental curriculum Majors must participate in the college exposes majors to all aspects of work in the- production program in four of the following atre, so, too, are students expected to gain capacities: assistant director or stage manager, production experience in both performance box office and publicity, performance, light- and technical/design capacities. The combi- ing crew, scene construction crew, costuming nation of course work and intensive practical crew, and/or properties crew. experience insures the development of the broad range of skills necessary for success in Requirements for a minor in the field. Departmental faculty facilitates stu- Theatre Arts: dents in planning and achieving career goals. Ta 102*, Introduction to Theatre To this end, students are encouraged to seek Ta 125, Fundamentals of Acting B summer employment in theatrical endeavors Ta 155, Stagecraft according to their interests, to participate in plus four hours of Production Arts professional organizations, to attend conferences and workshops, to work on Discovery and two courses selected from projects, and to take-on lead assignments in Ta 381, Theatre History and Literature to 1750 the mounting of departmental productions. Ta 382, Theatre History and Literature from 1751 to 1918

286 Ta 383, Modern and Contemporary Theatre plus plus six additional hours selected from theatre Ta 102, Introduction to the Theatre arts. The minimum total hours for the minor Ta 125, Fundamentals of Acting B will be twenty-one; nine hours must be in Ta 155, Stagecraft courses numbered 300 or above. Ta 221, Stage Makeup Minors must participate in the college Se 224, Voice and Diction production program in two of the following plus one course selected from capacities: assistant director or stage manager, Ta 354, Lighting Design or box office and publicity, performance, stage Ta 356, Costume Design lighting crew, scene construction crew, stage and costuming crew, and/or stage property crew. Ta 215, Techniques of Acting Ta 322, Scene Design The requirements for a special double Ta 477, Play Direction major in English and Theatre Arts: A full major in both English and Theatre Majors must complete six semesters of Pro- Arts can be earned through applying inter- duction Arts. departmental courses in both fields and thus Majors must participate in the college reducing the total number of hours which production program in four of the following might otherwise be required. capacities: assistant director or stage manager, En 101, English Composition box office and publicity, performance, stage En 201, World Literature I: Ancient lighting crew, scene construction crew, stage Renaissance costuming crew, and/or stage property crew. En 202, World Literature II: Enlightenment to Requirements for a major in Theatre the Present En/Ta 302*, Shakespeare Arts Management: En 403, American Literature to the Civil War Business/Management Component En 404, American Literature from the Civil Ac 209, Principles of Financial Accounting War to 1945 Ec 210, Principles of Microeconomics plus one course selected from Ba 223, Business Communication En 301, Old and Middle English Literature Ba 340, Small Business Management En 303, Renaissance Literature Ma 211, Applied Statistics plus one course selected from Ba 371, Legal Environment of Business En 401, Romantic Literature or Ba 383, Principles of Marketing En 402, Victorian Literature Fi 390, Principles of Finance plus one course selected from plus one 400-level elective in Business En 405, Twentieth Century British Literature Administration En 406, American Literature from 1945 to the Theatre Arts Component Present Se 222, Public Speaking plus one course selected from Ta 102, Introduction to the Theatre En 411, Literary Criticism Ta 125, Fundamentals of Acting B En 431, Linguistics Ta 155, Stagecraft and two courses selected from Ta 221, Stage Makeup En/Ta 381*, Theatre History and Literature Ta 322, Scene Design to 1750 Ta 354, Lighting Design En/Ta 382*, Theatre History and Literature or Ta 356, Costume Design from 1751 to 1950 Ta 477, Play Direction En/Ta 383*, Modern and Contemporary Theatre * En/Ta 302, En/Ta 381, En/Ta 382, and En/Ta 383 apply to both majors.

287 and Ta 111, 112, 211, 212, 311, 312, 411, 412 En/Ta 381*, Theatre History and Literature Production Arts Lab (1) (B) to 1750 Practical application of principles of theatre En/Ta 382*, Theatre History and Literature arts and crafts in a production setting. Stu- from 1751 to 1918 dents will receive credit for scenic construc- En/Ta 383*, Modern and Contemporary tion, lighting, costuming, properties, or other Theatre technical assignment. All majors are required Majors must complete three hours of Pro- to take a minimum of six hours of Production duction Arts. Majors must also participate in Arts toward fulfillment of their degree. the college production program as assistant director or stage manager, and in box office Ta 115 and publicity, plus two of the following capac- Fundamentals of Acting A (3) (D) ities: performance, stage lighting crew, scene Through conditioning, improvisations, acting construction crew, stage costuming crew, and/ exercises, and a host of mental, physical, and or stage property crew. psychological workouts, students will come to a better understanding of themselves and Transfer students majoring in Theater Arts their own idiosyncrasies. The class builds a must take a minimum of 40% of the course- foundation of ensemble work that is grounded work required for the major at Benedictine in David Mamet’s Practical Aesthetics. College. Transfer students pursuing a minor in Theater Arts must take a minimum of 25% Ta 125 of the coursework required for the minor at Fundamentals of Acting B (3) (F) Benedictine College. A study of fundamentals tailored to serve the beginning actor. Emphasis is placed on Theatre Arts Colloquium: the Stanislavski method and focuses on the All departmental majors are encouraged developing self-awareness, sensory percep- to register for Ta 490 each semester. Minors tion, character analysis, and using the body to must register for Ta 490 each semester of the create the visual imagery needed to commu- junior and senior year and are encouraged to nicate the needs of a script. The class builds a register also as freshmen and sophomores. foundation of ensemble work that is grounded Regular monthly departmental colloquia are in David Mamet’s Practical Aesthetics. (OC, scheduled for the benefit of students in the VC) department. Various formats are used, including presentations by visiting artists and schol- Ta 155 ars, and field trips to see significant theatrical Stagecraft (3) (D) productions. Elementary theory and practice in scenic construction, scene painting, stage rigging, and Ta 102 the range of scenic tools and materials. Introduction to the Theatre (3) (F) The course takes a broad view of the field of Ta 215 theatre, focusing on elementary principles, Techniques of Acting (3) (S) vocabulary, and skills involved in analysis, Advanced study and practice, including sev- appreciation, and performance of drama. A eral approaches outside of Stanislavski, and study of drama produced will include works the further development of ensemble acting. such as Oedipus The King, Joe Turner’s Come Prerequisite: Ta 125 or permission of instruc- and Gone, Hamlet, Angels in America, And tor. (VC) The Soul Shall Dance, Buried Child, and Get- ting Out. (AE) * En/Ta 302, En/Ta 381, En/Ta 382, and En/Ta 383 apply to both majors.

288 Ta 220 more than once if subject matter varies suf- Movement for the Performing Artist (2) ficiently. (F) The activities in this course are designed to Ta 302 improve the student’s posture, strength, stam- Shakespeare (3) (D) ina, balance, coordination, vision/imagina- Shakespeare as poet and dramatist; most of tion, and personal awareness. Students will the plays are examined, and the great trag- encounter and develop skills in the various edies—Macbeth, Hamlet, Othello, King Lear, movement styles addressed. Topics covered and Anthony and Cleopatra—are taken in may include but are not limited to Laban The- detail. Attention is given to the historical and ory, Corporal Styles, Agogic Theory, View- literary background or setting; some consider- points, Feldenkrais, and Neutral Mask. ation also of secondary works of major Shake- spearean critics and scholars. Dual-listed with Ta 221 En 302. Stage Makeup (3) (D) Fundamental principles and practice in Ta 322 makeup for the stage, including corrective, Scene Design (3) (F) character, old age, and fantasy. A study of the principles of scenic design and style as an integral part of the production con- Ta 223 cept. Techniques in mechanical drafting, and Oral Interpretation (2) (D) model building as basic design skills. Prereq- Oral reading of selected poetry and prose for uisites: Ta 155, and Ar 121 or Ar 213. (VC) performance. Involves both a study of interpretations of the author’s meaning and the Ta 325 means of communicating interpretations to Stage Combat (3) (S) an audience. Emphasis is on projecting mean- A performance-oriented course which exam- ing through visual and vocal communication ines unarmed and armed combat for the stage. techniques. Cross-listed as Se 223. Studies will provide the student with much Ta 224 of the training and discipline one associates Voice and Diction (3) (F) with Tae Kwon Do, Judo, Wrestling, Boxing, Theory and practice of mechanics of voice and Tournament Fencing. The weapon styles production and diction (articulation, pronun- addressed may include but are not limited to ciation, and intonation). Emphasis on use of single rapier, single dagger, rapier and dag- standard American English as it relates to the ger, quarterstaff, broadsword and shield, court goal of self-improvement and as a vocational sword, knife fighting. The course will also asset. Cross-listed as Se 224. (OC) focus on different styles of unarmed combat. May be repeated for credit if content varies Ta 236 sufficiently. Interpreter’s Theatre (3) (D) Group performance of all types of literature Ta 354 enhanced by theatrical effects using tech- Lighting Design (3) (S) niques of oral interpretation. Involves liter- A study of the physical properties of electric- ary study combined with script preparation, ity, the principles of color in light, the use of directing, and staging. stage lighting instruments, and the practical application of lighting designer’s process. Ta 298 Prerequisite: Ta 155. (VC) Special Topics (1–4) Topics not included in the regular catalog, treated in a variety of formats. May be taken

289 Ta 356 Ta 477 Costume Design (2–3) (S) Play Direction (3) (D) A study of human form, and an historical per- The study of the director’s work, from cast- spective of fashion. Examination and practi- ing, through blocking and conduct of rehears- cal application of the principles of costume als. Practice application of principles of stage design. Prerequisites: Ta 155, and Ar 121 or direction to production projects. Prerequisite: Ar 213. (VC) One course in acting, one in theatre history and literature, and a minimum of twelve hours Ta 381 in Theatre Arts courses, or permission of Theatre History and Literature instructor. (VC) to 1640 (3) (D) Ta 490 A study of plays and productions from primi- tive humanity to the Protestant reformation. Theatre Arts Colloquium (cr) (D) Monthly exchange between departmental (HP, WC) faculty and/or guest speakers or artists and Ta 382 departmental majors. Required of all upper- Theatre History and Literature from division majors, but recommended for all 1640 through 1914 (3) (D) departmental majors and minors. A study of plays and productions from 1640 to Ta 495 the start of World War I. (HP, WC) Senior Creative Project (3) (D) Ta 383 The preparation and presentation of culminating creative experience in acting, directing, Modern and Contemporary Theatre (3) stage managing, or a selected area of technical (D) theatre or design or playwriting. (OC, VC) A study of theatre since World War I. Attention is given to significant plays and playwrights, Ta 496 and to modern theatre artists, such as design- Theatre Practicum (4) (D) ers, directors, actors, as well as movements, Through advanced planning with the depart- the ‘ism’s,’ and theorists. (HP, WC) ment, students are temporarily placed in an on-the-job training program with profes- Ta 395 sional theatre companies. Candidates must Creative Project Seminar (cr) (D) be acceptable to the companies involved and Taken in the first semester of the junior year may or may not receive a wage or stipend. as preparation for the Senior Creative Project Since the program will involve daily work (Ta 495). Weekly seminar with departmental away from Atchison, registrants must make faculty. Each student prepares a detailed pro- arrangements to return to the campus at least spectus for the individual creative project. three times for faculty-student seminars. Reg- istration by advanced arrangement only. Ta 379/479 Internship (1) Ta 499 An educational, practical hands-on work Independent Study (credit arranged) experience designed to complement the stu- Subject and approach to be worked out dent’s major field of study. Open to students between faculty and student. A maximum of of at least junior standing who are making eight hours may be earned in Independent satisfactory academic progress. Prerequisite: Study. Permission of instructor.

290 Suggested sequence of courses for a bachelor’s degree in Theatre Arts

Freshman Year Ta 111, Production Arts 1 Ta 112, Production Arts 1 En 101, English Composition 3 Ta 125, Fundamentals of Acting B 3 Foreign Language 4 Ta 155, Stagecraft 3 Gs 150, BC Experience cr Ph 175, Logic and Nature 3 Ta 102, Introduction to Theatre 3 Foreign Language 4 Historical Foundation 3 Th 101, Introduction to Theology 3 (Hi 105, World Civilization to 1648) Pe 115, Wellness for Life 1 Ta 224, Voice and Diction 3 __ __ 17 18

Sophomore Year Ta 211, Production Arts 1 Ta 212, Production Arts 1 Ta 381, Theatre Hist & Lit to 1640 3 Ta 298, Special Topics 3 Philosophical Inquiry Foundation 3 Ta 382, Theatre Hist & Lit 1640–1914 3 Ta 215, Techniques of Acting 3 Ta 221, Stage Makeup 3 Ta 220, Movement for the Performing 2 Pe 115, Wellness for Life 1 Artist Historical Foundation 3 Person and Community Foundation 3 Theatre Elective 3 Ar 121, Drawing or 2–3 Ar 213, Figure Drawing ______17–18 17

Junior Year Ta 311, Production Arts 1 Ta 312, Production Arts 1 Ta 383, Modern & Contemp. Theatre 3 Ta 354, Lighting Design or 3 Ta 322, Scene Design 3 Ta 356, Costume Design Faith Foundation 3 Ta 477, Play Direction 3 Natural World Foundation 4 Philosophical Inquiry Foundation 3 Ta 325, Stage Combat 3 Natural World Foundation 3 Ta 395, Creative Project Seminar cr Elective 3 Pe Activity course 1 Ta 395, Creative Project Seminar cr ______17 17

Senior Year Ta 495, Senior Creative Project 3 Ta 495, Senior Creative Project 3 Aesthetic Foundation 3 Faith Foundation 3 Electives 15 Electives 11 __ __ 21 17

291 Theology

Mission Statement Th 320, Sacraments and Liturgy “Catholic theology, taught in a manner faith- Th 330, Christian Marriage: Catholic ful to Scripture, Tradition, and the Church’s Perspectives Magisterium, provides an awareness of the Th 370, Catholic Social Teaching Gospel principles which will enrich the mean- Th 375, Benedictine Spirituality ing of human life and give it a new dignity” 3 hours – Doctrinal Studies. One course (Ex corde ecclesiae, 20). Faithful to the Chris- chosen from: tian message as it has come to us through the Th 307, Faith and Reason (Note: Prerequisite: Church, our mission is to introduce students Ph 306) to Catholic theology as an exercise in “faith Th 360, Theology of the Church seeking understanding.” Mindful of its ethical Th 340, Christ and the Trinity obligations to the Church and to the world, the Nine hours of electives. Note: any theology department also seeks to foster ecumenical course may count as an elective; up to one awareness and concern for social justice and youth ministry course may also count (but not to prepare student majors for teaching, parish more than one youth ministry course). work, youth ministry, and graduate studies. Requirement for a Major in Youth Requirements for a major in Ministry: Theology: This interdisciplinary major is designed for 36 credit hours with the following distribu- persons who wish to become equipped pro- tion: fessionally for a career in youth ministry. It combines a concentration of content courses Th 101, Introduction to Theology from the Theology Department with courses Th 200, Christian Moral Life that deepen one’s understanding of the human Th 450, Seminar person drawn from Psychology, Philosophy, 3 hours – Old Testament Studies. One course and Sociology. chosen from: Th 210, Old Testament I: Pentateuch Required Theology and Youth Ministry Th 310, Old Testament III: Prophets Courses: Th 315, Old Testament II: Wisdom Literature Th 101, Introduction to Theology 3 hours – New Testament Studies. One course Th 200, Christian Moral Life chosen from: Ym 380, Themes in Youth Ministry I Th 240, New Testament I: Synoptic Gospels Ym 385, Themes in Youth Ministry II Th 350, New Testament II: Pauline Literature Ym 479, Supervised Internship in Youth Ministry 3 hours – Historical Studies. One course (1–4 hours) chosen from: 3 hours – Old Testament Studies. One course Th 390, History of the Catholic Church I chosen from: Th 395, History of the Catholic Church II Th 210, Old Testament I: Pentateuch 3 hours – Ecumenical Studies. One course Th 315, Old Testament II: Wisdom Literature chosen from: 3 hours – New Testament Studies. One course Th 365, Introduction to World Religions chosen from: Th 410, To the East and Back: Inter-Religious Th 240, New Testament I: Synoptic Gospels Dialogue Th 350, New Testament II: Pauline Literature Th 420, The Protestant Tradition 3 hours – Historical Studies. One course 3 hours – Christian Life Studies. One course chosen from: chosen from: Th 390, History of the Catholic Church I

292 Th 395, History of the Catholic Church II standards required of all teacher education 3 hours – Ecumenical Studies. One course program candidates. chosen from: Theology Curriculum: Th 365, Introduction to World Religions Th 101, Introduction to Theology (3) Th 410, To the East and Back: Inter-Religious Th 200, Christian Moral Life (3) Dialogue Th 210, Old Testament I: Pentateuch (3) Th 420, The Protestant Tradition Th 240, New Testament I: Synoptic Gospels (3) 3 hours – Evangelization Studies Th 320, Sacraments and Liturgy (3) Th 345, Theology of Vatican II Th 330, Christian Marriage (3) Ym 430, Religious Communication Th 365, Introduction to World Religions (3) Ym 460, Contemporary Religious Education Th 370, Catholic Social Teaching (3) Six hours of electives (note: any theology or Th 390, History of the Catholic Church I: youth ministry course may count as an elec- From Apostolic Times to the 16th tive) Century (3) Required Interdisciplinary Courses: Th 395, History of the Catholic Church II: Py 100, General Psychology From the Reformation to the Present (3) Py 364, Developmental Psychology II Th 450, Seminar (3) Py 401, Introduction to Counseling Psychology Th 457, Methods of Teaching Theology (2) Py 482, Social Psychology Ym 460, Contemporary Religious Education (3) Ph 325, Ethics Education Curriculum: See “Require- One course chosen from: ments for a B.A. Degree in Secondary So 201, Social Problems Education” (Education Department) Cr 302, Juvenile Delinquency Requirements for a Minor in Theology: Recommended courses (not required): 18 credit hours with the following distribu- Ed 200, Introduction to Education tion: Ed 222, Psychology of Individuals with Exceptionalities Th 101, Introduction to Theology Gk 103, 104, Beginning Greek I & II or Th 200, Christian Moral Life La 103, 104, Beginning Latin I & II 3 hours – Biblical Studies. One course chosen Ps 275, Public Policy Analysis from: Ph 350, Philosophical Psychology Th 210, Old Testament I: Pentateuch Mc 380, Web Design Th 315, Old Testament II: Wisdom Literature Py 363, Developmental Psychology I Th 240, New Testament I: Synoptic Gospels Py 373, Theories of Personality Th 350, New Testament II: Pauline Literature 9 hours electives (note: any theology course Theology/Secondary Education Major: many count as an elective) The Theology/Secondary Education major is designed to prepare theology graduates to Concentration in Theology for the become outstanding high school theology Education Major: teachers. Throughout courses, associated field experiences, and culminating with a Fulfill the requirements for a Minor in Theol- 12-week supervised teaching internship in a ogy as listed above (18 hours). Catholic high school, graduates will demon- Recommended elective: strate a mastery of theology content as well as Ym 460, Contemporary Religious Education pedagogical competency as a beginning Note: The Archdiocese of Kansas City in Kansas teacher. Although this program does not qual- requires all of its teachers to have at least eighteen ify for Kansas state teacher licensure, gradu- hours of theology. High school teachers of religion ates will nevertheless meet the same high must have thirty hours.

293 Transfer students pursuing a major or minor in Th 240 Theology must take a minimum of 40% of the New Testament I: Synoptic Gospels (3) coursework required for the major or minor at (D) Benedictine College. This course will examine the Gospels of Mat- thew, Mark and Luke. Special attention will Th 101 be given to the deeds and miracles of Jesus, Introduction to Theology (3) (B) how Jesus embodies the fulfillment of the This course examines the origins, develop- Old Testament messianic expectations, Jesus’ ment, beliefs and practices of Christian tra- moral teachings, and the application of the dition and initiates students into the methods Gospel to our lives today. Attention will also and discipline of theology. Special attention be given to patristic, medieval and contempo- will be given to the course of salvation his- rary exegesis within the rich Catholic tradi- tory as narrated in the Bible, the content of tion. Prerequisite: Th 101 or permission of the the Catholic faith as set forth in the creeds, instructor. (F, GP) and the Christian way of life. The relevance of Christianity in our contemporary society and Th 307 the distinctiveness of the Christian vision of Faith and Reason II (4) (D) the world will also be explored. (C) This is the second course in a three-semester sequence meeting the general education Th 200 requirements in the Faith and Philosophical Christian Moral Life (3) (B) Inquiry Foundation areas. The classes are This course is an examination of the way that taught using the Great Books approach. Great all the principles of the moral life (nature, texts in philosophy and theology will be grace, law, virtue, happiness, etc.) work read, analyzed, and discussed, with a special together to bring humans to their ultimate emphasis upon the relationship between the end. Students are specifically taught how to two disciplines: the harmony of faith and become virtuous and happy. The second half reason. This second course addresses works of the course studies the individual virtues written from the year 1000 through about and their corresponding moral norms. Prereq- 1700. Prerequisite: Ph 306. (F, PI) uisite: Th 101 or permission of the instructor. (F) Th 308 Faith and Reason III (2) (D) Th 210 This is one-half of the third course in a Old Testament I: Pentateuch (3) (D) three-semester sequence meeting the general This course on the first five books of the Bible education requirements in the Faith and (or Pentateuch) will provide a solid founda- Philosophical Inquiry Foundation areas. tion to biblical theology by beginning with The classes are taught using the Great important hermeneutical questions concern- Books approach. Great texts in philosophy ing inspiration, inerrancy, and the senses of and theology will be read, analyzed, and Scripture. These interpretative principles will discussed, with a special emphasis upon the then be applied as the themes of creation, relationship between the two disciplines: the covenant, sin, justice, mercy and redemption harmony of faith and reason. This course are probed. This course will be taught from a addresses works written from about 1700 historical-theological perspective and accord- to the present. Prerequisites: Ph 306 and ing to a canonical approach to biblical inter- Th 307. Corequisite: Ph 308. (F, PI) pretation. Prerequisite: Th 101 or permission of the instructor. (F, GP)

294 Th 310 Th 330 Old Testament III: Prophets (3) (D) Christian Marriage: Catholic This course will examine the biblical writings Perspectives (3) (S) of the Major and Minor Prophets of the Old An exploration of the Catholic tradition on Testament. It will be taught from a historical- marriage and family as a communion of life theological perspective and according to a and love, the foundations of conjugal moral- canonical approach to biblical interpretation. ity, the canonical regulation of marriage in the Special attention will be given to grappling Catholic Church, and the purpose and future with both the prophetic message in its own of marriage in the Christian vocation and in historical context, as well as its ultimate American society. Practical topics related to fulfillment in the work of Jesus Christ. preparation for the wedding, married life and Prerequisite: Th 101 or permission of the parenting are included. Prerequisite: Th 101 instructor. or permission of the instructor. (F, WP)

Th 315 Th 335, 336 Old Testament II: Wisdom Natural Family Planning (1, 1) (D) Literature (3) (D) A presentation of the physiological, theo- This course will investigate selections of the logical, and practical foundations of Natural sapiential literature of the Bible, namely, Job, Family Planning; a widely-recognized and Proverbs, Ecclesiastes, Song of Solomon, Church-supported method of determining the Wisdom of Solomon, and Sirach. The periods of fertility for the purposes of family themes of sin, suffering, good and evil, divine planning. Prerequisite: Th 101 or permission providence, justice, love and wisdom will be of the instructor. explored. Special attention will be given to the Book of Job and its relevance for Christian Th 340 life. Prerequisite: Th 101 or permission of the Christ and the Trinity (3) (D) instructor. (F, WC) A survey of the message, dying and rising of Jesus Christ and the sending of the Holy Spirit as presented in the New Testament, and its Th 320 deepened understanding through writings of Sacraments and Liturgy (3) (D) classic theologians and the Church Councils. Introduction to the sacramental nature of cre- Examination of the Trinitarian faith in God as ation, the human need for symbols and com- a communion of love between the Father, Son munication with God through myth, ritual, and Holy Spirit concludes this course. Prereq- and inspired word. A study of the theologi- uisite: Th 101 or permission of the instructor. cal and historical development of sacraments (F, WC, WP) including inquiry into Jesus Christ as the sacrament of God and sacraments as symbols of faith and acts of Christ and the church. Stu- Th 345 dents will be encouraged to attend liturgies The Theology of Vatican II (3) (D) in order to experience the celebration of the The theology of the Second Vatican Coun- sacraments in liturgy as demonstrating Chris- cil serves as the primary source for modern tian identity, worship of God, and the sancti- Catholic understanding of the Church and its fication of humanity. Prerequisite: Th 101 or renewal. This course considers the impor- permission of the instructor. (F, WC) tance of ecumenical Councils, the historical and theological background of Vatican II, and

295 the meaning and application of the Council’s the People of God and Body of Christ, as it teachings in the Church today. The documents develops in tradition, and as reflected in vari- of Vatican II, as well as their implementation ous models. It takes up a study of the mission in subsequent magisterial teachings, will be and tasks of the Church, her relationship to examined. Prerequisite: Th 101 or permission the great world religions, to human culture of the instructor. (F) and to the world in which it finds itself. Pre- requisite: Th 101 or permission of the instruc- Th 350 tor. (F, WC) New Testament II: Pauline Literature (3) (D) Th 365 This course is an introduction to the Pauline Introduction to World Religions (3) (D) epistles. Special attention will be given to Introduction to the basic elements of religious Paul’s life, career and theology, his doctrine of experience as found in traditional religions, in justification by faith, his understanding of the Native American religions, and in the major Church as the Body of Christ, and his moral spiritual traditions of India and Asia. Survey teachings. Prerequisite: Th 101 or permission of the religious communities of Semitic ori- of the instructor. (F, GP) gin; that is, Judaism, Christianity and Islam. Consideration of possibilities and limitations Th 355 of the dialogue of religions. Prerequisite: Th American Catholic History (3) (D) 101 or permission of the instructor. (F, GP, Volunteerism, separation of Church & State, WP) and religious pluralism are a few of the factors that make the United States a distinct culture Th 370 offering unique opportunities and challenges Catholic Social Teaching (3) (D) for the growth of the Catholic Church in An examination of the topics of world peace, America. Raising questions of identity this a just world order, an equitable distribution course will trace the growth of the Church in of goods and resources, favorable terms of America from the time of exploration, through trade, the widening gap between the wealthy the three Plenary Councils, study American and poor nations and religious freedom in the bishops’ involvement in the first and second light of major Catholic documents and papal Vatican Councils, and highlight other related teaching. Prerequisite: Th 101 or permission issues up to the present time. This course will of the instructor. (F, WC) introduce students to some of the key historical figures, events, and phenomena that make Th 375 up the American Catholic experience, explor- Benedictine Spirituality (3) (D) ing the various ways in which history, theol- This course provides a general introduction ogy, and culture intersect. Prerequisite: Th to Benedictine Spirituality. Topics covered 101 or permission of the instructor. (F, WC) include The Rule of St. Benedict (with special emphasis on its application to lay persons in Th 360 today’s world), Benedictine history includ- Theology of the Church (3) (D) ing its impact on Western civilization, and the A study of the Church as a sign of God’s history and lifestyles of the local Benedictine universal self-giving to humanity. An exami- communities. Prerequisite: Th 101 or permis- nation of the Church’s self-understanding sion of the instructor. (F) as it emerges from the scriptural images of

296 Th 390 The first half of the course is a study of moral History of the Catholic Church I: principles with a special emphasis on current From Apostolic Times to the 16th Church teaching and the Catholic tradition. Century (3) (F) The second half of the course is an applica- An examination of the cultural, theological tion of these principles to bioethical issues. and philosophical history of the Church from Prerequisite: Th 101 or permission of the apostolic times up to the Protestant Reforma- instructor. (F) tion. Attention will be given to major figures, Th 410 movements and schools of thought. Prerequi- To the East and Back: site: Th 101 or permission of the instructor. Inter-Religious Dialogue (3) (D) (HP, F, WP) A study in the theology of religions, focusing especially on the development and cur- Th 395 rent expression of the openness of Catholic History of the Catholic Church II: From theology to the major Asian spiritual tradi- the Reformation to the Present (3) (S) tions. Aspects of this study include the bases An examination of the cultural, theological, of encounter in the theology of revelation, and philosophical history of the Church from grace, Jesus and church; various models of the Protestant Reformation through today. encounter illustrated by the history of missions; Attention will be given to major movements dialectical theology and theology of fulfillment; and schools of thought that serve as the basis theological anthropology and reinterpretation and backdrop of current conditions within the of the relation of traditions; current dialogi- Church. Prerequisite: Th 101 or permission of cal theology and the contribution of the inter- the instructor. (HP, F) religious dialogue. Prerequisite: Th 365 or permission of instructor. (F, WC, GP) Th 398 Special Topics (1–3) Topics not included in the regular catalog, Th 420 usually treated in a lecture/discussion format. The Protestant Tradition (3) (F) May be taken more than once if the subject This class will explore some of the major matter varies sufficiently. Prerequisite: Th thought, figures and traditions of Protestant- 101 or permission of the instructor. ism. Special attention will be given to the theological thought of key Protestant reform- Th 400 ers (including Luther, Calvin, and Zwingli) Great Catholic Thinkers (1–3) (D) and to major events and ideas associated with This course will focus on the theological con- Anabaptism and the English Reformation. tribution of a particular individual or group Major causes of the Protestant Reformation, within the Catholic tradition. Since the topic including the Roman Catholic Church’s situa- of the course will regularly change, it may be tion at the time, will also be explored. Impor- taken more than once. Prerequisite: Th 101 or tant developments in the thought and history permission of the instructor. (F) of Protestantism in the United States will also be considered, focusing especially on Protes- Th 405 tant Evangelicalism. Attention will be given to Christian Bioethics (3) (D) influential figures, denominations, and move- This course is designed to teach students how ments. Prerequisite: Th 101 or permission of to make ethical decisions by examining moral the instructor. (F) methodology within the realm of Bioethics.

297 Th 450 Ym 385 Seminar (3) (B) Themes in Youth Ministry II (3) (S) Subject matter of the Seminar varies. The Continuing where Th 380 left off, this purpose of the course is to give an in-depth course will discuss topics such as the use of presentation of theological questions and/or the Bible, liturgy and catechisms for faith theological methods through reading and dis- instruction, a sociological examination of cussion, research and papers. Course can be pre-Vatican II, post-Vatican II, and generation taken more than once. Required for all majors; JPII cohorts, the spiritual, faith and moral devel- open to others with approval of instructor. opment of adolescents, the relation of youth in their family, and the integrating of youth into Th 457 sacramental life of the parish. Prerequisites: Methods of Teaching Theology (2) (B) Th 101, Th 380. This advanced course in methods of teaching theology prepares students with specific Ym 430 knowledge of the principles and processes Religious Communication (3) (D) involved in planning for secondary theology To succeed in a professional environment, stu- instruction and evaluation in Catholic high dents must focus on developing the necessary schools. Students will explore and use a vari- written and oral presentation skills. Students ety of methods and media to teach religion will learn principles for speaking in public and lessons. Prerequisite: Th 101 or permission of parish settings, through significant speeches the instructor. and outside research, writing and rhetorical analysis. Students will also learn principles of Th 488 persuasive writing through the creation of edi- Senior Comprehensive (cr) torial columns, designing of newsletters, brochures, and web pages. Prerequisite: Th 101 Th 499 or permission of the instructor. (WC, OC) Independent Study The department invites students (individuals Ym 460 or groups) to propose areas of special inter- Contemporary Religious Education (3) est to them for investigation. Departmental (D) approval required. Handing on the faith is at the heart of the Church’s mission. Religious education his- Ym 380 torically refers to the dual processes of Themes in Youth Ministry I (3) (F) evangelization and catechesis. After a short Seeking to develop and foster the Church’s examination of the history of religious vision of a distinctively Catholic youth min- education, this course will study both national istry, this class will examine the special needs U.S. catechisms and the universal catechism of youth in contemporary society and the as a sure norm for the teaching of the faith. Church. The class will cover both theory and Consideration will be given to methods and praxis, emphasizing practical skills of a youth materials of religious education, the role of the minister. Reviewing the biblical master plan educator, and the rhetorical adaptations neces- of evangelization and historical development sary to teach a variety of audiences. Students of catechesis, the course will examine issues will be required to observe religious education related to the experience of Catholics living instruction and analyze the visual communi- in the United States. Prerequisite: Th 101 or cation and rhetorical design of contemporary permission of the instructor. (OC) catechetical instruction material. Prerequi- site: Th 101 or permission of the instructor. (OC, VC)

298 Ym 479 training in the concrete setting of the local Supervised Internship in Youth Ministry church. The internship will usually occur over (1–4) the course of several semesters or during the The goal of the internship in Youth Ministry summer. is to provide a practical experience in the service of youth in the Church that bridges the Ym 488 academic training and the application of this Senior Comprehensive (cr)

Suggested sequence of courses for a bachelor’s degree in Theology

Freshman Year En 101, English Composition 3 Aesthetic Foundation 3 Gs 150, BC Experience cr Foreign Language 4 Th 101, Introduction to Theology 3 Ph 175, Logic and Nature 3 Historical Foundation 3 Historical Foundation 3 Foreign Language 4 Theology – Old Testament 3 Pe Activity course 1 __ __ 14 16

Sophomore Year Person and Community Foundation 3 Aesthetic Foundation 3 Theology – New Testament 3 Theology – Doctrinal 3 Philosophical Inquiry Foundation 3 Th 200, Christian Moral Life 3 Natural World Foundation 4 Electives 8 Elective 3 __ __ 16 17

Junior Year Theology – Historical 3 Theology – Christian Life 3 Philosophical Inquiry Foundation 3 Theology elective 3 Natural World Foundation 3–4 Pe 115, Wellness for Life 1 Electives 6 Electives 9 ______15–16 16

Senior Year Theology electives 6 Theology elective 3 Philosophical Inquiry Foundation 3 Th 450, Seminar 3 Electives 7 Electives 10 Th 488, Senior Comprehensive cr __ __ 16 16

299 Suggested sequence of courses for a bachelor’s degree in Youth Ministry

Freshman Year En 101, English Composition 3 Py 100, General Psychology 3 Gs 150, BC Experience cr Foreign Language 4 Th 101, Introduction to Theology 3 Ph 175, Logic and Nature 3 Historical Foundation 3 Historical Foundation 3 Foreign Language 4 Theology – Old Testament 3 Pe Activity course 1 __ __ 14 16

Sophomore Year Aesthetic Foundation 3 Aesthetic Foundation 3 Theology – New Testament 3 Theology – Historical 3 Philosophical Inquiry Foundation 3 Th 200, Christian Moral Life 3 Natural World Foundation 4 Py 364, Dev. Psychology II 3 Elective 3 Electives 5 __ __ 16 17

Junior Year Ym 380, Themes in Youth Ministry I 3 Ym 385, Themes in Youth Ministry II 3 Philosophical Inquiry Foundation 3 Youth Ministry – Evangelization 3 Natural World Foundation 3–4 Pe 115, Wellness for Life 1 So 201, Social Problems or 3 Py 401, Counseling Psychology 3 Cr 302, Juvenile Delinquency Electives 6 Elective 3 ______15–16 16

Senior Year Theology – Ecumenical 3 Theology Electives 6 Ph 325, Ethics 3 Electives 7 Py 482, Social Psychology 3 Ym 479, Youth Ministry Internship 3 Electives 7 Ym 488, Senior Comprehensive cr __ __ 16 16

300 Board of Directors

Rev. James Albers, O.S.B. S. Mary Agnes Patterson, O.S.B. Larry Buessing Abbot Barnabas Senecal, O.S.B., Shirley Chenoweth Vice-Chairman Kevin Gray S. Anne Shepard, O.S.B., Ed.D. M. Darryl Jones Secretary Lawrence S. Kaminsky Patrick J. Sly Kevin Kramer Christopher Thompson Rev. Gabriel Landis, O.S.B. Matthew J. Tynan David M. Laughlin Carolyn Watley Stephen McBride Thomas A. Wessels Michael P. Murphy Paul Westerman Jack A. Newman, Jr. Robert S. Wholey S. Mary Irene Nowell, O.S.B., Ph.D., Susan Zubradt Assistant Secretary James T. O’Brien, Chairman Kathleen O’Hara

Officers of the Board: Stephen D. Minnis, J.D., President Kimberly C. Shankman, Ph.D., Vice-President Ron Olinger, M.B.A., C.I.A., Treasurer Rev. Maurice Haefling, O.S.B., Assistant Treasurer Kristie Scholz, B.A., Assistant Treasurer

Administration

Charles Gartenmayer, M.A. Ron Olinger, M.B.A., C.I.A. Athletic Director Chief Financial Officer Pete Helgesen, B.A. Fr. Brendan Rolling, O.S.B., M.A., M.Div. Dean of Enrollment Management Director for Mission and Ministry Linda Henry, M.S., Ed.D. (candidate) Kimberly C. Shankman, Ph.D. Vice-President of Student Life Dean of the College Thomas Hoopes, E.M.B.A. Kelly Jo Vowels, B.A. Vice-President of College Relations Vice-President for Advancement Stephen D. Minnis, J.D. Joseph Wurtz, M.S., Ph.D. (candidate) President Dean of Students

301 Tim Andrews, M.P.A. Sara Kramer, B.A. Director of Gift Planning Director of Advancement Services Sheri H. Barrett, Ed.D. (candidate) Courtney Marshall, B.S. Assistant Dean of the College Director of Alumni Relations Matthew Fassero, B.A. Kerry Marvin, M.A. Director of Operations Director of the Counseling Center David Geenens, M.B.A., C.P.A. Fr. Meinrad Miller, O.S.B., M.Div. Executive Director of the Graduate Business College Chaplin Program, Director of the Cloud L. Cray Center for Entrepreneurial Services Daniele Musso, M.S. Executive Director of the Center for Rebecca Gilmore, M.S.Ed. International Education Director of Career Development Susan Orr, Ph.D. Steven Gromatzky, M.S. Assistant Dean for Program Development Library Director Randy Rowland, B.S. Linda Herndon, O.S.B., Ph.D. Director of Telecommunications and Associate Dean and Director of Academic Information Systems Records Tony Tanking, E.M.B.A. Rob Herringer, M.E.A. Director of Financial Aid Director of Athletic Giving Matthew Tsakanikas, S.T.D. (Candidate) Raquel Huntington, B.A. Academic Director of the Benedictine College Registrar School of Faith Janet Jackson Janet Wilcox, M.E.A. Bursar Assistant Dean for Student Success Keith Jaloma, M.A. Rosemary Wilkerson, M.S. Director of Individual Giving Executive Director of Development Christen R. Jones, MSEd. Assistant Dean of Students and Director of Residence Life

Faculty

Scott R. Baird, B.A. 1969, M.A. 1970, Jane Bennett, B.S. 1973, M.S. 1999, Ph.D. 1979, University of Washington University of Kansas Professor of Physics, Astronomy, and Assistant Professor of Education Engineering J. Elaine Bieberly, B.A. 1973, M.A. 1982, Aileen T. Beard, B.S. 1986, Ph.D. 1995, Wichita State University University of Utah Assistant Professor of Journalism and Mass Professor and Chair of Chemistry & Communications Biochemistry

302 Benjamin P. Blosser, B.A. 2000, M.A. Anthony Crifasi, B.A. 1992, M.A. 1997, 2002, Ph.D. 2009, Catholic University of Ph.D. 2009, University of St. Thomas America Assistant Professor of Philosophy Assistant Professor of Theology Everett Dague, B.A. 1990, M.A. 1994, Daniel E. Bowen, Jr., A.B. 1966, M.S. Ph.D. 2000, Florida State University 1971, Ph.D. 1976, Kansas State University Associate Professor and Chair of History Professor of Biology Michael S. Doescher, B.A. 1997, Ph.D. Julie Bowen, B.A. 1992, M.A. 1994, 2002, University of South Carolina Ph.D. 2004, Duquesne University Assistant Professor of Chemistry & Associate Professor of English Biochemistry Lawrence Bradford, O.S.B., B.A. 1961, Myron Fanton, B.S.E.E. 1995, M.S.E.E. M.A.T. 1970, Ph.D. 1989, University of 2005, Illinois Institute of Technology Kansas Assistant Professor of Physics, Astronomy and Professor of Biology Engineering Joseph Brickner, B.A. 1970, M.B.A. 1976, Mary T. Flynn, B.A. 1979, M.S. 1999, D. Mgt. 1996, Webster University University of Kansas Associate Professor of Business Instructor and Co-Chair in Health, Physical Douglas Brothers, B.S. 1962, M.S. 1965, Education, and Recreation Ph.D. 1968, Iowa State University Eric Fox-Linton, B.S. 2000, Ph.D. 2006, Professor and Chair of Physics, Astronomy, and University of Chicago Engineering Assistant Professor of Physics, Astronomy, and Kevin Bryant, B.S. 1988, M.A. 1990, Engineering Ph.D. 1997, University of Tennessee Christine Ann Glenski, B.S. 1987, M.S. Associate Professor and Chair of Sociology 1993, The University of Texas at Austin, Adam B. Buhman-Wiggs, B.A. 1989, Associate Professor of Business M.F.A. 1993, M.S. 1995, Ph.D. 2002, Liborio Gomez, A.B. 1965, M.A. 1968, University of Kansas Assistant Professor of Psychology Ph.D. 1978, Saint Louis University Associate Professor of Modern Foreign and John F. S. Bunch, B.A. 1977, Ph.D. 1989, Classical Languages University of North Carolina, Chapel Hill Associate Professor of Business, and Christopher Greco, B.A. 1993, M.A. Coordinator of the Institute for Professional 1995, D.M.A. 2006, University of Ethics and Responsibility (IPEAR) California at Los Angeles Assistant Professor of Music Gary P. Burkart, B.M.E. 1966, M.A. 1971, Ph.D. 1974, University of Kansas Constance Hallberg, B.S. 1979, M.A. Professor of Sociology 1983, Ph.D. 1995, Purdue University Assistant Professor of Biology Lynne Connelly, B.S.N. 1976, M.S. 1977, Ph.D. 1994, University of Kansas Theodore Hanman, B.M.E. 1983, Associate Professor and Director of Nursing P.G.C.E. 1988, M.A. 1991, University of Richard J. Coronado, B.A. 1969, M.A. London Assistant Professor of Music 1971, Ph.D. 1980, University of Notre Dame Professor and Chair of Economics

303 Jan Hansen, B.A. 1970, M.B.A. 1986, James Madden, B.A. 1996, M.A. 1998, Ph.D. 2004, University of Nebraska at Ph.D. 2002, Purdue University Lincoln Associate Professor of Philosophy Assistant Professor of Business Terry Malloy, B.A. 1995, M.S. 1997, David P. Harris, B.A. 1997, M.S. 1999, Ph.D. 2001, Oklahoma State University Ph.D. 2008, University of Missouri-Kansas Associate Professor of Biology City Athanasios V. Markou, B.S. 1986, M.S. Assistant Professor of Economics 1989, Ed.D. (candidate), Northern Illinois Jackie Harris, B.S.N. 1998, M.S. 2002, University Marquette University Assistant Professor of Mathematics and Instructor of Nursing Computer Science Dianna Henderson, B.A. 1985, M.S. Kerry Marvin, B.S. 1972, M.A. 1979, 1994, Ed.D. 2000, University of Kansas University of Missouri-Kansas City Associate Professor and co-Chair of Education Instructor in Psychology and Director of the Counseling Center Michele Hinds, B.S.N. 1981, M.N. 1984, Ph.D. 2003, University of Kansas Daphne McConnell, B.A. 1989, M.A. Assistant Professor of Nursing 1991, Ph.D. 1998, University of Georgia Associate Professor and Chair of Modern Donald Hoy, B.S. 1963, M.B.A. 1996, Foreign and Classical Languages J.D. 1966, University of Iowa Director of the Asian Programs, and Associate Leslie A. Merced, M.A. 1993 and 1996, Professor of Business Ph.D. 2004, University of Illinois/Urbana- Champaign Francis P. Kessler, B.A. 1966, M.A. 1967, Assistant Professor of Modern Foreign and Ph.D. 1970/71, University of Notre Dame Classical Languages Associate Professor of Political Science Karen C. Minter, B.S. 1972, M.A. 1984, Michael G. King, B.A. 1983, M.S. 1985, D.M.A. 1993, University of Missouri M.I.M. 1992, Ph.D. 2007, University of Professor of Music Missouri-Kansas City Assistant Professor and Chair of Business Giovanni F. Misceo, B.A. 1977, B.S. 1977, M.S. 1981, Ph.D. 1987, Kansas State Ruth Krusemark, B.M. 1973, M.M. University 1976, D.M.A. 1997, University of Kansas Associate Professor of Psychology Professor and Chair of Music Ryan Morehead, B.F.A. 2006, M.A. 2008, Lanny Leroy, B.S. 1987, M. Ed. 1988, University of Central Missouri University of Virginia Visiting Instructor and Chair of Theatre Instructor and Co-Chair of Health, Physical Education, and Recreation, and Director of the Bruce Morgan, B.S. 1968, M.S. 1971, Athletic Training Program Ph.D. 1979, University of Missouri Edward Macierowski, B.A. 1970, M.A. Professor of Finance 1973, M.S.L. 1976, Ph.D. 1979, Centre for Darrin Muggli, B.S. 1992, Ph.D. 1998, Medieval Studies, University of Toronto University of Colorado Professor of Philosophy, and Modern Foreign Associate Professor of Physics, Astronomy and and Classical Languages Engineering

304 Dennis P. Murphy, B.A. 1975, M.S.Ed. Matthew Ramsey, B.S. 1998, M.S. 2002, 1986, University of Kansas M.A. 2005, Ph.D. (candidate), University Instructor in Health, Physical Education of Kansas and Recreation Assistant Professor of Education and Director Lloyd Newton, B.A. 1990, M.S. 1992, of Special Education M.A. 1998, Ph.D. 2003, University of Cheryl Reding, B.S. 1990, M.A. 2002, Dallas Ph.D. 2008, University of Kansas Associate Professor of Philosophy and Modern Assistant Professor of Education and Foreign and Classical Languages Director of the Master of Arts in School Leadership George Nicholas, B.A. 1982, M.A. 1985, Ph.D. 1992, Southern Illinois University Jean W. Rioux, B.A. 1982, M.A. 1984, Associate Professor and Chair of English Ph.D. 1990, University of St. Thomas Camille W. Osborn, B.S. 1970, M.A. Professor and Chair of Philosophy 1981, University of Michigan, Ann-Arbor Biff Rocha, B.A. 1988, M.A. 1998, M.A. Director of Academic Assistance 2002, Ph.D. (candidate), University of Charles Osborn, B.A. 1979, M.Ed. 1988, Dayton Ed.D. 1990, University of South Dakota Assistant Professor of Theology Professor and co-Chair of Education John Romano, B.A. 1998, M.A. 2002, Ph.D. 2007, Harvard University Kevin Page, B.S. 1983, M.S. 1993, Ph.D. Assistant Professor of History 1999, University of Kansas Associate Professor and Chair of Journalism John Rziha, B.A. 1996, M.A. 1998, Ph.D. and Mass Communications 2006, The Catholic University of America Associate Professor of Theology Lorenzo Patelli, B.A. 2001, Ph.D. 2006, Universitá Bocconi John F. Settich, B.A. 1969, M.S. 1992, Assistant Professor of Business Ph.D. 2003, University of Illinois at Chicago Deborah Peters, O.S.B., B.A. 1965, Associate Professor and Chair of Political M.S. 1976, M.A. 1973, Ph.D. 1989, Science St. Louis University Professor of English Martin Simon, B.A. 1975, M.A. 1980, Ph.D. 1982, University of California at James E. Peterson, B.A. 2000, Ph.D. Davis 2006, Rice University Professor and Chair of Biology Assistant Professor of Mathematics and Sarah Sinnott, B.A. 2002, M.A. 2005, Computer Science Ph.D. 2010, The Ohio State University Amy Posey, B.S. 1989, M.A. 1992, Ph.D. Assistant Professor of Modern, Foreign and 1995, University of Kansas Classical Languages Associate Professor and Chair of Psychology Salvatore Snaiderbaur, D.Jur. 1990, Matthew Ramage, B.A. 2004, M.A. 2006, Ph.D. (candidate), International School of Ph.D. 2009, Ave Maria University Management, Paris Assistant Professor of Theology Associate Professor of Business

305 Jamie Spiering, B.A. 2003, M.A. 2006, Martinus van de Logt, B.A. 1989, Ph.D. 2010, The Catholic University of M.A. 1995, Ph.D. 2002, Oklahoma State America University Assistant Professor of Philosophy Assistant Professor of History Edward Sri, B.A. 1991, M.A. 1995, S.T.L. Jonathan Wehmeyer, B.A. 2005, M.A. 1997, S.T.D. 2001, Pontifical University of 2009, University of Central Missouri St. Thomas, Rome, Italy Visiting Instructor of Theatre Visiting Associate Professor of Theology Eric West, B.A. 1989, M.A. 1993, Ph.D. Jon Stammers, B.A. 1980, M.A. 1985, 2000, University of Kansas Pittsburgh State University Assistant Professor and Chair of Mathematics Assistant Professor of Health, Physical and Computer Science Education and Recreation Richard White, B.A. 1986, M.A. 1988, Paul B. Steinbach, B.S. 1992, Ph.D. 1996, Ph.D. 1995, Marquette University University of Missouri-Columbia Associate Professor and Chair of Theology Associate Professor of Chemistry & Biochemistry Wendy Woolston, B.S.N. 2006, M.S.N. 2010, Fort Hays State University Michael Stigman, B.S. 1994, M.Ed. 1998, Assistant Professor of Nursing Ph.D., 2005, University of Kansas Assistant Professor of English Stephen Workman, B.F.A. 1977, M.F.A. Larry Sutton, B.A. 1984, M.D. 1990, 1997, Fort Hays State University Associate Professor and Chair of Art Ph.D. 1990, University of Iowa Associate Professor of Chemistry and Sarah Young, B.A. 1988, M.A. 1991, Biochemistry Ph.D. 2001, University of Kansas Assistant Professor of English Andrew Swafford, B.A. 2004, S.T.L. 2007, S.T.D. (candidate), University of St. Mark J. Zia, B.A. 1997, M.A. 1998, Mary of the Lake S.T.L. 2001, S.T.D. 2005, Pontifical Assistant Professor of Philosophy University of the Holy Cross, Rome, Italy Associate Professor of Theology James Vanderhyde, B.S. 1999, M.S. 2001, Ph.D. 2007, Georgia Institute of Technology Assistant Professor of Mathematics and Computer Science

Faculty Emeriti

George Baumgartner, B.S. 1945, Ph.D. Helen Buening, O.S.B., A.B. 1947, 1953, University of Notre Dame M.F.A. 1960, Kansas City Art Institute Professor Emeritus in Chemistry Professor Emerita in Art George Blodig, B.S. 1957, M.S. 1959, Francis Carpinelli, B.A. 1957, M.A. 1959, Emporia State University Ph.D. 1973, University of Notre Dame Professor Emeritus in Mathematics and Professor Emeritus in English Computer Science

306 Mary Blaise Cillessen, O.S.B., M.M. Bertrand LaNoue, O.S.B., A.B. 1949, Associate Dean of the College, Emerita M.B.A. 1959, M.A. 1964, Ph.D. 1968, Jeremy Dempsey, O.S.B., A.B. 1949, St. Louis University M.A. 1962, Creighton University Professor Emeritus in Economics Professor Emerita in English Maria Larkin, O.S.B., A.B. 1957, M.A. Kathleen Egan, O.S.B., B.A. 1946, M.A. 1960 (French), Catholic University of 1948, M.L.S. 1972, St. John’s University America, M.A. 1970 (Spanish), Wichita Librarian Emerita State University Professor Emerita in Modern Languages James Ewbank, B.A. 1953, M.A. 1960, University of Kansas Sharon K. Mathis, B.A. 1964, M.S. 1970, Professor Emeritus in Mathematics and Central Missouri State University Computer Science Professor Emerita in Health, Physical Education and Recreation JoAnn Fellin, O.S.B., A.B. 1955, M.A. 1964, Ph.D. 1970, University of Illinois Denis Meade, O.S.B., A.B. 1952, S.T.L. Professor Emerita in Mathematics and 1962, J.C.D. 1960, Computer Science Pontifical University of the Lateran Professor Emeritus in Theology Laura Haug, O.S.B., A.B. 1960, M.S.Ed. 1965, Ph.D. 1971, University of Kansas Douglas C. McKenzie, A.B. 1961, M.A. Professor Emerita in Education 1962, Ph.D. 1973, University of Oregon Professor Emeritus in Theatre Arts Robert C. Henry, A.B. 1951, B.S. 1952, M.A. 1953, University of Minnesota Michael O’Hare, A.B. 1962, M.A. 1965, Professor Emeritus in Political Science Marquette University Professor Emeritus in Theology Joachim Holthaus, O.S.B., B.M. 1950, M.M. 1952, Ph.D. 1961, University of Rupert E. Pate, B.A. 1959, M.A. 1970, Southern California University of Kansas Professor Emerita in Music Professor Emeritus in History Thomasita Homan, O.S.B., B.A. Donald Scholz, A.B. 1954, Ph.L. 1960, 1970, M.A. 1979, Iowa State University Ph.D. 1962, Universite Laval Professor Emerita in English Professor Emeritus in Philosophy Norma Honz, O.S.B., B.S. 1957, Fr. Blaine Schultz, O.S.B., A.B. 1956, M.H.E.Ed. 1975, Texas Woman’s B.M. 1964, M.M. 1966, University of University Wisconsin Professor Emerita in Home Economics Professor Emeritus in Music Margaret Kew, B.M. 1947, M.M. 1948, Roger M. Siau, B.A. 1962, M.A. 1963, Drake University Brigham Young University Professor Emerita in Music Professor Emeritus in Modern Languages Julie A. Kocour, B.S. Ed. 1962, Mount St. Charles W. Theis, B.M. 1972, B.M.E. Scholastica College 1975, M.A. 1975, D.M.A. 1992, University Professor Emerita in Health, Physical of North Texas Education, and Recreation Professor Emeritus in Music

307 Frances Watson, O.S.B., B.S. 1951, M.A. 1967, Ph.D. 1982, University of Kansas Professor Emerita in Sociology Richard G. Wittmann, A.B. 1955, M.A. 1957, Ph.D. 1984, St. Louis University Professor Emeritus in Modern and Classical Languages

The Alumni Association

he Benedictine College Alumni Association is composed of all persons who have attended TBenedictine College, Mount St. Scholastica College, or St. Benedict’s College for two or more semesters. The primary purpose of the alumni association is to promote the general welfare of the college by stimulating a spirit of loyalty and maintaining good relations between the college and its former students. An advisory council of alumni helps to govern the activities of the alumni association. They assist with local events, help host class reunions, provide career related information, and many additional services. Two awards, The Kansas Monk Award and The Offeramus Medal, are presented annually to an outstanding alumnus and alumna, respectively.

Memberships Benedictine College holds memberships in the following: American Association of Colleges for Teacher Education American Association of Collegiate Registrars and Admissions Officers American Conference of Academic Deans American Library Association American Theological Library Association Associated Collegiate Press Association of Benedictine Colleges and Universities Association of Institutional Research Bibliographic Center for Research Central Association of College and University Business Officers Council of Independent Colleges Council for the Advancement of Secondary Education Council on Undergraduate Research International Assembly for Collegiate Business Education Kansas Association of Collegiate Registrars and Admissions Officers Kansas Association of Student Financial Aid Administrators

308 Kansas Independent College Association Kansas Independent College Fund Kansas Library Association National Association of College Admissions Counselors National Association of Independent Colleges and Universities National Association of College and University Business Officers National Association of Intercollegiate Athletics National Association for Foreign Student Affairs National Catholic Education Association

Gifts and Bequests enefactors of the college may make gifts by using one or more of the following methods Bof support: 1) By making current gifts of cash, securities or property. 2) By providing current contributions from their corporations. 3) By entering a charitable gift annuity agreement. 4) By making the college owner and beneficiary of their life insurance or by designating it as a contingent beneficiary. 5) By naming the college beneficiary or contingent beneficiary of their IRAs. 6) By setting up a life income agreement. 7) By establishing a charitable lead trust. 8) By establishing a revocable living trust. 9) By establishing a charitable remainder trust (either lifetime or testamentary). 10) By an outright or contingent bequest. THE LEGAL TITLE of the college is “Benedictine College, a corporation at Atchison, Kansas.” The most desirable and useful gift is one that is given for the general purposes of the college without any condition as to its use. Gifts and bequests during life have advantages for both the college and the benefactor. By virtue of Benedictine College’s listing in the Official Catholic Directory, the Treasury of the United States has ruled that contributions to the college fully qualify for federal income, estate and gift tax deduction purposes as provided within the law. FOR CONVENIENCE of any who wish to make a gift or bequest to the college, the following forms are suggested: 1) “I give, devise and bequeath to Benedictine College, a corporation at Atchison, Kansas, the sum of $______.” or, 2) “I give, devise or bequeath to Benedictine College, a corporation at Atchison, Kan- sas, all my right, title and interest in the following described property______.” or, 3) “I give, devise and bequeath to Benedictine College, a corporation at Atchison, Kansas, all the rest, residue and remainder of my estate.” PERSONS INTERESTED in making special gifts or bequests to the college should write or call the Office of Advancement, Benedictine College, 1020 North Second Street, Atchison, Kansas 66002. Telephone: 913-360-7414.

309 Index Academic Calendar 4 Core Requirements 47 Academic Honesty 39 Counseling Services 32 Academic Honors 40 Course Changes 42 Academic Minors 38 Course Load 39 Academic Progress, Satisfactory 28 Courses of Instruction 56 Academic Regulations and Procedures 35 Criminology 118, 277 Academic Warning, Probation Dance 118 and Dismissal 41 Degree Requirements 38 Academic Year 4, 35 Degrees Conferred 35 Accounting Courses 76 Dentistry 120 Accreditation 1 Double Majors 38 Activities and Organizations 31 Economics Courses 120 Administration 301 Education Courses 125 Admission to Freshman Standing 17 Endowed Scholarships 28 Admission Policies 16 Engineering 150 Advanced Placement 19 English Courses 163 Advising 32 English as a Second Language 22, 170 Alumni Association 308 Entrepreneurship 76 America’s Discovery College 12 Environmental Science 172 Application for Admission 16 Examinations 41 Application for Aid 23 Executive Master of Business Application for Degree 44 Administration (EMBA) 36, 99 Art Courses 58 Expenses 51 Associate Degree 35 Experiential Learning 20 Astronomy Courses 63, 255 Facilities 13, 30, 34 Athletic Training 175 Faculty 302 Attendance Policy 42 Faculty Emeriti 306 Auditing Courses 42 Federal Perkins Loan 26 Bachelor Degrees 35 FERPA 3 Benedictine College Values 10 Finance Courses 85 Benedictine College Vision and Financial Aid 23 Commitments 9 Fine Arts Courses 172 Biochemistry Courses 63 Florence Courses 214 Biology Courses 63 Foreign Languages Major 224 Board of Directors 301 Foundation Courses 48 Business (School of) 71 French Courses 215 Business Administration Courses 78 General Education 47 Campus Employment 27 General Studies Courses 173 Career Development 33 Geography 191 Catalog Accuracy and Changes 3 German Courses 218 Chemistry Courses 107 Gifts and Bequests 309 Classics 224 Government Insured Loans 26 Classification of Courses and Students 38 Grade Appeals 42 Collection Policy 53 Grade Reports 41 College Level Examination Program (CLEP) 19 Grading 39 College Ministry 30 Graduate level courses: College Policies and Procedures 35 Executive Master of Business Computer Facilities and Services 34 Administration 36, 99 Computer Science 118, 200 Traditional Master of Business Administration 36, 95

310 Master of Arts in School Leadership 36, 141 Philosophy Courses 247 Master of Arts in Education 37, 141 Physical Therapy 246 Graduate Programs 35 Physics Courses 253 Graduation Honors 44 Placement Examinations 20 Great Books Sequences 174 Political Science Courses 263 Greek Courses 225 Pre-Law 269 Health, Physical Education and Recreation Probationary Acceptance 19 Courses 174 Psychology Courses 269 Heritage of Benedictine College 12 Publications 33 History Courses 185 Readmission 21 Honors 40 Readmission after Academic Dismissal 41 Housing Deposit 53 Reasonable Learning Accommodations 43 Interdisciplinary Majors 38 Refund Policy 54 International Baccalaureate (IB) 20 Release of Information from Student Records 45 International Business 74 Repeating a Course 42 International Students 21 Residence Hall Program 29 International Studies 193 Scholarship and Financial Aid Programs 24 Internships 33, 57 Scholarship and Award Guidelines 27 Intramurals 34 School of Faith 51 Job Guarantee Program 33 Senior Comprehensive Examinations 57 Journalism and Mass Communications Skills and Perspectives Courses 49 Courses 194 Social Science 275 Junior College Transfer Students 17 Sociology Courses 277 Kansas Comprehensive Grants 26 Spanish Courses 220 Latin Courses 225 Special Education 130 Liberal Studies 200 Special Student Status 23 Library Services 43 Speech Communication Courses 285 Living Accommodations 30 Sports Activities 34 Major and Minor Programs 37 Sports Management 175 Mass Communications Courses 194 State/Fed. Gov. Financial Aid 25 Master of Arts in School Leadership 36, 141 Student Government Association (SGA) 31 Master of Arts in Education 37, 141 Student Life 29 Mathematics Courses 200 Student Health Center 32 Medical Technology 210 Student Success Center 43 Medicine 210 Study Abroad 45 Memberships of the College 308 Summer Study at Other Colleges Military Science 210 and Universities 44 Mission of Benedictine College 8 Table of Contents 2 Modern Foreign and Classical Languages 214 Teacher Education Program 125 Music Composition 228 Theatre Arts Courses 286 Music Courses 226 Theology Courses 292 Music Education 228 Traditional Master of Business Natural Science 238 Administration 36, 95 Nursing 238 Transcript of Credits 44 Occupational Therapy 246 Transfer Admission and Degree Optometry 247 Completion 17 Organizations and Clubs 31 Undergraduate Programs 37 Payment Policy 52 Withdrawal from Courses 40 Pell Grant 26 Youth Ministry Program 292 Pharmacy 247

311 Benedictine College admits students of any race and color, national and ethnic origin, and of either sex to all the rights, privileges, programs, and activities generally accorded or made available to students at the College. Benedictine College does not discriminate on the basis of race, color, national origin, sex, age, or disability in its educational programs, activities, or employment policies as required by the Civil Rights Act of 1964 and subsequent amendments (including Title IX of the Educational Amendments of 1972), federal executive orders and federal regulations. Inquiries regarding compliance with these laws, orders, and regulations may be directed toward the Business Office or the Student Affairs Office of Benedictine College, phone 913-367-5340.

Benedictine College reserves the right, without notice, to change the requirements for admission or graduation, to change the arrangement or contents of courses, the instructional methods or materials used, the tuition and other fees; to alter any regulations, academic or non-academic, affecting the student body; to refuse admission to any student at any time, or to dismiss any student at any time, should it be in the interest of Benedictine College or the student to do so. It also reserves the same right to any other material in this catalog. It is the responsibility of the student to inquire if information in the catalog is current.

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