UNIVERSITY OF MARY UNDERGRADUATE PROGRAMS

Catalog 2010–2011 Information at a Glance

Private/Co-Educational Areas of Study – Minors The Only Private University in Accounting Mathematics • Sponsored by the Benedictine Sisters of Annunciation Monastery Addiction Counseling Music Biology • Located six miles south of Bismarck, ND (2007 population – 58,333) Pastoral Ministry Business Administration Philosophy Enrollment (2009) Business Communications Total number of students – 2,830 Catholic Studies Philosophy-Theology Ratio of Students/Faculty – 16:1 Chemistry Physical Education & Health Overall Placement Rate – 98 percent Coaching Political Science Computer Education Psychology Accredited by: Computer Information Systems Public Relations The Higher Learning Commission, a Commission of the North Central Criminal Justice Religious Education Association of Colleges and Schools English Commission on Collegiate Nursing Education Environmental Science Social & Behavioral Sciences National Council on Social Work Education Foreign Language: Spanish Sociology Commission on Accreditation of Allied Health Education Programs Health Administration Special Education Accreditation Council for Occupational Therapy Education Health Education Speech Commission on Accreditation in Physical Therapist Education History Theater Committee on Accreditation for Athletic Training Education Program Indian Studies Theology Liturgy Web Design Endorsed by: Management Information American College of Sports Medicine (Exercise Science) Systems Wellness

Academic programs approved by: Pre-Professional Concentrations North Dakota Board of Nursing Chiropractic Pharmacy North Dakota Education Standards and Practices Board Dentistry Physician Assistant Service Members Opportunity Colleges Law Podiatry Medicine Veterinary Medicine Areas of Study – Undergraduate Majors Optometry

Accounting Marketing Addiction Counseling Mass Communication Master’s Degrees Business Administration Occupational Therapy Athletic Training Mathematics Counseling Project Management Banking and Financial Services Mathematics Education Education Strategic Leadership Biology Math/Science Composite Nursing Biology Education Music Business Administration Music Performance Doctorate Degree Business Communications Physical Therapy Music Education Business Education Nursing Recognized by: Clinical Laboratory Science Organizational Leadership America’s 100 Best College Buys Computer Information Systems Pastoral Ministry America’s Best Christian Colleges Criminal Justice Physical Education & Health The John Templeton Foundation Honor Roll Early Childhood Education for Character Building Colleges Psychology Elementary Education U.S. News & World Report: America’s Best Colleges Radiologic Technology Engineering Science Respiratory Therapy English Sacred Music English Education Exercise Science Social & Behavioral Sciences History Education Social Studies Education Information Technology Social Work Liberal Arts Special Education Management Information Sport & Leisure Management Systems Theology UNIVERSITY OF MARY UNDERGRADUATE PROGRAMS

Catalog 2010–2011

Table of Contents

General Information...... 4 Emerging Leaders Academy ...... 102

History...... 4 Academic Life ...... 106

Mission and Philosophy...... 4 Student Life ...... 113 University Goals...... 5 Student Services ...... 115 Vision Statement...... 5 Tuition and Fees ...... 118 Facilities...... 6 Financial Assistance ...... 120 Programs for Adult Learners...... 8 Personnel ...... 125 Degree Information...... 9 Board of Trustees ...... 125 Bachelor Degree Requirements...... 10 Administration ...... 126 Requirements for Graduation...... 12 Full-Time Teaching Faculty...... 126 Pre-Professional Concentrations...... 13

Course Numbers...... 13 Professional Staff...... 130

Family Educational Rights and Privacy Act...... 14 Part-Time Faculty...... 134

Admissions...... 16 Lead Facilitators...... 137

Gary Tharaldson School of Business ...... 20 Adjunct Faculty...... 138

School of Arts and Sciences ...... 34 Emeritus Faculty...... 139

School of Education and Behavioral Sciences ...... 58 Index ...... 140

School of Health Sciences ...... 72 Campus Map ...... Inside Back Cover

This bulletin is not a contract and is published for purposes of information only. Rules, regulations, procedures, courses, programs and costs are current only on the date of publication and are subject to change as needs may dictate. 4

General Information History curriculum which more effectively combines liberal learning with professional preparation, a values The University of Mary, the only Catholic univer- base that is foundational to character development sity in North Dakota, was founded in 1955 as the and ethical decision-making, a service experience in two-year Mary College by the Benedictine Sisters which curricular and co-curricular learning come of Annunciation Monastery. It became a four-year, together. degree-granting institution in 1959 and achieved Today, with a faculty and staff of over 300, the university status in 1986. The University of Mary has University of Mary remains committed to continuing been accredited by The Higher Learning Commis- the mission of its founders and sponsors and to serving sion of the North Central Association of Colleges and the people of the region and beyond in a spirit that Schools since 1969. fosters servant leadership. Since its beginning, the University of Mary has sought to respond to the needs of people in the region. Its short history is one of rapid expansion. Mission and Philosophy Student enrollment rose from 69 in 1959, the year of The University of Mary exists to serve the religious, its incorporation, to 2,830 in 2010. academic, and cultural needs of people in this region Five buildings of the campus were designed and beyond. It takes its tone from the commitment of by renowned architect (1902-1981). the Sisters of Annunciation Monastery. These Sisters The Sisters of Annunciation engaged him to build founded the University and continue to sponsor it their monastery and a girls’ high school, a complex today. It is Christian, it is Catholic, and it is Benedic- completed in 1959. Today that facility serves the tine. University as the Benedictine Center for Servant It is Christian because it strives to accomplish its Leadership. The first four buildings of the long-antici- mission in faithfulness to the gospel of Jesus Christ. pated campus were also designed by Breuer, a project It is Catholic because it functions as part of that completed in 1968. particular Christian community while still open to The University continues to strive for quality in persons of differing creeds. It is Benedictine because its curricular offerings and student support services. it identifies with that ancient tradition of thoughtful The change from college to university status in and humane moderation. 1986 brought the implementation of master’s degree Aware of its close historical ties with the imme- programs in nursing, management and education. diate community, the University of Mary seeks to In addition to those initial programs, master’s enhance the quality of life of the community. The degrees are offered in occupational therapy, business University encourages each person to participate in his or her religious, social, educational, and political administration, counseling and project manage- communities. Furthermore, it promotes a setting of ment. In 2003 a doctorate in physical therapy was freedom and initiative in which each individual may added to graduate studies. The opening of the Butler develop those characteristics critical to leadership Center for Lifelong Learning in Bismarck added a formation, self-identity, and self-realization. much-needed site for classes and service to the local That same community setting makes the Univer- area. With the launching of the School of Acceler- sity of Mary open to change. Through its continued ated and Distance Education in 1996, the University search for innovative and experiential approaches opened a center in Fargo, North Dakota, in January to learning, the University seeks personalized and 1997, offering undergraduate and graduate programs relevant education for all students including those for the adult learner. Responding to the need for with special needs, whether these be economic, social, services, the University has off-campus sites and cultural, racial, religious, or personal. All students are has expanded its delivery of educational services to encouraged to seek the truth, to see themselves as include online learning. whole and unique individuals responsible to God, and The University of Mary set new strategic direc- to become leaders in the service of truth. tions in 2001 with its vision for the future as As America’s Leadership University, the Univer- America’s Leadership University. The University sity provides an environment in which each student is committed to providing leadership experiences participates in those experiences essential to for every student including a competence-based becoming a leader. Each student’s responsibility for 5 the progress of society is the development of indi- Respectful of each person regardless of status or vidual leadership qualities—self-direction, self-initia- age, the University of Mary not only accepts, but tive, and self-actualization—to become a decision actively encourages: maker, problem solver, and change agent to others. • Students from diverse social, economic, cultural, and religious backgrounds University Goals • Students whose background requires more Mission Statement: individualized teaching and/or counseling Christian, Catholic, and Benedictine, the Univer- Ever open to change and responsive to the needs sity of Mary exists to serve the religious, academic, of students and the community, the University of and cultural needs of people in this region and Mary promotes: beyond. • Curricular integration of the liberal arts To serve the religious needs and professional preparation The University of Mary offers: • Opportunities in service learning on campus, • Formation in a Christian community with a full locally, regionally, and globally liturgical life on campus • The 4-4-1 calendar which provides May Term • Experiences that foster religious and humanistic learning opportunities to meet individual needs including foreign and domestic travel values, both in and out of the classroom, particu- larly those Benedictine values of community, • Commitment to graduate studies hospitality, respect for others, prayer, service, • Continuing education through course offerings and moderation for area citizens • Activities that encourage individuals and groups • The study and development of new methods and to volunteer service to the community delivery of academic programs with a focus on • Opportunities to build the body of Christ distance education to include off-campus sites through growth in intellectual, religious, and and technology moral understanding To serve the cultural needs • A setting for collegial exchange and support The University of Mary provides: between the communities of Annunciation • Cultural events and opportunities to participate Monastery and the University of Mary in community cultural enrichment To serve the academic needs • A stimulating academic community that promotes growth in itself and the local The University of Mary prepares its students to be population competent in the areas of: • A Christian community that fosters diversity • Spirituality and Ethics through hospitality and dialogue so as to learn • Communication to live in an interconnected world • A campus that reflects the artistic principles of • Critical Thinking renowned architect and designer, Marcel Breuer • Global Stewardship For a student to acquire proficiency in these Vision Statement competences, continual assessment of learning Recognized as America’s Leadership University, in an atmosphere of openness and free inquiry is the University of Mary envisions a learning commu- promoted. This atmosphere supports the Univer- nity that prepares its graduates to become leaders sity’s commitment to develop the whole person. It through service. The University is committed to enables each person, through both curricular and providing leadership experiences for every student co-curricular opportunities, to explore the truth in to include competence mastery in their profession, its multiple facets. It recognizes the richness and decision-making skills based on Benedictine values, diversity that come from intellectual inquiry and and service to others as they prepare to lead in their exploration. professional, religious, civic, and global communities. 6

Leadership development opportunities include: Facilities • A first-year experience based on the concept of The main campus of the University of Mary servant leadership is located six miles from downtown Bismarck. It includes the Casey Center for Nursing Education, the • Mentorships, internships, practicums, and Harold J. Miller Center, Arno Gustin Hall, University meaningful work experiences Hall, the Clairmont Center for Performing Arts, the • Independent or individualized studies with Welder Library, Hillside, Greg Butler and Boniface faculty mentoring and guidance Halls, North Residence, Deichert Hall, Boyle Hall, the Leach Center for Student Life, the McDowell Activity • Student participation in the University’s Center, the Richard A. Tschider Center for Health decision-making processes Science, the Harold Schafer Leadership Center, Bene- • Student involvement in professional and service dictine Center for Servant Leadership, and the Gary organizations Tharaldson School of Business. All academic facilities and a limited number of • Service learning in curricular and co-curricular rooms in the residences are accessible to students offerings to include a global perspective with physical challenges. The University also maintains an in-town class- • Exchange among students, faculty, and staff in room facility, the Butler Center for Lifelong Learning, the social, academic, and spiritual areas of the on South Seventh Street, and a site in Fargo, ND, campus environment Billings, MT, and City, MO. • Involvement in the religious, social, educational, • Harold J. Miller Center: This building houses and political communities beyond the campus the Division of Mathematics and Natural Sciences, the Program in Occupational Therapy, and Human Servant Leadership experiences are based on: Performance Science classrooms. • Character-building relationships integrated with a solid understanding of what it is to • Casey Center for Nursing Education: be a servant leader with Jesus Christ as model Named after a Bismarck land developer and Univer- sity benefactor through the Casey Trust, T. Clem • Benedictine values Casey and his wife Meredith, this classroom and - Community: Caring for and supporting office building houses the Division of Nursing. one another and being positive, contributing • Arno Gustin Hall: Named after the third presi- members of our community. dent of the University of Mary, the Rev. Arno Gustin, - Hospitality: Welcoming of others both as O.S.B., this 342-seat hall accommodates lectures, individuals and as a community. theater, and music.

- Respect for others: Recognizing and valuing • McDowell Activity Center: Named for Harley the unique God-given gifts of each individual. and Margaret McDowell who improved the quality of life through leisure activities in the region, this - Prayer: Reflecting upon God’s presence in our life facility includes a gymnasium area for basketball, and asking God to teach us and guide us in all we do. tennis, and volleyball, a swimming pool, a weight training room, classrooms, offices, an athletic - Service: Being of service to others through servant training treatment room, saunas, locker rooms and leadership based upon the model of Jesus Christ. the Program in Athletic Training. - Moderation: Believing in development of the whole • The Richard A. Tschider Center for Health person and seeking to practice physical, emotional Science: Named for the long-time adminsistrator of and spiritual wellness as individuals. St. Alexius Medical Center, this building includes These values are foundational in character classrooms, labs, faculty offices, a conference room building, ethical decision making, and the integra- and a weight room, and adjoins the McDowell tion of the intellectual, spiritual, emotional, and Activity Center. It is also the home of the Physical physical aspects of life. Therapy and Exercise Science programs. 7

• University Hall: This facility includes a cafeteria designed for gatherings and includes full food and with a beautiful view of the River Valley, beverage service, and three computer technology student health clinic, the University Mart, and labs containing the latest computer hardware and Marauder Cove, the campus coffee shop and software for specialized technology training. gathering place. • School of Business: Dedicated • On-Campus Residences: An active student resi- in the fall of 2008, and named for North Dakota dential community of approximately 750 students entreprenuer and businessman Gary Tharaldson, resides in a variety of student residences. There are this facility is the home of the academic programs in two traditional residence halls, two that feature two- business. It contains classrooms, conference rooms, bedroom suites sharing bath facilities, and two with and faculty offices. three-bedroom suites complete with bath, kitchen, and common living and dining facilities. • Welder Library: In 1998, the University dedi- cated the Welder Library, named for Sister Thomas • Leach Field House: Named in recognition of Tom Welder, President of the University of Mary from Leach, a successful North Dakota entrepreneur, and 1978 to present. his wife Frances, the field house provides opportuni- Welder Library seats 204 and currently has ties for student recreation and physical development. approximately 70,000 volumes. In addition, there The facility includes a gymnasium area for basket- are over 5,000 multi-media items. The Library ball, tennis, and volleyball, a six-lane 160- meter track, subscribes to nearly 600 journals and newspapers. batting cages, a climbing wall, and wrestling room. Full-text online indices are provided in both general • Leach Center for Student Life: This facility serves and special subject areas. This facility also provides as the social hub of the campus. It includes a 3,000 space for classrooms, computer laboratories, and square foot fitness center, snack bar, beverage bar, faculty offices for the Divisions of Education, Social DJ booth, racquetball court, and locker rooms. Behavioral Sciences and Humanities. All materials in the library are cataloged and fully • Clairmont Center for Performing Arts: Named accessible through the use of INFO*LYNX, an auto- after a Bismarck leader in construction and land mated catalog. INFO*LYNX is a joint catalog listing development, Bill Clairmont and his wife Pat, who the materials of Welder Library, Bismarck Public have served on University Boards and supported Library, Mandan Public Library, United Tribes its growth over the years, this two-story complex Technical College Library, and six other smaller area includes a chapel, general classrooms, offices, an libraries. art gallery, music teaching studios, practice rooms, Students and faculty also have access to the collec- rehearsal space, a recital hall, and a language lab. tions at the North Dakota State Library, Bismarck • Benedictine Center for Servant Leadership: State College Library, and Q&R Medcenter One Known as Annunciation Priory from 1959 to 2000, Health Sciences Library. Welder Library is linked by this Marcel Breuer building was dedicated to the computer to the major academic and public libraries Benedictine Sisters of the Annunciation by Myron in North Dakota and the upper Midwest region. and Marjory Atkinson, Bismarck Catholic leaders The State of North Dakota and the State of and benefactors. It houses most administrative have a contract which makes the offices, Student Support Services, Learning Skills resources of Minnesota available to residents of Services, Career and Testing Services, the Division North Dakota including the students and faculty of of Philosophy and Theology, a cafeteria, a women’s the University of Mary. A union list of serials called residence hall, the television production studio, the MULS gives Welder Library access to the periodical student radio station, faculty offices, classrooms, and holdings of libraries in North Dakota, , the Harold Schafer Leadership Center. and Minnesota. • Harold Schafer Leadership Center: Named after Welder Library is also a participant in OCLC, the renowned North Dakota entrepreneur, the an international library network that provides auto- center is located within the Benedictine Center. It mated support for cataloging, database searching, includes an executive boardroom, the Hauer Theater, and inter-library loan through access to nearly 48 an interactive audio-visual center, the Great Room, million items. 8

Programs for Adult Learners lab, and an administrative office. Each classroom has a dedicated multimedia projector system that is Accelerated and Distance Education connected to the internet. The computer lab features The University is committed to serving the computers and a printer available for student use. learning needs of adults. Undergraduate and Wireless internet is also available to all students and graduate programs are offered utilizing alternative faculty throughout the center. Video conferencing is delivery modes including concentrated evening also available. classes completed in 5-10 weeks, summer options, • Kansas City Center: The Kansas City Center weekend college and distance education. Through serves Kansas City, MO, and Fort Riley, KS. The the School of Accelerated and Distance Education, University of Mary is located in the Park Hill School adult learners with significant work experience may District Education Center Building, 7703 N.W. Barry be granted prior learning academic credit through a Road. The building is located in the north area of portfolio evaluation of learning outcomes. Selected Kansas City, Mo. near KCI Airport. The Kansas City undergraduate programs are offered for adults who Center has an administration office and two class- have already completed many requirements for their degree allowing them to complete their degree in rooms. Classrooms contain a projector system that is 15-18 months. Graduate programs are also offered connected to the internet. in accelerated and in on-site and online formats. For The University of Mary is located on-post at Fort more information, contact the University of Mary Riley, Kansas. This location houses a consortium School of Accelerated and Distance Education in of seven colleges and universities which are a part Bismarck or Fargo. of Fort Riley Education Services. The address is Building 217, Room 204, Custer Avenue, Fort Riley, • Bismarck Center: The Bismarck Center serves Kansas. University of Mary has an administrative communities in western North Dakota. Located in office and utilizes two classrooms equipped with a the Butler Center for Lifelong Learning on South projector system and internet use. Seventh Street in Bismarck, the Butler Center is named in honor of Francis and Doris Butler, founders of Butler Machinery, Fargo, by their sons Matt, The Prior Learning Program David, and Greg Butler. It is the site of most of the In 1978, as a member of the Council for Adult University’s evening classes and many other special and Experiential Learning (CAEL), the University program offerings, and an office for the School of designed a program that awards academic credit Accelerated and Distance Education. The center has for learning that took place outside a formal college eight classrooms, each with a seating capacity for setting. Students may apply this credit toward an 24 to 45 people with the flexibility for three larger academic degree from the University of Mary. spaces. It also serves as the University’s information The University awards credit after an assessment of center within Bismarck. a prior learning portfolio developed by each applicant to the program. Prior learning detailed in the portfolio • Fargo Center: The Fargo Center serves eastern is evaluated by University faculty from the relevant North Dakota and western Minnesota, with sites at academic field to ensure that course outcomes have Grand Forks, Fargo, Jamestown and Belcourt, ND. been met. Individuals applying for credit are required The center is located in the Butler Building at 1351 to take the Prior Learning Workshop or its equivalent. Page Drive in Fargo. It has 11 classrooms including a A candidate for a degree must submit the portfolio complete computer lab, one conference room, as well for evaluation at least one semester prior to the date of as administrative and student support offices. The graduation. state-of-the-art lab and classrooms enjoy high-speed Ordinarily, prior learning credits are non-transfer- connections to the internet as well as to the main able. They are recorded as transfer credits and usually campus. are not transcribed until the student has met the • Billings Center: The Billings Center serves other requirements for a degree, or an added major or and , with sites at Billings and minor, at the University of Mary. These requirements Poplar, MT, and Gillette and Casper, WY. The center are listed in other sections of this bulletin. is located at 3320 Second Avenue North in Billings, Before pursuing prior learning credits toward a Montana. It has three large classrooms, a computer professional major or minor that requires licensure, 9 certification, or endorsement by a recognized juris- this program are approved by the University of Mary dictional governing body, the student should consult and, as such, appear on an official transcript and may with the appropriate division chairperson. transfer to other institutions of higher education. The Prior Learning Program is designed primarily for the older-than-average college- age student. Tradi- Programs for Elders tional college-age students may enter the program If class limits allow, persons 65 years of age or older only during their senior year with approval of the may attend regular classes at the University of Mary division chairperson of their major. tuition-free. They may take courses for academic credit For more information about the program, contact or on an audit basis. the Adult Learner Counselor with the School of Every summer the University of Mary hosts the Accelerated and Distance Education. Elderhostel Program. This week-long, low-cost resi- dential and commuter program provides educational Dual Degree Program enrichment to adults 55 years of age and older. No The dual degree program provides an opportunity academic credit is offered for this program. for qualified students to earn a Bachelors of Science degree in Engineering Science at the University of Life-Long Learning and Mary while earning an engineering degree from the University of Minnesota. Students complete three or Continuing Education four years of study including all liberal arts require- The University of Mary approves courses for ments and the requisite pre-engineering courses in academic credit offered by outside agencies. These math and science at the University of Mary. Two courses are in disciplines in which the University offers additional years of study as a transfer student in the a major area of study. Institute of Technology at the University of Minne- Short courses and workshops are offered periodi- sota allow the student to complete a dual degree in cally for continuing education units (C.E.U.) and work- Engineering Science. shop credits (G.W.C.) as defined by The Council on Continuing Education. Summer Sessions Summer sessions provide educational oppor- Degree Information: tunities for undergraduate and graduate students Student Competence(s) through workshops, internships, independent study, and regular classes. The University of Mary challenges students to develop and appreciate distinctly different ways of thinking about nature, culture, and society. Graduate Programs Liberal learning engaged in collectively calls forth and The University of Mary offers master’s programs develops essential qualities of the mind – creative, in Business Administration, Nursing, Education, analytical, imaginative and intellectual – and at the Counseling, Project Management and Occupational University of Mary is not restricted to traditional Therapy and a doctorate program in Physical liberal arts core courses; rather, liberal learning is inte- Therapy. Courses are offered each semester and grated throughout disciplinary and professional fields. during summer sessions. Students interested in The ultimate purpose of a liberal education is to pursuing a graduate degree should contact the develop in individuals a leadership ethic of social obli- Director of Graduate Studies in the Office for gation and service that benefits the pluralistic world Academic Affairs. community. The Graduate Bulletin and the University of Mary When students graduate, they are competent in four website provide further information concerning areas essential for them to function in careers and lead graduate programs. meaningful lives.

Step-Up Program Spirituality and Ethics (Dual Credits) Draw upon spiritual, philosophical, religious and Benedictine traditions to express and act upon a prin- Capable high school juniors and seniors may enroll cipled set of values. for university courses offered at partner parochial Well-developed systems of ethics and values high schools in North Dakota. Credits earned through lead to consistent behavior and understanding of 10 the role of servant leader. Students must be able to with a minimum cumulative grade point average discern between differing values and ethical systems of C (2.0) or the minimum grade point average as and the impact of these systems in human society. required by a major Because the Christian tradition is the source of many commonly held values, it is helpful if students are 2. At least 64 semester hours of credit in a four-year familiar with its teachings. college of which 32 semester hours must be at the University of Mary, 16 of these in the Communication student’s major area, and eight of these in Read, write, listen and speak effectively to gain and share the student’s minor area. meaning in a diverse world. 3. 53–57 semester hours in liberal arts and In order to succeed in any area, students must sciences, including: communicate effectively. They must be able to speak and write clearly and concisely using appropriate • 28–31 required semester hours for the language. They also must be able to read and listen following courses: so that they can interpret texts and speakers. – POL 101 Responsible Citizenship Critical Thinking (3 semester hours) Analyze, synthesize, and evaluate ideas and information – ANT 171 Cultural Anthropology from multiple perspectives to make decisions and solve (3 semester hours) problems. ENG 121 College Composition II To decide between options, students must gather (3 semester hours) information, interpret it without bias, examine alter- natives, draw conclusions, and remain open to new COM 110 Oral Communication possibilities in the light of additional information. (3 semester hours) MAT 103 College Algebra (or higher) Global Stewardship (3 semester hours) Respect and be critically aware of oneself and the diverse world to protect and strengthen natural, cultural and – An Art Course: 3 semester hours social environments. ART 108 Introduction Students come to appreciate their role as stewards to Photography of their own talents and gifts, their community, ART 111 Introduction to the country and world. Through the study of historical, Visual Arts contemporary and cultural perspectives, students learn to function in complex and diverse environments. ART 116 Introduction to Film ENG 130 Introduction to Literature The University requires that students complete 56 semester hours in liberal arts courses to help develop MUS 196 Introduction to Music the four competence areas: Spirituality and Ethics, Communication, Critical Thinking, and Global Stew- – A 100/200 Level Lab Science Course: ardship. Faculty advisors assist students in choosing (4 semester hours) courses and identifying learning opportunities that – A Theology Course: 3 semester hours will help them meet this requirement. THE 104 Basic Catholic Beliefs THE 110 Introduction to the Bible General Bachelor THE 112 Introduction to Theology Degree Requirements – An Ethics Course: 4 semester hours The University of Mary offers programs in various THE 207 Introduction to professions leading to a Bachelor of Arts, a Bachelor Christian Ethics of Science, or a Bachelor of University Studies degree. To meet graduation requirements for a bachelor’s THE 215/315 Virtue & Character degree, a student will complete the following: THE 220 Faith & Justice 1. A minimum of 128 semester hours of which at – ALU 122 Freshman Seminar least 44 semester hours are on the 300-400 level 1 semester hour 11

The Freshman Seminar at the University of Transfer Students Mary has been framed as a skill-based course Students who transfer to the University of Mary in which students develop and apply academic as Sophomores, Juniors, or Seniors in academic and personal skills necessary for a successful year 2008-2009 will follow the University of Mary college experience. As part of seminar, students requirements for liberal arts as documented in the are introduced to concepts of the Benedictine 2007-2008 Bulletin (online at www.umary.edu) and tradition, liberal education, and servant leader- upon advisement of the Transfer Student Counselor ship through engagement in activities involving and the Academic Divisions of the declared major. academic, public, and professional communities. Transfer Credits • 23 - 26 additional semester hours from at least Transfer credits are considered from regionally three (3) of the following areas (one of the accredited schools. The Office of the Registrar areas must be Philosophy/Theology): evaluates and records transfer credits. The names – Humanities (Prefix of ENG, COM, of transfer institutions will accompany the courses MUS, or SPA) and corresponding grades on the University of Mary – Mathematics/ Natural Sciences transcript. Students are not at liberty to selectively (Prefix of BIO, CHE, MAT, PHY, or SCI) transfer courses. The following are examples of exam-generated – Philosophy/ Theology (Prefix of PHI or THE) credits that may be considered for transfer: – Social & Behavioral Sciences (Prefix of ECN, • Prior Learning GEO, HIS, POL, PSY) • Challenged • Additional requirements to include: • Discipline specific – Information technology requirement met with the course, CIS 101 Introduction to Specific Degree Requirements Computer Information Systems (4 semester hours) or its equivalent or passing perfor- Bachelor of Arts Degree mance in a placement exam. In addition to meeting graduation requirements – Senior Capstone Course within the for a bachelor’s degree, a candidate for a Bachelor of major (1.0 or more semester hours) Arts degree will have either a proficiency in a second language through the completion of 16 semester 4. Declaration of a major or an area of concentration. hours (or its equivalent) or 20 semester hours of Students indicate an area of study or a major Philosophy-Theology with 12 semester hours at the during the first semester of the freshman year to 300-400 level. guide course selection and the career exploration process. During spring semester of the sophomore Bachelor of Science Degree year, the students applies to the academic division A candidate for a Bachelor of Science degree for which the are of study is offered. completes semester hours required for a declared 5. Participation in student academic achievement major in addition to graduation requirements for a assessment. The University engages students in bachelor’s degree. the assessment process to evaluate and improve teaching and learning. To accomplish this, Bachelor of University Studies Degree students participation in tests and learning This degree is designed to fulfill the career needs assessments is expected. of three groups: (1) those who have an interest in By utilizing May Term and summer sessions, specific job requirements which do not fit any major students in some majors may complete major and offered at the University; (2) those who desire a liberal arts requirements in three years. Students degree for personal enrichment; (3) those who need interested in this option should consult their advisor. a degree for job advancement where a specific major Students who wish to complete two baccalaureate is not required. A student pursuing the University degrees must complete 160 semester hours. For more Studies degree must meet the general bachelor’s information, consult the Registrar. degree requirements though the completion of a major is not required. 12

With the assistance of a faculty advisor, the candi- Students are expected to satisfy the graduation date for a Bachelor of University Studies degree requirements in effect at the time of their admission develops an individualized degree plan. The candi- to the University. If graduation requirements change date for this degree may develop an area of concen- after that date, students have the option of satis- tration or courses relating to a specific topic, disci- fying either the requirements in effect at the time of pline, or area. For an area of concentration, a minimum of admission or the requirements in effect at the time of 28 semester hours is required of which eight may be earned graduation unless changes have occurred in certifica- in a practicum setting. Twenty of these hours are to be tion and professional requirements (in such areas as on the upper division (300-400) level. The courses teacher education and the allied health fields) which need not come from one academic discipline. preclude a choice. In the event that certification or professional requirements change and related course Associate Degree requirements become effective during the time the The University of Mary offers programs leading student is enrolled in a program, the new require- to an Associate Degree in accounting or business ments will take precedence. administration. To attain an Associate Degree, a student will Returning Students complete the following: Students who withdraw from the University of Mary and return after an absence of one year or 1. A total of 64 semester hours with a more are subject to the conditions and requirements minimum grade point average of 2.0 for a degree as stated in the bulletin which is in force 2. Twenty-eight semester hours toward core at the time of their return to the University of Mary. curriculum requirements Students who graduate from the University of Mary and return after an absence of one year or more are 3. The requirements in the divisional sequence subject to the conditions and requirements for a with a minimum grade point average of 2.0 degree as stated in the bulletin which is in force at 4. Residence credits of at least 32 semester hours the time of their return to the University of Mary. with 16 of these in the major area and 12 semester hours in the competence area. Areas of Study Major Areas of Study Requirements for Graduation By the end of the sophomore year, students gener- It is the responsibility of degree-seeking students ally confirm their field of special interest for study, to file an application for graduation in the Registrar‘s i.e., a major. An academic major may require no fewer Office one full semester prior to the date of graduation. than 32 semester hours although some majors require Also, an advisor verification of eligibility for gradua- as many as 56 semester hours. Approximately one- tion is due one full semester prior to graduation. half of the courses are to be beyond the 200 level. To participate in the annual graduation ceremony, Other requirements are determined by the major. seniors must have satisfactorily completed all work To be eligible for a degree, transfer students must leading to a degree by the end of the second semester earn at least 16 semester hours on the 300-400 level in of that year. An exception will be made for students their major from the Univer¬sity of Mary. In addition enrolled in an internship provided the internship to fulfilling the required courses for a major, students will be completed by Sept. 1. Likewise, students in must fulfill the competence requirements as well as Education who have a block of directed teaching to all other degree requirements. complete may participate in the ceremony provided It is the student’s responsibility to seek admit- that the student-teaching experience begins four tance to a major area of study before the end of the weeks prior to graduation. Independent studies and sophomore year or, in the case of a transfer, after one requests for Prior Learning credit for graduating semester at the University of Mary. Forms for this seniors must be completed by April 1. purpose are available from the division chairperson. All graduates are required to participate in the annual graduation ceremony held at the close of the Minor Areas of Study spring semester unless excused by the Assistant Vice Students may add a minor to their major area of President for Academic Affairs. Graduates partici- study. Minor programs are available to those who pating in the ceremony must have completed arrange- wish to study a subject beyond the introductory ments for payment of their financial obligations. courses but not to the level required by a major. 13

To add a minor, transfer students must earn a exams in other health care fields. Because professional minimum of eight semester hours within the minor schools’ entrance requirements vary widely, students at the University of Mary of which four of the eight are urged to contact the professional school they wish semester hours must be upper level. to attend to assure that they have taken all of the prerequisite classes to meet program requirements. Concentrations When the following courses have been completed Students may add one or more concentrations to with a minimum cumulative GPA of 3.5, the student their major area of study. Concentrations are avail- will receive a notation of the appropriate pre-health able to those who wish to place extra emphasis care concentration on his/her transcript (options within the study of a profession to increase breadth include Pre-Med, Pre-Chiropractic, Pre-Dental, Pre- and depth of a focused topic or area. Optometry, Pre-Physician Assistant, Pre-Podiatry, and Pre-Vet). Communications Concentration in Pre-Health Care Areas: Bachelor Degree Concentrations BIO 103, 106, 311; CHE 111, 112, 217, 318; CRJ 312; MAT 103 (or higher); PHY 203, 304. These courses are Concentration in Business Communication: strongly recommended: BIO207, 208; CHE310; ENG Student chooses three courses from the following: 302. COM 330, 413, 414, 444. Pre-Law Concentration in Public Relations: ENG 121; ART 108, ART 115; BUS 215, BUS 333, To enter an approved school for the study of law, BUS 371; COM 102, COM 106, COM 110, COM 204, a person is expected to have a Bachelor of Arts or COM 226, COM 237, COM 303, COM 309 or 311, Bachelor of Science degree and to have successfully COM 315, COM 316, COM 329, COM 330, COM 332, completed the Law School Admissions Test (LSAT). COM 413, COM 414, COM 420, COM 426, COM 430, A degree which concentrates on the development of COM 432, One of the following: COM 210, COM 212; critical thinking, effective writing, and strong oral two practica from: Forensics, Theatre, Video, Summit; communication skills is a good preparation. Pre-Law ALU 499. Concentration is best suited for majors in: Accounting, Business, Communications, Criminal Justice, English, Note: If a student has a minor, they cannot History Teaching, and Social & Behavioral Sciences. concentrate in that area also. A grade of “C” or When the following courses have been completed higher is required in all courses of concentration. the student will receive a notation of “Pre-Law Concentration” on his/her transcript. Health Care Concentration in Pre-Law: Students interested in pursuing graduate degrees ACC 101; BUS 311, 312; ENG 202 or 302; CRJ 212; POL in medicine (M.D. and D.O.) and other health-related 202, 414; PHI 202; COM 311 or ENG 332 or COM 309; professions (e.g., chiropractic, dentistry, optometry, HIS 271 or 272, BUS/ENG/SBS 425-LSAT Preparation. pharmacy, physician assistant, podiatry or veterinary medicine) gain a strong background in the sciences Course Numbers and liberal arts at the University of Mary. Students are Courses numbered 100-200 are open to freshmen provided opportunities, both in and out of the class- room, to participate in experiences that will enhance and sophomores, 300-499 are usually for juniors and their pre-professional preparation. Examples include seniors. participation in the many leadership, learning, and In all divisions, the following numbers are used service activities available through membership in for specific courses: the Math/Science Association and other service orga- 125 special offering, freshman level nizations. Research seminars, panel discussions, and practice interviews are made available to students. 225 special offering, sophomore level In addition, some upper level courses require inde- 325 special offering, junior level pendent research projects and students may pursue independent study research projects in conjunction 425 special offering, senior level with area research institutions. The University also 328 readings and research, junior level assists students in preparation for the Medical College Admissions Test (MCAT) and the pre-professional 428 readings and research, senior level 14

Family Education Rights - School employees who have a need to know - Other schools to which a student is and Privacy Act of 1974 transferring The Family Educational Rights and Privacy Act - Certain government officials in order (FERPA) is a federal law designed to protect the privacy to carry out lawful functions of a student’s educational records. The law applies to all schools which receive funds under an applicable - Appropriate parties in connection program of the U.S. Department of Education. FERPA with financial assistance to a student gives parents certain rights with respect to their chil- - Organizations conducting certain studies for drens’ educational records. These rights transfer to the the school student, or former student, who has reached the age of - Accrediting organizations 18 or is attending any school beyond the high school - Individuals who have obtained court orders level. Students and former students to whom the rights or subpoenas have transferred are called eligible students. - Persons who need to know in cases of health • Parents or eligible students have the right and safety emergencies and state and local to inspect and review all of the student’s authorities, within a juvenile justice system, educational records maintained by the school. pursuant to specific state law. Schools are not required to provide copies of materials in educational records unless, for Schools may also disclose without consent reasons such as great distance, it is impossible for “directory”-type information such as a student’s name, parents or eligible students to inspect the records. address, telephone number, date and place of birth, Schools may charge a fee for copies. honors and awards, and dates of attendance. However, • Parents and eligible students have the right to schools must tell parents and eligible students about request that a school correct records believed to be directory information and allow parents and eligible inaccurate or misleading. If the school decides not students a reasonable amount of time to request that the to amend the record, the parent or eligible student school not disclose directory information about them. then has the right to a formal hearing. After the Schools must notify parents and eligible students annu- hearing, if the school still decides not to amend the ally of their rights under FERPA. The actual means of record, the parent or eligible student has the right notification (special letter, inclusion in a PTA bulletin, to place a statement with the record commenting student handbook, or newspaper article) is left to the on the contested information in the record. discretion of each school. • Grades will be made available to students via the Students who do not wish to have their information http://my.umary.edu website by using their ID included in the directory or released are responsible numbers and passwords. Grades will be mailed to provide written notice to the University of Mary to parents upon receipt of request from the registrar. The notice must be received by the end of student. Such requests must be made in writing the second week of the semester to ensure that the to the Office of the Registrar. Parents or legal student’s information is not included in the directory. guardians may also obtain their child’s educa- For additional information or technical assistance, tional records if they establish that the student is you may call (202) 260-3887 or TDD (202) 260-8956 or a financial dependent as defined in Section 152 contact: of the Internal Revenue Code of 1986. A student Family Policy Compliance Office is considered “financially dependent” if either U.S. Department of Education parent or your legal guardian claimed you as a 400 Avenue SW dependent upon their most recent federal income , DC 20202-4605 tax return. The Office of the Registrar requires that the parent(s) or legal guardian provide a copy of the filed federal tax return before it Notification of Rights under FERPA releases the information. The Family Educational Rights and Privacy Act (FERPA) affords students certain rights with respect • Generally, schools must have written permission to their educational records. These rights include: from the parent or eligible student before releasing any information from a student’s record. However, 1. The right to inspect and review the student’s the law allows schools to disclose records without educational records within 45 days of the day the consent to the following parties: University of Mary receives a request for access. 15

Students should submit to the registrar, dean, tasks. A school official has a legitimate educa- head of the academic department, or other appro- tional interest if the official needs to review an priate official written requests that identify the educational record in order to fulfill his or her record(s) they wish to inspect. The University professional responsibility. Upon request, the official will make arrangements for access and University of Mary discloses educational records notify the student of the time and place where the without consent to officials of another school in records may be inspected. If the records are not which a student seeks or intends to enroll. maintained by the University official to whom the request was submitted, that official shall advise 4. Students have the right to file a complaint with the student of the correct official to whom the the U.S. Department of Education concerning request should be addressed. As stipulated in alleged failures by the University of Mary to FERPA, the University of Mary will not normally comply with the requirements of FERPA. provide written copies of educational records to As provided by FERPA, it is the University of students unless the student can demonstrate that Mary’s policy to publish certain student infor- it would be very difficult to inspect the records in mation in its student directory and/or release person. In the case where copies are provided, the certain student information to the public and/or student is responsible for an administrative fee. the media. The information included in the University of 2. The right to request the amendment of the Mary Directory includes: student’s educational records that the student • Name believes are inaccurate or misleading. Students • Address (local and/or permanent) may ask the University of Mary to amend a record that they believe is inaccurate or • Telephone number (local and/or misleading. They should write the University permanent) official responsible for the record, clearly iden- • Major, Minors tify the part of the record they want changed, • Class and specify why it is inaccurate or misleading. If the University decides not to amend the record As a service to students, it is University of as requested by the student, the University will Mary policy to provide directory information to notify the student of the decision and advise the the members of the public who request contact student of his or her right to a hearing regarding information for a particular student. Normally the request for amendment. Additional infor- this is limited to the student’s phone number mation regarding the hearing procedures will and/or address. be provided to the student when notified of the In addition, it is University policy to release right to a hearing. student information to the public and to media sources regarding students who receive awards, 3. The right to consent to disclosures of personally honors, and/or participate in special programs identifiable information contained in the and/or extra curricular activities. In addition to student’s educational records, except to the the directory information listed above, informa- extent that FERPA authorizes disclosure without tion may include: a) information describing the consent. One exception which permits disclosure awards and/or honors; b) date of birth and/or without consent is disclosure to school officials place of birth; c) hometown; and/or d) dates of with legitimate educational interests. A school attendance. official is a person employed by the University Students who do not wish to have their infor- of Mary in an administrative, supervisory, mation included in the directory or released academic or research, or support staff position; are responsible to provide written notice to the a person or company with whom the University University of Mary registrar. The notice must be has contracted (such as Student Health Clinic received by the end of the second week of the personnel, security personnel, the University semester to ensure that the student’s information attorney, auditors, or collection agent); a person is not included in the directory. serving on the Board of Trustees; or a student serving on an official committee such as a disci- plinary or grievance committee or assisting another school official in performing his or her 16

Admissions

Every applicant to the University of Mary is at the University of Mary, he or she must complete a reviewed on an individual basis. Admission is current medical history form provided by the Office granted to applicants who will, in the judgment of of Admission. Housing information is mailed only the Academic Standards and Admissions Committee, after a student has been accepted into the University make positive contributions to the community life of of Mary community. the University and be able to progress satisfactorily toward the completion of all degree requirements. Freshman Admission The committee evaluates secondary school achieve- Applicants must complete these steps for ment, recommendations from counselors, test scores, admission: and personal achievement. In evaluating applica- 1. Complete and return to the Office of Admission tions, the Academic Standards and Admissions a formal application for admission and a non- Committee also considers any special circumstances refundable $25 application fee. which may have affected the applicant’s prior academic achievement. The committee recommends 2. Send an official secondary school transcript or that applicants complete these units of credit at the GED score to the Office of Admission. secondary level: 3. Resume that outlines achievements English ...... 4 4. Request a recommendation from a school counselor. Social Science . . . . . 4 5. Submit score reports from the American College Mathematics . . . . 2 to 3 Test (ACT) or the Scholastic Aptitude Test (SAT). Science ...... 2 to 3 Each applicant is responsible for applying directly to the American College Testing Program, PO Box Other criteria considered for admission is as follows: 168, City, IA 52240 or to the College Board, • Composite ACT of 19 or SAT equivalent PO Box 1025, Berkeley, CA 94701. Candidates • Upper 50% of graduating class should schedule one of the early test dates during their senior year. The University of Mary’s code for • High school cumulative GPA of 2.5 the ACT is 3201; for the College Board, it is 6428. • English, social studies, mathematics and science The American College Test (ACT) or the Scholastic course cumulative GPA of 2.0 or greater Aptitude Test (SAT) is not required for students who • Positive recommendation have been out of high school for more than three years. • Personal achievements Transfer Admission Students who do not meet admission criteria may The University of Mary welcomes transfer be accepted provisionally upon recommendation of students from regional accredited community and the Academic Standards and Admissions Committee. junior colleges and four-year colleges and universi- No applicant is refused admission to the University ties. Full academic credit is awarded for work in on the basis of race, color, religion, national origin, courses approved by the academic division and age, sex, or disability. Registrar and including course credits for which a The Vice President for Student Development is student received grades of A through D. responsible for coordinating the University’s compli- A student applying for admission to the University ance with federal regulations and other applicable of Mary from another college must send to the Office laws and regulations regarding nondiscriminatory of Admissions: access to facilities and programs available at the University of Mary. 1. A formal application for admission and a $25 The University of Mary has a rolling admis- non-refundable application fee for undergraduate sions policy. Once the candidate’s admission file is studies and $40 non-refundable application fee complete, a decision concerning acceptance will be for graduate studies made and the applicant notified within two weeks. 2. Official transcripts from all colleges and Before the beginning of a student’s academic career universities previously attended. 17

Upon receipt of the above, a student is officially Early Admission admitted to the University of Mary and is registered The University permits the admission of students for classes. who have completed their junior year of high school and gained the written approval of their principal International Student Admission or school counselor. Students must demonstrate The University of Mary welcomes applications outstanding academic potential and sufficient from international students. Undergraduate student emotional maturity to adjust to the academic and applicants from countries in which English is not social pressures of university life. Application proce- thenative language are required to take the Test of dures are the same as for regular freshmen applicants. English as a Foreign Language (TOEFL) and score a minimum of 500 on paper, or 197 electronic, or 71 Deferred Admission on the Internet-based examination. Alternatively, Students accepted by the University may request prospective undergraduate students may take the that their matriculation be postponed for one year STEP with a pass at pre-1 and 2A, and request without repeating the admissions process as long as that the results be sent to the University of Mary. another college or university has not been attended. Qualified undergraduate applicants may also complete the English language learning program offered by The Language Company; successful Non-Degree Admission completion of level nine in that program will meet A student not interested in obtaining a degree or the university’s undergraduate English proficiency one who has completed work toward a degree may requirement. enroll at the University of Mary as a special student. Graduate student applicants from countries in Such persons may take courses for credit or arrange which English is not the native language are required to audit courses. A special student is not considered to complete the TOEFL and achieve a minimum a degree candidate and therefore is not required to score of 80 on the Internet-based examination with apply for admission and is not elibible for financial subscores not falling below the following standards assistance. However, if the student chooses to pursue in any category: Listening 15, Reading 20, Speaking, a degree at the University of Mary, he or she is asked 22, and Writing 20. Graduate applications using to submit an application form and follow the require- different versions of the TOEFL (such as paper- ments as described under Transfer Admission. based or computer-based) will be considered on a case-by-case basis. Scores for any applicant that are Consideration of Applicants more than two years old are not valid and will not be with a Prior Criminal History considered. Admission decisions for applicants to the In addition, prospective undergraduate inter- university who have a prior criminal history, those national students must present official academic currently under a violence protection order and those records as proof that they have the equivalence of an currently under investigation for or charged with American high school education and are admissible criminal activity who otherwise satisfy the universi- to a college or university in their country. Official ty’s admission criteria will be made by the Academic transcripts, school certificates, and a complete Standards and Admissions Committee. medical history are required. Prospective graduate Having a criminal record will not necessarily international students must present official academic prevent an applicant from being admitted to a course records as proof that they have at least the equiva- of study at the University of Mary. The decision will lence of an American baccalaureate degree. depend upon the circumstances and background of An admitted international student must show the offenses as well as the requirements and nature of evidence of his or her ability to meet costs over a the applicant’s intended course of study. Deliberation four-year period by filling out the International will be conducted as to whether the offense(s) Student Financial Statement form available from may indicate a future risk to other members of the the Office of Admission. After appropriate finan- community. cial information is submitted and approved by the In order to initiate the review process by the University of Mary, an I-20 immigration form is Academic Standards and Admission Committee, issued. Canadian applicants follow the same proce- applicants with a prior criminal history, those under dures as other international students in this regard. a violence protection order, and those under current 18 investigation for criminal activity must submit Academic Standards and Admissions Committee prepayment and authorization for the university to to be unsuitable for a particular course or for atten- conduct a background check to be conducted by a dance at the University in general. The university’s vendor selected by the university. The university appeal process does not apply to non-students. also reserves the right to require at the applicant’s The University of Mary does not guarantee place- expense, any court documents deemed relevant, a ment for students with a prior criminal history who current psychological evaluation, letters of progress are accepted to the institution during any profes- from parole/probation officers or other corrections sional learning experiences. The institutions who professionals, or additional documents or assess- receive our students and graduates may have their ments as deemed necessary by the university. own standards for acceptance, including a clear crim- The results of said evaluations and information inal history. in the documents may be used by the Academic All applicants and students with a prior criminal Standards and Admissions Committee to deter- history are hereby advised that a criminal back- mine continued eligibility for enrollment within the ground check is required for admission to many university on a term-by-term basis. The Academic professional schools including schools of medi- Standards and Admissions Committee reserves the cine, law, pharmacy, and education. Some criminal right to consult with other university officials, legal offenses preclude students from participating in counsel, and independent experts in evaluating any on-site professional experiences. In addition, some or all information regarding an applicant. professional licensure boards include specific The university reserves the right to delay a offenses that constitute those crimes for which licen- determination with regard to the admission of any sure is prohibited. Students in these situations are applicant currently under investigation for criminal subject to the statutory or regulatory requirements activity until such time as all criminal proceedings independently imposed by law, or as required by have been fully resolved. Applicants under a current affiliating entities. Ex-offenders are responsible for Violence Protection Order are not eligible for admis- researching regulatory restrictions imposed on them sion to the university until such time as the violence by law or statute. protection order has expired. The Academic Standards and Admissions Applicants convicted of violent crimes as defined Committee shall not consider the effect of an admis- by the U.S. Federal Bureau of Investigations Uniform sion or denial decision on any candidate. For Crime Report shall be barred from consideration example, if admission or enrollment to a college or as full-time or residential students. Violent crimes university is a condition of a candidate’s parole or under this system include murder and non-negligent probation, the Academic Standards and Admissions manslaughter, forcible rape, robbery, and aggravated Committee will not consider that information as part assault. Applicants convicted of any non-statutory of the review process. sex crime or who are registered sex offenders shall Students with a prior criminal history who are be barred from consideration as full-time or residen- granted admission may be ineligible for certain work tial students. Applicants convicted of statutory sex study opportunities. The University of Mary reserves crimes, domestic violence, or felony offenses of any the right to revoke an offer of admission if an appli- type may be barred from consideration as full-time cant fails to report a criminal history at the time of or residential students. admission. Applicants’ eligibility for participation in student life activities may be restricted at the discretion of Withdrawal of Offers of Admission the Academic Standards and Admissions Committee The University of Mary requires all applicants for due to a criminal history disclosed on the applica- admission to provide complete and accurate infor- tion or findings of the criminal background check. If mation and to disclose any prior criminal history. restrictions are imposed, the committee will notify The University reserves the right to withdraw offers the candidate in writing. of admission under the following circumstances: Applicants and students with a prior criminal history may be excluded from consideration for 1. The conduct of an applicant is not consis- certain programs of study at the University of tent with the goals, purposes, values and Mary in which students are exposed to children or philosophy of the University as stated in vulnerable adults. The University reserves the right the university bulletin and the student to exclude a candidate who is considered by the handbook, 2. the misrepresentation of facts to the Readmission 19 University by an applicant during the A student in good academic standing who with- application process, or draws from the University of Mary for one or more 3. the failure of an applicant to provide semesters is required to submit to the Office of complete information as requested in Admission an application for admission together with transcripts for any college work undertaken the application process. during the period of absence. A student seeking read- mission who was not in good academic standing at Admission to a Major Area of Study the time of leaving must apply to the Assistant Vice Acceptance at the University of Mary does not President for Academic Affairs. Conditions for rein- automatically qualify a student to pursue a program statement may be imposed upon returning students. in one of the major areas of study. During the sopho- Students who have withdrawn from the more year a student submits a written application University for disciplinary reasons and who wish to be readmitted must apply to the Vice President for to the chairperson of the division to which he or she Student Development. Conditions for reinstatement requests admission. may be imposed upon returning students. Application requirements are specific to the major. The student should consult the Division Campus Visits and Interview Handbook or an advisor. Applications are reviewed by the faculty members of the division by May 30. All prospective students are encouraged to visit Students are then notified that they have been either the University of Mary campus for an interview with admitted, admitted provisionally, or denied admis- an admissions officer, a tour of the campus and facili- sion to the division. ties, and contact with students and faculty. The Office Transfer students at the junior and senior of Admission provides student assistance and some levels may be accepted by certain divisions condi- meals for visitors during the school year. Visits or tionally for one semester. At the beginning of the appointments at times other than during the regular second semester in residence, the student must working day can be arranged in advance by calling submit the application for admission to the division or writing the Office of Admission: and three recommendations from members of the 1–800–AT U-MARY (1–800–288–6279) University of Mary Corporate Faculty. These will be reviewed as described above. At the end of their first Office of Admission semester in residence, students seeking an associate University of Mary degree program submit a written application to the 7500 University Drive appropriate program director. Bismarck, ND 58504-9652 Our website is www.umary.edu 20

Gary Tharaldson School of Business

FACULTY: Boor, Cuperus, Fishbeck, Hager, Krein, the requirement. Attached to the letter of application, Neu, Sautner, Scheett, Sovak, Traiser (Dean) a resume, a graduation audit completed within the current semester and a letter of application must Mission be included. The letter of application should be Incorporating the Christian, Catholic, and addressed to the Dean of the Gary Tharaldson School Benedictine values of the University of Mary, the of Business, written in a professional manner and Gary Tharaldson School of Business provides quality include the following: baccalaureate and masters degree programs to • Discuss the reason you wish to pursue a degree educate and prepare students to positively contribute in your selected major(s) area of study, focusing to their professions and communities as ethical on how this major(s) will help you achieve your servant leaders. Using a philosophy of continuous long term goals. improvement, the Gary Tharaldson School strives to be innovative and responsive to the changing needs • Discuss your personal strengths and weaknesses of students, faculty and the business community that may help or impede you in completing your through experience-based curricula. degree in your major(s) area of study. • Describe how the Benedictine values of Areas of Study Hospitality, Moderation, Respect for Persons, Traditional Undergraduate Majors: Accounting, Prayer, Service and Community relate to your Banking and Financial Services, Business major(s) area of study. Administration, Computer Information Systems, Management Information Systems, Marketing, • Provide any other comments that will assist the Sport and Leisure Management Dean and the faculty in evaluating your application. Adult/Distance Education Undergraduate Majors: Application forms may be obtained from Organizational Leadership; Information the University of Mary website under the Gary Technology; Business with a Management Tharaldson School of Business section or from the Concentration, Business with a Human Resource School’s secretary. Following review of the applica- Concentration, or Business with a Marketing tion, students will receive written notice that they Concentration have been admitted or denied admission to the major(s). Bachelor Interdisciplinary Majors: Business Communications, Business Education Graduation Requirements for Students Bachelor Degree Minors: with a Major within the Gary Tharaldson Accounting, Business Administration, Computer Information Systems, Health Administration, School of Business Management Information Systems • Students must have been accepted into their major. Admittance to a Major Area of Study • All courses required for the major must have a within the Gary Tharaldson School grade of C or > (includes courses taken within of Business the Gary Tharaldson School of Business and transfer courses.) The criteria for acceptance into the business majors include submission of the appropriate application • Cumulative GPA of 2.5 or higher. Students must form and completion of specific courses for each have met the general bachelor degree require- major (see specific major section) with a final grade ments as outlined in the appropriate release of of C or higher. A cumulative grade point average the Bulletin for that student. (See General (GPA) of 2.5 is required for admittance. Less than a Bachelor Degree Requirements section in the 2.5 cumulative GPA will result in being denied admit- Bulletin.) tance. Student may reapply when their GPA meets 21

• Volunteer activity of 25 hours or greater must be • incorporate the Benedictine values and the merits documented and provided to the Director of of servant leadership into the best practices of Student Volunteer Services. academic projects and coursework, community • Any required courses in the Gary Tharaldson projects, and work effectively in a team School of Business majors will be accepted toward environment. meeting the requirements for a major if taken within the past seven academic years. Any Additional Program Information courses taken prior the seven year period will The Accounting program’s curriculum is designed only be accepted upon approval of the Dean of so that a student will earn both an Accounting Major the Gary Tharaldson School of Business to ensure and a Business Administration minor with emphasis that the program graduate has current knowledge on preparation for certification as a Certified Public in his or her chosen field. Accountant (CPA) or a Certified Fraud Examiner (CFE). A typical bachelor’s degree requires 128 semester hours. Accounting students who wish to Traditional Bachelor sit for the CPA examination must have a total of 150 Degree Majors semester hours of college credit to be eligible to write the exam, so most accounting students have to plan n Accounting Major for a fifth year of study. The accounting curriculum at Accounting majors graduating from the University the University of Mary has been designed to graduate of Mary’s Gary Tharaldson School of Business will be with a bachelor’s degree in accounting in three and enriched through a curriculum of discovery, develop- a half years and then begin the MBA-accountancy ment and application to ensure a sound knowledge program. At the end of five years, the student may of the key professional components of business. have completed a master’s degree and successfully Students also gain an understanding of how to incor- completed all or part of the CPA exam. The student’s porate servant leadership into their everyday lives as accounting advisor will work with the student to business professionals. In addition to the core compe- determine the best courses (graduate and/or under- tencies of the University, graduates of the Accounting graduate) to meet the needs of the individual in program will be able to: obtaining the additional credit needed to sit for the exam and reach their individual career goals. • demonstrate the ability to apply generally accepted accounting principles, IRS regulations, audit standards, and SEC reporting requirements Courses required for Accounting Major: in the preparation of accounting information for All of the following courses require a final grade of internal and external users. C or higher to count towards the major. In addition, courses marked with an * must be completed prior to • demonstrate the ability to synthesize information application to the major. and form arguments, adapting oral and written communication to the audience. • *ACC 101,*ACC 102, ACC 204, ACC 301, ACC 302, ACC 303, ACC 322, ACC 403, ACC 404, • evaluate ethical dilemmas and formulate actions ACC 414, ACC 422, ACC 423, ACC 432, ACC 425 using appropriate ethical and legal frameworks or ACC 440 and standards of the profession. • *ECN 203, ECN 204, *BUS 215, BUS 311, BUS 312, • use information technologies to access, analyze, BUS 362, *CIS 101 or pass the equivalency exam, and report financial information. *MAT 180, * ENG 121, *COM 110 • recognize economic, legal, and political forces Students must complete ALU 499, Senior that impact organizations operating in today’s Competencies Assessment, a series of assessments to global environment. be taken during their last semester of study. • demonstrate the ability to analyze, synthesize, Courses required for Accounting Minor: and evaluate ideas from multiple perspectives to make decisions and solve problems. ACC 101, ACC 102, ACC 204, ACC 301, ACC 302, ACC 303, and one of the following: ACC 403, ACC • demonstrate the ability to research emerging 414, ACC 423; and BUS 381, BUS 362 (if not a Business issues using appropriate professional resources. major), CIS 352 (if not an MIS major). 22

Transfer Students • understand the regulatory environment of To graduate with an accounting major, 16 upper- the banking and financial services industry. level (300-400) credits must be accounting courses • incorporate the Benedictine values and the merits taken from the University of Mary. Upper-level busi- of servant leadership into the best practices of ness or computer information electives do not count academic projects and coursework, community toward this requirement. projects, and work effectively in a team environment. n Banking and Financial Services Major Banking and Financial Services majors graduating Courses required for from the University of Mary’s Gary Tharaldson Banking and Financial Services Major School of Business will be enriched through a curric- All of the following courses require a final grade ulum of discovery, development and application to of C or higher to count towards the major. Courses ensure a sound knowledge of the key professional marked with an * should be completed prior to appli- components of business. Students also gain an under- cation to the major. They also require a grade of C or standing of how to incorporate servant leadership higher. into their everyday lives as business professionals. In addition to the core competencies of the University, • *ACC 101, *ACC 102, ACC 403, *ECN 203, graduates of the banking and financial services ECN 204, *BUS 215, BUS 220, BUS 311, BUS 317, program will be able to: BUS 318, BUS 333, BUS 362, BUS 372, BUS 381, BUS 418, BUS 460, BUS 446 or BUS 452 • assess the financial performance and condition of a firm using financial statement analysis • *ENG 121, *COM 110, *MAT 180, *CIS 101 techniques. Students must also complete ALU 499, Senior Competencies Assessment, an exam to be taken • determine the value of financial assets by during their last semester of study. applying valuation models for stocks and bonds, and develop strategies for managing portfolios. • evaluate capital investments by applying capital n Business Administration Major budgeting techniques that integrate appropriate Business Administration majors graduating from costs of capital and capital structures and utilize the University of Mary’s Gary Tharaldson School of the results in financial decision-making. Business will be enriched through a curriculum of • understand risk, its effects on financing and discovery, development and application to ensure a investing decisions, and approaches to managing sound knowledge of the key professional components risk. of business. Students also gain an understanding of how to incorporate servant leadership into their • demonstrate an understanding of the economic, everyday lives as business professionals. In addition political and legal environment and its effect on to the core competencies of the University, graduates firms and individuals, including the effects of tax of the business administration program will be able to: and pension laws on financial decisions. • assess the contemporary business environment in • design and evaluate personal financial plans, terms of societal, legal, and ethical issues on a including investment, retirement and estate plans. global basis. • understand the importance of building • apply analytical, critical thinking, decision- relationships within the community and with making skills in business policy formulation individuals in the banking and financial services and implementation. profession. • demonstrate effective oral and written • use information technologies to access, analyze communication skills. and report financial information. • engage in strategic planning and other key • recognize, examine, and resolve business issues business, economic and marketing utilizing appropriate legal and ethical processes to solve complex business issues. frameworks. • demonstrate the management concepts • synthesize and communicate information of planning, leading, organizing and controlling. effectively in written and oral forms. 23

• utilize finance, accounting, economic, marketing Courses required for and information systems tools and concepts as Business Education major: they relate to contemporary business • Education Courses: EDU 201, EDU 202, EDU 295, administration. EDU 301, EDU 310, EDU 320, EDU 365, EDU 378, • conduct a quantitative and qualitative review of EDU 391, EDU 421, EDU 422, EDU 445 an organization within the context of change • Business Communications and Technology management. Application Courses: ACC 101, ACC 102, • recognize and prepare solutions/recom- BUS 200, BUS 215, BUS 311, BUS 420, COM 414, mendations regarding legal and ethical issues; CIS 106, ECN 203, ECN 204. understand the environment of business regulation. • Plus two of the following: CIS 203, CIS 358, MIS 352, MIS 354, ACC 204 • incorporate the Benedictine values and the merits of servant leadership into the best practices of • Additional required courses: PSY 207, PSY 332 academic projects and coursework, community and one of the following: SOC 102, SOC 202 or projects, and work effectively in a team SOC 304 environment. n Courses Required for Marketing Major Business Administration Major Marketing majors graduating from the University All of the following courses require a final grade of Mary’s Gary Tharaldson School of Business will be of C or higher to count towards the major. Courses enriched through a curriculum of discovery, develop- marked with an * should be completed prior to appli- ment and application to ensure a sound knowledge cation to the major. They also require a grade of C or of the key professional components of business. higher. Students also gain an understanding of how to incor- porate servant leadership into their everyday lives as • *ACC 101, *ACC 102, *CIS 101,*ECN 203, business professionals. In addition to the core compe- ECN 204, *BUS 215, BUS 311, BUS 333, BUS 346, tencies of the University, graduates of the marketing BUS 362, BUS 371, BUS 401, BUS 420, BUS 403, program will be able to: BUS 446 or 452 • examine and assess the value and importance of • *ENG 121, *COM 110, *MAT 180, COM 413 past and contemporary marketing terminology • Ancillary courses included in the major: COM 204 and the ethical implications of various marketing theories and practices. Students must also complete ALU 499, Senior • identify and integrate concepts of the marketing Competencies Assessment, an exam to be taken mix: product, price, place and promotion, as well during their last semester of study. as market and target segmentation, positioning and consumer behavior. n Business Communications Major • design and implement marketing research Please see the “Division of Humanities” including development, administration, and Communication section for requirements. evaluation of surveys utilizing reliable data measurement, collection, and analysis methods. n Business Education Major • Analyze and appraise the results of qualitative and quantitative market research tools including The curriculum in Business Education is designed interview, focus groups and regression (multiple to prepare students to be effective secondary class- and logistical) and various analysis methods room teachers capable of meeting the needs of all (such as factor, cluster, conjoint, etc.) students, including those with special needs and from varied backgrounds. A student completing the • demonstrate effective team/group performance Business Education program at the University of and product deliverables including written reports Mary is eligible for licensure to teach in grades 7-12 in and presentations of marketing/consumer issue-- North Dakota. Meeting the requirements for licensure based problems and effective responses and in other states is the responsibility of each student. strategic solutions for a changing global environment. 24

• formulate effective strategies for incorporation of • develop through critical thinking valid and sound marketing concepts into an e-commerce environ- decisions about professional practices, policies, ment with integration of those strategies into the procedures, techniques, and related ethical and existing marketing channels and distribution professional issues. processes. • design experiences clearly reflecting application • Demonstrate effective oral and written of knowledge for relevant facets of contemporary communication skills. professional practices, business, science and • Incorporate the Benedictine values and the merits philosophy. of servant leadership into the best practices of • assess needs and implement recreation programs, academic projects and coursework, community events and leisure experiences among diverse projects, and work effectively in a team clientele, settings, cultures and contexts. environment. • evaluate services and experience offerings and Courses Required for Marketing Major use the data to improve the quality of the service. All of the following courses require a final grade • recognize and apply basic concepts, principles of C or higher to count towards the major. Courses and procedures of organization, financial, human marked with an * should be completed prior to appli- resource and business management, marketing, cation to the major. They also require a grade of C or public relations, and communications. higher. • demonstrate through experience-based classroom • *ACC 101, *ACC 102, *CIS 101,*ECN 203, work, a practicum field experience of not less ECN 204, *BUS 215, BUS 311, BUS 333, BUS 340, than 80 hours and a comprehensive internship BUS 341, BUS 362, BUS 403, BUS 406, COM 329, program of not less than 400 hours, the ability to COM 330, BUS 446 or 452 use and apply the practices and methodologies of • *ENG 121, *COM 110, *MAT 180 the field. • Ancillary courses included in the major: • incorporate the Benedictine values and the merits COM 204, COM 326, ART 108 of servant leadership into the best practices of academic projects and coursework, community Students must also complete ALU 499, Senior projects, and work effectively in a team Competencies Assessment, an exam to be taken environment. during their last semester of study. Courses Required for n Sport and Leisure Management Major Sport and Leisure Management Major Sport and Leisure Management majors gradu- All of the following courses require a final grade ating from the University of Mary’s Gary Tharaldson of C or higher to count towards the major. Courses School of Business will be enriched through a marked with an * should be completed prior to appli- curriculum of discovery, development and applica- cation to the major. They also require a grade of C or tion to ensure a sound knowledge of the key profes- higher. sional components of sport and leisure management. • *ACC 101, *ACC 102, *CIS 101, ECN 204, Students also gain an understanding of how to incor- *BUS 215, BUS 333, BUS 346, BUS 371, *COM 110, porate servant leadership into their everyday lives as *MAT 180, COM 329, COM 325, COM 414, business professionals. In addition to the core compe- PED 313, PED 321, SLM 202, SLM 227, SLM 333, tencies of the University, graduates of the sport and SLM 327, SLM 411, SLM 440, SLM 441, SLM 442 leisure management program will be able to: • Ancillary courses included in the major: • demonstrate entry-level knowledge of COM 204, COM 326, ART 108, SOC 325 the scope and the historic, scientific, and philosophical foundation of the profession. Students must also complete ALU 499, Senior Competencies Assessment, an exam to be taken • apply the knowledge of professional practice during their last semester of study. coupled with the historical, scientific, philosoph- ical foundations of sport and leisure. 25 n Computer Information Systems Major – Systems Engineer Track: CIS 353, CIS 453, CIS 458 Computer Information Systems majors gradu- ating from the University of Mary’s Gary Tharaldson • *CIS 101, *ENG 121, *COM 110, *MAT 180 School of Business will be enriched through a Students must also complete ALU 499, Senior curriculum of discovery, development and applica- Competencies Assessment, an exam to be taken tion to ensure a sound knowledge of the key profes- during their last semester of study. sional components of computer information systems. Students also gain an understanding of how to incor- porate servant leadership into their everyday lives as n Management Information Systems Major business professionals. In addition to the core compe- Management Information Systems majors gradu- tencies of the University, graduates of the computer ating from the University of Mary’s Gary Tharaldson information systems program will be able to: School of Business will be enriched through a curric- • demonstrate effective oral and written ulum of discovery, development and application to communication skills in an information ensure a sound knowledge of the key professional systems environment. components of management information systems. Students also gain an understanding of how to incor- • apply computer literacy, information literacy, porate servant leadership into their everyday lives as programming logic, and a variety of computer business professionals. In addition to the core compe- applications including word processing, spread- tencies of the University, graduates of the manage- sheet, presentation, and database programs. ment information systems program will be able to: • demonstrate the knowledge of database • demonstrate effective oral and written technology to analyze and design a data-base communication skills in an information system using professional tools and techniques. systems environment. • perform entry-level systems analysis and design • apply computer literacy, information literacy, work to solve business problems using both programming logic, and a variety of computer traditional and object-oriented methodologies applications; including word processing, spread- within a project team environment. sheet, presentation, and database programs. • document, code, debug, test, and implement a • demonstrate the knowledge of database source code program solution. technology to analyze and design a data base • model and develop a design for a web-based system using professional tools and techniques. application. • analyze information systems to determine • analyze, design and produce a web site. use needs and solution(s) using project teams, • Make ethical decisions incorporating the professional tools, and techniques. Benedictine values within the standards of • critically investigate and solve problems the profession. by using spreadsheet models. • analyze, design and produce a web site. Courses required for Computer Information Systems Major • evaluate network performance, trouble-shoot problems and create administrative solutions to All of the following courses require a final grade solve business problems. of C or higher to count towards the major. Courses marked with an * should be completed prior to appli- • apply a critical thinking methodology in order cation to the major. They also require a grade of C or to design a project management plan using higher. professional tools and techniques. • *CIS 106, CIS 107, *CIS 203, CIS 204, • research MIS issues, techniques or tools CIS 305, CIS 306, CIS 351, MIS 354, CIS 456 and determine how the concept could assist the or 401 plus one of the following tracks: project development or management process. – Solution Developer Track: CIS 356, • use MIS concepts, tools and techniques to CIS 357, CIS 457 successfully complete a MIS project or internship. 26

Courses required for Students in the organizational leadership program Management Information Systems major will develop the skills to work in diverse environ- ments, teams and organizations that are undergoing All of the following courses require a final grade change. By obtaining an organizational leadership of C or higher to count towards the major. Courses degree, students will be able to understand the formal marked with an * should be completed prior to appli- and informal functions within an organization and cation to the major. They also require a grade of C or how to effectively communicate with all individuals higher. in an organization • *CIS 106, MIS 120, *MIS 200, CIS 305, CIS 306, CIS 351, MIS 352, CIS 353, MIS 354, CIS 453, Courses required: MGT 328, MGT 380, MGT 473, BUS 454, CIS 458, MIS 456 MGT 474, MGT 480, OLS 370, OLS 374, OLS 376, OLS 378, OLS 471, OLS 472, OLS 476, OLS 478. • *CIS 101, *ENG 121, *COM 110, *MAT 180 (All require a grade of C or higher) Students must also complete ALU 499, Senior Competencies Assessment, an exam to be taken n Business Degree with a Concentration during their last semester of study. For those who already work in the business world but are looking for advancement, the University of Bachelor Degree Minors Mary’s accelerated Bachelor of Science in Business is Minor in Business Administration exactly what they may need to advance their careers. This business degree touches upon all aspects of Courses required: ACC 101, ACC 102, ECN 203, what it takes to succeed in the business world. With BUS 215, BUS 311, COM 109 and one elective from concentrations in management, human resources any 300-400 business course of ECN 204. and marketing, the degree can be customized to Note: This is for non-business majors only. help each student reach their educational and career goals. In the core of the program, students receive Minor in Health Administration training in all aspects of business from economics to Courses required: ACC 101, ECN 204, BUS 362, operations, accounting to marketing, business law BUS 371, COM 109, COM 413 to strategic leadership. This degree provides prepa- Note: This is only for majors in health-care ration for career advancement, specialization in a related professions. certain business field or even pursuit of a master’s degree. All this while students continue with their Associate Degree in Business Administration commitments to work, family and community. Courses Required: ACC 101, ACC 102, Degree requirement are completion of the core ECN 203, BUS 216, MAT 180, CIS 101 and three of the business course plus the course for one of the following: ECN 204, BUS 311, BUS 333, BUS 362, BUS concentrations. All require a grade of C or higher. 371, BUS 381, COM 330, COM 413, COM 414, THE Core business courses are: MGT 326, MGT 371, MGT 382 373, MGT 380, BUS 311, BUS 333, BUS 362, BUS 401, Note: Liberal arts requirements must also be fulfilled. and BUS 403. Management Concentration courses are: Adult/Distance Education BUS 328, BUS 346, BUS 454, OLS 472, and MGT 420. Human Resource Concentration courses are: Undergraduate Degrees MGT 473, MGT 484, MGT 485, MGT 486, n Organizational Leadership and MGT 487. Organizational leaders help propel businesses, Marketing Concentration Courses are: both non-profit and for-profit, toward a certain MGT 330, BUS 341, BUS 406, and COM 330. vision. Abachelor’s degree in organizational leader- ship from the University of Mary will help students Information Technology gain a better understanding of organizations, their Courses required for the Information Technology processes and interactions while meeting the chal- Degree are: CIS 305, CIS 306, CIS 351, CIS 353, CIS lenges of today’s diverse and rapidly changing 106, MIS 200, MIS 352, MIS 354, BUS 454, OLS 380, workplace. OLS 472 27 n Correctional Management ACC 301 Intermediate Accounting I A study of financial statement content and generally accepted According to the National Institute of Corrections, accounting principles (GAAP) as they relate to various finan- the correctional workforce is experiencing an attri- cial statement items (primarily assets). Prerequisite: ACC 204 or tion of senior level managers leaving a gap in instructor consent. management and leadership at all levels of correc- 4 semester hours tional agencies. ACC 302 Intermediate Accounting II The University of Mary developed the Bachelor A study of generally-accepted accounting principles (GAAP) of Science in Correctional Management in partner- as they relate to various financial statement items (primarily ship with the Bureau of Federal Prisons, National liabilities and stockholders’ equity). Prerequisite: ACC 301 or instructor consent. Institute of Corrections, and North Dakota 4 semester hours Department of Corrections and Rehabilitation. This program will prepare correctional practitioners for ACC 303 Accounting Information Systems An introduction to the systems, procedures, and processes entry and junior level management positions, as well management employs to control operating activities and as providing advanced training for attaining higher information reporting systems, and comply with laws and levels of management. regulations. Focuses on professional responsibilities and ethics. The program provides a practical, theoretical Includes an introduction to fraud in the business environment. perspective and a dynamic hands-on application Prerequisite: ACC 204 or instructor consent. of knowledge, skills, and abilities necessary to 4 semester hours be successful at all managerial levels within the ACC 322 Cost Management & Strategy correctional field. Graduates of this program will be A study of accounting information as a management deci- prepared to influence policies, practices, and opera- sion tool. Topics include product costing, methods including tions as well as effectively manage local, state, or job-order costing, process costing, joint and standard costing. Planning and controlling of costs will also be studied including federal correctional programs and facilities. budgeting systems, variance analysis, cost-volume-profit rela- tionships and cost allocation. Relevant costing techniques will Courses required: (All require a grade of C or higher.) also be applied in business decisions. The course focuses on CRJ 201, CRJ 310, CRJ 315, CRJ 410, OLS 478, the manufacturing environment, but there is some coverage of MGT 328, MGT 472, MGT 380, MGT 401, MGT 473, merchandising and service sectors. Prerequisite: ACC 102 or MGT 490, SWK 330. instructor consent. 4 semester hours ACC 403 Individual Income Taxation Gary Tharaldson School of Business Analysis of various tax policies and their effect on business and personal tax planning. Addresses issues of importance Course Descriptions for successful tax planning and tax minimization. Uses a case ACC 101 Principles of Accounting I study approach. Prerequisite: ACC 301 or instructor consent. An overview of the role of accounting information in economic 4 semester hours decision-making. An introduction to the fundamental ACC 404 Business Income Taxation accounting concepts that underlie the development and In-depth study of federal income tax laws. Focuses on infor- communication of financial information. Study of the role of mation covered on the Certified Public Accountant exam. accountants in society. Prerequisite: ACC 403 or instructor consent. 4 semester hours 4 semester hours ACC 102 Principles of Accounting II ACC 414 Advanced Accounting More in depth study of accrual accounting, introduced in ACC A study of financial accounting and reporting principles 101. Includes analysis of corporate annual reports. Prerequisite: related to complex transactions or multiple ownership entities, ACC 101 or instructor consent. including the preparation of consolidated financial statements, 4 semester hours accounting for foreign currency translation, business segment ACC 204 Accounting Applications reporting, accounting for partnerships, Securities and Exchange An introduction to using software programs to perform typical Commission financial reporting and other topics. accounting functions in a business. The course will focus on the 4 semester hours use of a commercially available package. Includes business ACC 422 Auditing and Attestation writing and spreadsheets, as well as researching software Introduction to the independent audit function. Topics include strengths and weaknesses. Prerequisite: ACC 102 or instructor audit planning, risk analysis, management’s assertions, consent. evidence gathering and analysis, and the audit report. Other 4 semester hours assurance services performed by accountants will also be covered. Prerequisite: ACC 303 or instructor consent. 4 semester hours 28

ACC 423 Fraud Examination BUS 312 Business Law II In-depth study of fraud auditing. Topics include interviewing Deal with the legal implications of business decisions and skills and techniques used by forensic accountant to gather and activities. Covers basic business organizations such as partner- evaluate evidence. Prerequisite: ACC 303 or instructor consent. ships and corporations and also explores areas of debtor-cred- 4 semester hours itor relationships, consumer protection, and employment. 4 semester hours ACC 425 Special Topics – International Experience This course is designed to meet special requirements that an BUS 317 Money and Banking individual student may encounter during his or her academic Money and banking is a branch of economics covering financial career. institutions and their impact on economic activity. This course 1-4 semester hours covers the Federal Reserve System, generated money multi- pliers, and general equilibrium analysis. Prerequisites: BUS 203, ACC 432 Leadership in the Accounting Profession BUS 204 or instructor consent. Leadership in the Accounting Profession is the capstone course 4 semester hours for accounting majors. It is designed to build upon prior busi- ness and liberal arts courses to help increase appreciation for BUS 318 Retirement Planning the context in which financial reporting takes place, beyond Retirement planning focuses on preparation for retirement. The the rules and procedures, and to acquire skills that can be used course will include the importance of retirement planning, on in a variety of professional areas including public, corporate, evaluation of the client’s needs, and an understanding of Social governmental or non-profit accounting. Prerequisite: ACC 404 Security and Medicare, and qualified and non-qualified retire- and ACC 414 ment plans. 4 semester hours 4 semester hours ACC 440 Internship BUS 325 Special Topics This course is designed to provide a meaningful work experi- This course is designed to meet special requirements that an ence for the student in an area that is related to accounting. individual student may encounter during his or her academic This course integrates curricular learning with practical career. Prerequisite: instructor consent hands-on experience while allowing the student to demon- 1 – 4 semester hours strate proficiency in the core university competencies. Prerequisite: Acceptance into major or consent of Coordinator BUS 333 Marketing of Internship Programs. Marketing consists of activities that satisfy needs through 1 – 4 semester hours production, placement, promotion, and pricing of goods, services, and ideas. This course explores target markets, BUS 200 Intro to Keyboarding marketing mixes, and marketing environments. Prerequisite: This course teaches the alpha/numeric keyboard with BUS 215 or instructor consent emphasis on correct techniques, speed, and accuracy. 4 semester hours Formatting of basic personal and business correspondence, reports and tabulation will also be covered. BUS 340 Sales Management 4 semester hours Sales management looks at the different tools needed to satisfy customer demand. This course looks at the various technolo- BUS 215 Principles of Management gies available to manage accounts, opportunities to develop Management stresses a set of activities directed at an organiza- strategies and finally, how to evaluate customer satisfaction. tion’s resources with the aim of achieving goals in an efficient Prerequisite: BUS 215 or instructor consent and effective manner. This course explores the managerial 4 semester hours activities of planning, decision-making, organizing, leading, and controlling. BUS 341 Retailing 4 semester hours Retailing is a unique business format which is distinct from BUS 220 Introduction to Personal Financial Planning manufacturing and wholesaling. This course explores how Students will be introduced to the financial planning process; retailers develop strategies to attract customers and also how client/planner interactions; time value of money applications; consumers develop strategies to acquire goods and services personal financial statement development and assessment; cash from retailers. Prerequisite: BUS 333 or instructor consent flow and debt management; asset acquisition; education plan- 4 semester hours ning; planning elements of risk management; investment plan- BUS 342 Contemporary Issues in Marketing ning, retirement planning; special needs planning review; inte- A survey of contemporary marketing issues. Prerequisite: BUS grating planning recommendations; financial planning ethics 333 or instructor consent review; and an overview of practice management concepts. 4 semester hours 4 semester hours BUS 311 Business law I BUS 346 Small Business Management Business Law deals with the legal implications of business deci- Students explore the problems and responsibilities in orga- sions and activities. This course provides background informa- nizing, financing, and operating a small business. Students also tion on the legal system and potential business liabilities and explore the advantages that are inherent in operating a small covers the law of contract and commercial paper such as prom- business. Prerequisite: BUS 215 or instructor consent. issory notes. 4 semester hours 4 semester hours 29

BUS 362 Financial Management BUS 406 Marketing Research The study of financial management includes the exploration of This course is designed to enable students to understand, those activities that maximize stakeholder wealth. This course interpret and conduct marketing research. It addresses the use explores financial markets and institutions, valuation models, of marketing research as an aid to make marketing decisions; working capital management, forms of business organization, specifically how the information used to make marketing deci- and the analysis of financial statement. Prerequisite: ACC 101, sions is gathered and analyzed. Students will be exposed to a ACC 102 or instructor consent. variety of research designs including surveys and experimental 4 semester hours designs, as well as data analysis and interpretation. 4 semester hours BUS 371 Human Resources Management The goal of managing human resources is to get the right BUS 418 Estate Planning person on the job so that the needs of both the individual and Estate planning focuses on the efficient conservation and the organization are met legally and efficiently. This course transfer of wealth, consistent with the client’s goals. It is a study studies the process of managing human resources including of the legal, tax, financial and non-financial aspects of this the topics of recruitment, selection and performance appraisal. process, covering topics such as trusts, wills, probate, advanced Prerequisite: BUS 215 or instructor consent. directives, charitable giving, wealth transfers and related taxes. 4 semester hours 4 semester hours BUS 420 International Business BUS 372 Insurance/Risk Management The course will provide a broad knowledge of international This course introduces students to risk management and insur- business management and stimulate the interpersonal and ance decisions in personal financial planning. Topics include intercultural management skills necessary for conducting inter- insurance for life, health, disability, property and liability risks, national business. The economic, political, and legal aspects of as well as annuities, group insurance, and long term care. global business are discussed in the course. 4 semester hours 4 semester hours BUS 381 Investments BUS 452 Experiential Development The primary objective of investing is to gain value on capital. This course is an option to BUS 446 – Internship. Students will This course examines the basic economy so that the individual work on a special project to give them a hands-on experiential investor can develop strategies for acquiring wealth, managing learning opportunity. The project must be approved by their a portfolio, and protecting assets. Some specific topics include: advisor and Dean prior to enrollment in the course. goal setting and budgeting, investing in real estate, using 4 semester hours financial markets and institutions, and the impact of taxes on investing. Prerequisites: ACC 101, ACC 102 or instructor BUS 454 Project Management consent Students study project management concepts and the role that 4 semester hours a project plays within an organization. Students also study project management tools and techniques necessary to orches- BUS 390 Entrepreneurial Leadership and Innovation trate projects from start to finish. The course of study provides This course helps students learn a) how to leverage their busi- hands-on case lessons augmented with Microsoft Project soft- ness management knowledge and to use it successfully in ware. Prerequisite: any four CIS or MIS courses or instructor’s entrepreneurial ventures, and b) to utilize entrepreneurial tech- consent. niques to develop business ideas. Using case studies, current/ 3 semester hours recent actual circumstances, presentation by and discussions with and about extraordinarily successful entrepreneurs and BUS 460 Financial Planning Capstone other fascinating exports, students will learn the keys to entre- This course will engage the student in critical thinking and preneurial success. decision-making about personal financial management topics 4 semester hours in the context of the financial planning process. The purpose of this course is to aid business owners in meeting financial needs BUS 401 Operations Management and objectives. Students will learn about the planning, controlling, and imple- 1 semester hour mentation of the processes used by firms. Students will be ECN 203 Microeconomics exposed to operations management principles and their appli- Microeconomics emphasizes the various market structures that cation to the daily functions of a company’s business model. individual units such as households and firms encounter when 4 semester hours maximizing their utility and profits. It investigates the advan- BUS 403 Strategic Leadership and Management tages and disadvantages of perfect competition, monopoly, Effective managers need to know how to make effective deci- oligopoly and monopolistic competition. sions. This course uses case studies to explore the analysis, 4 semester hours formulation, and implementation of strategies. Prerequisites: ECN 204 Macroeconomics ACC 101, ACC 102, ECN 203, ECN 204, BUS 215, BUS 333, BUS Macroeconomics studies economic aggregates such as unem- 362 or instructor consent. ployment, inflation, and Gross Domestic Product and their 4 semester hours impact on individuals and society. It examines the effects of fiscal and monetary policy on the level of economic activity. 4 semester hours 30

ECN 343 History of Economic Thought with graphic-based, object-oriented, event-driven program- This course is designed to study the major economic philoso- ming tools are emphasized. The Microsoft Windows applica- phers from Adam Smith to the present and their contribu- tion programming interface and component object model are tions to economic theory. Prerequisites: ECN 203, ECN 204 or explored. Prerequisite: CIS 203 or instructor consent. instructor consent. 4 semester hours 4 semester hours CIS 305 Systems Development I CIS 101 Introduction to Computer Information Systems – Database Techniques This course teaches the fundamentals of computers and computer An in-depth investigation of data modeling, systems develop- nomenclature focusing on the use of PC hardware, software, and ment, and data administration in a database environment. the World Wide Web. No experience with computer applications Prerequisite: CIS 204 or instructor consent is assumed; however, student should possess basic keyboarding 4 semester hours and mouse skills. Specifically, the Windows operating system as CIS 306 Systems Development II well as the Microsoft Office Suite of applications will be studies. – Methods and Issues 4 semester hours A detailed study of the systems development life cycle using CIS 106 Application Software Concepts strategies and techniques of structured systems analysis and This course presents a hands-on computer lab experience in the design. Prerequisite: CIS 204 or instructor consent fundamental, introductory concepts of operating systems, data- 4 semester hours base management systems, and object-oriented programming technology. Topics include graphical user interface and text- CIS 351 Software and Hardware Concepts based operating systems concepts; database design, creation, A survey of technical topics related to computer systems with maintenance, queries, reports and forms design and fourth- emphasis on networking and the relationships between hard- g3eneration program development of business applications ware architecture, systems software, and applications software. involving projects, forms, controls, properties, event procedures, 4 semester hours and dialog boxes. Prerequisite: CIS 101 or instructor consent. MIS 352 Decision Support Systems 4 semester hours This comprehensive course teaches students how to plan, CIS 107 Introduction to Programming design, and implement worksheets using Microsoft Excel. This is a beginning course in computer programming, no The students are provided practical examples of profes- previous programming experience is required. This course will sional (business) and personal worksheets. The textbook has utilize the COBOL programming language and will introduce been approved by Microsoft as courseware for the Microsoft the student to modern structured programming common busi- Office User Specialist (MOUS) program and will help prepare ness problems of limited complexity. Prerequisite CIS 106 or students to pass the Expert level of the MOUS exam for instructor consent Microsoft Excel. Prerequisite: CIS 106 or instructor consent 4 semester hours 4 semester hours MIS 200 Introduction to Management Information Systems CIS 353 Advanced Office Systems This course presents fundamental knowledge essential to The course provides students with an understanding of client/ managing an information technology infrastructure success- server operating systems in local area network environments. fully within an organization. It considers strategic and opera- The course involves students in planning, installing, adminis- tional issues, the significance of rapidly advancing technology, tering, configuring, and troubleshooting Microsoft Windows and human and organizational issues related to technology 2000 professional, server, and Linux operating systems. introduction and use. The course describes management Prerequisite: CIS 351 or instructor consent systems and models of successful behavior that capitalize on 4 semester hours opportunities and avoid the numerous potential pitfalls. 4 semester hours MIS 354 Computer Graphics In this course, students learn how to create Web pages. The CIS 203 Application Design and Implementation class consists of two parts; the first part involves creating Web This is a beginning course in the use of information systems pages directly in HTML code while the second part involves techniques to solve managerial and organizational problems creating web pages with high-end HTML editor. Related web of limited complexity. Formal analytical problem-solving and page technologies such as image-editing, software, web resource algorithm development, using the standard control structures identification, digital cameras, and scanners are also presented. of expression evaluation, sequencing, selection, iteration, Prerequisites: Any two CIS courses or instructor consent and procedural abstraction are introduced. Students develop 4 semester hours programming solutions using information systems development techniques with graphic-based, object-oriented, event-driven CIS 356 Advanced Web Programming programming tools. Prerequisite: CIS 107 or instructor consent. Provides advanced work with application design and devel- 4 semester hours opment. Emphasis is on scripting languages, web database programming, and web server management tools. The course CIS 204 Applications Development also focuses on the component model of software development This is an intermediate course in the use of information systems and an exploration of client-server software development. techniques to solve managerial and organizational problems of Prerequisites: CIS 204, 354 or instructor consent limited complexity. Advanced topics in developing applications 4 semester hours 31

CIS 357 Programming Languages SLM 202 Introduction to Sport and Leisure Management This current development technologies course guides the This course is an introduction to sport and leisure management student through advanced program development, implemen- fundamentals emphasizing the role and relevance of each to tation and application using emerging program development society. Students study terminology, philosophies and evolution tools. Prerequisite: CIS 204 or instructor consent. of leisure and sport, internal and external recreation motivation 4 semester hours factors, leisure concepts and relevant contemporary issues. 2 semester hours CIS 358 Advanced Graphics in Business This course fulfills the need for an advanced web-design course SLM 227 Program/Event Design and Management covering state-of-the-art graphics and animation for web pages. Students study the principles of organization, planning and This course also covers integration of full-featured interactivity group dynamics as they apply to leisure events. They also learn of web pages. Prerequisites: CIS 354, 356 or instructor consent to identify, develop and apply component skills such as needs 4 semester hours assessment, inventory and evaluation. Students will plan and administer an actual event. Field experience required. CIS/MIS 401 Applied Software Development Project 2 semester hours A capstone systems course integrating the knowledge and abilities gained through other computer-related courses in SLM 327 Facilities Design and Management the curriculum within a comprehensive system development Major emphasis given to the economic impact of sports facili- project. Prerequisites: CIS 305, 306 or instructor consent ties, emerging trends in design and construction, and the role 4 semester hours of the sports manager in optimizing facilities for programming planning safety, standards, design, for both indoor and outdoor CIS 453 Distributed Intelligence and Communication facilities. This course is designed to provide students with the knowl- 2 semester hours edge and skills necessary to install, configure, and administer SLM 333 Practicum Microsoft Windows Active Directory services. The course also This course is a unique opportunity for students who are in the focuses on implementing Group Policy and performing the decision-making phase of their studies to test a career choice Group Policy-related tasks required to centrally manage users through practicum experience prior to completing professional and computers. This course will also cover how to properly courses. Students have a supervised part-time field experience implement a Windows active directory infrastructure. This at an approved site for the purpose of clarifying career goals. course covers exam objectives for the MSCE Microsoft certifica- 2 semester hours tion track. Prerequisite: CIS 353 or instructor consent. 4 semester hours SLM 411 Governance and Policy Development The study of governance and policy development will examine CIS/MIS 456 Internship I governance models, structures and types, policy development This course is designed to provide a meaningful work experi- and implementation processes, legal authority, duty and ence for the student that is related to computer information responsibilities for planning, finance and personnel from the systems. The course integrates curricular learning with prac- grass root organizations to the highest level of sport and leisure tical hands-on work experience while allowing the student to management organization in the public, nonprofit and for profit demonstrate proficiency in the core university competencies. sectors of the industry. Prerequisites: acceptance into the major or consent of the 2 semester hours coordinator of internships 4 semester hours SLM 440 SLM Internship I This internship course is designed to provide sport manage- CIS 457 Advanced Programming Languages ment track majors with a pre-professional experience under A fundamental treatment of computer science topics featuring the direct and individualized guidance and supervision of a the study of the high-level programming language Java. sport management specialist outside the university setting. Topics discussed will include computer architecture, program- Internship sites vary. ming languages, and ethical issues involved in computer use. 4 semester hours Problem solving techniques involved in writing programs will be studied, proper style and documentation will be required, SLM 441 SLM Internship II and object-oriented program design will be introduced. The This is an opportunity to gain on-campus experience in a recre- required chapter lab work will involve an intensive study ational program with emphasis on organization, leadership of programming techniques in Java. Prerequisite: CIS 357 or and supervision of health fitness activities under the guidance instructor consent. of a University professional. 4 semester hours 4 semester hours CIS 458 Systems Development Project SLM 442 Sport and Leisure Management Students will discuss a variety of issues that take place during Leadership Seminar operating systems upgrades and learn how to resolve these The SLM Leadership Seminar is the capstone for SLM majors issues. Students will design, build, and upgrade computer and should be taken during the student’s final semester of operating systems and networks. This course covers exam study. Students will apply and integrate the concepts and objectives for the MCSE Microsoft certification track. theories from the other courses within the major utilizing case Prerequisite: CIS 453 or instructor consent studies, projects, etc. 4 semester hours 4 semester hours 32

Please note: all MGT and OLS courses are offered in MGT 473 Foundations and Issues adult/accelerated format only in Human Resource Management The overall intent of this course is to provide students with MGT 326 Management/Leadership Concepts a comprehensive and contemporary introduction to Human Students will be introduced to principles of management and Resource Management and demonstrate how to successfully leadership within an organization. Students will learn the apply this knowledge. This course has been developed and difference between management and leadership and the impor- approved by the Human Resource Certification Institute (HRCI), tance each plays in organizational effectiveness. an affiliate of the Society for Human Resource Management 3 semester hours (SHRM). Students will find the textbook and subjects covered in this course will help them prepare for professional exams in MGT 328 Organizational Behavior order to become PHR or SPHR certified by the HRCI. Organizational Behavior is the study of how individual 4 semester hours behavior, group behavior and organizational environment impact organizational effectiveness. The intent of this course MGT 479 Marketing is to introduce students to the history, theories, and practical Explore customer needs through production, placement, application of organizational behavior concepts and their appli- promotion, packaging, and pricing of goods. Focus on cation in contemporary organizations. exploring target markets, product and service mixes, and 3 semester hours marketing environments. 3 semester hours MGT 330 International Marketing Students will be provided an overview of the dynamic and MGT 480 Strategic Decision Making complex subject of international marketing. Students will also Design a strategic plan and a personal career management learn about the rising significance of global orientation in busi- system. Focus on your skills for vision and presentation. ness and become familiar with the processes used and environ- 3 semester hours ments encountered by international marketers. 3 semester hours MGT 484 Organizational Development This course has been designed to help students develop an MGT 371 Economics understanding of the professional field of human resource Use economic information to make proactive decisions. Focus development (HRD) and how individuals and groups in orga- on planning and finance skills. nizations can change through learning. This course provides an 3 semester hours introduction to HRD and HRD competencies, organizational MGT 373 Accounting for Managers learning, performance improvement and management, organi- Use financial information to plan, evaluate, and control the use zational development and change, and assessment. of resources in the organization. Focus on skills in economics 3 semester hours and management. MGT 485 Compensation and Benefits 3 semester hours This course has been designed to build a strong foundation for MGT 380 Organizational Leadership Seminar students in the understanding of the issues of compensation Explore the challenges affecting leaders today and how the benefits. The course will focus on strategic management, and traditions of a Benedictine education can help you meet those planning. It will explore legislation, and compensation systems, challenges. as well as pay administration. Students will study benefit pack- 1 semester hour ages, both mandated and voluntary. Finally, students will be able to develop and utilize compensation and benefit evaluation. MGT 401 Communication in Corrections 3 semester hours This course will assist students with an understanding and an appraisal of the laws, policies and procedures which facilitate MGT 486 Employee and Labor Relations the development of quality communication skill, both written This course has been designed to provide an understanding of and oral. The course will include the production and evalua- labor and management issues, and equip students to evaluate tion of reports, audits as well as internal and external forms contemporary legislation and labor issues. The course will of communication. Additionally, the course will examine explore employee and labor relations as they relate to the strategies which provide effective communication to those organizational culture, as well as the strategic and communi- personnel in the correctional field. The course contribute to cation plans of the organization. The principles and practices (provides a foundation for) the curricular concepts of spiritu- of collective bargaining and the grievance process are also ality and ethics, communication, critical thinking and global investigated. stewardship. 3 semester hours 4 credit hours MGT 487 Safety, Health and Security MGT 470 Entrepreneurship This course has been designed to study the principles of the Plan for starting up a new business and managing its growth. development and management of an effective safety and secu- Focus on creative and management skills. rity program. The philosophy and historical development of 3 semester hours major concepts in the field will be studied. Specific attention will be paid to the development of programs compliant with 33

OSHA and emerging legal issues in a variety of industries. This course will explore the area of risk management as it relates to safety, security and health issues within the workplace. 3 semester hours MGT 490 Strategic Methods in Professional Development This course will assist students in assessing a number of work- force related issues and provide effective decision making strat- egies, methodologies and techniques to address the challenges which correctional professions face on a daily basis. Students will implement evidence-based practices to improve on core competencies in their professional development. Additionally, students will complete their program project directed within their facility or operations of their own organizational program. This course is the capstone course of the correctional manage- ment program. 5 credit hours OLS 370 Transitional Leadership Explore the sources of organization change. Focus on managing change and envisioning an effective future. 3 semester hours OLS 374 Information Systems for Leaders Use information as a resource you can manage to focus on your skills in understanding systems and communication. 3 semester hours OLS 376 Writing for Leaders Write clearly and effectively to achieve the ends you want. Focus on critical thinking and presentation skills. 3 semester hours OLS 378 Interpersonal Communication Skills Work effectively with other people to achieve corporate goals. Focus on skills for conflict management, communications, and leadership. 3 semester hours OLS 471 Leadership in the Legal Environment Identify and analyze legal issues facing leaders in management. Focus on skills for critical thinking and ethics. 3 semester hours OLS 472 Ethical Leadership Understand values and make ethical business decisions. Focus on critical thinking and conflict management skills. 3 semester hours OLS 476 Global Leadership Move successfully into foreign business cultures using the opportunities provided by international trade agreements. Focus on risk-taking and marketing skills. 3 semester hours OLS 478 Understanding Diversity Leaders have to adapt to demographic shifts, changes in values and lifestyles, the rise of global market, and the emphasis on team building as a preferred management model. This course explores these topics and develops the skills required to manage diversity successfully. 3 semester hours 34

School of Arts and Sciences FACULTY: Angel, Anderson, Augustadt, Bauer, Major Areas of Study Becker, Behm, Bohlen, Boyd, Candee, Chalmers, Chaussee, Cleary, De La Cruz, Ehrmantraut, Erling, n Biology Major Feser, Fleischacker (Dean), Gorzelska, D. Gowen, Program Advisors: Sr. Kathleen Angel, R. Gowen, Gunderson, Hall, Hanson, Hardy, Haug, Dr. Marla Behm, Sr. Nicole Kunze, Dr. Michael Lares, Henjum, Hellman, Hoff, Hollar, Huschka, Jones, Dr. Jim Maskey, Dr. Margaret Nordlie Kiec, Krebsbach, Kunze, Lares, Litton, Maloney, Maskey, Mertz, Meyer, Niksic, Nordlie, Odermann, The Biology major is a Bachelor of Science or Palecek, Peske, Prebys, Porter, Ridenhour, Ritzke, Bachelor of Arts degree program designed to prepare Saabye, Schafer, Schumacher, Sorenson, Springer, students for a career as a teacher, as a professional Williams. biologist, or to provide the essential background for entrance into graduate­ school or professional Areas of Study programs. Students planning to attend graduate school or professional­ school should consult with Majors: their advisor and plan a program of study that meets Biology, Biology Education, Business Communication, the requirements of a particular school. Engineering Science, English, English Education, History Education, Music, Music Education, Music Required courses: Performance, Mass Communication, Mathematics, BIO 103, 106, 311, 354, 480; CHE 111, 112, 217, and Mathematics Education, Pastoral Ministry, Sacred either 310 or 318; PHY 203, 304; MAT 209 and one Music, Social and Behavioral Sciences, Social Studies of the following: MAT 204, 206, or 210. Elective Education Theology. courses: Students must take five additional 300-400 level biology courses selected from three areas of Minors: study to complete the major. These electives are in Biology, Catholic Studies, Chemistry, Environmental addition to the required biology courses and must Science, Business Communication, English, total a minimum of 20 semester hours. History, Liturgy, Mathematics, Music, Native American Studies, Pastoral Ministry, Web Design, Recommended courses: Philosophy, Philosophy/Theology, Political Science, Students are urged to consider taking the following Public Relations, Religious Education, Social and as electives to strengthen the major: MAT 204 or a Behavioral Sciences, Sociology, Spanish, Speech, foreign language. Theater, Theology Minor sequence in Biology (20 semester credits): BIO 103, 106; three Biology courses of 300 level or Areas of Concentration: higher. Communication with Public Relations Minor sequence in Environmental Science Pre-Professional Concentrations: Pre-Law. (20 semester credits): SCI 201; CHE 326 and 209 or 309; BIO 326 and 422 The biology major with a pre-professional or 423. concentration is designed for students inter­ested in chiropractic, dentistry, medicine (M.D. or D.O.), optometry, pharmacy, physician­ assistant, podiatry, n Biology Education Major or veterinary medicine. It provides students a broad Program Advisor: Sr. Kathleen Angel range of course work in the biological, physical, and social sciences, while retaining the flexibility to be The Biology Teaching major is a Bachelor of tailored to students’ individual interests and needs. Science degree program designed to prepare students for a career as a secondary teacher or to provide the essential background for entrance into certain grad- uate programs. Students planning to attend graduate school should consult with their advisor and plan a program of study that meets the requirements of a specific program and a particularschool. 35

Required courses: n Communication Majors ENG 121; COM 110; BIO 103, 106, 311; CHE 111, 112; Program Director: Jeannine Saabye PHY 203, 304; MAT 204, 209; SCI 201; EDU 201 or 202, 295, 301, 310, 320, 365, 379, 391, 401, 411, 421, Mission 422, 442; SOC 102 or 202 or 304; PSY 201; PSY 207 or The Communication Department provides a 332; ALU 499. It is suggested that students take PSY learning atmosphere which fosters creativity and 332 which (along with EDU 305) is required for the community, while offering each student the opportu- Middle School Endorsement. nities, skills, theory and experiences to be an ethical, professional communication leader. Elective courses: Students must take five addi­tional biology courses Outcomes selected from three areas of study to complete the Graduates of this department: major. These electives are in addition to the required biology courses and must total a minimum of 20 • Behave ethically in the profession. semester hours. • Write and speak effectively to various audiences Recommended as electives: in a variety of formats. BIO 309, 330, 354, and 422 • Use technical skills (in such areas as: audio, video, computer, photographic and research) to create n Catholic Studies Program and communicate effectively. Program Advisor: Matthew T. Gerlach • Demonstrate an understanding of communication Catholic Studies examines the ’s theory as a basis for professional thinking. contributions to human thought and culture, past and present. Faculty and students in the program • Demonstrate the ability to learn so as to adapt, of Catholic Studies are committed to investigate to create and to manage change in the world of together the ways the Catholic faith can be integrated communication. into every academic discipline and profession, into • Meet professional demands while developing every part of one’s personal and communal life, productive working relationships. and into every aspect of human culture (whether theology, art, literature, philosophy, architecture, • Can discuss a range of global, societal, religious, music, technology, social institutions, or spirituality). political and like pertinent issues, and their The program explores the unity of truth, works importance to and influence on communication. toward a comprehensive, sacramental vision of reality Major in Mass Communication: as a whole, and assumes faith and reason are funda- ENG 121; ART 108, ART 116 ; BUS 215, BUS 333; mentally complementary. Since Catholic Studies is COM 102, COM 106, COM 110, COM 204, COM 226, an interdisciplinary program, it complements every COM 237, COM 315, COM 316, COM 329, COM 318, major field of study, whether in education, health COM 303; COM 330, COM 406, COM 426, COM 430, sciences, business, the humanities, the natural and COM 432, One of the following: COM 210 or behavioral sciences, or philosophy and theology. COM 212; COM 309 or COM 311; two practica from: Catholic Studies is open to students of any faith who Forensics, Theatre, Video, Summit; ALU 499. wish to deepen their knowledge of Catholicism’s complex history and living tradition and to experi- Major in Business Communication: ence opportunities for reflection on significant issues ENG 121; ART 108; MAT 180; ACC 101 and 102; in the light of Christian faith. Some Catholic Studies ECN 203, BUS 204, BUS 215, BUS 311, BUS 362, core courses satisfy general requirements. BUS 420; COM 110, COM 102, COM 106, COM 204, COM 210, COM 226, COM 237, COM 309 or 311; n Chemistry Program COM 315, COM 330, COM 413, COM 329, COM 414, Minor sequence in Chemistry (20 semester credits): COM 426, COM 430, COM 432; COM 210, COM 212; CHE 111, 112, 217; and two of 209 or 309, 310, 318, two practica of the following: Forensics, Theatre, 325, 425, 428. Video, Summit; ALU 499. Concentration in Public Relations: ENG 121; ART 108, ART 115; BUS 215, BUS 333, BUS 371; COM 102, COM 106, COM 110, COM 204, 36

COM 226, COM 237, COM 303; COM 309 or 311; • Students must build a solid mathematics back- COM 315, COM 316, COM 329, COM 330, COM 332, ground, especially in calculus. COM 413, COM 414, COM 420, COM 426, COM 430, • Students will need to build solid computer skills. COM 432, One of the following: COM 210 or COM 212; two practica from: Forensics,­ Theatre, • The curriculum includes courses in chemistry, Video, Summit; ALU 499. biology and physics.

Minor in Business Communication: COM 204, COM 315, 226, 329, 413, 414; BUS 330 or n English COM 330. ART 108 Highly recommended. Program Director: Dr. A. Wesley Jones

Minor in Public Relations: Mission COM 204, 226, 315, 329, 332, 413; BUS 330 or The English Department strives to develop a true COM 330. ART 108 Highly recommended. community of learners where a working knowledge Minor in Speech: of literary history and literary analysis­ gives students COM 106, COM 204, 309, 311; COM 212 or a home in their own culture and makes them careful 4 practicum credits in Theater and/or Forensics. and compassionate judges of human nature. Speech Education Licensure: Departmental Learning Outcomes Licensure is offered upon demand. Please see the A graduate of the English program at the Program Director of Communication or the Chair of University of Mary: the Humanities Division for further information. • Displays mastery of usage and mechanics in To be licensed to teach speech, students must: ob- tain a secondary teaching degree and complete the edited work speech minor. In addition they must take COM 319, • Can analyze a text or image in terms of its formal 320; and any 8 hours from the following: COM 303, elements and their implications 316, 315, 226; ENG 332, 352, 353. • Can distinguish major critical theories Minor in Web Design: • Can use major research tools to construct a Communication and Business students given priority. preliminary bibliography ART 108; COM 316; COM 226 and COM 237 (must be taken in sequence.); MIS 354; CIS 305, 356, 358. • Can produce an original short work of narrative, dramatic, or poetic art • Can use grammatical terminology to explain the n Engineering Science Major stylistic or dialectal differences between two texts Program Advisor: Mr. Dan Bauer • Can apply several different critical theories to the The Engineering Science major is a Bachelor of same literary text and discuss their implications Science or Bachelor of Arts degree program for • Can analyze an argument in terms of both its students in the dual degree engineering program in logic and rhetoric conjunction with the University of Minnesota. Since the requirements are specific for each individual • Can produce a well supported argument engineering program, students should consult with incorporating research the engineering advisor at the earliest opportunity to Major in English: insure that their course of study meets the require­ ENG 130, 202, 204, 215, 302, 315, 320, 481; plus four ments of the desired engineering degree. surveys from American, British, and World; two Engineering Science Requirements: major focus classes. A total of 40 semester credits of mathematics and Major in English Education: science courses at the 200 level or above. The The courses listed above under major in English University­ of Mary’s affiliation agreement with plus MAT 103 or above; lab science course; the University of Minnesota allows for a variety of applied aesthetics; one upper division course from different engineering majors. Because of the diverse Philosophy/Theology; SOC 102 or 202 or 304; PSY requirements for these majors, the student should 201; PSY 207 or 332; EDU 201 or 202, 295, 301, 310, note a few pertinent guidelines: 320, 365, 371, 391, 401, 411, 421, 422, and 430; ALU 37

499. It is suggested that students take PSY 332 which • Display appreciation of foreign languages in (along with EDU 305) is required for the Middle general, sensitivity to cultural differences, and School Endorsement. a deeper understanding of their own language. Minor in English: • Interact skillfully and respectfully with Spanish ENG 130, 202, 215, 302; two of ENG 321, 324, 330, speakers and profit from active involvement in 331, 336, 337; one of ENG 461, 462, 463, 464, 465, 466. Spanish-speaking societies through activities such as internships, service learning and a Minor in Theater: challenging academic program abroad. COM 145, 245, 332, 345, 445; ENG 332, 343, 352, 353, 418. • Perform professionally in diverse fields such as: teaching, interpreting/translating, exporting/ Honors Program importing, media/advertising, travel/tourism, English majors may pursue an honors program banking/finance positions just to mention a few. by taking the major sequence in English as defined Placement Test above plus seven additional­ courses as follows: Two Students who have studied a foreign language courses from PHI 308, 309, 311; THE 303, 306, 312, for two years in high school before enrolling at the 338, or 339. One course from HIS 371, 372, 471, 472; University of Mary receive advanced standing by POL 316, 414; or SOC 304. Two years of the same passing a CLEP test or a placement test. foreign language or four additional courses from the preceding two lists. Study Abroad Program Double Major: Travel abroad is open to students who have Students are encouraged to pursue a double completed a language at the intermediate level and major with the English major as one component.­ have completed an acceptable preparatory­ explora- Modest adjustments in scheduling can be made. tion for travel abroad. Students who minor in Spanish are strongly advised to deepen their knowledge of the language by taking one summer month of Spanish n Foreign Language Program studies. A variety of graduate and undergraduate The Foreign Language Program offers students courses may be offered at partner institutions. Please the opportunity to expand their thinking and living consult the program director for more information. by learning and experiencing­ the language and A seminar abroad may also be available and may be culture outside their own. The program prepares applied to a minor sequence; consult the program liberal arts students to be citizens of a global commu- director for more information. nity. We offer them the opportunity to expand their concepts of language, culture, civilization, geography, n History Education Major philosophy and art while enhancing their job oppor- Program Director: Dr. Chad Litton tunities in a market that aims for excellence. Philosophy Minor in Foreign Language: Faculty within the History Teaching major are

Twelve semester credits beyond the intermediate committed to providing the history content back- level (beyond 202) in a single foreign language. ground necessary for students to become competent A teaching minor also requires EDU 317 and 446. professionals who demonstrate the Benedictine Independent studies require the consent of the values of our sponsors, the Sisters of Annunciation program director. Monastery. These core values include service, community, respect for persons, moderation, Outcomes of a minor in Foreign Language (Spanish) hospitality, and prayer. Students are able to: Major in History Education: • Demonstrate the four language skills (reading, HIS 101; 102; 202; 271; 272; 300-400 US history elec- writing, speaking and comprehension) at an tive; 300-400 world history elective; 300-400 diversity intermediate-high/advance level. history elective; HIS 490; PSY 201; PSY 207 or 332; • Demonstrate proficiency in the discussion and SOC 102, 202, or 304; 12 semester credits in one of analysis of cultural, political, historical and the following areas: political science, geography, or literary issues. economics; lab science requirement for education;­ 38 math requirement for education; EDU 201 or 202, n Math/Science Composite Major 295, 301, 310, 320, 365, 373, 391, 411, 421, 422; 438; Program Advisor: Dr. Michael Lares ALU 499. The Math/Science Composite major is a Bachelor Minor in History: Five courses are required; three of Science or Bachelor of Arts degree program courses are to be in the upper division. At least eight designed for students who want a broad back- upper division semester credits must be taken at the ground in both mathematics and natural sciences. University of Mary. The major can be tailored to the individual student’s interests. Students planning to attend graduate or n Mathematics Major professional school upon graduation should consult Program Advisor: Rev. Victor Feser, Ph.D. the school’s catalog to formulate a program of study, with their advisor’s­ assistance, that meets the The Mathematics major is a four-year program requirements of the graduate/professional school. leading to the Bachelor of Science or Bachelor of In addition to the University of Mary core require- Arts degree. This major is designed to prepare ments, the composite major is composed of approxi- students for professional work or graduate study in mately 37.5 percent mathematics, 25 percent chem- mathematics. istry, 25 percent biology, and 12.5 percent physics All students beginning the program must take a courses. placement evaluation to determine their appropriate entrance level. Required Courses: BIO 103, 106 and two 300 or 400 level biology courses; Required Courses: CHE 111, 112 and two 200 or 300 level chemistry A total of 40 semester credits in mathematics at the courses; MAT 209 and five 200 or higher level math- 200 level or higher, including MAT 209, 210, 211, 312, ematics courses; PHY 203, 304. 334, and 428; at least 20 semester credits must be upper division. n Music Program Minor sequence in Mathematics Program Director: Dr. Michelle Kiec (24 semester credits): MAT 209, 210, 211; one elective 200 level or higher; Mission and two upper level electives. The University of Mary Music Department creates a learning community that integrates a challenging curriculum with practical and professional training. n Mathematics Education Major Outcomes Program Advisor: Rev. Victor Feser, Ph.D. Graduates of this department: The Mathematics Teaching major is a Bachelor­ • Perform instrumentally and/or vocally with of Science degree program designed to prepare artistic competence students for a career as a secondary teacher or to provide the essential background for entrance into • Conduct musical groups with attention to certain graduate programs. artistic concerns All students beginning the program must take a • Know the field of music study; can use its placement evaluation to determine their appropriate technical vocabulary and common approaches; entrance level. can describe current issues and significant Required Courses: artistic works ENG 103; COM 109; MAT 103 or above and a total • Assess their own performance for purposes of of 40 semester hours in mathematics at the 200 level continued development or higher including MAT 204, 209, 210, 211, 221, 311, 312, and 443 with at least 20 semester hours in the • Work effectively with others and demonstrate upper division of math; EDU 201 or 202, 295, 301, respect for them 310, 320, 365, 377, 391, 401, 411, 421, 422, 444; SOC • Can describe the values of this Benedictine 102 or 202 or 304; PSY 201; PSY 207 or 332; one lab institution and reflect on them in their work science; ALU 499. It is suggested that students take PSY 332 which (along with EDU 305) is required for • Contribute to their civic, cultural, and the Middle School Endorsement. professional communities 39

Students choose from a Bachelor of Science in Minor in Music: music education, a Bachelor of Arts in music perfor- MUS 121, 122, 123, 124, 196, 262, 341 or 342, 382 or mance, a Bachelor of Arts in sacred music, and a 383 or 384 or one pedagogy course; four semesters minor in music. Students transferring from another of performance lab; four semesters of applied music; institution may be required to take music theory, ear four semesters of major performance ensemble; piano training, and functional piano placement exams. proficiency-level two.

Major in Music – Bachelor of Arts: MUS 121, 122, 123, 124, 151, 152, 196, 221, 222, 223, n Pastoral Ministry Program 224, 262, 341, 342, 471 or 472 or 440 or 481; six semes- ters of major performance ensemble (primary area); Mission piano proficiency-level two; six semesters of perfor- The mission of the Pastoral Ministry Program is to mance lab; six semesters of applied music (primary prepare majors in ministry who: area); and 16 semester hours of Spanish or a minor in • Demonstrate a basic knowledge in scripture, Philosophy/Theology; ALU 499. liturgy, Church history, Christian morality Major in Music Education – Bachelor of Science: • Grow in a faith commitment to Christ enabling ENG 121; COM 110; MAT 103 or above; one lab them to live a life of service according to Gospel science; MUS 121, 122, 123, 124, 132, 151, 152, 153, values 154, 196, 221, 222, 223, 224, 231, 232, 251, 252, 253, • Learn and apply ministerial skills necessary for 254, 262, 321, 323, 331, 333 or 334, 341, 342, 362, 382, individual and team ministry in a pastoral setting 383, 384, 431, 471 or 472; seven semesters of applied music (primary); four semesters of applied music Outcomes (secondary); piano proficiency-level four; seven Students completing the program: semesters of major performance ensemble (primary); four semesters of major performance ensemble • Demonstrate a solid grounding in theology (secondary); seven semesters of performance lab; especially in the areas of scripture, liturgy, EDU 201 or 202, 295, 301, 320, 411, 422, 434; SOC 102 Church history, Christian morality, sacramental or 202 or 304; PSY 207 or 332; ALU 499. theology, spirituality • Show a keen understanding of Christian values Major in Music Performance – Bachelor of Music: MUS 121, 122, 123, 124, 151, 152, 196, 221, 222, 223, • Respect and apply Christian values to their own 224, 262, 341, 342, 371 or 372, 471 or 472; eight semes- lives and minister to others ters of major performance ensemble (primary area); • Think effectively in ministerial situations four semesters of small performance ensemble; piano including counseling, administrative duties, proficiency-level two; eight semesters of performance liturgical planning, community building lab; eight semesters of applied music (primary area, • Communicate effectively with others one-hour lessons); and 16 semester hours music elec- tives (no more than eight semester hours may be in • Demonstrate aesthetic sensibility especially as ensembles and/or applied music). applied to liturgical settings • Show servant leadership based on the model of Major in Sacred Music – Bachelor of Arts: Jesus and on Benedictine values MUS 121, 122, 123, 124, 196, 221, 222, 223, 224, 262, For course descriptions, see the Theology section. 321, 323, 341, 342, 362, 370, 470; two semesters of applied music: organ; three semesters of applied Major in Pastoral Ministry: music: voice; four semesters of applied music: piano (1) Fifty semester credits of Theology, plus SWK 309; (or class piano); two to four additional semesters to (2) core theology courses: 217, 303 or 310, 318 or 330, total six semesters of applied music: organ or voice 332, 415, 418; (3) of the remaining courses, at least one or piano; three semesters of concert choir; three must come from each of the four major areas of theo- semesters of any major performance ensemble; logical study. These areas and the courses follow: piano proficiency-level four; six semesters of perfor- mance lab; THE 104 or 110 or 112; three of the (1) Biblical Theology/Scripture: THE 110, 203, 210, following: THE 221, THE 323, THE 332, THE 337; 213, 214, 318, 330 one additional THE elective; ALU 499; 30 volunteer (2) Moral Theology/Ethics/Spirituality: THE 208, hours in a parish setting. 215, 217, 220, 302, 314, 315, 319, 320, 363, 382 40

(3) Liturgical Theology/Sacraments: THE 221, 323, • Use effective written and oral communication 326, 332, 337 skills (4) Systematic/Historical Theology: THE 104, 112, • Analyze, interpret, and process data from a 301, 303, 306, 310, 312, 314, 317, 318, 337, 338, 339 variety of vantage points Note: For those considering graduate studies, • Demonstrate a commitment to community service 12 semester credits of philosophy and two years • Appreciate the importance of diversity and of a foreign language are recommended. tolerance in American society Minor in Pastoral Ministry: • Be competently-prepared for graduate study in (1) 22–23 semester credits: six courses in theology, their chosen field at least three of which are upper division • Be able to apply course content to current (21 semester credits if THE 415) historical, social, and political events (2) Core Freshmen and Core Ethics (3) Three core courses, one from each of these areas: Major requirements may be met by completing courses in various combinations in geography, • THE 217, 302 or 315 (service/pastoral care) history, political science, anthropology, psychology, • THE 303, 310, 318 or 330 (scripture/church) and sociology. Two options are available for the Social • THE 221, 332 or 337 (prayer/sacraments/ and Behavioral Science Major: worship) Major in Social and Behavioral Sciences: SBS 490; one lower division course in four of the n Philosophy Program following areas: anthropology, geography,­ history, political science, sociology, or psychology for a Minor in Philosophy: minimum of 13 credit hours; and five upper division (1) 18-19 credits: 16 of them (4 courses) in courses in at least three of the following areas: anthro- Philosophy of which at least 12 credits are pology, geography,­ history, political science, sociology, upper division Philosophy courses or psychology for a minimum of 18 credit hours (2) Core Freshmen and Core Ethics minimum; ALU 499. Minor in Social and Behavioral Sciences: n Social & Behavioral Sciences Major One lower division course in four of the following: anthropology, geography, political science, history, Program Director: Dr. Chad Litton psychology, sociology: three upper division courses Philosophy from three different areas (geography, political sci- Faculty within the Social & Behavioral Sciences ence, history, psychology, sociology). At least eight major are committed to providing quality education upper division credits must be taken at the University rooted in the Benedictine values of our sponsors, the of Mary. Sisters of Annunciation­ Monastery. These core values include: service, community, respect for persons, n moderation,­ hospitality, and prayer. Social Studies Education Major Program Director: Dr. Chad Litton Mission The mission of the Social & Behavioral Sciences Philosophy faculty is to provide a well-rounded course of study We are committed to providing the social studies in the social science disciplines of sociology, history, content background necessary for you to become psychology, political science, geography, American a competent professional, lifelong learner, and Indian studies, and anthropology. Our curriculum is servant-leader who demonstrates our sponsors’ core designed to mold students into lifelong learners and Benedictine values of service, community, respect for leaders who serve others in their professional, family, persons, moderation, hospitality and prayer. and civic environments. Mission Outcomes We provide a well-rounded social studies program Graduates of the Social & Behavioral Sciences rooted in the Benedictine tradition of our sponsors, program will: the Sisters of Annunciation Monastery.­ Our curric- 41 ulum is designed to expose you to critical thinking Student Outcomes skills, historical analysis, cultural diversity, and Students completing the program: respect for others. We seek to help you develop into • Demonstrate a solid grounding in philosophy a lifelong leaner who educates and serves others in and theology your professional, family, and civic environments. • Grasp effectively the connection between Outcomes theology, philosophy, and other disciplines Upon completion of the social studies education • Show a keen understanding of Christian values major, you will have the ability to: • Respect values and apply Christian values to • Analyze and evaluate arguments, interpretations, their own lives beliefs and theories. • Communicate effectively with others • Understand research techniques, relevant texts, • Think effectively in dealing with theological and scholarly journal articles. and philosophical problems or questions • Apply historical, economic, social, cultural, • Show servant leadership based on the model geographical and political facts to current events. of Jesus and on Benedictine values • Display ethical and professional behavior while Major in Theology: applying this knowledge to problems and Requirements for a theology major include: changing fact situations. (1) 40 semester credits in theology, at least 24 of • Process and apply information reliably and them upper division accurately. (2) one theology course must be THE 429. • Successfully complete Student Teacher (3) 12 semester credits of philosophy, at least Assessment Day eight of them upper division. • Create a Student Teaching Portfolio Recommended: 1) Two years of a foreign language, 2) eight hours above the 100-level in communications, Major in Social Studies Education: English, or education; and 3) for those considering a HIS 101 or 102; 271 or 272; 300-400 US history elec- pre-seminary program, a minor in philosophy. tive; 300-400 world history elective; 300-400 diversity­ history elective; HIS 490; PSY 201; PSY 207 or 332; SOC Minor in Religious Education: 102, 202, or 304; 12 credit hours in two of the following (1) 22–23 semester credits: six courses in theology areas: political science, geography, or economics; lab (2) Core Freshmen and Core Ethics science requirement­ for education; math requirement for education; EDU 201 or 202, 295, 301, 310, 320, 365, (3) one of the courses must be THE 313–Religious 373, 391, 411, 421, 422; 428; ALU 499. Education and Youth Ministry (4) A course in each of the four major areas of theological study. (Bible/Systematics/ Morality n Theology Program /Sacraments) These areas and the courses are Mission under “Major in Pastoral Ministry.” (Core The mission of the Theology Program is to prepare Freshmen and Core Ethics may cover two of Theology Majors who: these areas) • Grapple with the important issues surrounding (5) 12 of these credits need to be upper division God and human beings that are faced in [especially suited to those in education] every age EDU 201 and EDU 301 are recommended. • Appreciate the relationships between theological Minor in Liturgy: and other disciplines (1) 18-19 credits: five theology courses • Face new situations with strong critical thinking (2) Core Freshmen and Core Ethics skills in a wide variety of settings including (3) 12 credits in liturgical theology or sacraments teaching, parish work, volunteer opportunities, (The 221, 323, 326, 332, 337) and further studies [especially suited to those in music or in the arts] 42

Minor in Theology: ART 127 Introduction to Drawing (1) 18-19 credits: five courses in Theology of which Introduction to techniques aimed at improving drawing ability at least 12 credits are upper division Theology by expanding ways of seeing and responding to subject matter. Wide variety of media and range of subject matter are explored courses while basic design concepts are also emphasized. (2) Core Freshmen and Core Ethics 3 semester credits Minor in Theology / Philosophy ART 129 Calligraphy (1) 18-19 credits: any five courses in Theology or Students learn the history and skill of calligraphy with an Philosophy as long as at least 12 credits are emphasis on contemporary uses of this art form. 2 semester credits upper division (2) Core Freshmen and Core Ethics. ART 243 Survey of Modern Art Students learn about the major figures and art movements­ in With a major in Pastoral Ministry, Theology, or one Western Art beginning with Impressionism and continuing to the present day. Artistic processes and creative behavior are also of the minors listed above, a student receives the emphasized. degree of Bachelor of Arts. 4 semester credits ART 125, ART 225, ART 325, ART 425 Special Offerings in Art School of Arts and Sciences 1-4 semester credits Course Descriptions • Anthropology • Biology BIO 101 Life Science ANT 171 Introduction to Cultural Anthropology For non-science and allied health majors with emphasis on Exploration of the elements of culture and their impact on the cell biology, genetics, ecology, morphology, and physiology. construction of human societies. Focuses on the richness and Duplicate credit for BIO 101 and 103 is not allowed. diversity of the human condition as expressed through meaning Laboratory: 2 hours construction. 4 semester credits 4 semester credits BIO 103 General Biology I • Art Designated for biology majors and those planning to pursue graduate studies in the sciences. Basic biological concepts ART 108 Introduction to Photography showing organic unity and diversity in an evolving world. The study of basic photographic principles and procedures,­ Includes metabolism, genetics, cell theory, and development. including camera and digital image processing techniques. Duplicate credit for BIO 101 and 103 is not allowed. Laboratory: Photography will be studied as both an art form and a commu- 2 hours nication medium, and assignments emphasize a broad range of 4 semester credits contemporary photographic­ practice. 3 semester credits BIO 106 General Biology II: Life Strategies Survey of strategies employed by plants and animals in solving ART 115 Introduction to the Visual Arts the problems they encounter in dealing with changing internal Designed for students with little or no experience in making and external environments. Prerequisite: BIO 103 or consent of or critically viewing the visual arts. Through artistic processes, instructor. Laboratory: 2 hours reading and discussion, students learn the elements of design 4 semester credits and the principles of composition and how these contribute to a work’s effectiveness. Students grow in understanding their own BIO 205, BIO 206 Human Anatomy Lab creative behavior and that of the visual artist. Gross anatomy for students who have taken a course in human 3 semester credits physiology. 1 semester hour ART 116 Introduction to Film Students in this course study the history and form of film BIO 207 Human Anatomy and Physiology I including elements of composition and cultural relevance. Gross anatomy and in-depth study of human physiology.­ Artistic comparison, criticism and interpretation­ foster student Homeostasis, histology, and the musculo-skeletal, nervous, and understanding of multiple points of view. endocrine systems are covered. Laboratory: 2 hours. Prerequi- 3 semester credits site: Sophomore standing and ACT science score of at least 21, or BIO 101 or 103. ART 120 Art Appreciation: Sacred and Secular Perspectives 4 semester credits This course is an introduction to the visual arts exploring various approaches to understanding art, art history, termi- BIO 208 Human Anatomy and Physiology II nology, techniques, media, and motivating factors for creating Continuation of gross anatomy and in-depth study of human art from sacred and secular perspectives. physiology. The cardiovascular, lymphatic and immune, respi- 3 semester credits ratory, urinary, digestive and reproductive systems are covered. 43

Laboratory: 2 hours. Prerequisites: BIO 207 or consent of BIO 326 Environmental Biology instructor Addresses and interprets human and natural impacts on the 4 semester credits natural world. The focus will be on biological concepts and issues such as biodiversity and conservation­ agriculture. Laboratory: 3 BIO 209 Medical Microbiology hours. Prerequisites: BIO 103, 106, or consent of instructor Morphology and physiology of bacteria and other micro­ 4 semester credits organisms; their relation to health and disease. Laboratory: 2 hours. Prerequisite: ACT science score of at least BIO 329 Biology Lab Practicum 21, or BIO 101 or 103. Duplicate credit for BIO 209 and 309 is Prerequisite: consent of instructor not allowed. 1 semester hour 4 semester credits BIO 330 Zoology Phylogenetic examination of important invertebrate and BIO 213/ BIO 214 Human Physiology I and II vertebrate animal groups with emphasis on morphology and In-depth study of human physiology for those students who physiology. Laboratory: 2 hours. Prerequisites: BIO 103, 106, or have taken a course in human anatomy. Prerequisites:­ A human consent of instructor anatomy course. 4 semester credits 3 semester credits each BIO 339 Marine Biology BIO 309 Microbiology A field-oriented course in marine biology. Focus is on Morphology and physiology of microorganisms with emphasis describing properties of marine systems and the organisms­ on bacteria, laboratory diagnosis, and relationships­ to humans. within these systems. About one week will be spent at a Laboratory: 3 hours. Prerequisite: BIO 103 or consent of field station directly studying topics discussed in lecture and instructor. Duplicate credit for BIO 209 and 309 is not allowed. conducting research projects. 4 semester credits 4 semester credits BIO 311 Genetics BIO 340 DNA Science This course examines the fundamental principles of classical A hands-on course covering those procedures necessary­ to and molecular genetics. Topics covered include genes and their isolate, amplify, manipulate, and analyze DNA. Prerequisites: functions (DNA structure, transcription, translation), DNA and BIO 103, 309, and 311 or consent of instructor chromosome mutations, regulation of gene expression, prin- 4 semester credits ciples of gene segregation analysis (Mendelian genetics, gene mapping, non-Mendelian inheritance), population genetics, BIO 354 General Botany quantitative genetics, and biotechnology. Laboratory: 2 hours. Study of plant life with emphasis on anatomy, morphology, Prerequisite: BIO 103 or consent of instructor. physiology, and evolutionary relationships. Laboratory: 3 4 semester credits hours. Prerequisite: BIO 103 or consent of instructor 4 semester credits BIO 312 Parasitology Physiology, anatomy, and life history of animal parasites with BIO 417 Developmental Biology emphasis on those of man. Laboratory: 2 hours. Prerequisites: Examines the processes of development and the mechanisms­ BIO 103, 106 which control them in several different vertebrate organisms. 4 semester credits Circulatory, digestive, nervous, and reproductive­ systems are BIO 314 Histology discussed. Laboratory: 2 hours. Prerequisite: BIO 103 4 semester credits A study of the microanatomy of cells, tissues, and organs. Labo- ratory: 2 hours. Prerequisites: BIO 103, 207 and 208 or consent BIO 421 Advanced Physiology of instructor. A detailed examination of selected human organ systems with 4 semester credits emphasis on biochemical principles of physiology. Laboratory: BIO 318 Immunology and Serology 2 hours. Prerequisites: BIO 207, 208; or consent of instructor Blood chemistry, antigen-antibody reactions, and general 4 semester credits human immunology. Laboratory: 3 hours. BIO 422 Principles of Ecology Prerequisites: BIO 103, 106, or consent of instructor Basic relationships between organisms and their abiotic and 4 semester credits biotic environments. Laboratory: 2 hours. Prerequisites: BIO BIO 319 Hematology 103, 106, or consent of instructor The study of normal and abnormal human blood cells with an 4 semester credits emphasis on clinical laboratory evaluations. Prerequisite: BIO BIO 423 Animal Behavior 103 or consent of instructor An exploration of the diversity of behavior in animals with an 3 semester credits attempt to explain the similarities and differ­ences in behavior BIO 320 Hematology Lab in terms of phylogenetic history and the operation of natural Laboratory evaluation of human blood cells with an selection. Both proximate and ultimate mechanisms will be emphasis on clinical laboratory evaluations. For students examined. Lab: 2 hours. Prerequisites: BIO 103, 106, or consent enrolled in BIO 319. of instructor 1 semester hour 4 semester credits 44

BIO 424 Pathogenic Microbiology CHE 111 General Inorganic Chemistry I This course offers a laboratory-based study of human patho- Laws and theories of inorganic chemistry; preview of inorganic gens. Groups of microorganisms studied include bacteria and descriptive chemistry. Duplicate credit for CHE 111 and 109 not fungi; emphasis will be placed on pathogenic­ microorganisms allowed. Lab: 2 hours of these groups. Laboratory studies involve isolation and iden- 4 semester credits tification. Microbial antibiotic susceptibility testing and aseptic technique with specimen processing will also be presented. CHE 112 General Inorganic Chemistry II Prerequisites:­ BIO 209 or 309 or consent of instructor. Continuation of CHE 111 including qualitative analysis and 2 semester credits descriptive inorganic chemistry. Lab: 2 hours. Prerequisite: CHE 111 or consent of instructor BIO 428 Readings and Research in Biology 4 semester credits Prerequisites: BIO 103, 106, and consent of instructor CHE 209 Quantitative Analysis 1-4 semester credits Principles of theories of gravimetric and volumetric analysis. BIO 430 Advanced Genetics and Cell Biology Duplicate credit for CHE 209 and CHE 309 not allowed. This course covers advanced topics in human genetics and cell Lab: 3 hours. Prerequisite: CHE 111 or consent of instructor biology. Topics covered include medical genetics, advanced 4 semester credits pedigree and linkage analysis, gene therapy and stem cell CHE 217 Organic Chemistry I research, cell structure, organelle function, programmed cell Preparation and reactions of the main classes of organic death and its role in cancer, and laboratory analysis of various compounds. Lab: 3 hours. Prerequisite: CHE 111 or consent of protein-based com-pounds important in cell function. Labo- instructor ratory: 3 hours. Prerequisites: BIO 103, 311, or consent of 4 semester credits instructor. 4 semester credits CHE 309 Quantitative Analysis BIO 431 Endocrinology Covers the same material as CHE 209. In addition, an in-depth This course will provide students with an understanding of research project in the area of Analytical Chemistry will be the role of the endocrine system in both normal function­ and required. Duplicate credit for CHE 209 and 309 not allowed. various diseases. Topics will include glands of the endocrine Lab: 3 hours. Prerequisite: CHE 111 or consent of instructor system, hormones produced, their actions in growth, metabo- 4 semester credits lism, reproduction, and other physiologic­ processes and the CHE 310 Biochemistry mechanisms by which these actions occur. Prerequisites: BIO Carbohydrates, proteins, fats, enzymes, nucleic acids, vitamins, 103, 207 and 208 or consent of instructor. and hormones; process of digestion, absorption­ and metabolic 4 semester credits cycles. Duplicate credit for CHE 110 and 310 not allowed. BIO 125, BIO 225, BIO 325, BIO 425 Lab: 3 hours. Prerequisite: CHE 217 Special Offerings in Biology 4 semester credits Consent of instructor. 1-4 semester credits CHE 318 Organic Chemistry II Synthesis, mechanism, and spectroscopic analysis of typical BIO 480 Senior Biology Seminar organic compounds. Organic qualitative analysis­ is stressed in A course in which students will synthesize, analyze, and the laboratory. Lab: 3 hours. Prerequisite: CHE 217 or consent of critique papers from a broad range of biological research. instructor Through seminars, presentations of journal articles, and discus- 4 semester credits sions, students will integrate material from all their undergrad- uate biology courses. A final research paper is required. CHE 326 Environmental Chemistry 2 semester credits Study and analysis of the most important natural and human modulated chemical processes taking place within the earth’s • Chemistry ecosystems and affecting natural resources. Lab: 3 hours. Prerequisites: CHE 111, 112, or consent of instructor CHE 109 Fundamentals of Chemistry 4 semester credits Survey of college chemistry; chemistry of inorganic elements and compounds. Duplicate credit for CHE 109 and 111 not CHE 329 Chemistry Lab Practicum allowed. Lab: 2 hours Prerequisite: Consent of instructor 4 semester credits 1 semester hour CHE 110 Introduction to Organic and Biochemistry CHE 428 Readings and Research in Chemistry Structure and properties of representative organic and Prerequisites: CHE 111, 217, and consent of instructor biochemical compounds. Chemical processes occurring within 1-4 semester credits the living system. A terminal course for non-majors. Duplicate credit for CHE 110 and 310 not allowed. Lab: 2 hours. CHE 125, CHE 225, CHE 325, CHE 425 Prerequisite: CHE 109 or high school chemistry and ACT Special Offerings in Chemistry science score 21 or higher. Prerequisite: Consent of instructor 4 semester credits 1-4 semester credits 45

• Communication used in such areas as media, advertising, rhetoric, politics, and propaganda will be addressed. Prerequisites: COM 110, ENG 121 COM 102 Introduction to Communication Studies 4 semester credits Communication Studies introduces students to the academic and professional dimensions within the field of communication. COM 226 Desktop Publishing I Special attention will be given to communication theory, profes- Provides instruction in principles of graphic design and how to sional practices, and ethical considerations that are relevant use those principles to create professional publications­ through to such areas as public relations, advertising, and media. This the combining of images and text. The student will learn to course will provide an opportunity for students to become solve visual problems using professional-level­ tools. These familiar with departmental policies and procedures. tools will include page-layout software, vector-based drawing 4 semester credits software, and bitmap-editing software. Prerequisite: ART 108 or COM 106 Emerging Uses of Technology in Communication consent of the instructor. Registration priority given to commu- This course is an introduction to emerging technologies and nication majors, web design minors, marketing, and sports and their use in professional communication. It will help students leisure management majors. develop competence and understanding in radio broadcasting, 4 semester credits pod casting, vod casting, and web casting. Competencies to be COM 237 Desktop Publishing II developed include writing in multiple media formats, preparing Emphasis on establishing effective design project management media for the presentation on the web, uploading information skills, reinforcing previous graphic design knowledge and skills, to the web and announcing for radio and pod casts. and understanding printing industry standards and practices. 4 semester credits Students explore the underlying principles of grid theory, COM 110 Oral Communication typography, page layout, and type and image integration as Examines the theories and practices students need to develop they relate to a range of publication design applications. competence in public speaking and listening by providing Prerequisites: ART 108, COM 226 experience in the preparation, presentation, and assessment of 2 semester credits speeches. Informative and persuasive­ speaking are highlighted in this course. COM 303 Mass Communication: History and Theory 3 semester credits History, process, philosophy, law, policy of U.S. commu­ nication media. Each medium examined individually. Effects of COM 110 Oral Communication – Speech Anxiety messages, regulation of media, and other current issues exam- Examines the theories and practices students need to develop ined. Prerequisites: Eng121, Com110 or consent of instructor competence in public speaking and listening by providing 4 semester credits experience in the preparation, presentation,­ and assessment of speeches. Informative and persuasive speaking are highlighted COM 305 Sports Communication in this course. COM 110-SA seeks to aid students with a self- An in-depth look at sports and its influence on society including report of high speech anxiety. Placement in these sections will the media through which its story is told. Areas of emphasis take place based on the speech anxiety inventory conducted include sports writing, broadcasting, advertising, marketing upon arrival at the University. Students may also self-select to and public relations. The course will include tours of sports take this course. facilities and speakers from sports teams and from the media 3 semester credits which cover them. Prerequisites: COM 102, COM 110, ENG 121, or consent of instructor. COM 204 Interpersonal Communication 4 semester credits Principles and theories of relational communication will be explored including such concepts as self, relational­ develop- COM 308 TV and Lighting ment, conflict, listening, language and nonverbal communica- A detailed study in lighting for television and video produc- tion. Special emphasis will be given to interpersonal communi- tions. Provides advanced theory in lighting and practical hands- cation in small groups. Prerequisite: COM 110 or consent of the on lighting experience. Develops an advanced competency with instructor lighting and a basic understanding­ of special effects. 4 semester credits 1 semester hour COM 210 Intercultural Communication A study of the theories and principles of communication within COM 309 Oral Interpretation and across ethnic and multinational borders is the focus of this Interpretive reading of prose, poetry and drama. Stresses tech- course with exploration into the fields of communication, busi- niques of effective vocal delivery and physical presentation. ness, healthcare, education, human rights, and global diversity. Provides experience in preparation, presentation, and evalua- Study will culminate in a research project or a global issues tion of individual and ensemble readings. Prerequisite: Com110 service project. Prerequisites:­ COM 110; Suggested ANT 171 and 4 semester credits BUS 215. 4 semester credits COM 311 Advanced Public Speaking Designed for students who desire to refine their public speaking COM 212 Persuasion skills. Areas include: informative, persuasive, limited prepara- The art of persuasion is explored as an element of not only tion, special occasion speeches, and communication­ analysis. communication but society as well. Various aspects of persua- Prerequisite: COM 110 sion and their impact (legal, ethical, etc.) and effectiveness as 4 semester credits 46

COM 315 Written Journalism set up followed by supervised production­ work to be aired on Basic reporting techniques, lead and story writing, headline Community Access Television. Prerequisites: COM 316 and 318 writing, feature and editorial writing, copy editing. Media or consent of program director convergence applications also emphasized.­ 2 semester credits Prerequisites: ENG 121, COM 102, COM 106, COM 110 or consent of the instructor. COM 406 Video Production II 4 semester credits Advanced course in television production techniques and theory. Students are required to study equipment, staff, pre- COM 316 Video Production I production and post-production elements. Students also learn Introduction to one-camera, studio and field video production. different roles of control room and field productions. Prerequi- One camera projects include music video and short movie. sites: COM 316, 318 or consent of the instructor Students learn how cameras and the studio work. Videography 4 semester credits and editing techniques are also emphasized. Prerequisites: Prerequisites: ART 108, COM 106 COM 413 Organizational Communication 4 semester credits Study of communication practices in formal organizations­ with emphasis on communication between supervisors and COM 318 Broadcast Journalism subordinates. Examination of structure and function of planned Broadcast journalism examines and practices executing televi- and unplanned organizational communication networks and sion and radio news. Students learn how to produce a news- an introduction to the communication audit. Special attention cast including: hands-on experience in writing, researching, given to managerial­ communication. Prerequisites: BUS 215, reporting, directing, delivering the news on air and doing the COM 204 or consent of the instructor. videography. Prerequisites: ART 108, COM 106, COM 316 4 semester credits 4 semester credits COM 414 Business Communication COM 319 Secondary Speech Methods Preparation, practice and evaluation of oral and written Examines methods, materials, opportunities, and problems­ typi- communication for the business world: public presentation,­ cally encountered in teaching high school speech. Emphasis is small group skills, listening. Research, present, and evaluate on instruction and practice in procedures for planning, instruc- communication for the business setting. Prerequisites: ENG 121, tion, and evaluation. COM 110, BUS 215 2 semester credits 4 semester credits

COM 320 Management of Extra Curricular Activities COM 416 Advanced Journalism Practice in the methods of advising and managing extracur- Course offered in cooperation with the press for the improve- ricular programs in forensics, journalism, and theater. ment of reporting and of writing skills and mastery of technical 2 semester credits equipment of the profession. Prerequisites: Consent of COM 315 COM 329 Public Relations instructor and program director 4 semester credits Overview of history, theory, and research techniques and applications of public relations. Introduction to public relations COM 420 Case Studies in Public Relations writing and design. Projects include brochure preparation, In-depth study of public relations campaigns. Case studies problem research, and news releases. Focus on critical analysis examined for discussion. Course requires a 60- hour public rela- of public relations problems and remediation. Prerequisites: tions placement. Prerequisites: COM 326, 329, 332 BUS 215, COM 204, COM 226, or consent of the instructor. 4 semester credits 4 semester credits

COM 330 Principles in Advertising COM 426 Communication Leadership Intense study of advertising, the process and practice. Planning, As the capstone experience for all senior students in Commu- formulating, implementing, and evaluating an ad campaign. nication, this course provides for the integration­ of core liberal Social responsibilities and legal restrictions­ of advertising. Case learning, professional course work and servant leadership in studies assigned for discussion­ and evaluation. Prerequisites: communication. Assessments and preparation for internship ENG 121, COM 110, BUS 215 or consent of the instructor placement are also completed. Prerequisite: Acceptance into the 4 semester credits internship program. 2 semester credits COM 332 Public Relations Writing Practical study of the various genres of public relations writing: COM 428 Reading and Research in Communication news releases, speeches, press packets, agency newsletters, An in-depth study to fit the student’s competence and needs. and special events. Prerequisites: Com315, Com226, Com329 or Prerequisite: Consent of instructor consent of the instructor. 1-4 semester credits 4 semester credits COM 430 Internship COM 405 Advanced Video Production Structured, on-the-job learning experience under supervision­ Intensive training in video production camera, direction,­ of professionals in a cooperating organization. Faculty advisor post production editing, phases of local origination program- supervises, awards credit and grade. A learning contract is ming. Live studio, remote production, field production, and written between faculty advisor, supervisor and student stating 47 conditions of work assignment (13 weeks, minimum of 40 hrs/ ENG 103 Writing Process week). Prerequisite: All other major coursework completed; An introduction to information literacy, analysis, and argu- Taken concurrently with COM 432 ment, culminating in the production of a thesis-driven argument 10 semester credits supported by research from scholarly sources. Meets the liberal arts core requirement in composition. COM 432 Seminar 4 semester credits An in-depth original research or production study designed, ENG 105 Crime Literature proposed, presented, and defended by the student to a Close reading, analysis, and interpretation of fictional and non- committee of peers and staff. Practical exploration of job search fictional writing about the crime of murder. Prerequisite: consent procedure. Preparation of employment portfolio and resume; of instructor. presentation of portfolio to faculty and peers. Taken concur- 4 semester credits rently with COM 430 2 semester credits ENG 110 Introduction to Literature Relationships of literature to other arts; genres and elements COM 125, COM 225, COM 325, COM 425 of literature; close reading, analysis, and interpretation­ of Special Offerings in Communication fiction, poetry, and drama; introduction to criticism and 1-4 semester credits critical writing. 4 semester credits COM 133, 233, 333, 433 Practicum: Video COM 135, 235, 335, 435 Practicum: KXUM ENG 111 Composition I COM 139, 239, 339, 439 Practicum: Summit Guided practice in college-level critical reading and expository writing, emphasizing a process approach and such expository COM 143, 243, 343, 443 Competitive Forensics modes as definition, comparison, and analysis. COM 145, 245, 345, 445 Practicum: Theater 3 semester credits

A supervised experience in university studios, publications,­ ENG 121 Composition II forensics, and theater. Students contract with faculty advisor. Guided practice in college-level research and writing, empha- No student can earn more than four semester credits in any sizing a process approach and such expository modes as defini- one area. tion, comparison and analysis. 1 semester hour 3 semester credits

• Economics ENG 130 Introduction to Literature Study of the literary genres and related elements of literary ECN 203 Microeconomics form. Close reading and analysis of fiction, poetry and drama Microeconomics emphasizes the various market structures­ that is augmented with the study of literary criticism and critical individual units such as households and firms encounter when writing. Artistic comparison­ and interpretation foster a student’s maximizing their utility and profits. It investigates the advan- understanding of multiple points of view. tages and disadvantages of perfect competition, monopoly, 3 semester credits oligopoly and monopolistic­ competition. 4 semester credits ENG 202 Grammar A linguistics-based study of the grammar of modern English. ECN 204 Macroeconomics Required for all English majors. Macroeconomics studies economic aggregates such as unem- 4 semester credits ployment, inflation, and Gross Domestic Product and their ENG 204 English Language and Linguistics impact on individuals and society. It examines the effects of Introduction to findings from the scientific study of human fiscal and monetary policy on the level of economic activity. language, the major systems of language, and the sub disciplines 4 semester credits of linguistics. Pre-history and evolution­ of major dialects of ECN 343 History of Economic Thought English up to the present. Required for all English majors. This course is designed to study the major economic philoso- 4 semester credits phers from Adam Smith to the present and their contributions to ENG 215 Introduction to the Profession of English economic theory. Prerequisites: ECN 203, ECN 204 or instructor Outline of major theoretical stances towards the interpretation­ consent. of literature plus tools and techniques especially­ applicable to 4 semester credits research in language, literature, and culture. Required for all English majors. • English 4 semester credits ENG 098 Writing in Sentences and Paragraphs ENG 302 Classical and Contemporary Rhetoric A developmental writing course in which students study History of rhetoric from classical Western ideas through the grammatical rules and their application in the writing process. middle ages and into the 21st century. Emphasis on theory and Students learn to develop coherent and unified paragraphs and structure of argument, proofs, reasons, evidence, and fallacies – essays, using appropriate transition signals. They also learn to with application­ of these in writing arguments for various audi­ summarize, paraphrase,­ quote and document reading materials. ences. Required for all English majors. Class does not apply to graduation credit. 4 semester credits 48

ENG 315 Senior Seminar Prospectus ENG 461 Major Theme Development of an arguable topic, rough thesis, plan of work, Advanced study of a particular literary theme or trope. For and preliminary bibliography for the senior seminar. Required example: attitudes toward science in European literature, for all English majors. Prerequisite: Admission to the English visits by the living to the land of the dead, the archetype of the major. goddess, or Plains literature. 1 semester hour 4 semester credits

ENG 320 Critical Theory ENG 462 Major Author Historical and comparative study of major theoretical­ stances Advanced study of a particular author. For example: towards the interpretation of literature. Emphasis on primary Shakespeare, Whitman, or Dante. documents. Required for all English majors. 4 semester credits 4 semester credits ENG 463 Literary Era Advanced study of a particular literary era. For example: ENG 321 Survey of British Literature I the Victorian era, the colonial era, or the high Middle Ages. Important works in British literature from the beginnings­ 4 semester credits through Neo-classicism. 4 semester credits ENG 464 Literary Genre Advanced study of a particular genre or sub-genre. ENG 324 Survey of British Literature II For example: lyric poetry, the novel, drama, or epic. Important works in British literature from the Romantics­ 4 semester credits to the present. 4 semester credits ENG 465 Literary Movement Advanced study of a particular literary movement. ENG 330 Survey of World Literature I For example: Modernism or Romanticism. Important works in world literature from the beginnings­ 4 semester credits through the European Renaissance. Emphasis on non-English- language works read in translation. ENG 466 Literary Diversity 4 semester credits Literature of those groups whose works have often been omitted from the canon of a dominant culture. For example: ENG 331 Survey of World Literature II Native Americans, African Americans, ethnic minorities, Important works in world literature from the European­ Renais- women, or the working class. sance through the present. Emphasis on non-English-language 4 semester credits works read in translation. ENG 481 Senior Seminar 4 semester credits Guided work in the development of an extended scholarly essay emphasizing collaborative refinement of ideas and ENG 332 Acting approaches. Required oral presentation of findings. Capstone Guided experience in basic principles and major styles. Study course required for all English majors. will correspond to techniques applicable to student professional 4 semester credits goals regardless of major. Required for Theatre minors. 4 semester credits ENG 125, ENG 225, ENG 325, ENG 425 Special Offerings in English ENG 336 Survey of American Literature I 1–4 semester credits Important works in American literature from the beginnings through Whitman. 4 semester credits • Geography GEO 101 Introduction to Geography ENG 337 Survey of American Literature II Account of the earth and the home of human beings. Includes Important works in American literature from Whitman through geographic principles and skills, environment, and the role of the present. geography in human institutions. 4 semester credits 4 semester credits ENG 351 Creative Writing GEO 302 Regional Geography Guided experience in writing various genres. Emphasis on Influence of natural environment on economic, social, and effective use of form, technique, and style. political life of people in North America and selected regions of 4 semester credits the world. 4 semester credits ENG 352 Introduction to Theater Production: Directing Study of the basic principles and theories of stage direction. GEO 402 Human Geography On-demand; required for Theatre minors. A review of the relationship between core areas of the earth 2 semester credits and the peripheral environment as well as a display of the continuing transformation of the political economy of the ENG 353 Introduction to Theater Production: Stagecraft world, nations, regions, and cities. An emphasis on how social Study of the basic principles and theories of set and lighting and cultural differences are embedded in human geography, design for the stage. On-demand; required for Theatre minors. especially differences in race, ethnicity, gender, age, and class. 4 semester credits 4 semester credits 49

• History HIS 490 Senior Seminar An examination of the history of leadership from a global HIS 101- HIS 102 World Civilization I and II perspective. The seminar will also introduce students to histor- Survey of the development of social, political, and economic ical methodology and service learning. institutions and cultures of the world areas from: (I) ancient 4 semester credits times to 1715 and (II) from 1715 to the present. 4 semester credits each HIS 125, HIS 225, HIS 325, HIS 425 Special Offerings in History HIS 202 North Dakota 1-4 semester credits Survey from pre-history to present: physical features, people, cultures, politics, and place in history. 4 semester credits • Mathematics HIS 271 - HIS 272 US History I and II Placement Evaluation Survey of the political, social, and economic institutions of the Students enrolling in ASD 097; MAT 102, 103 or 107 United States from: (I) pre-Columbian North America to 1877 must first have a placement evaluation. and (II) from 1877 to the present. ASD 097 Fundamental Concepts of Algebra 4 semester credits each Basic algebraic concepts and skills; for students with a minimum HIS 307 Difference and Inequality of high school mathematics. Taken by math placement only; a Examination of issues of human diversity from historical,­ grade of “C” or better is required to progress to MAT 102. May global, social and cultural perspectives. Issues may include not be taken for credit hours after completing MAT 103. Does race, gender, age, ethnicity, class or culture. not fulfill core requirement.­ Does not apply to graduation credit. 4 semester credits 4 semester credits HIS 371 The American Revolution and Early Republic MAT 102 Intermediate Algebra A comprehensive analysis of the revolutionary era from the Provides an overview of the algebraic skills necessary to end of the Great War for Empire in 1763 to the War of 1812 with succeed in College Algebra. Concepts and topics include linear special attention directed to political, economic, and military equations, graphing, inequalities, systems of equations, rational events of the period. expressions, functions, exponents, radicals, radical equations, 4 semester credits and quadratic equations. This course is taken by math place- ment and will not fulfill a core requirement nor will it substitute HIS 372 The American West for a mathematics course of a higher number. Credits are appli- A survey of the frontier experience of the American people cable for liberal arts and graduation requirements. with special emphasis on the pioneers, cattle barons, lawmen, 4 semester credits cowboys, and Plains Indians. MAT 103 College Algebra 4 semester credits Topics included are the real number system; linear and HIS 381 World War II quadratic equation and inequality solutions and applications,­ An analysis of the events that led to the conflict, United States polynomial functions; exponential and logarithmic functions; diplomatic and military involvements in the European­ and other topics. Prerequisites: Two years of high school algebra Pacific theaters, surrender, and aftermath. and satisfactory placement evaluation; or MAT 102 with a grade 4 semester credits of “C” or higher. 4 semester credits HIS 412 Vietnam War Focus on American intervention in Vietnam. The social, histor- MAT 107 College Mathematics for Non-Science Majors ical, and political contexts before, during, and after the war will Mathematical concepts in algebra, geometry, consumer math- be examined. ematics, statistics, and probability with emphasis on problem 4 semester credits solving. Applications are made in a variety of areas including business, social sciences, and natural science. Either MAT 103 HIS 471 Indians in American History or MAT 107, but not both, will fulfill a Math/Science general An analysis of the traditional native cultures, changes that education core requirement.­ May not be taken for liberal arts occurred through European colonization, impact of United credit after successfully completing a higher numbered math States Indian policy, political activism, and contemporary issues. course. Prerequisites: Two years of high school mathematics, 4 semester credits one of which is algebra, and satisfactory placement evaluation;­ or MAT 102 with a grade of “C” or higher. HIS 472 Colonial North America 3 semester credits A comprehensive examination of the history of colonial North America from the Age of Discovery through the Great MAT 153 Algebra and Trigonometry War for Empire. Functions and their graphs; emphasis on linear, quadratic, poly- 4 semester credits nomial, and rational functions and their applications. Expo- nential and logarithmic functions, trigonometric functions­ and HIS 473 United States Military History identities, applications. Conic sections. Systems of equations, An examination of the role the United States military has counting and probability. Prerequisite: placement­ evaluation or played from the Civil War to the war on terrorism. consent of instructor. 4 semester credits 4 semester credits 50

MAT 180 Elementary Statistics MAT 312 Linear Algebra The study of descriptive statistics such as mean, mode, range, Vector spaces, their general properties, and linear trans-forma- standard deviation, variance, histograms, etc., that describe tions; systems of linear equations, matrices, determinants.­ statistical information. The study of inferential statistics such as Prerequisite: One MAT 200 or higher level course hypotheses testing of a population mean, proportion, etc., using 4 semester credits a sample drawn from the population or testing to see if the sample is representative­ of the population being studied. MAT 318 Number Theory 4 semester credits Divisibility and congruence theory; prime numbers; number theoretic functions. Prerequisite: One MAT 200 or higher level MAT 204 Applied Statistics course Theoretical and practical introduction to graphic representa- 4 semester credits tions of data, probability theory, normal curve model, point MAT 334 Differential Equations and interval estimation, hypothesis testing, linear correlation, Ordinary differential equations; systems of equations; solution and inferential statistics. Critiques of scientific publications, by series. Prerequisites: MAT 211, 312 data collection and analysis procedures, statistical analyses, 4 semester credits and employing personal computers. Prerequisite: MAT 103 or consent of instructor MAT 411 Mathematical Statistics 4 semester credits Probability theory; random variables and distribution func- tions; estimation; tests of hypotheses; regression and correlation. MAT 206 Discrete Mathematics Prerequisites: MAT 204, 211 Combinatorics and counting techniques; graphs, trees and 4 semester credits networks; algorithms; induction. Prerequisite: MAT 103 or consent of instructor MAT 428 Readings and Research in Mathematics 4 semester credits Prerequisite: Senior standing or consent of instructor. 1-4 semester credits MAT 209 Calculus with Analytic Geometry I Two dimensional analytic geometry; functions, limits, conti- MAT 443 History of Mathematics nuity. Differentiation of algebraic and trigonometric functions. Greek period; Western math up to 1650; modern math Prerequisite: MAT 153, placement, or consent of instructor (calculus, group theory, axiomatization); current developments.­ 4 semester credits Prerequisite: Consent of instructor 4 semester credits MAT 210 Calculus with Analytic Geometry II MAT 125, MAT 225, MAT 325, MAT 425 Development and applications of the definite integral; loga- Special Offerings in Mathematics rithmic and exponential functions; methods of integration,­ 1-4 semester credits including numeric; improper integrals. Prerequisite:­ MAT 209 4 semester credits • Music MAT 211 Calculus with Analytic Geometry III Infinite series; vectors in two and three dimensions; differential MUS 121 Sight Singing/Ear Training I calculus of functions of several variables; multiple integration. Designed to improve aural skills in the areas of sight singing Prerequisite: MAT 210 and dictation. Rhythmic, melodic, and harmonic exercises are studied and executed. 4 semester credits 1 semester credit

MAT 221 Topics in Euclidean Geometry MUS 122 Sight Singing/Ear Training II Euclidean geometry topics including properties of polygons, Designed to improve aural skills in the areas of sight singing congruences, parallelism, similarity, circles, constructions, and dictation. Rhythmic, melodic, and harmonic exercises are area and solid geometry. Prerequisite: MAT 103 or consent of studied and executed. instructor 1 semester credit 4 semester credits MUS 123 Music Theory I MAT 310 College Geometry Theoretical concepts of diatonic harmony are studied. Advanced Euclidean geometry topics; non-Euclidean geometry, 3 semester credits including hyperbolic and elliptic geometries. Prerequisite: MAT MUS 124 Music Theory II 221 or consent of instructor Theoretical concepts of diatonic and chromatic harmony are 4 semester credits studied. 3 semester credits MAT 311 Algebraic Structures Groups and isomorphism, normality, factor groups, and homo- MUS 132 Percussion Pedagogy morphism; introduction to rings, ideals, and fields. Prerequisite: Percussion instruments with an emphasis on teaching One MAT 200 or higher level course. MAT 312 recommended procedures. 4 semester credits 2 semester credits 51

MUS 151 Class Piano I MUS 224 Music Theory IV A course for music majors and minors who are working on the Theoretical aspects of Romantic and 20th Century music are piano proficiency requirement. studied through analysis and composition. 1 semester credit 3 semester credits

MUS 152 Class Piano II MUS 231 Brass Pedagogy A continuation of MUS 151 with the introduction of more Brass instruments with an emphasis on teaching procedures. complex literature requiring the use of more advanced technical 2 semester credits and theoretical concepts. Satisfies the piano proficiency require- ment for music minors. MUS 232 Vocal Pedagogy/Diction 1 semester credit Vocal teaching methods for studio voice instructors and music MUS 153 Class Voice I educators. Emphasis is placed on development of healthy Vocal technique and repertoire are studied in a class format, singing techniques. with emphasis placed on the development of a healthy 2 semester credits speaking and singing voice. This course is designed for any student who is not a vocal music major or minor. MUS 251 Class Piano III 1 semester credit A continuation of keyboard activities on the intermediate­ level including study of classical piano literature and the use of more MUS 154 Class Voice II advanced technical and theoretical concepts than those encoun- Vocal technique and repertoire are studied in a class format, tered in MUS 152. Satisfies the piano proficiency requirement with emphasis placed on the development of a healthy for music performance­ majors. speaking and singing voice. This course is designed for any 2 semester credits student who is not a vocal music major or minor. Prerequisite: Class Voice I. MUS 252 Class Piano IV 1 semester credit A continuation of keyboard activities on the intermediate­ level including study of classical piano literature and the use of more MUS 155 Class Guitar I advanced technical and theoretical concepts than those encoun- Guitar technique and repertoire are studied in a class format, tered in MUS 251. Satisfies the piano proficiency requirement with emphasis placed on the development of correct technique for music education and sacred music majors. and performance skills. This course is designed for any student 2 semester credits who is not a guitar major or minor. No prerequisite. 1 semester credit MUS 253 Class Voice III MUS 156 Class Guitar II Vocal technique and repertoire are studied in a class format, Guitar technique and repertoire are studied in a class format, with emphasis placed on the development of a healthy with emphasis placed on the development of correct technique speaking and singing voice. This course is designed for any and performance skills. This course is designed for any student student who is not a vocal music major or minor. Prerequisite: who is not a guitar major or minor. Prerequisite: MUS 155. Class Voice II. 1 semester credit 1 semester credit

MUS 196 Introduction to Music MUS 254 Class Voice IV Forms, styles, trends, cultural and historical aspects of western Vocal technique and repertoire are studied in a class format, and world music within the context of creating increased enjoy- with emphasis placed on the development of a healthy ment and understanding of music. Meets core and aesthetics speaking and singing voice. This course is designed for any requirements. student who is not a vocal music major or minor. Prerequisite: 3 semester credits Class Voice III. MUS 221 Sight Singing / Ear Training III 1 semester credit Designed to improve aural skills in the areas of sight singing and dictation. Rhythmic, melodic, and harmonic exercises are MUS 255 Class Guitar III studied and executed. Guitar technique and repertoire are studied in a class format, 1 semester credit with emphasis placed on the development of correct technique and performance skills. This course is designed for any student MUS 222 Sight Singing / Ear Training IV who is not a guitar major or minor. Prerequisite: MUS 156. Designed to improve aural skills in the areas of sight singing 1 semester hour and dictation. Rhythmic, melodic, and harmonic exercises are studied and executed. MUS 256 Class Guitar IV 1 semester credit Guitar technique and repertoire are studied in a class format, MUS 223 Music Theory III with emphasis placed on the development of correct technique Theoretical aspects of Baroque and Classical era music are and performance skills. This course is designed for any student studied through analysis and composition. who is not a guitar major or minor. Prerequisite: MUS 255. 3 semester credits 1 semester hour 52

MUS 262 Basic Conducting MUS 371/372 Junior Recital Intended for the music major or minor with no prior back- Requirement for all music performance majors. Suggested for all ground in conducting. The course will deal with the fundamen­ music education majors with approval of the applied instructor. tals of vocal and instrumental conducting. 1 semester credit 2 semester credits MUS 382 Elementary Music Methods MUS 321 Music Technologies A course for music education majors who expect to teach music Basics of sound reinforcement and stage lighting for music in the elementary school. ensembles including proper set-up and safety procedures 3 semester credits as well as trouble-shooting sound and lighting equipment. Synthesizer programming will include use of tone generators, MUS 383 Secondary Choral Methods sequencing, operational MIDI, and basic recording techniques. A course for music education majors who expect to teach 2 semester credits choral music. 2 semester credits MUS 323 Orchestration and Arranging MUS 384 Secondary Instrumental Methods Study of orchestrating and arranging music for both instru- A course for music education majors who expect to teach instru- mental and choral ensembles. mental music. 2 semester credits 2 semester credits

MUS 324 Jazz Studies MUS 392 Wind Instrument Maintenance and Repair A course for students interested in studying jazz improvisation. Maintenance and repair of woodwind and brass instruments.­ 1 semester credit Acoustical and mechanical characteristics are dealt with in MUS 331 Woodwind Pedagogy detail. Woodwind instruments with emphasis on teaching procedures. 2 semester credits Offered in two consecutive semesters. Both semesters must be MUS 431 String Pedagogy completed. String instruments with emphasis on teaching procedures. 2 semester credits 2 semester credits MUS 333 Jazz Pedagogy/Jazz History MUS 440 Internship A course for music education students who expect to direct a Structured, on-the-job learning experience under supervision jazz ensemble in school. of professionals in a cooperating organization. Faculty advisor 2 semester credits supervises, awards credit and grade. A learning contract is written between faculty advisor, supervisor and student MUS 334 Piano Pedagogy stating conditions of the internship. Capstone option for B.A. Intended for the music major/minor with a strong interest in Music major. developing pedagogical skills on the keyboard for use in the 4 semester credits private studio. 2 semester credits MUS 462 Advanced Conducting II: Independent Study Further development of conducting techniques and expression. MUS 341 Music History I Enrollment by instructor permission only. History of the evolution of musical style, form, and literature 1-2 semester credits through a study of major composers and their works. MUS 470 Sacred Music Practicum 3 semester credits Course requires immersion in a parish setting. Students will synthesize information learned through their coursework and MUS 342 Music History II – World Cultures participation in campus ministry with the real life setting of History of the evolution of musical style, form, and literature as the parish, and will demonstrate servant leadership planning, it relates to various world cultures. preparing, and directing the musical prayer of the local church 3 semester credits within the tradition of the larger faith community. Satisfies MUS 362 Advanced Conducting capstone requirement for Sacred Music major. Development of further vocal and instrumental conducting tech- 4 semester credits niques: time beating, mixed meter, baton, and the left hand as well as the more advanced expressive gestures. Advanced score MUS 471/472 Senior Recital reading and the development of effective rehearsal techniques. Meets capstone requirement for all music performance and music education majors. An equivalent project may be substi- 2 semester credits tuted with permission of the major advisor and program MUS 370 Sacred Music director. This course will explore the historical traditions of church 2 semester credits music, including chant, motets, psalmody, hymns, and choral MUS 481 Senior Project works, discuss historical and contemporary issues regarding Guided work in the development of an extended scholarly music in worship, and provide a forum for practical application essay, composition, arrangement, or portfolio of work. Capstone in liturgical settings. option for B.A. Music major. 4 semester credits 4 semester credits 53

APPLIED MUSIC • Philosophy Piano PHI 201 Introduction to Philosophy MUS101, MUS201, MUS301, MUS401 Basic approach to the different areas of philosophy; some of the Voice/Diction major philosophers and philosophical issues. MUS102, MUS202, MUS302, MUS402 4 semester credits Brass PHI 202 Logic MUS103, MUS203, MUS303, MUS403 Methods of correct reasoning, both deductive and inductive. Formal and informal fallacies. Woodwind 4 semester credits MUS104, MUS204, MUS304, MUS404 PHI 308 Philosophical Ethics Percussion A normative study of human conduct. Analysis of contempo- MUS105, MUS205, MUS305, MUS405 rary ethical problems in light of major ethical theories. Guitar 4 semester credits MUS106, MUS206, MUS306, MUS406 PHI 309 Ancient and Medieval Philosophy Strings Beginnings of Western philosophy through the Middle Ages. MUS107, MUS207, MUS307, MUS407 Writings of major thinkers such as Plato, Aristotle,­ Augustine, Boethius, and Aquinas. Bass Guitar 4 semester credits MUS108, MUS208, MUS308, MUS408 PHI 310 Philosophy of the Human Person Organ Examination of classical and contemporary views of the human MUS109, MUS209, MUS309, MUS409 person. Topics may include some of the following: human Performance Laboratory knowledge, emotions, thinking computers, talking animals, MUS110, MUS210, MUS310, MUS410 human reason, the immortality­ of the soul, free will, and others. Each course may be repeated once for an additional semester 4 semester credits hour of credit. PHI 311 Modern Philosophy PERFORMANCE ENSEMBLES Analysis of the major philosophical movements in the period from 1600-1900 with representative writings from major philos- Pep Band ophers such as Descartes, Locke, and Kant. MUS100, MUS200, MUS300, MUS400 4 semester credits Concert Band MUS111, MUS211, MUS311, MUS411 PHI 313 Business Ethics Examination of foundational perspectives in business which Concert Choir determine the practices and decision making of leaders in the MUS112, MUS212, MUS312, MUS412 field. Resources form the humanities, theology, social sciences, and management theory are used to address ethical theories, Jazz Ensemble codes of ethics, and ethical decision-making. Designed to MUS113, MUS213, MUS313, MUS413 enhance moral sensibility, critical inquiry, and decision making in personal as well as professional lives. Some issues: executive Vocal Chamber Music pay and perks, “creative” accounting, legal vs. ethical, cover- MUS114, MUS214, MUS314, MUS414 ups, just wage, stock options, workplace­ climate, truth in adver- Woodwind Chamber Music tising, social responsibility, corporate culture. MUS115, MUS215, MUS315, MUS415 4 semester credits

Brass Chamber Music PHI 482 Biomedical Ethics MUS116, MUS216, MUS316, MUS416 This course provides an overview of ethical issues arising in Percussion/Mallet Chamber Music healthcare. It covers the major ethical theories­ such as utilitari- MUS117, MUS217, MUS317, MUS417 anism, deontology, virtue ethics, and natural law and shows how these theories apply to concrete situations in healthcare. Guitar Ensemble, String Ensemble It addresses important­ concerns in medical ethics such as MUS118, MUS218, MUS318, MUS418 confidentiality, informed consent, honesty, the just distribution of healthcare resources, questions of death and dying, assisted Bismarck-Mandan Civic Chorus suicide, abortion, and cloning. MUS119, MUS219, MUS319, MUS419 4 semester credits Bismarck-Mandan Symphony Orchestra PHI 328, PHI 428 Readings and Research in Philosophy Missouri Valley Chamber Orchestra 1–4 semester credits MUS120, MUS220, MUS320, MUS420 Each course may be repeated once for an additional semester credit. 54

• Physics 1-4 semester credits PHY 203 Introduction to Physics An algebra-based approach to mechanics (kinematics, • Science dynamics, force, momentum, energy). Lab: 2 hours. SCI 102 Physical Science Prerequisite: MAT 103 or consent of instructor Selected topics from chemistry and physics. Laboratory experi- 4 semester credits ence is emphasized. Laboratory: 2 hours. Prerequisite: MAT 103 or MAT 106 or equivalent, or consent of instructor PHY 304 Intermediate Physics 4 semester credits A continuation of the algebra-based introduction to electricity and magnetism and other topics which may include vibrations SCI 104 Drugs and the Human Body and wave motion, fluids, light and optics, and modern physics. Introduction to human physiology and how drugs interact with Lab: 2 hours. Prerequisite: PHY 203 or consent of instructor. it. Topics include prescription drugs, over-the-counter drugs, 4 semester credits alcohol, and illegal drugs. Designed for non-science majors; no prerequisite. • Political Science 4 semester credits Minor in Political Science: HIS 271 and 272; POL 202, SCI 110 Human Inheritance 302, 414, and one upper division political science course. Looks at some of the newer technologies in the biological­ sciences. Selected topics may include genetic engineering,­ birth POL 101 Responsible Citizenship technologies, polymerase chain reaction, DNA fingerprinting, “Keep this rule…. After that, you can set out for loftier and adoptive immunotherapy. This course is designed for the summits” (RB 73:8-9). Leadership in the Benedictine Tradi- non-science major. tion calls us to care for the communities in which we live. This 4 semester credits course gives the foundations to understanding the social and civic community of America. It serves as a focus of thinking, SCI 201 Earth Science writing, and acting on issues of community import with critical Designed primarily for non-science majors. The course awareness of the formation of American civic culture and an will provide an understanding of fundamental concepts of awareness of an individual’s responsibility within that culture. astronomy, geology, and environmental sciences (meteorology, 4 semester credits hydrology, atmospheric and surface processes, etc.). Emphasis POL 202 American Government and Politics will be placed on the relevance of earth science to everyday life Examination of the development of the Constitution, under- and physical environment. Laboratory: 2 hours. Prerequisite: standing of political events, political participation, the compo- MAT 103 or MAT 106 or equivalent, or consent of instructor nents of the political system, policy issues and the debates 4 semester credits surrounding them, along with current events related to govern- ment and politics. SCI 222 Environmental Issues 4 semester credits Issues dealing with noise, water, air, radiation, solid and hazardous wastes, and pesticides are discussed. Designed for POL 302 State and Local Government non-science majors. Duplicate credit not allowed for SCI 225T Consideration of the differences in governmental systems Race to Save the Planet throughout the United States with emphasis on North Dakota. 4 semester credits 4 semester credits SCI 224 Nutrition POL 313 The American Presidency Study of nutrient function and requirements throughout the Rights, duties, and responsibilities of the President, constitu- life span. Designed for non-science and non-nursing majors; no tional guidelines, power command, reputation, transition, and science prerequisite the people in office. 4 semester credits 4 semester credits POL 316 American Foreign Relations SCI 380 Professional Test Review American foreign policy from 1895 to the present with an This course will prepare pre-professional students for the analysis of how the United States has played a changing role in MCAT. While focusing on preparation for the MCAT, it is also world events and crises. open to students taking the DAT or other admission tests. 4 semester credits Topics will include test-taking strategies, review of relevant topics in biology, chemistry­ and physics, and refinement of POL 414 United States Constitutional Law essay-writing skills. Three contact hours each week and one Focus on the politics of justice, the nature of the Constitution,­ eight-hour session on one Saturday. decisions made by the United States Supreme Court, and how 3 semester credits these decisions impact legal actions. Recommended for Pre-Law and Secondary Education majors who plan to teach political SCI 381 Praxis Review in Biology science and history. This course will prepare the biology teaching major for the 4 semester credits Praxis certifying examination. Topics include completion of POL 125, POL 225, POL 325, POL 425 practice tests, test taking strategies, and a review of relevant Special Offerings in Political Science and Politics topics in biology. 1 semester hour 55

• Social and Behavioral Sciences SOC 125, SOC 225, SOC 325, SOC 425 Special Offerings in Sociology SBS 490 Senior Seminar 1-4 semester credits Historical, social, and behavioral perspectives of leadership­ are examined through literature and discussion. 4 semester credits • Spanish 101 Beginning Spanish I • Sociology Understanding, speaking, reading, and writing in Spanish for students who have no previous knowledge of the language. Minor in Sociology: SOC 107; POL 202; PSY 201; 4 semester credits four upper division courses in sociology. PSY 308 may be applied. 102 Beginning Spanish II Continuation of SPA 101. Minor in American Indian Studies: SOC 102, 107, 4 semester credits 202, 304; HIS 471; THE 301; ENG 355 201 Intermediate Spanish I SOC 102 Introduction to American Indian Studies Review of fundamentals and the four language skills by Overview of American Indian society, culture, life ways, and building students’ language proficiency and encouraging values from pre-contact to present day. Emphasis on tribal comparing, contrasting and developing an appreciation of people of the Northern Plains. This course meets certification Spanish-speaking cultures. requirements for education majors. 4 semester credits 4 semester credits 202 Intermediate Spanish II SOC 107 General Sociology Continuation of SPA 201. Examines how the individual articulates with many concepts 4 semester credits presented such as culture, society, socialization,­ groups, role, social stratification, socialization, deviance, norms, collective 304 Spanish Conversation and Composition behavior and racism. Through reading and writing of the cultures and history of 4 semester credits Latin America. Prerequisite: SPA 202 4 semester credits SOC 202 Contemporary American Indian Societies Examination of urban and reservation American Indian life 306 Contemporary Spanish Culture including social institutions, values, tribal structure­ and Today’s Spain/Latin America and the Hispanics. government, tribal economic systems, federal Indian law. This 4 semester credits Seminar Abroad course is strongly recommended for social work majors. 308 Spanish Readings 4 semester credits Selected readings that focus on a theme, author, genre, or professional topic. Prerequisite: SPA 202 SOC 210 Civil Rights in America 4 semester credits Examines the people, stories, events, and issues of the civil rights struggle in America from 1954 to the present. 4 semester credits • Theology SOC 302 Social Problems THE 104 Basic Catholic Beliefs Adverse social conditions throughout the world such as popu- Survey of fundamental teachings of the Catholic Church, Reve- lation problems, war, ecological crises, poverty, racism, and lation, Christ, and the Sacraments. Consideration­ of theological genocide. teachings in daily living. 4 semester credits 4 semester credits

SOC 304 Plains Indian Culture THE 110 Introduction to the Bible Analysis of the interrelationships of past and present spiritual The makeup, historical background, literary types of the Bible, beliefs, attitudes, customs, art, languages, symbols of Plains and the Biblical attitudes and values which are the source of the Indian culture. Judaeo-Christian world view and especially­ of Christian belief 4 semester credits and practice. 3 semester credits SOC 305 Deviant Behavior Adult crime, juvenile delinquency, drug addiction, alcoholism, THE 112 Introduction to Theology and sexual deviance and analysis of theories. Explores the nature and application of theology and its various 4 semester credits disciplines including Biblical, Systematic, Ecclesial, sacra- mental, Ascetical and Moral. Includes methods, vocabulary and SOC 404 Marriage and the Family approaches to reflecting on pertinent theological issues as they Theory of family development with emphasis on the American apply to daily life. setting: changing roles, adolescence, parenthood,­ mate selec- 3 semester credits tion, and crisis. 4 semester credits 56

THE 203 Letters of the New Testament THE 302 Suffering and Christian Healing A historical and theological study of the New Testament Letters Explores the universal nature of human pain and suffering as with emphasis on those by Paul; their importance­ for early well as ways to help oneself and others move through pain, Christianity and significance for the contemporary Church. suffering, loss, depression and grief. 4 semester credits 4 semester credits

THE 207 Introduction to Christian Ethics THE 303 Church History What it means to be a moral person in the context of Christian Development of the Church from New Testament times to the community. A variety of major ethical issues and approaches present and mutual impacts of the Church and culture during examined. the formation of Christianity in the West. 4 semester credits 4 semester credits

THE 210 Biblical Prophets and Prophets Today THE 306 The Reformation: Its Theology and History Major messages of Israel’s prophets in light of social conditions Covers the four “traditions” of the Reformation, tracing their of their time. Messages related to modern day men and women roots and consequent development. Special attention­ given whose lives witness the Gospel’s mandate of social justice. to those factors which led to the Reformation and the present 4 semester credits teachings and expressions of those churches who consider them- selves to be the contemporary inheritors of the Reformation. THE 213 Wisdom and Psalms of the Bible 4 semester credits Poetic writings of the Bible—the Psalms and wisdom writings THE 310 Church: A Theology of Christian Community in both the theological and artistic aspects. Students apply texts The Church as mystery and historical reality in light of Vatican to contemporary life and create own poetry and proverbs for Council II. The Church’s worship, pastoral efforts, and models today’s living. of government. 4 semester credits 4 semester credits

THE 215 Virtue and Character THE 312 Religions of the East Critical reflection on values that promote growth and The course will introduce students to the historical devel- conscience formation. Examination of insights from psychology opment, basic doctrines, and contemporary practices­ of and the Christian tradition that foster integration and growth Hinduism, Buddhism, and Taoism. Topics will also include the in virtue of the human person. Use of reflective methodology academic study of religion and the development of a theology aimed at character development. of religious pluralism. 4 semester credits 4 semester credits

THE 217 Theology of Christian Service THE 313 Religious Education and Youth Ministry Explores the theological foundations and scriptural roots for Development of leadership in people who create environments servant leadership in the contemporary Christian­ Church. that promote moral growth and faith development. Theological Students discuss and discover servant leader characteristics foundations underlying programs. Analysis of the nature, and the transformative power of service within the human context, approaches, and subjects of religious formation. Skills experience. of relational ministry. Practicum in local church. 4 semester credits 4 semester credits

THE 220 Faith and Justice THE 314 Literature and Religious Imagination This course explores the implications of Christian faith for Reading of selected literary works, most from the last century, to analyze their treatment of theological themes. Examination living in the modern world. Issues such as nationalism,­ racism, of the role of imagination in personal growth and of aesthetics war and economic life are examined in light of basic Christian in human living. Aims to foster a personal narrative theology. convictions with special attention paid to Roman Catholic 4 semester credits social teaching. 4 semester credits THE 315 Virtue and Character This course consists of the material of THE 215 with additional THE 221 Sacramental Theology study in areas assigned by the instructor. A student may not Contemporary and historical view of Sacraments, their receive credit for both 215 and 315. meaning, celebration, and relevance to Christian life. 4 semester credits 4 semester credits THE 317 Religion of the West THE 301 Native American Religion Familiarizes the student with the religious beliefs, thought, and Examination of traditional American Indian religious concepts, practices of traditions originating within Western cultures. An beliefs, teachings, practices, and rituals. Analysis of the place exploration of a variety of religious traditions including, but not and role of Christian teachings and churches among American limited to Zoroastrianism, Judaism, Christianity, and Islam, and Indian people. Emphasis on the tribes of the Northern Plains using historical, cultural, and textual analyses to examine these region. rich and vast traditions. 4 semester credits 4 semester credits. 57

THE 318 Jesus the Christ traditions which did not originate on these shores. Special atten- The mystery of Jesus reflected in the Christ event and basic tion is given to those movements which have had their birth in Christian doctrine. the United States, the interrelationships between the various 4 semester credits traditions, and the shaping of religious traditions­ by their setting on this side of the Atlantic. THE 319 Contemporary Pilgrimage to God 4 semester credits Personal search for God in a fast-paced secular world. Basic elements and tools of spiritual growth: reflective­ texts, body THE 339 Civil & Cultural Religion in the United States stillness, holiness of time, and personal journal writing. An examination of the “one” but varied religion we share as 4 semester credits U.S. citizens regardless of our denominational­ affiliations, the roots of this “oneness,” and its expression in civil, cultural, and THE 320 Theology of Body, Mind, Spirit political forms. A thesis of this course is that politics is the prac- A theological study of the interconnection of the body, mind, tice of civil religion. and spirit with emphasis on the gifts/ strengths of the functions 4 semester credits of the total personality. 4 semester credits THE 363 Spirituality and Men/Spirituality and Women A reflective and experiential course on the faith development­ of THE 323 Liturgical Celebration men/women in our society. This examination­ of fundamental Basic principles of prayerful, creative worship and their issues of growth as a person includes group work, conscious- application to celebrating the primacy of Sunday and the ness raising, and reflection­ on gender issues and spirituality. liturgical year (Advent, Christmas, Lent, Easter, and Ordi- 4 semester credits nary Time). Practical experience in planning, leading, and evaluating liturgies. THE 382 Moral Issues Seminar 4 semester credits Ethical inquiry into specific topic for extended exploration.­ Topics change periodically but include: social justice, business THE 326 Marriage as Covenant ethics, labor, medical ethics, and others. Explores the marriage commitment as a sacramental relation- 4 semester credits ship with spiritual, psychological, and practical­ implications. Includes presentations by resource speakers on the important THE 328, THE 428 Readings and Research in Theology issues involved in developing­ healthy human relationships. Open to students of junior and senior standing. This course 4 semester credits is student-initiated and only available upon the consent of instructor. Usually students in this course will have taken at THE 330 The Gospels: Matthew, Mark, Luke least one other theology course. The course may be taken twice. Formation of the Gospel tradition and comparative study of the 2-4 semester credits literary styles and theological insights given by the evangelists on Jesus’ identity, life, and mission. THE 370 Sacred Music 4 semester credits This course will explore the historical traditions of church music, including chant, motets, psalmody, hymns, and choral THE 332 Eucharistic Liturgy (The Mass) works, discuss historical and contemporary issues regarding The dynamic structure of thanksgiving (Eucharist) as creative of music in worship, and provide a forum for practical application Christian community and the meaning of the Mass in the lives in liturgical settings. of Christians today based on a study of its origin and history. 4 semester credits 4 semester credits THE 336 and Leadership THE 415 Servant Leadership in a Parish Leadership as seen in the model of community living and the Qualities of a servant leader enabling others to serve the Church “leading” persons found in the Rule of Benedict.­ Examination more effectively. Ministerial skills explored and identified with of Benedictine values that contribute to vital human community. the managerial processes and human relationships. Application of its humane approach to family life, business, and 2 semester credits voluntary groups. Option of live-in experience at a monastery. THE 418 Pastoral Ministry Practicum 4 semester credits Field experience in a parish setting with integrative seminar. THE 337 Christian Thought and Worship 6-8 semester credits Examination of the elements of worship-symbol, narrative, and ritual-and their roles in the formation of the Christian tradition. THE 429 Seminar in Theology Exploration of the relationship of language to faith, conversion, Toward the end of their program, majors in theology will and religious identity. Related to music, art, and literature in the demonstrate proficiency in research and application­ of theo- liturgy, as well as to religious education. logical knowledge by some product. 4 semester credits 4 semester credits THE 338 Religion in the United States: Native THE 125, THE 225, THE 325, THE 425 American to Protestant Special Offerings in Theology An examination of the various religious traditions which have 1-4 semester credits contributed to life in the United States from colonial times to present including a brief over-view of the background of those 58

School of Education and Behavioral Sciences

FACULTY: Arnold-Tengesdal, Berogan, Budde, Fisk, Major in Addiction Counseling: Fridley, Ghorbani, Gutensohn, Herbst, Herman, BIO 101; POL 101; PHI 101 or 202; ANT 171; Jonas (Dean), Kleingartner, Newell, Olson, Renner, SOC 202; SOC 404; PSY 201, 207, 332, 406; ADC 309, Salveson, and Weigel. 311, 314, 318, 320, 410, 411, 420, 421; SWK 309, 413; ALU 499; and four semester credits of related electives Department of Minor in Addiction Counseling: ADC 309, 311, 318, 320; PSY 406 and four semester credits Social Behavioral Sciences approved by advisor. n Addiction Counseling Program Addiction Counseling Program Philosophy Course Descriptions The Addiction Counseling faculty members are ADC 309 Professional Relationships and Ethics committed to the development of compe¬tent and Confidentiality of patient information, standards of charting principled professionals who demon¬strate service procedures, professional duties, and conduct are presented. and leadership. Faculty promote and model active 2 semester credits lifelong learning and service to others. ADC 311 Dynamics of Addiction Provides an overview of substance abuse including the differ- Mission ences between the use, abuse, and addiction prevention of The Addiction Counseling Program is committed alcohol and other mood-altering chemicals. The student will be to providing quality holistic education for those who exposed to the disease concept, etiology, and medical complica- intend to practice in the field of substance abuse tions of addiction. 4 semester credits counseling. The primary goals of the program are: ADC 314 Theories and Practice of Advanced Counseling • To prepare students for professional practice as Counseling approaches will be demonstrated in situations addiction counselors in North Dakota and the involving interpersonal problems, marital difficulties, voca- upper Midwest tional and career conflicts, educational dilemmas, and other • To prepare students for ongoing education and settings bearing relevance to maladaptive human behaviors. 4 semester credits training in graduate schools with an addiction counseling or human services emphasis ADC 318 Pharmacology of Addiction Introduction and understanding of drugs used illicitly. Prob- • To prepare students for leadership in their lems of habituation and abuse along with associated hazards respective communities as well as for leadership and effects resulting from misuse of these products. in the profession 2 semester credits ADC 320 Twelve Steps Recovery Programs Outcomes and AA Study Seminar Upon completion of the Addiction Counseling Covers the twelve steps of the program of Alcoholics Anony- major, beginning-level addiction counselors will be mous. Students will be expected to demonstrate a knowledge able to demonstrate competence in the Counselor and understanding of the steps through discussions and the Skill Groups listed below. These standards are devel- development of outlines and lectures related to each of the oped by the National Association of Alcoholism and Twelve Steps. Students will be expected to describe the fellow- ship of AA and how it works. Drug Abuse Counselors Certification Commission. 4 semester credits • Treatment Admission ADC 410, ADC 420 Addiction Counseling • Clinical Assessment Internship I and II Provides actual on-site training for a nine-month period at the • Ongoing Treatment Planning Missouri Valley Training Consortium or at other training facili- • Counseling Services ties approved by the North Dakota Board of Addiction Coun- • Documentation seling Examiners. 12 semester credits each • Case Management ADC 411, ADC 421 Case Care Seminar I and II • Discharge and Continuing Care Develops clinical skills through the case presentation oral • Legal, Ethical, and Professional Growth Issues examination and the development and presentation of case 59 studies. Students will identify problem cases that challenge • Display ethical and professional behavior while their clinical skills and allow for the development of new applying this knowledge to problems and approaches in dealing with clients. Case care seminars are changing fact situations. taken in series concurrent with the internships. 2 semester credits each • Communicate this knowledge effectively in written and oral form. n Criminal Justice Program After completing the elective and liberal arts The University of Mary Department of Criminal curriculum in the University of Mary Criminal Justice Justice offers: Program, graduates will be able to: • Process and apply information reliably. • Internships and practical experience. • Demonstrate research skills to include statistics • Participation in the human services area of the and computer methods. Emerging Leaders Academy. • Demonstrate logic, critical thinking, and ethical • Graduate and law school preparation. decision-making. • Personal and humanitarian skills needed to bring • Display an understanding of the impact of issues forth positive aspects of justice for society. of diversity on themselves and their communities. • Participation in PACS, a student service Major in Criminal Justice: organization. CRJ 201, 210, 212, 307, 310, 312, 390, 410, 420; • A program focused on a development of the ADC 311; MAT 103, 204; POL 202, 414; PSY 201, 406; ideas of justice in a Benedictine tradition. SOC 107; SWK 350; one of the following CRJ electives: CRJ 325, 425, 490; one of the following policy electives: Philosophy POL 302, SOC 302, SWK 311, or SWK 330; one of the We are committed to the development of skills and following topical electives: ADC 318, PSY 308, attributes that are associated with lifelong learners, SOC 210, SOC 305, SOC 404, or SWK 303; ALU 499 competent professionals, servant-leaders, and crit- Minor in Criminal Justice: ical and independent thinkers. We are focused on CRJ 201, 212, 307, and any three of the following producing highly skilled graduates who are ready to courses – two of which must be at the 300 to 400 level: serve their community and succeed as professionals CRJ 210, 310, 312, 320, 325/425, 410; ADC 311, POL in all facets of the criminal justice field. 202, 302, 414; PSY 406, SOC 302, 305; SWK 303 Mission Criminal Justice Program Our mission is twofold. First, it is to provide you with the specific skills needed to keep yourself and Course Descriptions your community safe. Second, it is to provide you CRJ 201 Introduction to Criminal Justice with the personal and humanitarian skills needed to The criminal justice system and process including: crime, law- making, criminality, prosecution, police, courts, and correc- bring forth positive aspects of justice for the entire tions. Both historical and contemporary practices covered. society. 4 semester credits Outcomes CRJ 210 Police Science The foundations of policing in the United States through an After completing the required curriculum in the exploration of the history, organization, and process of police criminal justice program, graduates will be able to: systems, as well as contemporary policing issues. 4 semester credits • Evaluate the relative strengths of various approaches to criminal justice. CRJ 212 Criminal Law Basic principles of substantive criminal law, traditional • Show an understanding of the major areas in definitions of crime and recent developments in criminal criminal justice, to include: law through an examination of the definitions of acts and – Criminal justice and juvenile justice process omissions, with an emphasis on historical and philosophical concepts of criminal law. – Criminology 4 semester credits – Law enforcement CRJ/HIS 307 Difference and Inequality – Law adjudication This course is an examination of issues of human diversity – Corrections from historical, global, social, and cultural perspectives. Issues may include race, gender, age, ethnicity, class, or culture. The 60 focus of this course will be on an understanding of the structure n Psychology Program and history of diversity issues and how they impact contempo- rary society, cultural competence, and human relations. Philosophy 4 semester credits The philosophical framework for the psychology CRJ 310 Corrections program is to seek scientific solutions and an under- Survey of current correctional thought and practice in the standing of various human problems, develop coop- United States. Evolution of modern correctional practices in the erative working relationships between students and United States. Overview of correctional treatment in different types of institutions and in the community. faculty, and to develop professionalism and servant 4 semester credits leadership. CRJ 312 Criminal Procedure Mission Basic principles of procedural criminal law, focusing on the The mission of the psychology program is to furnish 5th and 14th Amendment procedures, along with definitions of elements that detail how the government processes persons students with a curriculum so that they may gain in the criminal justice system, with an emphasis on safeguards entry-level positions, continue graduate level studies, taken by the criminal justice system to ensure fair treatment in and become leaders through the practice of profes- the criminal process. sional ethics and professional competence. 4 semester credits Outcomes CRJ 320 Juvenile Justice An examination of the historical development and philosophy After completing the required curriculum in the of juvenile court, the theoretical explanations of delinquency, psychology program, it is anticipated that prospective and how the courts are currently dealing with juvenile offenders graduates will demonstrate a set of skills, knowledge, while also attempting to meet the demands of society. In addi- and aptitudes that will enable them to join the profes- tion, the course will provide hands-on experience in dealing with the complexities of juvenile delinquents and their families. sional field of psychology. In the main, it is generally 4 semester credits expected that psychology graduates will: CRJ 390 Junior Internship • Demonstrate competency in various forms Observation of work experience under the direction of a faculty of oral communication member in a local, state, or federal criminal justice agency. Work credits are arranged by the employer, advisor, and student. Prog- • Show clear-cut competency in written ress is checked by oral and written reports from the employer. communication skills; these would include Periodic student-advisor conferences are required to discuss writing research papers, article reviews, and progress or problems. Students are required to submit an classroom assignments accounting of their experiences to the instructor. All internship experiences are based on a satisfactory/unsatisfactory basis. • Demonstrate a capacity for rational, logical, 4 semester credits and effective thinking across a variety of contexts CRJ 410 Criminology • Be able to state, clarify, and act upon a set of An examination of the major schools of criminological thought personal beliefs, ideological orientations, and and their influence on the development of criminal justice policy. social value systems 4 semester credits CRJ 420 Senior Seminar • Become aware of impacts of social and In depth approach to the field of criminal justice to include physical environments on various areas of theory, policy, and justice. Assessment of criminal justice human functioning program and connections of Benedictine Values, servant leader- ship, mission, and philosophy are also discussed. • Develop the perspective, both attitudinal and 4 semester credits behavioral, that continuing education and professional development must be integral CRJ 490 Senior Internship Observation of work experience under the direction of a faculty to their future careers member in a local, state, or federal criminal justice agency. Work hours are arranged by the employer, advisor, and student. Prog- Major in Psychology: ress is checked by oral and written reports from the employer. BIO 101, 207; MAT 103, 204; PHI 202; PSY 201, Periodic student-advisor conferences are required to discuss 207, 307, 308, 332, 340, 350, 406, 410, 420, 430 progress or problems. Students are required to submit an accounting of their experiences to the instructor. All internship Minor in Psychology: experiences are based on a satisfactory/unsatisfactory basis. PSY 201, 207, 307 or 332, 308, 406; PSY 340 4 semester credits or SOC 404; ALU 499 CRJ 125, 225, 325, 425 Special Offerings in Criminal Justice Topics in selected areas of the criminal justice field. 4 semester credits 61

Psychology Program Course Descriptions PSY 420 Clinical Psychology Essential elements of psychological diagnosis and treatment PSY 201 General Psychology approaches will be the primary focus of this course. Physiological and cultural basis of human behavior; theories Prerequisite: PSY 201 of learning, thinking, and behavior; techniques of studying 4 semester credits human behavior. 4 semester credits PSY 428 Readings and Research in Psychology A review of contemporary research approaches in various PSY 207 Life Span Development areas of psychology will be emphasized. Student involvement Physical, intellectual, cognitive, emotional and social growth in will include several projects focusing on original research in the normal person from infancy to late adulthood. Prerequisite: community mental health and behavioral medicine. Prerequi- PSY 201 or consent of instructor sites: PSY 201; MAT 204 or consent of instructor 4 semester credits 4 semester credits PSY 307 Cognitive Psychology PSY 430 History and Systems of Psychology Learning processes, memory, perception, information The history of psychological thought from the Greek philoso- processing, thinking, problem-solving, and decision-making phers to contemporary theories, focusing on such approaches will be examined from various scientific perspectives in this as Structuralism, Functionalism, Psychodynamic Theories, course. Prerequisite: PSY 201 Behaviorism, Humanistic and Existential Psychology, Neurop- 4 semester credits sychology, and Psychobiology. Prerequisite: PSY 201 PSY 308 Social Psychology 4 semester credits Interpersonal behaviors from individualized and collective points of view. Socialization processes, interpersonal attraction, n Social Work Program prejudice, human aggression, leadership, and group func- tioning. Prerequisite: PSY 201 Philosophy 4 semester credits Social Work faculty members are committed to the PSY 332 Child and Adolescent Psychology development of competent and prin¬cipled profes- An examination of child and adolescent developmental sionals who demonstrate service and leadership. processes as these relate to self, family, peers, and social insti- Faculty promote and model active lifelong learning tutions. Normal as well as pathological developments are studied. Prerequisite: PSY 201 and service to others. 4 semester credits Mission PSY 340 Industrial and Organizational Psychology The University of Mary Department of Social Work Employee selection, training, work motivation, job satisfaction, is dedicated to providing quality education in order leadership, and productivity are examined within this course. In addition, the nature of the work environment will be analyzed to prepare students for competent generalist practice, from the human engineering perspective. Prerequisite: PSY 201 particularly in communities of the upper Midwest. 4 semester credits The Social Work program is fully accredited at the baccalaureate level by the Council on Social Work PSY 350 Research Techniques for the Social/Behavioral Sciences Education. The primary goals of the major are: Social science research methods, procedures, data collection • To prepare students for entry level generalist and analysis. Also listed as SWK 350. professional social work practice with individuals, Prerequisites: PSY 201; MAT 204 families, groups, and organizations in both rural 4 semester credits and urban settings PSY 406 Abnormal Psychology Development and structure of normal and abnormal person- • To prepare students for continuation of their ality forms. Theoretical and empirical bases for the emergence professional education and training in graduate of various personalities. Biological, chemical, environmental, schools of social work and social approaches to dealing with psychoses, anxieties, phobias, and personality disorders. Prerequisite: PSY 201 • To prepare students as members of communities 4 semester credits for leadership roles in addressing community and societal needs and issues PSY 410 Psychological Testing and Assessment This course will explore a variety of tests of personality, intelli- Outcomes gence, abilities, and vocational aptitudes. In addition, principles Upon completion of the Social Work major, begin- of test construction, administration, and professional ethics in reporting test results will be explored. Prerequisites: PSY 201; ning level B.S.W. graduates will be able to: MAT 204 • Apply generalist social work knowledge and 4 semester credits skills to ecosystems of various kinds 62

• Practice the values and ethics of the profession SWK 312 Social Welfare Policies II especially in addressing respect for persons, Analysis of administrative and legislative processes that affect diversity, and social and economic justice social programs; grant writing and program funding included. 4 semester credits • Apply broad theoretical frameworks in under- SWK 318 Field Experience I standing the functioning of individuals, families, Experience in a professional human service setting under groups, and communities agency and educational supervision. Provides the student with • Use historical, social, and political contexts for a basic understanding of the human service delivery system, understanding and intervening with individual professional roles and responsibilities in human services, and the effective use of self in the helping role. Minimum of 150 and societal issues credits. Prerequisites: SWK 309, SWK 311 to be taken prior to or • Identify needs and concerns in human service concurrently delivery systems and seek ways to improve them 4 semester credits • Communicate, orally and in writing, in a SWK 319 Integrative Seminar professional manner Integration of theory from academic work with field experience as students learn about the diversity of human services agen- • Use effective thinking processes (analysis, cies and client populations served in rural/urban areas. Taken creativity, problem-solving, decision- making) in conjunction with SWK 318. in all dimensions of professional practice. 2 semester credits • Practice self-evaluation as an integral part of SWK 330 Human Behavior/Social Environment I professional and personal development Examines theory and process of human interactions including social groups, organizations, institutions, families, and commu- • Develop and maintain professional relationships nities. Models and systems are explored. with clients, supervisors and colleagues 4 semester credits Major in Social Work: SWK 350 Research Methods for Social Work BIO 101; MAT 204; PHI 101 or 202; PSY 201, 207, 406; Social science research methods, procedures, designs, data ANT 171, SOC 202, 404; POL 101; SWK 201, 309, 311, collection, and analysis. Prerequisite: MAT 204 4 semester credits 312, 318, 319, 330, 350, 413, 417, 418, 419, 431, 432, ALU 499; and four semester credits selected with the SWK 413 Generalist Practice with Groups guidance of the advisor. Addresses basic knowledge and skills needed in group work practice. Includes the study of stages, models, theory, dynamics, and techniques. Social Work Program Course Descriptions 4 semester credits SWK 201 Introduction to Social Work SWK 417 Generalist Practice With Families Historical development of the profession, key concepts, values Includes methods for assessment and intervention with fami- and skills, range of employment fields and settings, as well as lies. Application of family theory to direct counseling, advocacy, the social welfare issues and political contexts in which they are problem-solving, and family policy stressed. Prerequisites: viewed. SWK 309, 311, 312, 318, 319, 330; SOC 404 4 semester credits 4 semester credits SWK 303 Services to Children and Families SWK 418 Field Experience II Examination of the historical, social, and legal issues that have Advanced experience in a professional human service agency to shaped traditional child welfare programs, a study of the wide prepare students for professional generalist practice. Minimum range of programs to support fami¬lies and children, and a of 350 credits. Prerequisites: SWK 309, 311, 312, 330, 350, 413, study of the role of the social worker in services to children and 417, 419, 428, 431, 432 families. 8 semester credits 4 semester credits SWK 309 Introduction to Generalist Practice SWK 419 Integrative Seminar Introductory examination of processes and methods used Students relate field experiences to academic learning, self- awareness, and professional roleidentification. by the professional social worker in assessing situations and Concurrent with SWK 418 arriving at appropriate modes of intervention for direct and 2 semester credits indirect service. Prerequisite: (SWK 201 for social work majors). 4 semester credits SWK 428 Readings and Research in Social Work A directed study to fit the student’s area of interest. SWK 311 Social Welfare Policies I Prerequisite: Consent of instructor. Fulfills elective requirement. Examination of the historical, political, philosophical, and 1-4 semester credits economic forces that shape current social welfare systems. Development and analysis of social policy and programs SWK 431 Human Behavior/Social Environment II emphasized. Provides critical, theoretically-based examination of interaction 4 semester credits of people and their environments, with attention to individual, 63 family, group, community, orga¬nizations, and institutions. discussed in EDU 201(Introduction to Teaching), and The phenomena of violence, addictions, elder abuse, death and students are strongly advised to complete all 200-level dying are analyzed from systems and ecological perspective. courses prior to enrollment in EDU/PED 300 and/or 4 semester credits 400-level courses. SWK 432 Generalist Practice with Organizations and Communities Student Teaching Program Practice with large system (organizations and communities) Admission Requirements: assessment, intervention and evaluation, with an emphasis The student teaching experience is the capstone on theory and practice as they relate to rural/urban and course of the teacher preparation program in the reservation areas. 4 semester credits Department of Education at the University of Mary. The specific requirements for admission into the SWK 125, SWK 225, SWK 325, SWK 425 student teaching program are as follows: Special Offerings in Social Work 1-4 semester credits 1. A student must be admitted into the Department of Education. 2. A student must attend the Preliminary Student Department of Education Teaching Meeting on September 10 or January 10 Philosophy and complete a Student Teaching Program Application Form that is provided at the prelimi- The Department of Education’s philosophy is to nary student teaching meeting. develop educational leaders who take responsibility for student learning, who demonstrate strong peda- 3. A student must provide his/her advisor with gogical content knowledge, and who display profes- a Graduation Audit Report and a Program Review sional characteristics. of Studies for Graduation form and submit the completed forms to the Department of Education. Mission These forms provide verification that the prospec- The primary mission of the Department of tive student teacher has met the following Student Education is to develop dedicated, competent educa- Teaching Program requirements: tional leaders who conduct themselves ethically and • Has completed all course work required for a reflectively for the betterment of school and society. teaching license Students in the Department of Education at the University of Mary receive a strong philosophy-based • Has an overall GPA of 3.0 or above in teaching and performance-based education that prepares them major(s) to confidently enter the teaching profession. • Has no grade lower than a C- in any course Department of Education required for teaching license Admission Requirements: Note: If a student has any coursework to com- The specific requirements for entrance to the plete, the candidate is required to submit, along Department of Education are as follows: with a copy of the Graduation Audit Report, a petition letter listing all of the courses to be 1. A student must have minimum overall GPA of 2.5. completed for his/her teaching degree and a 2. A student must complete a Personal Data Form. timeline of when and where the courses will be completed. The petition letter must be submit- 3. A student must submit a current Graduation ted to the Student Teaching Program Director, Report. who may present the petition letter to the De- 4. A student must write and submit an essay on partment of Education faculty for approval. the philosophy of the Department of Education. 4. A student must submit a copy of his/her Praxis I 5. For Business Education, SBS Education, English test scores to the Department of Education and Education, History Education, Biology Education, must receive Praxis I test scores that meet the Math Education, and Music Majors only: North Dakota Education Standards and Practices Students must provide written evidence of Board (ESPB) licensure cut-off scores. acceptance by their major. 5. A student must present an Electronic Portfolio Admission to the Department of Education is for Student Teaching Assessment Day and receive prerequisite to taking EDU and PED 300–400 level a passing grade in EDU 411 Student Teaching courses. Admission requirements are presented and Assessment. 64

6. A student must submit a Student Teaching Early Childhood Education Recommendation Form from two full-time Course Requirements: Department of Education teaching faculty ENG 121; COM 110; HIS 101 or 102; GEO 101 or 302; members and one recommendation from a SOC 102, 202 or 304; PSY 201; PSY 207 or 332; BIO 101; person outside of the Department of Education SCI 102, 201; MAT 103 or above; SWK 303 or EDU of the student’s choice. 413; PED 235 or 305; EDU 201 or 202, 215, 250, 295, 301, 303, 307, 312 or 316, 315, 318, 320, 332, 334, 335, 7. A student must complete one of the following 336, 337, 338, 391, 400, 411, 422, 424, 585; ALU 499. diversity educational experiences offered by the Department of Education: n Elementary Education Program • Global Experience (Summer Term) The curriculum in Elementary Education is • Rural Experience (Summer Term) designed to prepare students to be effective class- • Urban Experience (Summer Term) room teachers capable of meeting the needs of all students including those with special needs and from • Alternative education practicum experience varied cultural backgrounds. A student completing (Fall/Spring Semesters) the elementary program at the University of Mary is Note: A student may substitute a diversity experi- eligible for licensure to teach in grades 1-6 in North ence for one of the experiences above. However, Dakota. Meeting the requirement for licensure in the diversity experience must be verified by the other states is the responsibility of the student. student’s academic advisor and approved by the Elementary Education faculty in the Department of Education. Diversity Course Requirements: Experience Advisor Documentation forms are ENG 121; COM 110; PSY 201; PSY 207 or 332; HIS 101 available in the Department of Education office. or 102 or MUS 342; GEO 101 or 302; SOC 102, 202, 8. A student must have completed two technology or 304; BIO 101 or 103; SCI 102, 201; MAT 103 or workshops offered by the Department of Educa- above; PED 305; EDU 201 or 202, 250, 295, 300, 301, tion and a certificate of workshop participation 303, 307, 312, 315, 316, 318, 320, 391, 400, 411, 418, must be on file in the Department of Education 422; ALU 499. for each workshop. Note: If the background check reveals that n Coaching Program the student has a conviction, that record must The curriculum in Coaching (minor) is designed be submitted to the school district in which for students who are interested in pursuing a career the student has been assigned as a student in the coaching profession.

teacher. Based on the nature of the convic- Coaching Minor Course Requirements: tion, the school district can refuse to have the BIO 101, 207; ATH 151, 238; EXS 302, 336; student placed in that school district and, as PED 157, 159, 326, 343, 360, 370, 401. a result, that student will NOT complete his/ her teaching major requirements or university graduation requirements. n Physical Education and Health Program n Early Childhood Education Program The curriculum in Physical Education is designed to prepare students to teach physical education The curriculum in Early Childhood Education and health in elementary and/or secondary school is designed to prepare students to become effective settings. A student completing the physical educa- early childhood educators capable of meeting the tion and health program at the University of Mary is needs of all students including those with special eligible for licensure to teach in grades K-12 in North needs and students from varied backgrounds. A Dakota. Meeting the requirement for licensure in student completing the early childhood program other states is the responsibility of the student. is eligible for North Dakota licensure to teach chil- dren from birth through age 8, including grades K-3. Physical Education and Health Meeting the requirement for licensure in other states Course Requirements: is the responsibility of the student. ENG 121; COM 110; PSY 201, 207 or 332; SOC 102 or 202 or 304; BIO 101; BIO 207 or PED 207; MAT 103 or 65 above; EXS 305, 336; ATH 238, 317; EDU 201 or 202, Special Education Minor 310, 320, 391, 421, 422, 432-01, 432-02; PED 105, 157, Course Requirements: 159, 221, 222, 235, 303, 305, 313, 339, 360, 401; and EDU 295, 383; at least four semester credits from the ALU 499. following: PED 313; EDU 332, 388, 391, 392, 410, 593, 670, 523, 576; and at least five semester credits from Physical Education Minor the following: EDU 409 or 656, 412 or 595, 414 or 615. Course Requirements: Note: A minor in Special Education does not lead to a BIO 101; EXS 305; ATH 238; EDU 201 or 202, 310, 320, North Dakota endorsement; however, the content and 421; PED 105, 157, 159, 221, 222, 235, 303, 305, 339, 401. practices involved in a Special Education minor will be valuable to general education teachers and may be n Secondary Education Program valuable to other human service majors such as occu- The University of Mary offers bachelor’s degrees pational therapy and/or social work. in Biology Education, Business Education, English Education, History Education, Math Education, Education Program Course Descriptions (EDU) Music Education and Social Studies Education. EDU 201 Introduction to Teaching The curriculum in these disciplines is designed to This course is intended to give prospective teachers a basis for prepare students to be effective secondary classroom linking theory to practice. It is the first course where students teachers capable of meeting the needs of all students must begin viewing themselves as teachers. Students will learn about the teaching profession, learner diversity among today’s including those with special needs and from varied students, influences of American society on today’s schools, backgrounds. A student completing the secondary and curriculum, instruction and technology in American program at the University of Mary is eligible for licen- schools. Students will also begin to develop a working port- sure to teach in grades 7-12 in North Dakota. Meeting folio. In the classrooms, the student will discuss the competen- the requirements for licensure in other states is the cies of teaching. These competencies are decision making, plan- responsibility of each student. ning, evaluation, and interpersonal communication. During this course, students will make application to the Division of Secondary Education Course Requirements: Education. See specific secondary major sections of the under- 2 semester credits graduate bulletin for course requirements and course EDU 202 Introduction to Teaching for Transfer Students descriptions. Assuming that the student has had some college coursework in teacher preparation, this course introduces the transfer student to the University of Mary’s philosophy of teacher n Special Education Program preparation and the conceptual framework of the Division of The Special Education curriculum is designed to Education. The transfer education student develops his/her meet the endorsement requirements of North Dakota philosophy of education and has the opportunity to apply to the Department of Education. for teachers of students who are mentally retarded. 1 semester credit The program also provides a background for further study in other areas of special education such as EDU 215 Introduction to Early Childhood Education This course explores the historical and philosophical founda- learning disabilities, emotional disturbance, and tions of the care and schooling of young children, ages 0-8. An multiple disabilities. Students majoring in Special overview of typical and atypical child development, current Education must also major in Elementary Education, theories, program models and issues, and various curriculum Early Childhood Education, or complete a major models will be covered. in a teachable secondary education academic area 2 semester credits (secondary/special education double majors must EDU 250 Children’s Literature take EDU 307 and EDU 316). Senior Special Education Literature is a foundation for instruction and enjoyment in the majors who have completed 114 semester credits and early childhood and elementary curriculum. Students explore have a 3.0 grade point average may apply to take eight various genres of children’s literature, with an emphasis on the semesters at the graduate level. Applicants must be use of literature across the curriculum. 2 semester credits admitted to Graduate Studies prior to enrollment. Special Education Major Course Requirements: EDU 295 Learners with Exceptional Needs PED 313; PSY 406; EDU 332, 383, 388, 392, 409 or 656, Teachers must teach students with a wide variety of educa- tional needs. This course presents an overview of learners 410, 412 or 595, 414 or 615, 415 or 657, 429 or OTH 530, with exceptional needs. Emphasis will be on processes and EDU 426, and two semester credits of special educa- principles of special education, overviews of exceptionalities, tion electives. (For course descriptions of EDU 595, curriculum and inclusion. 615, 656, 657, and OTH 530, see the Graduate Bulletin.) 3 semester credits 66

EDU 300 Elementary Practicum I EDU 316 Elementary and Middle School Reading Methods This course is designed to give students practical experience This course is designed to examine effective scientifically-based in the classrooms in the areas of language arts, music, physical instructional practices used to teach reading in the elementary education, and art. This course must be taken concurrently with and middle school curriculum. Emphasis is placed on the use of Block I methods courses: EDU 301, 315, 312; and PED 305. data in providing flexible grouping and differentiated instruc- 2 semester credits tion to effectively meet student needs. This course should be taken concurrently with EDU 303, 307, 318, and 400. Prerequi- EDU 301 Classroom Management site: EDU 315. This course is designed to familiarize students with basic 3 semester credits theories of classroom discipline and management. This course will focus on proactive strategies to cultivate an atmosphere of EDU 318 Elementary and Middle School mutual respect for all within a classroom as well as implement Social Studies Methods prevention and remediation strategies when working with This course is a survey of elementary and middle school social disruptive students. Prospective elementary teachers should studies teaching strategies and social studies programs with an take classroom management concurrently with Block I methods emphasis on the integration of theory and practice. This course courses: EDU 300, 312, 315 and PED 305. be taken concurrently with EDU 303, 307, 316 and 400 if an 2 semester credits elementary education major. Prerequisites: HIS 101 or 102 2 semester credits EDU 303 Elementary and Middle School Science Methods This course is a survey of current elementary and middle EDU 320 Curriculum, Instruction and Assessment school science teaching strategies and science programs with an This course focuses on the curriculum development process emphasis on the integration of theory and practice. This course in K-12 schools; the techniques used in designing and deliv- should be taken concurrently with EDU 307, 316, 318, and 400. ering learning activities; and the formal and informal assess- Prerequisites: BIO 101; SCI 102, 201 ment methods used to assess the performance of all students. 2 semester credits Emphasis will be placed on the interdependence of curriculum, instruction, and assessment. EDU 305 Middle School Practicum 2 semester credits This course is designed to provide students with an observa- tional practicum experience in the middle school practicum in EDU 332 Cognitive and Language Development each student’s major area of study. The importance of language, cognition, and thinking are 1 semester credit highlighted in this course. Students are exposed to the current EDU 307 Elementary and Middle School Math Methods theories as well as the traditional theories of Piaget, Vygotsky, This course is a survey of current elementary and middle school Chomsky, and Skinner. Attention is also given to how these math teaching strategies and math programs with an integration theories impact teaching and learning. A 30-hour practicum is of theory and practice. Should be taken concurrently with EDU included in this course. 303, 316, 318, and 400 if an elementary education major. 4 semester credits Prerequisites: MAT 103 or 106 EDU 334 Methods and Materials 2 semester credits in Early Childhood Education EDU 310 Secondary Practicum I This course is a survey of current curriculum of early child- This course is designed to provide students with an observa- hood education for young children ranging in age from birth tional practicum experience in the secondary education class- to age eight with an integration of theory and practice. Profes- room in each student’s major area of study. This course must be sional development, ethical conduct and understanding what taken concurrently with the major specific secondary teaching Developmentally Appropriate Practice are fundamental in methods course. participation in the practicum field experiences. Curriculum 1 semester credit planning and managing early childhood classrooms for infants and toddlers, preschool and kindergarten will be inte- EDU 312 Arts in the Elementary School grated throughout the semester. The course is taken concur- This course provides students with the study of the basic theo- rent with EDU 335. ries of music, theater, and visual arts as applied to the elemen- 2 semester credits tary education curricula and art programs in elementary schools. This course should be taken concurrently with EDU EDU 335 Early Childhood Education Practicum 300, 315; and PED 305. This course requires 60 credits of field work with 20 credits 4 semester credits spent training with each age group – Infant/Toddler, preschool and kindergarten. Students are required to work 5-6 hours EDU 315 Elementary and Middle School a week for 12 weeks at a teaching location selected by the Language Arts Methods instructor. Evaluations will be conducted by supervising Elementary and middle school classrooms are learning envi- practicum teachers and include a self evaluation component. ronments in which students develop communication skills. Must be taken concurrently with EDU 334. Students in this course design instructional programs based 2 semester credits upon theoretical foundations of instruction in reading, writing, listening, speaking, and thinking. This course should be taken EDU 336 Developing Learning Environments concurrently with EDU 300, 301, 311, 312 and PED 305 if an This course helps students design early childhood classroom elementary education major. environments that enhance the curriculum. Students learn 3 semester credits how to manage the routines of the classroom and plan for 67 instruction within the areas of health, safety and nutrition. for student learning. Concurrent registration with EDU 310 is Throughout the course examining the role of licensing require- required. Prerequisites: EDU 301 and 320. ments in setting up an early childhood facility, assessing the 2 semester credits quality of that environment and administration and manage- EDU 377 Secondary Methods – Mathematics ment of a facility will be discussed. This course is designed to examine a variety of teaching, 2 semester credits planning, and assessment strategies at the secondary level. EDU 337 Inclusion in Early Childhood Settings Students will study ways in which middle and high school More young children with disabilities are being included in math teachers can develop positive relationships with regular childcare and classroom settings. Inclusion is adding students and differentiate instruction to help diverse learners to the tasks that teachers have in classrooms. By helping early master content standards. The course is delivered online by childhood educators understand the basic needs of children licensed teachers in the Bismarck area middle schools and/ with disabilities, they will better meet the diverse needs of all or high schools and includes current issues and practices children. affecting curriculum and teaching. Assignments, reading, 2 semester credits and threaded discussions are designed to strengthen content knowledge and develop reflective practitioners who take EDU 338 Play and the Social Environment responsibility for student learning. Concurrent registration in Early Childhood Education with EDU 310 is required. Prerequisites: EDU 301 and 320. During the early childhood years, play is one of the main vehi- 2 semester credits cles by which children assimilate their experiences with the EDU 378 Secondary Methods – Business Education world around them. During this class, students will discover This course is designed to examine a variety of teaching, plan- how to successfully use play to enhance the learning. ning, and assessment strategies at the secondary level. Students 2 semester credits will study ways in which middle and high school business EDU 365 Reading Instruction in the Content Areas education teachers can develop positive relationships with This course emphasizes the importance of content literacy students and differentiate instruction to help diverse learners in elementary, middle school, and secondary grades. Special master content standards. The course is delivered online by emphasis is given to various models of reading and differenti- licensed teachers in the Bismarck area middle schools and/or ated instructional strategies for reading in the content areas, high schools and includes current issues and practices affecting as well as best teaching practices in reading. Students in this curriculum and teaching. Assignments, reading, and threaded course will utilize reading and study skills to facilitate vocabu- discussions are designed to strengthen content knowledge lary development, decoding skills, and comprehension abilities and develop reflective practitioners who take responsibility in the content areas. Focus of this course is to develop reading for student learning. Concurrent registration with EDU 310 is and study techniques to be used in content areas, both in required. Prerequisites: EDU 301 and 320. regular classrooms and in resource situations. 2 semester credits 2 semester credits EDU 379 Secondary Methods – Biology EDU 371 Secondary Methods – English This course is designed to examine a variety of teaching, plan- This course is designed to examine a variety of teaching, ning, and assessment strategies at the secondary level. Students planning, and assessment strategies at the secondary level. will study ways in which middle and high school biology Students will study ways in which middle and high school teachers can develop positive relationships with students and teachers can develop positive relationships with students and differentiate instruction to help diverse learners master content differentiate instruction to help diverse learners master content standards. The course is delivered online by licensed teachers standards. The course is delivered online by licensed teachers in the Bismarck area middle schools and/or high schools and in the Bismarck area middle schools and/or high schools and includes current issues and practices affecting curriculum and teaching. Assignments, reading, and threaded discussions are includes current issues and practices affecting curriculum and designed to strengthen content knowledge and develop reflec- teaching. Assignments, reading, and threaded discussions are tive practitioners who take responsibility for student learning. designed to strengthen content knowledge and develop reflec- Concurrent registration with EDU 310 is required. Prerequisites: tive practitioners who take responsibility for student learning. EDU 301 and 320. Concurrent registration with EDU 310 is required. Prerequi- 2 semester credits sites: EDU 301 and 320. 2 semester credits EDU 383 Introduction to Learners with Mild Disabilities Special education teachers need to have a working knowledge of EDU 373 Secondary Methods – Social/Behavioral Sciences different mild disabilities. This course will provide an introduc- This course is designed to examine a variety of teaching, plan- tion to the characteristics of students who are mentally retarded, ning, and assessment strategies at the secondary level. Students emotionally disturbed, and learning disabled. This course is will study ways in which middle and high school social studies designed so that students learn special education terminology, and history teachers can develop positive relationships with laws, and general practices. students and differentiate instruction to help diverse learners 3 semester credits master content standards. The course is delivered online by licensed teachers in the Bismarck area middle schools and/or EDU 388 Methods of Education for Learners high schools and includes current issues and practices affecting with Moderate/Severe Mental Retardation curriculum and teaching. Assignments, reading, and threaded Teachers who serve students with moderate and severe disabili- discussions are designed to strengthen content knowledge ties must implement specialized teaching practices. This course and develop reflective practitioners who take responsibility explores those practices. Students learn about alternative 68 curricula; how to teach students with physical, sensory or tion, and Positive Behavior Support. Emphasis is on developing other health impairments; and how to evaluate and provide for skill in informational assessment and meeting individual the long-range needs of learners with retardation. Practicing learners needs through accommodations and modifications. professionals will be sharing their expertise with students. This 2 semester credits course will be combined with classroom and practicum experi- ence. EDU 410 Practicum in Special Education 3 semester credits Teachers must apply best practices within real-life settings. This course allows students to observe and apply content and EDU 390 Diverse Learners Practicum methods from current and prior coursework and provides an This course provides students with an elective opportunity to experiential base for upcoming courses. Taken concurrently observe and work with students with diverse backgrounds and with EDU 388. learning needs. Students spend 30 hours at schools/sites which 2 semester credits serve students with diverse needs (alternative high schools, schools serving minority populations, schools serving students EDU 411 Student Teacher Assessment of poverty, and others). This practicum is generally taken Student teacher candidates must have obtained a satis¬factory concurrently with EDU 391 – Strategies for Diverse Learners. level of proficiency in a number of teaching skill areas prior to 1 semester credit their student teaching placement. This course is designed to provide students with feedback on the Division of Education EDU 391 Strategies for Diverse Learners professional competencies. This assessment provides insight Education students must be knowledgeable regarding diverse into the professional readiness of each student teacher candi- learning styles. This course is designed to examine students’ date. The student teaching candidate must present Praxis I personal approaches to learning and to utilize this self-knowl- test scores no lower than the state mandated cut-off scores, a edge in developing a side variety of teaching strategies to meet Graduation Audit Report and a Program Review of Studies for a global population. Graduation before being placed in student teaching. 2 semester credits 0 semester credits EDU 392 Transition Issues for Learners with Disabilities EDU 412 Cognitive Behavior Strategies Students must be knowledgeable about strategies and Teachers of special needs students will be direct service programs for persons with disabilities making a transition from providers and consultants to other teachers, and they must school settings to: a) employment, b) post-secondary training have expertise in behavioral theory and intervention. This or education, or c) independent living. This course will focus course explores the philosophy and applied practice of on the critical issues facing persons with disabilities when tran- behavior change. Emphasis will be on functional behavior sitioning from the school setting to full participation in adult analysis, positive behavioral support, and cognitive practices. society. It emphasizes empowering service providers with the Students will write individual and group behavior change tools and strategies needed to assist students throughout the plans based on case studies. transition process. Practicum required. 2 semester credits 3 semester credits EDU 413 Community/Parent/Teacher/Child EDU 400 Elementary Practicum II This course examines the relationship between schools, fami- This course is designed to give students practical experiences lies, and communities in meeting the educational needs of chil- in the classroom in the areas of reading, mathematics, science, dren in many settings. social studies, and the integration of technology. This course 2 semester credits must be taken concurrently with the Block II methods courses: EDU 303, 307, 316, and 318. EDU 414 Introduction to Effective 2 semester credits Multi-Disciplinary Education Teams Teachers must be prepared to take leadership roles in team EDU 401 Secondary Practicum II development. They must possess effective interpersonal Students must have practical teaching experience in the communication skills as they work in consultant capacities. secondary education classroom prior to student teaching. This course is designed to illustrate that people become true In this course students are placed in a secondary education team members when they work interdependently to accom- classroom in the student’s major area of study. Each student plish a common goal. Attributes of effective teams will be is required to teach a specific number of lessons and the studied. Emphasis is on experiential learning. practicum student’s knowledge, skills, and attitude as a preser- 2 semester credits vice teacher are evaluated by the assigned practicum teacher. EDU 415 Integrated Assessment II This course must be taken concurrently with EDU 421. 1 semester credit Special education teachers demonstrate competence in using assessments for identification of disabilities and for monitoring EDU 409 Introduction to Integrated Assessment of students’ progress. Teacher candidates practice choosing Teachers specializing in the areas of exceptionality assess appropriate assessment instruments, administering of stan- students in order to provide the most appropriate programs for dardized and non-standardized instruments (including state students with special needs. Based upon the premises of least mandated achievement tests and the alternative assessment restrictive environment and inclusive practice, students will process), interpreting results, and identifying eligibility and/or establish beginning proficiency as consultants and practitioners planning instruction based upon interpretations. of strategies related to Universal Design, Response to Interven- 2 semester credits 69

EDU 421 Instructional Strategies PED 159 Personal and Community Health in the Technological Classroom The study of community and environmental health along with This course is designed to increase the teaching effectiveness emphasis on social, physical, emotional, spiritual, occupational, of preservice teachers who are preparing to become licensed and mental wellness as they relate to the total person concept of teachers by improving their teaching skills in the areas in which health. research has demonstrated will increase student learning. The 3 semester credits course is also designed to familiarize students with managerial, PED 207 Survey of Human Anatomy instructional, and institutional responsibilities of the profes- sional teacher and the pre-service teacher in the technological This survey course covers the gross anatomy and physiology classroom. Concurrent registration with EDU 401 is required. of the human body including the cardiovascular, muscular, 2 semester credits lymphatic and immune, respiratory, digestive, and reproductive systems. EDU 422 Foundations, Issues, and Trends 4 semester credits This course is intended to provide students with an under- standing of the foundations of American education and the PED 221 Professional Activities I legacy of those foundations as they influence today’s educa- This course focuses on the development of the knowledge and tional policies. Students will also examine the political, social, skills necessary to teach the activities taught in the physical and ethical ramifications surrounding the issues and trends in education classroom at elementary school level with emphasis modern American education. Students will gain insight into on the following activities: dance, basic tumbling, and fine understanding their role as teachers in shaping and sustaining motor skills development activities. modern education. The course is intended to strengthen the 3 semester credits students’ connections to professional organizations, career PED 222 Professional Activities II opportunities, graduate study, and other walks of life. Students This course focuses on the development of the knowledge and are also given opportunities to practice their pedagogical skills skills necessary to teach the activities taught in the physical in the synthesis of course content. Students may enroll in this education classroom at the secondary school level with course just prior to or during their student teaching experience. emphasis on the following activities: team sports, individual 2 semester credits and dual sports, lifetime activities, and aquatic activities. EDU 429 Assistive Technology 3 semester credit Special education teachers must be competent in choosing and PED 235 Motor Development using assistive technology to support and enhance educational The study of the motor skill development process as it pertains and life experiences for students with disabilities. Teacher candi- to the development and improvement of children’s’ motor dates will gain knowledge and skills in assessment, funding, and skills. use of specific, complex technology available for students with 2 semester credits disabilities. Teacher candidates will learn to enhance their own productivity through use of general information technologies PED 260 ARC Lifeguarding (e.g. computers, telecommunications, and the Internet) and to This course is designed by the American Red Cross to educate share information resources on disabilities, education, indepen- the student about the variety of aquatic emergencies. It will dent living, and health and wellness with the community. give the student an opportunity to participate in aquatic skills, 2 semester credits practice saving skills, view and evaluate guarding techniques and read and report about the different areas of lifeguarding. Physical Education and Health Program 2 semester credits Course Descriptions (PED) PED 267 Human Sexuality PED 105 Swimming The study of the biological, social, and emotional aspects of This course focuses on the development of beginning swim- human sexuality. Prerequisite: PED 159 ming skills. 2 semester credits 1 semester credit PED 303 Secondary Physical Education PED 100-400 Varsity Sports Courses and Health Methods For all students who are interested in participating in a varsity This course is designed to examine a variety of teaching, sport. These physical education courses are announced each planning, and assessment strategies at the secondary level. term in the class schedule. Students will study ways in which middle and high school 1 semester credit physical education and health teachers can develop positive relationships with students and differentiate instruction to help PED 121 Weight Training diverse learners master content standards. The course is deliv- The course is designed to help students gain knowledge rela- ered online by licensed teachers in the Bismarck area middle tive to the use of resistance training methods in order to achieve schools and/or high schools and includes current issues and fitness objectives. 1 credit practices affecting curriculum and teaching. Assignments, reading, and threaded discussions are designed to strengthen PED 157 CPR/AED First Aid content knowledge and develop reflective practitioners who This course focuses on the American Red Cross Standard First take responsibility for student learning. Concurrent registration Aid and CPR/AED for the Professional Rescuer training. with EDU 310 is required. Prerequisites: EDU 301 and 320. 1 semester credit 2 semester credits 70

PED 305 Elementary Physical Education Methods Emphasis is on staff development, facilities and equipment, The study of the methods utilized in teaching physical educa- administrative procedures, and legal implications that apply to tion at the elementary level. For Physical Education majors physical education, health, and sports programs. to be taken concurrently with PED 339 and for Elemen- 2 semester credits tary Education majors to be taken concurrently with EDU 300. Prerequisites: Physical Education majors must have completed all 100 and 200 level PED courses and Elementary Practicum and Student Teaching Education majors must be enrolled in all Block I courses. Course Descriptions 2 semester credits EDU 300 Elementary Practicum I PED 313 Adaptive Physical Education This course is designed to give students practical experience The study of the philosophy, knowledges, teaching tech- in the classrooms in the areas of language arts, music, physical niques, and implementation of a quality adapted physical education, and art. This course must be taken concurrently education program for students with special needs in both with Block I methods courses: EDU 301, 315, 312; and PED 305. inclusive and small group settings. Students will learn about 2 semester credits a large variety of disabilities and conditions, and their impact EDU 305 Middle School Practicum on the child’s educational process. This course will challenge This course is designed to provide students with an observa- the student to think of children/people with disabilities in tional practicum experience in the middle school practicum in inclu¬sive ways, and will incorporate a variety of teaching each student’s major area of study. methods to achieve its goals (lecture, group work, individual 1 semester credit work, play acting, hands on learning activities, disability simulation, designing and creating equipment, etc.). EDU 335 Early Childhood Education Practicum 2 semester credits This course requires 60 hours of field work with 20 hours spent PED 326 Psychological and Sociological training with each age group- infant/toddler, preschool and Aspects of Coaching kindergarten. Students are required to work 5-6 hours a week The study of psychological and sociological aspects that apply for 12 weeks at a teaching location selected by the instructor. to the coaching of sports and the elemen¬tary and secondary Evaluations will be conducted by supervising practicum levels. Prerequisites: Completion of all PED 100-200 level teachers and self evaluation. courses. 1 semester credit 2 semester credits PED 339 Elementary Physical Education Practicum (PED) PED 339 Elementary Physical Education Practicum (PED) A supervised practical experience in the teaching of physical A supervised practical experience in the teaching of physical education classes at the elementary school level. Concurrent education classes at the elementary school level. Concurrent registration with PED 305 required for all physical education registration with PED 305 required for all physical education majors. Prerequisite: Completion of all 100 and 200 level EDU majors. Prerequisite: Completion of all 100 and 200 level EDU and PED courses. and PED courses. 1 semester credit 1 semester credit EDU 310 Secondary Education Practicum PED 343 Coaching Practicum Students must have practical experience in the classroom prior A supervised practical experience in coaching a particular sport to student teaching. This course is designed to give students that is of interest to the student. This course must be taken practical experiences in the classroom in each student’s major concurrently with PED 370. Prerequisite: Completion of 100 area of study. This course must be taken concurrently with and 200 level courses required for coaching minor. secondary teaching methods courses. 2 semester credits 2 semester credits PED 360 Biomechanics and Kinesiological Studies PED 343 Coaching Practicum This course explores the study of anatomical and mechanical A supervised practical experience in coaching a particular sport aspects of human movement which apply to the development that is of interest to the student. This course must be taken and improvement of efficient human movement. Prerequisite: concurrently with PED 370. Prerequisite: Completion of 100 BIO 207. and 200 level courses required for coaching minor. 4 semester credits 2 semester credit PED 370 Coaching Methods EDU 400 Elementary Practicum II The study of pedagogical aspects of coaching with emphasis on This course is designed to give students practical experiences the theoretical aspects of coaching and the organization, theory, in the classroom in the areas of reading, mathematics, science, and techniques of coaching at the elementary and secondary social studies, and the integration of technology. This course school levels. must be taken concurrently with the Block II methods courses: 2 semester credits EDU 303, 307, 316, and 318. 2 semester credits PED 401 Administration of Physical Education and Sports Programs EDU 401 Secondary Practicum II The study of principles and practices in the administration Students must have practical experience in the classroom prior of sound physical education, health, and athletic programs. to student teaching. This course is designed to give students 71 practical experiences in the classroom in each student’s major performance of teacher related responsibilities. Prerequisite: area of study. This course must be taken concurrently with Admission to Student Teaching Program. EDU 421. 8 semester credits 1 semester credit EDU 434 Student Teaching EDU 410 Practicum in Special Education – Elementary, Vocal, Instrumental Music Teachers must apply best practices within real-life settings. Students majoring in elementary, vocal, and/or instrumental This course allows students to observe and apply content and music are required to spend 8-12 weeks in an elementary, vocal, methods from current and prior coursework and provides an and/or instrumental music classroom under the supervision experiential base for upcoming courses. Taken concurrently of an assigned cooperating teacher. The student teaching expe- with EDU 387, 388, and 389. rience includes observation, teaching, and the performance 2 semester credits of teacher related responsibilities. Prerequisite: Admission to Student Teaching Program. EDU 418 Student Teaching – Elementary Education 8–12 semester credits Students majoring in elementary education are required to spend 8-12 weeks in na elementary education classroom under EDU 438 Student Teaching – Social and Behavioral Science the supervision of an assigned cooperating teacher. The student Students majoring in elementary education are required to teaching experience includes observation, teaching, and the spend 8-12 weeks in a secondary Social Studies or History performance of teacher related responsibilities. Prerequisite: classroom under the supervision of an assigned cooperating Admission to Student Teaching Program. teacher. The student teaching experience includes observation, 8–12 semester credits teaching, and the performance of teacher related responsibili- ties. Prerequisite: Admission to Student Teaching Program. EDU 424 Student Teaching – Early Childhood Education 8–12 semester credits Students majoring in elementary education are required to spend 8-12 weeks in an early childhood classroom under the EDU 442 Student Teaching – Biology supervision of an assigned cooperating teacher. The student Students majoring in elementary education are required to teaching experience includes observation, teaching, and the spend 8-12 weeks in a secondary Biology classroom under the performance of teacher related responsibilities. Prerequisite: supervision of an assigned cooperating teacher. The student Admission to Student Teaching Program. teaching experience includes observation, teaching, and the 8–12 semester credits performance of teacher related responsibilities. Prerequisite: Admission to Student Teaching Program. EDU 426 Student Teaching – Special Education 8–12 semester credits Students majoring in elementary education are required to spend 8 weeks in a special education classroom under the EDU 444 Student Teaching – Mathematics supervision of an assigned cooperating teacher. The student Students majoring in elementary education are required to teaching experience includes observation, teaching, and the spend 8-12 weeks in a secondary Math classroom under the performance of teacher related respon¬sibilities. Prerequisite: supervision of an assigned cooperating teacher. The student Admission to Student Teaching Program. teaching experience includes observation, teaching, and the 8 semester credits performance of teacher related responsibilities. Prerequisite: Admission to Student Teaching Program. EDU 430 Student Teaching – English 8–12 semester credits Students majoring in elementary education are required to spend 8-12 weeks in a secondary English classroom under the EDU 445 Student Teaching – Business Education supervision of an assigned cooperating teacher. The student Students majoring in elementary education are required to teaching experience includes observation, teaching, and the spend 8-12 weeks in a secondary business education classroom performance of teacher related responsibilities. Prerequisite: under the supervision of an assigned cooperating teacher. The Admission to Student Teaching Program. student teaching experience includes observation, teaching, 8–12 semester credits and the performance of teacher related responsibilities. Prereq- uisite: Admission to Student Teaching Program. EDU 432-01 Student Teaching 8–12 semester credits – Elementary Physical Education Students majoring in physical education are required to spend EDU 450 Student Teaching – Speech 8 weeks in an elementary physical education classroom under Students majoring in elementary education are required to the supervision of an assigned cooperating teacher. The student spend 8 weeks in a secondary speech classroom under the teaching experience includes observation, teaching, and the supervision of an assigned cooperating teacher. The student performance of teacher related responsibilities. Prerequisite: teaching experience includes observation, teaching, and the Admission to Student Teaching Program. performance of teacher related responsibilities. Prerequisite: 8 semester credits Admission to Student Teaching Program. 8 semester credits EDU 432-02 Student Teaching – Secondary Physical Education Students majoring in physical education are required to spend 8 weeks in a secondary physical education classroom under the supervision of an assigned cooperating teacher. The student teaching experience includes observation, teaching, and the 72

School of Health Sciences

FACULTY: Allen, Anderson C., Anderson T., earn a minimum of 32 semester credits on campus; 16 Berg, Bruun, Busch, Dockter, Doerner, Dunnigan, of these must be from the Math/Science Department Gebhardt, Hughes, Johnson, Klein, Kobes, Lundeen, (credit received for the clinical internship does not Madler, Maier, Maslowski, Messmer, Nolan, Nustad, satisfy this requirement). Obritsch, Olson C., Olson R., Parker, Reemts, Roller All students must complete a minimum of (Dean), Scheuer, Schroeder, Schulte, Seefeld, Sibla, 12 semester credits of upper division Math/Science Sperle, Steiner.. courses. A clinical internship of 12 consecutive months is Areas of Study taken during the last year of preparation at an accred- Majors: ited school of CLS: UND School of Medicine with Athletic Training, Clinical Laboratory Science, clinical training at one of their approved sites such as Exercise Science, Nursing, Occupational Therapy, St. Alexius Medical Center, Bismarck; Trinity Medical Physical Therapy, Radiologic Technology, Respiratory Center, Minot; or at any other accredited school of Therapy. CLS. Students cannot be guaranteed a specific loca­ tion for their internship. Minors: Upon graduation, the student is eligible to take Wellness. the national examination for certification for CLS by the American Society of Clinical Pathologists and Interdisciplinary Courses Offered National Certification Agency. HPS 206 Medical Terminology This course introduces the student to the fundamentals­ of Major in Clinical Laboratory Science: medical terminology. The course includes word structure BIO 103, 106, 207, 208, 309, 311, 312, 318, 319, 320; of body parts and organs, body systems, basic medical and CHE 111, 112, 217, 310; MAT 103; CLS 417, 418, 419. surgical terms and therapeutic interventions, diagnostic and medical abbreviations and symbols. 417, 418, 419 Clinical Internship 2 semester credits in Clinical Laboratory Science HPS 310 Foundation in Health Promotion and Wellness 32-37 semester credits. Foundations of Health Promotion and Wellness will define health promotion and wellness (HPW) and explore current n Department of Athletic Training issues of HPW in the context of a social-ecological model, advo- cacy, intervention programs, economic impact, and measure- Faculty: R. Olson (Head Athletic Trainer, Clinical ment of wellness. Education Coordinator), Seefeld (Assistant Athletic 3 semester credits Trainer, Curriculum Coor­dinator), Steiner (Athletic Training Program Director) Adjunct faculty include, but is not limited to Major Areas of Study professionals from the disciplines of athletic training, n physical therapy, occupational therapy, nursing, exer- Clinical Laboratory Science Program cise science, athletic administration, and family and Program Advisor: Alice Erling orthopedic medicine. Clinical Laboratory Science (CLS) is a four-year The certified athletic trainer (ATC) is a qualified program leading to a Bachelor of Science or Bachelor healthcare professional educated and experienced in of Arts degree. It consists of 128 semester credits, 96 the management of health care problems associated of which are taken on campus and 32-37 of which with physical activity. In cooperation with physicians are granted for courses taken during the clinical and other allied health personnel, the ATC functions internship. as an integral member of the health care team in The campus preparation provides a basic curric- secondary schools, colleges and universities, sports ulum in biology, chemistry, and mathematics.­ The medicine clinics, professional sports programs, indus- student has a flexible schedule of required compe- trial settings, and other health care environments. The tence and science courses during the first three years American Medical Association recognizes athletic at the University of Mary. Transfer students must training as an allied health care profession. 73

Mission our students with opportunities to put them on the Our mission is to prepare students to become profes- leading edge of their profession. sionals who assist athletes of all ages and abilities to The goal of the University of Mary Athletic participate in recreational and competitive activities. Training Education Program is to develop athletic The program strives to develop leaders in the athletic training students who will successfully meet the training profession or allied health professions who Board of Certification (BOC) standards for certifica- possess excellent communication­ and critical thinking tion, consistent with the domains of the most current skills. We encourage understanding and respect for BOC Role Delineation­ Study. To be eligible to sit for social, physical, and cultural diversity. the certification­ examination, candidates must grad- uate from a CAATE accredited curriculum. Graduates­ Athletic Training Education Program from these curriculum programs must also meet these additional requirements: The Athletic Training Education Program at the University of Mary is accredited by the Committee • Completed the curriculum program in no less on Accreditation for Athletic Training Education than two years. Program (CAATE). More information on CAATE • Completed athletic training educational compe- can be found at www.caate.net. By graduating from tencies and clinical proficiencies for the healthcare an accredited curriculum program, students become of athletes and others involved in physical eligible candidates to sit for the Board of Certification activity enumerated by CAATE. (BOC) examination. • Received their baccalaureate degree from the The athletic training student’s professional prepa- college or university where they completed the ration is directed toward the development of specific curriculum program. competencies in the following domains: preven- tion, clinical evaluation and diagnosis, immediate • Proof of current Emergency Cardiac Care (ECC) care, treatment, rehabilitation, and reconditioning, Certification. ECC Certification must include the organization and administration, and professional following: adult & pediatric CPR, airway obstruc- development; in the following content areas: risk tion, second rescuer CPR, AED and barrier management and injury prevention, pathology of devices (e.g., pocket mask, bag valve mask). injuries and illnesses, orthopedic clinical examination Providers are those adhering to the most current and diagnosis, medical conditions and disabilities, standards of the International Guidelines for acute care of injury and illness, therapeutic modali- Cardio-pulmonary Resuscitation and Emergency ties, conditioning and rehabilitative exercise, phar- Cardiac Care. macology, psychological intervention and referral, nutritional aspects of injury and illness, health care Educational Objectives administration, and professional development and Upon completion of academic requirements for responsibilities. Through a combination of formal graduation the athletic training student will have the classroom instruction and clinical experience, the professional preparation to practice­ athletic training athletic training student is prepared to apply a wide skills within a variety of venues and with a wide variety of specific health care skills and knowledge range of athletic populations.­ In addition, the student in each domain during assigned hours of supervised will be able to: clinical experience. 1. Practice the profession of athletic training by The athletic training major is a four-year Bachelor utilizing the skills obtained through effective of Science degree. learning of the cognitive, objective, and psycho- Students pursuing an Athletic Training major motor domains. are encouraged to complete an additional major or minor to enhance vocational placement­ in early 2. Identify injury/illness risk factors associated entry settings. University of Mary athletic training with participation in competitive athletics and students work closely with the medical community plan and implement all components of a in Bismarck/Mandan to enhance the student’s educa- comprehensive athletic injury/illness prevention tional process. The student not only will have educa- program. tional experience within the classroom but, more 3. Conduct a thorough initial clinical evaluation importantly, will have practical experience gained of injuries and illnesses commonly sustained by through clinical settings. These experiences provide the competitive athlete. 74

4. Plan and implement a comprehensive rehabilita 1. The mental capacity to assimilate, analyze, tion/reconditioning program for injuries/ synthesize, integrate concepts and problem illnesses sustained by the competitive athlete. solve to formulate assessment and therapeutic judgments and to be able to distinguish 5. Plan, coordinate, and supervise all administra- deviations from the norm tive components of an Athletic Training Educa tion Program. 2. Sufficient postural and neuromuscular control, sensory function, and coordination to perform 6. Provide health care information and counsel appropriate physical examinations using accepted athletes, parents, and coaches on matters techniques; and accurately, safely and efficiently pertaining to the physical, psycho- logical, and use equipment and materials during the assess- emotional health and well being of the athlete. ment and treatment of patients 7. Realize his/her own personal strengths or chal- 3. The ability to communicate effectively and lenges in the athletic training profession and sensitively with patients and colleagues including continue to achieve continuing education, thereby individuals from different cultural and social promoting the advancement of the field and his/ backgrounds; this includes, but is not limited her personal advancements. to, the ability to establish rapport with patients 8. After successfully completing the University and communicate judgments and treatment of Mary Athletic Training Education Program, information effectively. Students must be able to 100 percent of the students who take the Board understand and speak the English language at a of Certification (BOC) examination will pass the level consistent with competent professional examination and attain BOC certification. practice 4. The ability to record the physical examination Technical Standards Criteria results and a treatment plan clearly and accurately The Athletic Training Education Program at the University of Mary is a rigorous and intense program 5. The capacity to maintain composure and that places specific requirements and demands on continue to function well during periods of high the students enrolled in the program. An objective of stress this program is to prepare graduates to enter a variety 6. The perseverance, diligence and commitment of employment­ settings and to render care to a wide to complete the athletic training education spectrum of individuals engaged in physical activity. program as outlined and sequenced The technical standards set forth by the Athletic 7. Flexibility and the ability to adjust to changing Training Education Program establish the essential situations and uncertainty in clinical situations qualities considered necessary for students admitted to this program to achieve the knowledge, skills, and 8. Affective skills and appropriate demeanor and competencies of an entry-level athletic trainer, as well rapport that relate to professional education and as meet the expectations of the program’s accrediting quality patient care. agency (Commission on Accreditation of Athletic Training Education [CAATE]). The following abili- Candidates for selection to the Athletic Training ties and expectations must be met by all students Education Program will be required to verify they admitted to the Athletic Training Education Program. understand and meet these technical standards or that In the event a student is unable to fulfill these they believe that, with certain accommodations, they technical standards,­ with or without reasonable can meet the standards. accommodation,­ the student will not be admitted into University of Mary Student Support Services will the program. evaluate a student who states he/she could meet the Compliance with the program’s technical standards program’s technical standards with accommodation does not guarantee a student’s eligibility for the BOC and confirm that the stated condition qualifies as a certification exam. disability under applicable­ laws. Candidates for selection to the University of If a student states he/she can meet the technical­ Mary Athletic Training Education Program must standards with accommodation, then the University demonstrate: will determine whether it agrees that the student can meet the technical standards with reasonable accom- 75 modation; this includes a review of whether the clinical education coordinator, curriculum coordi- accommodations requested are reasonable, taking into nator, and a minimum of one University faculty account whether accommodation would jeopardize member, one approved clinical instructor or clin- clinician/patient­ safety, or the educational process of ical instructor, one senior athletic training student, the student other students or the institution, including and one junior athletic training student. all coursework, clinical experiences and internships Academic deemed essential to graduation. Upon determination that reasonable accom­ A prospective athletic training student in the Athletic Training Education Program at the modations can be made with no harm, the ATEP must University of Mary is a student who desires to enter institute a plan with the student to allow for successful the athletic training curriculum program. Admission matriculation in the professional­ level of the program. to the upper-level professional program (junior and Accommodations may include but are not limited to senior years) is selective. The number of students utilization of University services, such as, Student accepted into its professional phase after the spring Support Services, Learning Skills Center, Counseling semester of the sophomore year is based on the Services and/or the Student Health Clinic. availability­ of clinical experience opportunities and certified staff. Criteria for Acceptance of Students Minimum criteria for selection include: Application 1. Application materials are distributed to the 1. At the time of application to the Athletic Training student enrolled in ATH 243. Applications for Education Program, the prospective student admission are submitted by November 1 of the must have completed or be enrolled in the fall semester. All prerequisites are strictly following courses. Applicants currently enrolled enforced. Student-athletes at the University are in the following courses during the application considered for admittance into the professional process must have a midterm grade of B or better level of the ATEP with the same criteria as other to be provisionally accepted into the upper level prospective students. program. 2. Application materials due at this time include: ATH 151 Intro to Athletic Training a letter of application, application for athletic Taping Techniques training admissions, three recommendation ATH 238 Prevention & Care of Athletic Injuries forms, proof of current Emergency Cardiac Care and First Aid certification, report of medical ATH 243 Intro to Clinical Education history and report of health evaluation, documen- in Athletic Training I tation of completed HBV series, a copy of PED 157 First Aid student’s immunization certification, an a signed and dated copy of the Technical Standards for 2. At the time of application to the Athletic Training Admission to the Major. Education Program, the prospective student must have completed or be enrolled in the 3. The Athletic Training Education Program (ATEP) following courses. Applicants currently enrolled Admissions Committee reviews all applications in the following courses during the application for completeness, and the applicant is informed process must have a midterm grade of C or better of any deficiency. The applicant has the oppor- to be provisionally accepted into the upper level tunity for immediate remediation of the defi- program. ciency to allow for continuation in the application process. Applicants with completed application BIO 103 General Biology materials are notified of their provisional accep- BIO 207 Human Anatomy and Physiology I tance into the ATEP. A non-remediated deficiency affects the applicant’s continuation in the admis- PED 159 Personal and Community Health sion process. 3. The prospective student must have successfully 4. The applicant will be interviewed by the Athletic completed the following courses with a grade of Training Admissions Committee during the spring B or better to be fully admitted into the upper-- semester when the student is enrolled in ATH 244. level professional program (junior and senior The admissions committee includes but is not years): limited to the athletic training program director, 76

ATH 151 Intro to Athletic Training Taping the practices of a Certified Athletic Trainer but Techniques the prospective­ athletic training student may not provide direct patient care. ATH 238 Prevention & Care of Athletic Injuries a. Directed observation hours requirement ATH 243 Intro to Clinical Education in Athletic Training I • Football ATH 244 Intro to Clinical Education in • Soccer Athletic Training II • Volleyball/Cross Country ATH 314 Advanced Techniques • Athletic Training Room in Athletic Training • Wrestling PED 157 First Aid • Basketball 4. The prospective student must have successfully 2. The staff will observe the performance of the completed the following courses with a grade of prospective athletic training student as well as C or better to be fully admitted into the upper- the student’s attitude, desire, and dependability. level professional program (junior and senior Prospective students will be evaluated for admit- years): tance according to: BIO 103 General Biology • Academic performance BIO 207 Human Anatomy and Physiology I • Demonstrated desire to enter the curriculum BIO 208 Human Anatomy and Physiology II and pursue athletic training as a career PED 159 Personal and Community Health 3. Once the prospective student is provisionally PED 360 Biomechanical and Kinesiological accepted into the upper-level professional Studies program, a clinical education experience plan will be developed for the prospective athletic training NUR 206 Medical Terminology student until they are fully accepted into the 5. Minimum cumulative grade point average upper level program. The prospective student (GPA) of 2.5 on a 4.0 scale for required course must complete a minimum of two hours or a work (including transfer courses). maximum of five hours a week of supervised 6. Proof of current First Aid and Emergency experience throughout the course of the provisional clinical education experience plan. Cardiac Care Certification (ECC). Emergency Cardiac Care Certification must include the following: Medical adult and pediatric CPR, airway obstruction, second Participation in clinical experiences by athletic rescuer CPR, AED and barrier devices (e.g., pocket training students necessitates that attention be given mask, bag valve mask). Providers are those adhering to protection of the contact. to the most current standards of the International Effective August 1, 1999 all Athletic Training Guidelines for Cardiopulmonary Resuscitation and Students are required to have the following on file Emergency Cardiac Care. after being accepted in to the professional education Clinical program: 1. The prospective athletic training student 1. A current (within past 12 months) Report of must complete a minimum of number of hours Medical History and Report of Health Evaluation of directed observation in the athletic training performed by a Physician, Nurse Practitioner, or setting at the University of Mary during the fall comparable professional prior to acceptance into semester of the academic year for which they are the ATEP. making formal application to the program. All 2. Written documentation of a completed or in hours of directed observation must be completed progress Hepatitis B vaccination series. by the November 1 application due date. During directed observation hours a student may be 3. A current copy of student’s immunization present in an athletic training facility to observe certification (measles, mumps, and rubella). 77

4. A Tuberculosis (TB) test is not required for students currently enrolled in the upper level admission into the ATEP but is strongly professional program. encouraged on a yearly basis. 2. The applicant’ interests and future goals are Admission to the upper level professional ATEP discussed, as well as strengths and weaknesses is selective. Application material will be distributed that are considered pertinent to the educational during the semester the student is enrolled in ATH process and an athletic training career. 243. Applications for admission­ are submitted by 3. Candidates will also have the opportunity to: February 1 of the spring semester. All prerequisites are strictly enforced. Student-athletes at the University • Discuss previous experiences with athletic are considered­ for admittance into the professional injuries level of the ATEP with the same criteria as other • Discuss how they acquired an interest in prospective students. athletic training Selection Process • Clarify or expand on any factors or circum- Selection is a two-fold process including the stances candidate determines are essential. School of Health Sciences and the Athletic Training 4. Personal interviews with admissions committee Education Program. Upon receipt of all materials, the will be held before the end of semester. Dates and Athletic Training Admissions Committee will review times will be announced and are dependent upon all applications and decide which applicants will be number of applicants and their class schedules. granted an interview. The following are minimum standards for receiving an interview: 5. Immediately preceding the interview, the appli- cant is asked to provide a written sample in 1. Interest and desire of student to become an response to three scenarios. The scenarios ask athletic trainer as expressed during assigned for responses to ethical situations, professional clinical education opportunities and as development, and communication skills. documented on the letter of application 6. All applicants are objectively rated for the inter- 2. Successful completion of all academic required view and writing sample using a Likert scale courses and observation hours. assessment sheet. This objective­ data is combined with the applicant’s objective ratings from the 3. Minimum GPA of 2.5 on a 4.0 scale (including application process to determine a final applica- transfer courses). tion score. 4. Positive rating on an objective rating scale based 7. After review of application materials and inter- on criteria that will include First Aid and Emer- view, the Admissions Committee makes a gency Cardiac Care certification, pre-requisite determination of the student’s acceptability for and cumulative GPA, positive responses on all the program. three recommendation forms, number and variety of observation hours, and format and content of 8. If a student meets criteria and demonstrates letter of application. characteristics indicative of success in the athletic training profession, he/she is accepted. 5. All pre-requisite and cumulative GPA criteria for courses that are currently in progress will be Notification based on mid-term grades. 1. Selection will be made by the Athletic Training Admissions Committee. 6. Completed application process, which culminates with an application, a letter of application, three 2. All selections are contingent on the following: recommendations and personal interview. • Successful completion of all academic, clinical Interview and medical criteria for acceptance. 1. The candidate will be interviewed by the Athletic • Maintaining a GPA of 2.5 in required courses Training Admissions Committee, which includes (including transfer courses) but is not limited to a minimum of one University • Maintain current First Aid and Emergency faculty member, one approved clinical instructor Cardiac Care Certification (ECC). Emergency or clinical instructor, and two athletic training Cardiac Care Certification must include the 78

following: adult and pediatric CPR, airway the University of Mary Athletic Training Educa- obstruction, second rescuer CPR, AED and tion Program, and review Track III upper-level barrier devices (e.g., pocket mask, bag valve professional program curriculum and retention mask). Providers are those adhering to the most standards. current standards of the International Guidelines • The applicants and the applicant’s academic for Cardiopulmonary Resuscitation and Emer- advisor will receive a copy of any individualized gency Cardiac Care. academic plans developed during the meeting 3. If all above criteria are met, the Program Director with the applicant and the Athletic Training of Athletic Training will make recommendations Program Director. for acceptance to the Chairperson of the Division 7. Applicants demonstrating deficiencies in of Human Performance Sciences. academic course work will be notified of their continued provisional acceptance by the Athletic 4. If there are more qualified candidates than there Training Program Director. Applicants who are are places in the program, applications are objec- required to remediate courses during May or tively rank ordered according to academic records Summer term(s) will be required to schedule a and individual qualifications using the applicant’s follow-up meeting with the Athletic Training final application score. Program Director during pre-registration prior to 5. Applicants will be notified of provisional accep- the start of the fall semester. Unsuccessful reme- tance or non-acceptance to the upper- level diation of required course work may affect the professional program in writing, prior to the student’s status in the upper- level professional end of the spring semester. Athletic Training Education Program. • Full acceptance to the ATEP is contingent on 8. If not accepted to the upper-level professional program, the applicant will be assisted by the successful completion of spring semester course Athletic Training Program Director in discussing work. A final notification of full acceptance is futures options. mailed to qualified applicants after final grades are posted. 9. All applications become the property of the University of Mary and are maintained in the 6. After receiving written notification, all applicants athletic training student’s file. will schedule a formal meeting with the Athletic Training Program Director prior to the end of the Provisional Status spring semester. Track II Student • Track I students – Applicants will review aca- Designed for the student who shows promise of demic and clinical criteria for acceptance, iden- success in the athletic training field but has an area tify any possible area of problem or deficiency, of concern or has not completely met a criterion for and review Track I upper-level professional full acceptance into the Athletic Training Education program curriculum and retention standards. Program. Upon review of the student’s application to the professional upper level Athletic Training • Track II students – Applicants will review the Education Program and the student’s performance­ reason(s) for acceptance as a Track II student, in the selection process, the athletic training admis- and identify deficiencies in academic, clinical sions committee has determined that the deficient and medical criteria for acceptance. Applicants criterion or area of concern will take one full academic will review Track II upper-level professional year to remediate. Thus, the recommendation of the program curriculum and retention standards, admissions­ committee would be that the student be and discuss a remediation plan to enable the accepted into the University of Mary Athletic Training Education Program as a Track II – provisional status applicant to move to full acceptance as a Track I student. This track requires three full academic years student. to complete the professional upper level Athletic • Track III students – Applicants will review Training Education Program. academic, clinical and medical criteria for accep- The student must continue to maintain his/her tance, review any transfer course work and/ successful completion of: (a) academic course work; or clinical experiences accepted as equivalents student must maintain a grade of B or better in all of courses and/or clinical experiences within courses listed within the curriculum, (b) clinical 79 experience, and (c) maintain status of First Aid and tion. The student who does not progress successfully Emergency Cardiac Care certification. The student is placed on probation or dropped from the program, who does not progress successfully is placed on depending on the seriousness of the deficiency. probation or dropped from the program depending A student who has not met the criteria or who in on the seriousness of the deficiency. other ways demonstrates an inaptitude for a career in Some reasons for being accepted on a provisional­ athletic training is not accepted. status include, but not limited to: Pre-Admission Courses: 1. Failure to meet training room observation hours. ATH 151, 238, 243, 244, 314; BIO 103, 207, 208; PED 157, 2. GPA less than a 2.5 on a 4.0 scale. 159, 360; NUR 206. 3. Failure to meet established retention standards. Required Professional Courses: ATH 316, 317, 319, 327, 328, 329, 353, 354, 441, 453, 4. Unsuccessful completion of competency skills. 454; EXS 336; PSY 201, 207; MAT 180 or 204 or HPS 5. Unsuccessful academic standards. 307; *PHI/THE ethics. 6. Failure to maintain certification in First Aid *AT major requires that at least one Philosophy/Theology course must be in ethics (PHI 308, 312, 325, 482, THE 207, and CPR. 215, 220, 302, 315, 320, 363, 382) PHI 308 or 482 are 7. Failure to show responsibility in meeting recommended. commitments. 8. Unacceptable behavior as a representative of Course Descriptions the University of Mary. ATH 151 Introduction to Athletic Taping Techniques An introductory course for athletic training and physical educa- Transfer Admission tion students in elementary taping and wrapping techniques designed to meet specific athletic training educational compe- Track III Student – Transfer Students tencies for the health care of the physically active. Content to Track III is designed for the student who has be covered will include, but is not limited to, risk management, acute injury care, and pathology of injury. Prerequisites: None. completed coursework in an accredited Athletic 1 semester credit Training Education Program and has completed two years of undergraduate coursework consisting of at ATH 238 Prevention and Care of Athletic Injuries least 60 semester credits. This track is designed to The Prevention and Care of Athletic Injuries course will provide an overview of the prevention, treatment and rehabilitation of complete the University of Mary Athletic Training athletic injuries. General principles to be covered in the course Education Program in no less than two years or no will be: physical conditioning; equipment fitting; recogni- greater than three years. tion, assessment and management of various athletic injuries; Students wishing to transfer to the University of rehabilitation of athletic injuries; basic nutrition; blood borne Mary Athletic Training Education Program must first pathogens; skin disorders and other related medical conditions. meet with the Athletic Training Program Director. Prerequisite: PED 157 2 semester credits All pre-admission requirements­ are strictly enforced. Upon admission to the University of Mary Athletic ATH 243 Introduction to Clinical Education Training Education Program, the student may peti- in Athletic Training I tion that prior work and/or clinical experiences be An introductory course to the field of athletic training designed to meet specific athletic training educational competencies. considered as equivalents of courses and/or clinical Through a combination of formal classroom instruction and experiences within the University of Mary Athletic clinical observation, the prospective athletic training student Training Education curriculum. Upon review of the experiences and gains a better understanding of the profes- student’s petition, the Athletic Training Education sion of athletic training and the specific healthcare skills and Program Admission’s­ Committee will make the final knowledge­ that will be developed within each of the domains decision on course and/or clinical experience equiva- of professional development and responsibilities and general medical conditions and disabilities. Students will be orientated lency. The student must complete all other upper- to the application process and material for admittance into the level professional academic courses not accepted upper-level professional athletic training education program as as transfer credit. Once acceptance is granted, the part of this course. Students enrolled in this course are required athletic training student must continue to maintain to complete clinical observation hours under the direct super- his/her successful completion of (a) academic course vision of a certified athletic trainer through the course of the semester. Co-requisites: ATH 151, 238; BIO 207; PED 157 work, (b) clinical experience, and (c) maintain status 2 semester credits of First Aid and Emer­gency Cardiac Care certifica- 80

ATH 244 Introduction to Clinical Education enhancing supplements, all of which are common among physi- in Athletic Training II cally active individuals. Prerequisites: BIO 207, 208. Enrollment The second of two clinical education courses designed to meet limited to students that have been accepted into the divisions of specific athletic training educational competencies for the health Human Performance Sciences and Education. care of the physically active. The course expands on the knowl- 3 semester credits edge gained in ATH 243 and introduces the domains of injury assessment, first aid and emergency care, pathology of injury The following courses are limited to students and risk management and injury prevention. The lab portion enrolled in the professional level athletic training of this course will focus on advanced taping techniques. The education program: ATH 319, 327, 328, 329, 353, 354, athletic training student will learn the theory and application 441, 453, and 454. of taping and wrapping techniques and use materials essential to the advancement of the student but were not covered in the ATH 319 Therapeutic Exercise in Athletic Training ATH 151 course. Through a combination of formal classroom A course in therapeutic exercise and rehabilitative techniques instruction and clinical observation, the prospective athletic with content primarily addressing basic theories and principles training student experiences and gains a better understanding of athletic injury rehabilitation including therapeutic exercise the profession of athletic training. Students enrolled in this and the use of physical agents. Hands-on learning and applica- course are required to complete clinical observation hours tion during assigned clinical hours in the athletic training room through the course of the semester. Prerequisites: Successful setting under the direct supervision of a certified athletic trainer completion of ATH 151 and ATH 243 with a grade of “B” or through the course of the semester will provide a basis for the better, BIO 207. Co-requisite: ATH 238, BIO 208, and PED 157. development of rehabilitation protocols. Prerequisite: Successful 2 semester credits completion of ATH 238, 244, 314, 329 and 353 with a grade of a “B” or better. ATH 314 Advanced Techniques in Athletic Training 2 semester credits A lecture/laboratory course for the prospective athletic training student in advanced techniques in athletic training. Content to ATH 327 Evaluative Procedures in Athletic Training be covered will include, but is not limited to, human anatomy A course in the evaluation of musculoskeletal injury and and assessment of injury/illness, both of which are domains to illness with content including, but not limited to, the concepts meet athletic training educational competencies. Other general and techniques in evaluation of normal human movement principles to be covered in this course will be: goniometry, and biomechanics, abnormal movement and biomechanics, manual muscle testing; and other related medical conditions. specific evaluation techniques to determine the presence and Prerequisite: Successful completion of ATH 243 with a grade of cause of faulty movement which may predispose an individual “B” or better, BIO 207. Co-requisite: ATH 238, 244, BIO 208 to injury/illness and establish an athletic training diagnoses 3 semester credits and describe movement disorders. In addition to the didactic content, the course provides laboratory skill acquisition and ATH 316 Basic Pharmacology for research experience in evidence based clinical practice. Prerequi- Human Performance Sciences site: Successful completion of ATH 314 with a grade of a “B” or An introductory course designed for health science majors, better. Co-requisite: PED 360. content area is a collection of knowledge, skills and values that 4 semester credits entry-level students must possess in pharmacologic applica- tions, precautions, and interactions of medications. Content to ATH 328 Orthopedic Concepts be covered would include, but is not limited to pharmacologic An advanced course in the evaluation and recognition concepts applications, drug classifications, awareness of the indications, of musculoskeletal injury and illness with content including, but contraindications, precautions, and interactions of medica- not limited to, the concepts and techniques in surgical interven- tions and of the governing regulations relevant to the treatment tion and treatment, abnormal movement and biomechanics of of injuries to and illnesses of athletes and others involved in gait, specific evaluation, and treatment techniques for extremity physical activity. This course will also cover storage, dispensing joint accessory movement and cause of faulty movement which and tracking information­ of pharmaceutical products, use of may predispose an individual to injury/illness. the Physician­ Desk Reference, and activation of poison control 2 semester credits services. Prerequisites: BIO 207, 208. Enrollment limited to students who have been accepted into the divisions of Human ATH 329 Therapeutic Modalities in Athletic Training Performance Sciences and Education. A course in the application of therapeutic modalities. Practical 3 semester credits and relevant information about the use of therapeutic modali- ties for treatment of injuries and illnesses in the sports medicine ATH 317 Sports Nutrition for Health and Performance setting, as well as planning, implementation, documentation, A course designed for athletic training, exercise science, pre- and evaluation of the efficacy of therapeutic modalities. In physical therapy, and physical education students. Content to addition, the course provides laboratory and research experi­ be covered will include, but is not limited to, nutritional aspects ences and practice in the use of therapeutic modalities during of injury and illness, risk management, pharmacological aspects assigned clinical hours in the athletic training room setting of injury and illness, psychosocial intervention and referral, under the direct supervision of a certified­ athletic trainer and weight management and body composition. Other general through the course of the semester. Prerequisites: Successful principles to be covered in this course will be: eating disorders, completion of ATH 314 with a grade of a “B” or better. weight gain and weight loss, hydration, and performance 3 semester credits 81

ATH 353 General Medical Conditions in Athletic Training ATH 441 Practicum in Athletic Training This course covers assessment and evaluation of general medical This course will enhance the athletic training students’ knowl- conditions and disabilities including psychosocial intervention edge of orthopedic and general medical aspects of athletic and referral and pathology of injury and illness. Prerequisites: training. It involves direct observation, experimental learning, Successful completion of ATH 244 and 314 with a grade of “B” and case study under the direct supervision of the instructor or better. as well as local and regional medical professionals in various 3 semester credits settings. The student will be exposed to advanced evalu- ation and treatment skills in outpatient physical therapy/ ATH 353 General Medical Conditions sports medicine clinics: orthopedic, family practice, and sports in Athletic Training Lab I enhancement clinics. Prerequisites: ATH 319, 327, 329, 353, 354; The athletic training student applies a wide variety of specific Co-requisites: 453 or 454. health care skills and knowledge during assigned hours of 1 semester credit supervised clinical experience that occur through the course of the semester in the athletic training room and rotational setup ATH 453 Athletic Training Senior Capstone I with various university or area high school athletic teams’ prac- An advanced course designed for students enrolled in the tices and/or events. The National Athletic Trainers’ Association athletic training major, the emphasis of this course will be Education Council has identified athletic training educational practical assessment and care of athletes in the athletic training competencies and clinical proficiencies for the health care of environment in preparation for the BOC practical examination. athletes and others involved in physical activity. This content area Content to be covered will include, but is not limited to, acute is a collection of knowledge, skills, and values that the entry-level care of injury and illness: assessment and evaluation of injury certified athletic trainer must possess for effective performance and illness: professional development: as well as orthopedic as an entry-level certified athletic trainer. Skill competency is assessment.­ Prerequisite: Successful completion of ATH 354 with obtained during the classroom and laboratory instruction.­ Skill a grade of B or better. proficiency is demonstrated during laboratory­ evaluation, and 3 semester credits skill mastery is demonstrated when the skills are applied appro- priately in the clinical setting with appropriate choices made and ATH 453 Athletic Training Senior Capstone I Lab appropriate outcomes achieved. Skill competency is knowledge The athletic training student applies a wide variety of specific and skills to be mastered within a self-study guide to evaluate the healthcare skills and knowledge during assigned hours of athletic training student’s strengths and areas for improvement. supervised clinical experience that occurs through the course 0 semester credits (Pass/Fail) of the semester in the athletic training room, and with various University or area high school athletic teams practices and/or ATH 354 Healthcare Administration events. The National Athletic Trainers’ Association Education This course covers health care administration. Content to be Council has identified athletic training educational competen- covered will include, but is not limited to, medical ethics and cies and clinical proficiencies for the health care of athletes legal issues, emergency planning, professional­ development and others involved in physical activity. This content area is a and responsibilities, and organization,­ administration, and collection of knowledge, skills, and values that the entry-level management in the athletic training room and/or clinical certified athletic trainer must possess for effective performance setting. Prerequisite: Successful completion of ATH 353 with a as an entry-level certified athletic trainer. Skill competency is grade of “B” or better. obtained during the classroom and laboratory instruction. Skill 3 semester credits proficiency is demonstrated during laboratory evaluation,­ and skill mastery is demonstrated when the skills are applied appro- ATH 354 Healthcare Administration Lab priately in the clinical setting with appropriate choices made and The athletic training student applies a wide variety of specific appropriate outcomes achieved. Skill competency is knowledge health care skills and knowledge during assigned hours of and skills to be mastered with a self-study guide to evaluate the supervised clinical experience that occur through the course of athletic training student’s strengths and areas for improvement. the semester in the athletic training room and rotational setup 0 semester credits (Pass/Fail) with various university­ or area high school athletic teams’ prac- tices and/or events. The National Athletic Trainers’ Association ATH 454 Athletic Training Senior Capstone II Education Council has identified athletic training educational­ The final in a series of clinical education courses designed for competencies and clinical proficiencies for the health care of students enrolled in the athletic training major. This second athletes and others involved in physical activity. This content capstone course focuses on integration of knowledge and the area is a collection of knowledge, skills, and values that the culmination of concepts and theories regarding the practice of entry-level certified athletic trainer must possess for effective athletic training. Prerequisite: Successful completion of ATH 453 performance as an entry-level certified athletic trainer. Skill with a grade of “B” or better. competency is obtained during the classroom and laboratory 3 semester credits instruction.­ Skill proficiency is demonstrated during laboratory­ evaluation, and skill mastery is demonstrated when the skills ATH 454 Athletic Training Senior Capstone II Lab are applied appropriately in the clinical setting with appropriate The athletic training student applies a wide variety of specific choices made and appropriate outcomes achieved. Skill compe- health care skills and knowledge during assigned hours of tency is knowledge and skills to be mastered within a self-study supervised clinical experience that occurs through the course of guide to evaluate­ the athletic training student’s strengths and the semester in the athletic training room, mentoring sophomore areas for improvement. and junior athletic training students, and working with various 0 semester credits (Pass/Fail) university­ or area high school and professional athletic team 82 practices and/or events. The National Athletic Trainers’ Associa- Outcome and Goals tion Education Council has identified athletic training educa- Based on the missions of the University of Mary, tional competencies and clinical proficiencies­ for the health the Division of Human Performance Sciences, and care of athletes and others involved in physical activity. This content area is a collection of knowledge, skills, and values that the Department of Exercise Science, graduates of the entry-level certified athletic trainer must possess for effec- the degree program in exercise science will have the tive performance as an entry-level certified athletic trainer. Skill knowledge, skills, and abilities to: competency is obtained during the classroom and laboratory 1. Assess and provide for the fitness and exercise instruction. Skill proficiency is demonstrated during laboratory needs of people who are apparently healthy, at evaluation, and skill mastery is demonstrated when the skills higher risk, or with known disease are applied appropriately in the clinical setting with appropriate choices made and appropriate outcomes achieved. Skill compe- 2. Perform as entry-level technicians in clinical tency is knowledge and skills to be mastered with a self-study cardiac rehabilitation and pulmonary rehabilita- guide to evaluate the athletic training student’s strengths and tion programs areas for improvement. 0 semester credits (Pass/Fail) 3. Serve in leadership roles in the health fitness industry as personal trainers, coordinators and directors of fitness programs n Department of Exercise Science 4. Promote the component of exercise and fitness Faculty: Kobes (Fieldwork Director); Nustad for a healthy lifestyle in a safe, legal, and ethical (Program Director) manner The Exercise Science Program at the University­ 5. Interpret, analyze, be resourceful, and think of Mary is a four-year Bachelor of Science degree. critically in a world of constant change and The curriculum received official endorsement by discovery the American College of Sports Medicine in 2003, and has maintained endorsement­ status since 6. Demonstrate a commitment to professionalism including lifelong learning, community service, that time. The curriculum emphasizes a strong and the Benedictine values. foundation in the sciences and promotes commu- nity involvement. The educational philosophy of Goals: the Exercise Science Program supports learning a. Pursue higher education degrees in related areas through experiences, interactions, and applica- including exercise physiology, physical therapy, tion of knowledge and skills. The Exercise Science occupational therapy, physician assistant, and Program also focuses on clinical competencies other health occupation programs. and aims to prepare graduates for higher educa- b. Be eligible for application for the American tion opportunities, entry level clinical roles in College of Sports Medicine (ACSM) Health cardiac rehabilitation, pulmonary rehabilitation, Fitness Instructor Certification adult fitness, and for personal training and leader- ship roles in the fitness industry. The Department of Exercise Science extends the Benedictine Exercise Science Program values of living a healthy and holistic lifestyle. Admission Requirements Entrance into the University of Mary Exercise Mission Science Program is selective. Students may declare The Department of Exercise Science exists to a major in exercise science during their freshman provide the people of this region with leaders in year. However, acceptance to the professional the areas of fitness and exercise testing, exercise Exercise Science Program requires an applica- prescription, exercise program development,­ and tion process which typically­ occurs in the spring fitness instruction, meeting the fitness and exercise of the sophomore year. Students will be accepted needs for people who are apparently healthy, at during the spring semester to begin course work higher risk, or have known disease. The mission of in the fall semester of the same calendar year. the Department of Exercise Science is driven by the Minimum criteria for selection includes comple- Rule of St. Benedict and aims to provide the region tion of pre-requisite course work with a cumu- with services that promote the exercise component lative 2.5 grade point average and a 2.75 grade of a healthy, holistic lifestyle. point average in the prerequisite courses. 83

Students are encouraged to consider the Exercise EXS 406 Introduction to Electrocardiography Science Program as preparation for furthering their This course focuses on foundational information of elec- education in a masters degree program in exer- trocardiography and ECG rhythm interpretation skills. Prerequisites: BIO 207, 208 cise physiology, occupational therapy, physical 2 semester credits therapy, or other allied health/health disciplines. Suggested double majors or course tracks are: EXS 420 Exercise Prescription This course involves study, discussion, and hands-on service • Exercise Science/Pre-Physical Therapy learning in developing appropriate exercise programs for a variety of populations including the apparently healthy as • Exercise Science/Pre-Occupational Therapy well as those at risk, with known disease, and other special population groups. Major components of the course include • Exercise Science and Athletic Training health risk assessment, exercise testing and prescription, and program development. • Exercise Science and Business 4 semester credits

• Exercise Science and Respiratory Care EXS 443 Exercise Science Practicum I The focus of the practicum experience is to develop clinical • Exercise Science and Biology competencies, apply knowledge, skills and abilities, and prepare for professional practice in cardiac rehabilitation, Major in Exercise Science: pulmonary rehabilitation, athletic development programs, or BIO 101/103, 207, 208; CHE 109 and 110 or 111 community fitness programming. Practicum I consists of two and 112; MAT 103, 180 or 204; ATH 238, 316, 317; fieldwork rotations of 80 to 100 hours. PSY 201, 207, 406; PHY 203, 304; PED 157, 159, 360; 3 semester credits EXS 302, 305, 336, 406, 420, 443, 444, 452, 455, 465, EXS 444 Exercise Science Practicum II 466; HPS 206, NUR 319 The focus of the practicum experience is to develop clinical competencies, apply knowledge, skills and abilities, and Course Descriptions prepare for professional practice in cardiac rehabilitation, pulmonary rehabilitation, athletic development programs, EXS 300 Research Fieldwork Experience or community fitness programming. Practicum II consists of This introductory course provides an opportunity to interact two fieldwork rotations of 80 to 100 hours. with leading investigators actively engaging in scholarly 3 semester credits research activity within the Division of Human Performance Sciences or within the local or regional community. Students EXS 445 Exercise Science Internship may be involved in data collection, data input, scheduling This is an elective fieldwork and servant leadership experi- subjects for testing, data analysis and other forms of assis- ence in a focus area of practice for exercise science (physi- tance. Prerequisite: Course facilitator approval. May be taken ology) students. The internship occurs at the end of the up to four times, i.e. 300.1, 300.2, 300.3, 300.4. Exercise science curriculum sequence, culminating founda- 2 semester credits tional and hands-on learning. Prerequisites: Must be fully accepted into the program of exercise science and have EXS 302 Weight Training completed core curriculum courses. This course includes study and application of proper weight 6–12 semester credits lifting techniques for a variety of populations including the apparently healthy, children, elderly, cardiac and pulmonary EXS 452 Cardiopulmonary Rehabilitation patients, athletes, and others. Prerequisite: BIO 207 The student will study, discuss, and experience hands-on 2 semester credits application of current practices in cardiac and pulmonary rehabilitation. Clinical laboratory includes observation EXS 305 Community Fitness Methods at a clinical cardiac and pulmonary rehabilitation sites. Community Fitness Methods is a course involving a combina- Prerequisites: BIO 207, 208; EXS 406 tion of group fitness activity and study of the theory behind 4 semester credits specific group fitness methods. The course aims to incorporate current group fitness methods and trends, and will address EXS 455 Advanced Exercise Physiology group fitness delivery/adaptations for diverse populations. This advanced course involves detailed study of the metabo- 2 semester credits lism of carbohydrates, fats, and proteins. Special attention is given to variations and alterations in the pathways as a result EXS 336 Exercise Physiology of certain disease processes and the effects of exercise. The study and application of the principles of physiology 2 semester credits of the human body influenced by exercise or a lack of exercise. Prerequisites: BIO 207, 208, or 2154 semester credits EXS 465 Senior Seminar I (includes lab) Senior Seminar I is the first capstone course of Exercise 2 semester credits Science, melding together the foundational studies, knowl- edge, skills, and abilities. Key assignments include a capstone 84 paper, professional portfolio, resume, market analysis, and n Department of Nursing preparation for ACSM certification. Senior Seminar I is completed in the fall of the senior year. FACULTY: Bruun, Buechler, Busch, Doerner, 1 semester credit Dunnigan, Fladeland, Gebhardt, Johnson, Klein, Leetun, Maier, Maslowski, Messmer, Nolan, Obritsch, EXS 466 Senior Seminar II Senior Seminar II is the final capstone course in the Program Reemts (Chair), Scheuer, Wilson. in Exercise Science. Students complete a capstone research The Division of Nursing offers a Bachelor of Science project and make preparations for entering the career market or Bachelor of Arts degree with a major in nursing. in the field of exercise science or in higher education. Senior The curriculum prepares the graduate to: (1) practice Seminar II is completed in the spring of the senior year. 1 semester credit professional nursing in a variety of environmental and cultural settings, (2) become leaders in health care, and EXS 499 Senior Competency Testing (3) pursue graduate study in nursing. Senior competency testing is required of all University of The division traces its beginnings to the St. Alexius Mary graduating seniors. University of Mary competencies Hospital School of Nursing founded in 1915. The spon- levels of achievement are assessed. Scores are made available students as well as used for overall university assessment of soring body, the Benedictine Sisters of Annunciation competency achievement. Monastery, recognized the necessity of baccalaureate 0 semester credits education and began Mary College; a major in nursing was among its initial programs. The first nursing Wellness Minor students received a baccalaureate degree from the The Wellness Minor exists to 1) broaden the college and graduated in 1964. In 1986 the graduate knowledge, skills, and abilities of those interested program was initiated and the name, Mary College, in the health care and allied health care industries changed to the University of Mary. and 2) to engage students in the process of becoming Continuing the Benedictine tradition which formed stewards of their personal health and wellness and its beginnings, the division offers a program holistic in stewards of global population health and wellness. nature and characterized­ by Benedictine values. These Wellness, defined as a multi-dimensional sense values are manifested in the community-focused of being, includes the physical, psychological, nursing curriculum with a health promotion, health social, spiritual, emotional, financial and intellectual support, and health restoration framework. With this domains. A minor in wellness provides a concentra- preparation, the nurse can continue to learn both tion of study that prepares individuals to develop or through experience and further academic study and to serve on worksite wellness teams. Students with meet the demands of the role of the nurse in contem- an additional bachelors degree in athletic training porary society. or exercise science may also find employment as a Through its Kappa Upsilon Chapter-at-large, the wellness program coordinator or wellness director. Division of Nursing has membership in Sigma Theta The wellness minor seeks to prepare students to be Tau, the International Honor Society in nursing. stewards of their personal well-being and provides Candidates for membership must demonstrate supe- a concentration of study for those preparing for rior scholarly achievement,­ evidence of leadership, graduate studies in physical therapy or occupational and marked potential for achievement in the field of therapy. nursing. The baccalaureate and master’s programs are Required Courses: approved by the North Dakota Board of Nursing and HPS 300, PSY 207, ATH 317 or SCI 224, THE 320, accredited by the Commission on Collegiate Nursing EXS 336. Education. Elective Courses, Students need 8 credits of additional Required courses: electives chosen from the following courses: ATH 238, BIO 207, 208, 209; CHE 110; PSY 201, 207; ANT 171; BUS 215, BUS 362, BUS 371, BUS 381, MAT 180; NUR 202, 216, 222, 248, 308, 317, 319, 322, EXS 302, PSY 307, PSY 308, PSY 406, PED 267, PED 159, PED 326, THE 326, THE 215 or 315 330, 332, 334, 336, 420, 421, 430, 432, 434; and an ethics course. Students enrolled in the completion program take 228.99 and substitute 306.99 for 308 and 338.99 for 330 and 332. 85

Cooperating Clinical Agencies – PSY 201 Intro to Psychology Nursing students receive nursing practice experi- – PSY 207 Lifespan Psychology ence in a variety of settings in addition to the class- – *NUR 202 Nursing Foundations room and laboratory. These settings include homes of (current CNA license required) clients, clinics, public health agencies, nursing homes, hospitals, special population agencies, schools, *Enrollment in NUR 202 is restricted to students who human service centers, community agencies, and have declared nursing as a major and hold a current childcare agencies. CNA license. All other nursing courses are restricted to students who have been accepted into the Division Curriculum Pathways of Nursing. Required nursing courses may be completed • The total number of prerequisite courses which following the traditional pathway or a completion may be repeated is limited to two. The grade pathway. Program objectives are the same in both received during the student’s second attempt will pathways but the course content is organized differ- be used in evaluation for admission. Repeated ently to facilitate learning for different types of classes will also include those from which a students. student has withdrawn (W, WP, WF). Students The traditional pathway is designed for those who who withdraw due to nonacademic reasons may enter the Department of Nursing without formal request consideration for admission. nursing knowledge or skill. This is the pathway • American Heart Association Basic Life Support presented in this bulletin. for Health Care Providers Certification © is The completion pathway is designed for persons required (two year certification). This must be who have formal nursing knowledge and skills and obtained and in place at the start of the junior year. are licensed either as an LPN or RN. LPNs and RNs may choose to take courses in either the traditional­ or • Criminal background checks. a completion pathway. The Completion­ Pathway for • Signed disclosure form. LPNs combines distance learning with limited on-site instruction. The RN Completion Pathway combines • Acceptable score on preadmission exam distance learning with accelerated coursework. A and essay. description of this option is available upon request. • Documentation of health requirements as given below: Admission Policy – Documentation of physical assessment, Application into the Division of Nursing begins health history, current immunizations, and during the fall semester of the sophomore year. Hepatitis B Series must accompany the Requirements for acceptance into the Division are: application to the division. • Completed Application form. – TB testing is required, but will be done Fall • Two completed recommendation and Semester of the Junior year at the University. appraisal forms • Students must verify that they meet the Physical • Cumulative GPA of 2.75 or higher on UMary & Mental Requirements to Provide Safe Patient and transferred courses. Care for Students, Faculty, and Preceptors. • Grade of “C” or higher in each of the following Applicants are considered primarily on the basis of nursing prerequisite courses and official academic achievement as evidenced by a minimum transcript for transferred credits: cumulative GPA of 2.75 by admission. This GPA must – ANT 171 Anthropology or Soc. Substitute be maintained through the sophomore year to prog- ress into the junior year. Preferential consideration – BIO 207 Anatomy & Physiology I is given to applicants who have taken all prerequi- – BIO 208 Anatomy & Physiology II site coursework at the University of Mary, and have – BIO 209 Microbiology demonstrated participation in volunteer activities. Entry into the nursing major is competitive and class – CHE 110 Intro to Org. & Biochemistry size is limited. – MAT 180 Elementary Statistics 86

Progression: NUR 228 Health & Healing Concepts Once admitted, the total number of nursing courses for Professional Nursing Practice (NUR) which may be repeated is limited to one. Designed to facilitate role socialization and transition of the LPN or RN to baccalaureate nursing practice. It delineates Repeated classes will also include those from which health and healing as foundational concepts for nursing a student has withdrawn (W, WP, WF). Students who practice. Selected contemporary healing modalities will withdraw due to nonacademic reasons may request also be studied. Benedictine values will be examined as consideration for continuing. principles to guide nursing. Co-requisite: NUR 248 3 semester credits Course Descriptions NUR 248 Health Assessment 202 Foundations of Nursing Emphasis of this course is on holistic assessment of persons This course introduces the theoretical foundations that across the lifespan. Professional interviewing and psycho- frame the art and science of nursing. Therapeutic use of self motor skills are used to obtain health histories and perform is explored within the paradigm of person-environment, physical and mental status examinations that include health and nursing. The history of nursing, nursing theo- documentation of findings and identification of functional rists, health and illness, medical terminology, and beginning health patterns as a basis for nursing diagnoses. Prerequi- nursing interventions will be addressed. Skills acquired sites: NUR 202, BIO 207. Co-requisite: NUR 222; BIO 208. from prior CNA training will be verified. The application 4 semester credits of such care measures is embedded in the spirit of servant- leadership and the Benedictine values of respect for persons NUR 306 Dimensions of Professional Nursing Practice and service. Pre-requisite: Current Nurse Aide Certification This course introduces the licensed nurse student to prin- 5 semester credits ciples of critical thinking and professional communica- NUR 204 Calculating Medication Dosages tion utilized by the baccalaureate prepared nurse. It also This course enhances the student’s ability to calculate continues to facilitate the role socialization and transi- medication dosages. A review of basic mathematical tion of the student to baccalaureate­ nursing practice. skills is included. The metric and apothecary systems 4 semester credits and conversions between the two are addressed. The student reads labels, performs medication calculations NUR 308 Critical Thinking & Professional Communication and IV flow rates. This course is required for those who This course introduces students to principles of critical fail a medication calculations competency exam and thinking and professional communication to include verbal, highly recommended for those with a Math ACT < 21. electronic, and written skills. Information­ technology, profes- 2 semester credits sional writing, and legal and ethical issues will be addressed. Prerequisites: ENG 121; COM 110; NUR 226; Successful NUR 215 Nutrition and Diet Therapy completion of all sophomore level nursing courses. Nutrition is studied from a perspective of its influence­ 3 semester credits on health promotion and support. This includes Healthy People 2010 Goals/President’s New Freedom Initiative and NUR 317 Pharmacology the study of food and nutrients and their action as well as This course is an introduction to clinical drug therapy. nutrient need changes through-out the life cycle. Assessment The focus is on fundamental principles of pharma­ of dietary intake and the influence of culture, values, and cology and actions/interactions of selected drugs used economics will be integrated. The influence of diet therapy throughout the life span. Legal, cultural, ethical, and in the treatment of diseases and symptoms is incorporated. economic aspects of drug therapy are discussed. 3 semester credits 3 semester credits

NUR 216 Nutrition NUR 319 Pathophysiology Nutrition is studied from a perspective of its influence­ This course focuses on pathophysiological concepts relevant on health promotion and support. This includes Healthy to care of persons throughout the lifespan. Abnormal People 2010 Goals/President’s New Freedom Initia- body function precipitated by disease states is delineated. tive and the study of food and nutrients and their action The body’s mechanisms to compensate for pathophysi- as well as nutrient need changes through-out the life ologic changes are explored. Prerequisites: BIO 207, 208. cycle. Assessment of dietary intake and the influence 4 semester credits of culture, values, and economics will be integrated. NUR 322 Healing Modalities II 2 semester credits This course is a continuation of Healing Modalities I. It NUR 222 Healing Modalities I explores selected traditional and complementary nursing This course allows students to perform selected interventions, including diet therapy as healing modalities. nursing interventions to promote healing and health. Students practice leadership in decision-making to select Students develop leadership by using proper princi­ and implement appropriate modalities to create healing ples of nursing practice and the Benedictine values environments in which the Benedictine values of respect of respect and moderation. Prerequisite: BIO 207, and moderation are stressed. Prerequisites: Successful NUR 202. Co-requisites: NUR 248; BIO 208. completion of all sophomore level nursing courses. 3 semester credits 3 semester credits 87

NUR 328 Readings and Research in Nursing NUR 421 NCLEX Review This course provides in-depth study of an area Focuses on test-taking strategies, written and computer- not covered in the existing curriculum. ized exams, and nursing curricular content review. Students 1-4 semester credits master test-taking skills needed for successful comple- tion of the NCLEX-RN Exam. Prerequisite: Successful NUR 330 Health Promotion completion of all senior first semester nursing courses. This course focuses on the holistic, multi-dimensional­ 1 semester credit nature of health promotion across the lifespan including personal, family, and community wellness. Health promo- NUR 425I Trauma Care tion strategies based on nursing and other theories, prin- This course will provide an overview of the ND emer- ciples, and research are applied in diverse practice settings. gency trauma system, role of diverse trauma team Appreciation of multiple factors influencing health, members, kinematics of trauma, and presentation­ of wellness, and coalition-building for health promotion/ specific trauma-related injuries. Students will develop disease/injury prevention are emphasized. Prerequisites: beginning skills in: 1) assessment of actual and poten- Successful completion of sophomore level nursing courses. tial injuries (single and multiple system), 2) principles of 5 semester credits early stabilization, and 3) prevention of further complica- tions. Community education for injury prevention will NUR 332 Health Support be stressed. Pre or Co-requisites:­ Junior level course The focus of this course is on the nurse’s role in the support 2 semester credits of persons/families experiencing life-stage transitions. Students expand their knowledge base, utilizing critical NUR 428 Readings and Research in Nursing thinking skills, to create healing and therapeutic environ- This course provides for in-depth study of an ments that facilitate optimal function and quality of life. The area not covered in the existing curriculum. student supports persons/families to cope, transcend and 1-4 semester credits problem-solve situations related to transitions, illness or chro­ nicity across the lifespan. Prerequisite: NUR 317, 319, 322, 330 NUR 430 Health Restoration 6 semester credits Building on the foundation of health promotion and support, students develop therapeutic and healing envi- NUR 334 Research ronments that promote recovery, maximize function, and This course is designed to acquaint the student with the prevent complications related to acute disease and illness research process. Emphasis is on examination of scien- including exacerbations of chronic health conditions. Effec- tific merit and critique of research literature as a founda- tive thinking is used to plan restorative interventions and tion for evidenced-based nursing. Ethical dimensions of deliver comprehensive healthcare in partnership with nursing research are explored. Prerequisite:­ NUR 308 persons, families, and the interdisciplinary health care 3 semester credits team. Coordination and continuity of care is emphasized in providing healthcare to persons throughout the lifespan. NUR 336 Ethics, Law & Policy Prerequisite: Successful completion of all junior level courses. This course explores economic, ethical, social, cultural, 9 semester credits legal, political, and regulatory environments that influ- ence the practice of nursing and healthcare in the United NUR 432 Management of Critical Health Problems States and in the global community. Prerequisite: NUR 308 This course enables students to integrate and apply knowl- 3 semester credits edge of therapeutic health care modalities to persons/ families experiencing life-threatening or critical­ health NUR 338 Health, Promotion and Support problems. Principles of care management are reinforced This course focuses on the holistic, multi-dimensional through diverse, acute-care practice opportunities. Effec- nature of health promotion including individual, family, tive thinking and communication­ skills are employed to and community wellness. Theories of life stage transi- create supportive/restorative­ environments for persons/ tions and chronicity will guide nursing care of individuals families in crisis. Mind-body-spirit, developmental, and families. Prerequisites: NUR 228, 248, 306, 317. cultural, social, economic, and technologic factors are 8 semester credits analyzed in relationship to outcomes in critical health situations. Exploration of professional values and ethical NUR 420 Nursing Leadership and Management issues undergird both the theoretical and practice dimen­ This course enables the student to pursue professional­ sions of the course. Prerequisite: Successful comple­ development and competence in the foundational­ skills in tion of all first semester senior nursing courses. healthcare leadership and management.­ Content focuses on 8 semester credits the art or aesthetics of value-oriented principles of servant leadership, care management, client orientation, coordina- NUR 434 Professional Role Development tion of care, outcome orientation, collaboration, delegation, This course provides the opportunity to facilitate professional and resource efficiency. Core elements of the care manage- role development and student transition­ to professional ment process, current models, and multiple care manager nursing practice. A preceptorship provides an opportunity to roles will be explored. Prerequisite: Successful comple- refine leadership and management skills, to work collabora- tion of all junior level courses. Co-requisite: NUR 430 tively with healthcare professionals, to synthesize knowledge 4 semester credits acquired in previous course work, and to gain self-confi- 88 dence in problem-solving and decision-making. Prerequisite: to participate in a preceptor and mentor relationship Successful completion of all junior level nursing courses. with an occupational therapy faculty member within (This course is delivered over five semesters in seminar a small team over the course of the occupational format beginning second semester of the sophomore year. 3 semester credits therapy curriculum.

NUR 325, NUR 425 Special offerings in Nursing Mission 1-4 semester credits The Occupational Therapy Program prepares its NUR 442K Internship: Summer graduates to be competent occupational therapy prac- This course provides the opportunity for the student to apply titioners to meet occupational needs of individuals, nursing knowledge skills and abilities learned in the junior groups, and populations. Students will develop adept year nursing curriculum in provision of nursing care under the knowledge of humans as occupational beings, critical direct supervision­ of a clinical supervisor by the hiring agency. thinking abilities that allow each individual to engage 2 semester credits in best practice, commitment to lifelong learning and NUR 442L Internship: Summer scholarship, and leadership abilities necessary­ to This course provides the opportunity for the student to apply effect change. Students are rooted in Benedictine and nursing knowledge skills and abilities learned in the junior professional occupational therapy values to provide a year nursing curriculum in provision of nursing care under the direct supervision­ of a clinical supervisor by the hiring agency. foundation from which therapeutic use of self, respect 1 semester credit for others, ethical decision-making, and service atti- tudes are formed and practiced. Outcomes n Department of Occupational Therapy Upon completion of the professional occupational­ Faculty: C. Anderson (Academic Fieldwork therapy education program at the University of Mary, Coordinator), T. Anderson, Berg (Admission Chair), the graduate will: Olson, Sibla (Program Director), Schroeder. • Function autonomously in a variety of roles Program Overview and practice settings to: The professional occupational therapy program – Use clinical reasoning based on best evidence offers an entry level Master of Science Degree to solve problems independently. in Occupational Therapy and post-professional – Use the occupational therapy process in direct Master of Science Degree in Occupational Therapy. roles of assessment and intervention and in Individuals who wish to become occupational thera- indirect roles such as supervisor, researcher, pists would enroll in the entry-level masters degree consultant, and educator. in occupational therapy. Occupational therapists – Use effective communication with professionals who wish to advance their knowledge and skill and consumers via traditional methods and mastery would enroll in the post-professional­ Master through use of technology to convey informa- of Science in Occupational Therapy. The program tion essential for safe, effective service delivery. provides learning experiences­ and opportunities in • Use servant leadership skills to: theory, occupational­ performance, human health and wellness,­ occupational therapy processes, and – Make ethical decisions. management issues. – Effect change utilizing best practice. The program is based on the mission of the – Serve others as a means of demonstrating University of Mary, the Benedictine values, and respect for the human mind, body, and spirit. current standards and practices of the occupational • Provide humane and competent occupational therapy profession. The liberal arts core curriculum, therapy services based on knowledge, skills, experiential learning, and courses within the profes- and attitudes that empower the graduate to: sion prepare students to be change agents, servant leaders, lifelong learners, and competent and – Meet the unique needs of individuals and ethical practitioners. A unique aspect of the occupa­ populations, including those in under-served tional therapy program at the University of Mary and rural areas and of diverse cultures and is its emphasis to conduct research projects,­ which backgrounds. promote servant leadership and service to others. – Appreciate, understand and use meaningful Within this process, students have the opportunity occupation that binds mind, body and spirit. 89

– Incorporate client-centered practice into the • Occupational Therapy Assistant to Master decision-making process. of Science in Occupational Therapy – Utilize therapeutic use of self while engaged – Designed for students who have an associate’s in professional service delivery degree in occupational therapy. The program takes two-and- one-half years to complete and Accreditation Status includes two years of professional coursework The University of Mary Occupational Therapy and 24 weeks of Level II fieldwork experiences. Program is accredited by the Accreditation­ Council Admissions Requirements for Occupational Therapy Education (ACOTE) of the American Occupational­ Therapy Association (AOTA), Students are required to complete the following: located at 4720 Montgomery Lane, P.O. Box 31220, 1. Pre-requisite courses: Bethesda, MD 20827-1220. AOTA.s phone number • Composition is 301-652-2682. Graduates of the program will be eligible to take the national certification exam for the • Oral Communications occupational therapist administered by the national • Ethics course Board for Certification in Occupational Therapy • College Algebra (or higher) (NBCOT). After successful completion of this exam, the individual will be an Occupational Therapist, • Fundamentals of Chemistry (with lab) Registered (OTR). Most states require licensure in • Anatomy & Physiology I order to practice; state licenses are usually based on the results of the NBCOT Certification Examination. • Anatomy & Physiology II • General Psychology Entry Level Occupational Therapy • Lifespan Psychology Degree Programs of Study • Medical Terminology The University of Mary Occupational Therapy • Abnormal Psychology (only for students with Program offers three different options of completion a Bachelor’s degree in a related field or OTA of the entry level degree of a Master of Science in students) Occupational Therapy. 2. Community service or volunteer hours. • Master of Science in Occupational Therapy • Master of Science in Occupational Therapy (4½ year option, 5½ year option) (4 ½ year option, 5 ½ year option) and Bachelor – The 4½ year option requires students to of Science in related field to Master of Science complete liberal arts coursework over summer in Occupational Therapy semesters and includes three years of profes- – A minimum of 48 hours of volunteer sional coursework and 24 weeks of Level II experience and/or community service fieldwork experiences. (16 hours children/adolescents, 16 hours – The 5½ year option requires students to adults, and 16 hours older adults). One complete liberal arts coursework over a two work-related experience may be counted year period and follows with three years of toward volunteer hours at the discretion professional coursework and 24 weeks of of the admissions committee Level II fieldwork experiences. • Occupational Therapy Assistant to Master • Bachelor of Science in related field of Science in Occupational Therapy to Master of Science in Occupational Therapy – Minimum of 48 hours of volunteer – Designed for students who have a Bachelor’s experience and/or community service degree in a related field other than occupational (16 hours children/adolescents, 16 hours therapy. This program takes two-and-one-half adults, and 16 hours elderly population) years to complete and includes two years of OR professional coursework and 24 weeks of Level – Minimum of ten (10) hours of community II fieldwork experiences. service hours in a service related capacity 90

– Level II Fieldwork or employment in and traumatic injury to the individual within the context of an occupational therapy setting may be family and society. Students will learn universal precautions substituted for volunteer hours that apply to populations across the lifespan and health care settings. Case based discussion­ will be used to integrate mate- 3. Letters of reference addressing moral and ethical rial from the course and other co-requisite courses. behavior, academic abilities, and work ethic. 3 semester credits 4. A minimum cumulative GPA of 2.75 and OTH 307 Measurement and Statistics Theoretical and practical introduction to graphic representations­ a grade of “C” in all prerequisite course work. of data, normal curve model, point and interval estimation, Upon admission to graduate school, students hypothesis testing, correlation, and inferential statistics. These must achieve and maintain a cumulative GPA are related to occupational therapy practice through critiques of 3.0 as identified by the Graduate Bulletin. of scientific publications,­ application to assessment tools used Upon admission to the professional program, in occupational­ therapy, and case based discussion of statis- students must maintain­ a GPA of 3.0 in all OT tical information. Students will collect and analyze data using core courses. computer software in laboratory and field experiences. 3 semester credits 5. Reflective paper based upon an interview with OTH 315 OT Issues I an occupational therapist. An introduction to the study of conceptual foundations which 6. College Entrance Exams: ACT, SAT, or equivalent. underlie occupational therapy practice across the lifespan. Discussion will primarily focus on conceptual and practice Students who have not completed a college models that guide occupational therapy with the occupation entrance exam, please disregard this portion of based models being of primary emphasis. Other topics will the admissions requirements include background information­ related to theory, critical thinking, and a variety of grand theories that serve as a basis for 7. International students need to provide a copy occupation based models. The Occupational Therapy Practice of the score sheet from Test of English as a Framework, Second Ed. will also be covered. An overview of Foreign Language (TOEFL) potential assessment and approaches used with individuals or populations will accompany the discussion. 3 semester credits Rolling Admissions OTH 321 Occupational Engagement: If the class number does not reach the limit Theory & Models of Practice of 32 students, rolling admissions goes into effect. An introduction to the study of conceptual foundations which Students must meet all criteria previously­ outlined underlie occupational therapy practice across the lifespan. and participate in the formal interview process. Discussion will primarily focus on conceptual and practice Rolling admissions are considered until the first day models that guide occupational therapy with the occupation of class in the fall. Applicants will be reviewed based based models being of primary emphasis. Other topics will include background information­ related to theory, critical on the time of submissions of a completed application. thinking, and a variety of grand theories that serve as a basis for occupation based models. An overview of potential assess- Course Descriptions ment and approaches used with individuals or populations will accompany the discussion. OTH 300 Introduction to the OT Process 3 semester credits This course explores the philosophy, history, development­ of the profession of occupational therapy. An in-depth look at activity OTH 322 Fundamentals of Occupational Engagement analysis, including case application­ is presented. The scope of The application of occupation to facilitate independent func- practice of occupational therapy, including roles and tasks, well- tion. In-depth discussion of the occupational therapy process as ness and health maintenance are addressed. The Occupational it applies to individuals across the lifespan and in a variety of Therapy Practice Framework, 2nd Ed, professional skills, diver­ service settings. Direct application­ of the Occupational Therapy sity and client-centered practice are also covered. Practice Framework 2nd Ed, therapeutic use of self, purposeful 3 semester credits activity, use of activity/craft as a therapeutic media, and the process of activity analysis and adaptation. Students engage in OTH 306 Introduction to Human Health activities which promote the use of groups in treatment and have Students are provided an introduction to health, wellness,­ and opportunity to begin processing the outcomes of these activities. prevention across the lifespan. Includes study of structure and Students learn about the purpose and use of low level assistive function of the human body within the context of performance technology devices. Cases are used to facilitate student under- of occupations; development­ from infancy through older adult- standing of topics addressed in the course. Prerequisite: Student hood with focus on components of occupation; role of occupa- must be enrolled in the professional occupational therapist tion in the promotion of health and prevention of disease and education program. disability; and, effects of health, disability, disease processes, 3 semester credits 91

OTH 323 Fundamentals of Group Leadership OTH 409 Behavioral Neuroscience I in Occupational Therapy An introduction to the study of the central and periph­ Students develop leadership abilities through experiential­ eral nervous systems of the human body. Major topics participation in the group process. Emphasis is placed on addressed are neuroanatomy, neurophysiology, nervous exploring a variety of leadership skills necessary to provide system development, sensory systems, and motor systems. effective interventions in a group setting. Laboratory experiences with testing and exam­ination of 1 semester credit functions associated with a healthy nervous system, ac- quired and developmental aberrations, and traumatic insult OTH 340 Community Partners Seminar are included in the context of occupation­ and occupational Students and their faculty preceptors will engage in a minimum therapy evaluation processes. Uses case stories for integra- of ten hours of community service learning with individuals in tion and application. This course uses web resources to agencies whose partnering relationship­ with the University of enhance learning. Mary occupational therapy education program match in need, commitment, vision and mission. In addition to service learning, 3 semester credits students will perform an environmental scan and participant OTH 415 OT Issues II observation to generate a descriptive overview of programs and This course is a study of major trends and issues that impact people comprising their assigned part­nering agency or program. the standards of occupational therapy practice and the Finally, students begin to explore the basic tenants of evidence delivery of occupational therapy services to persons in the based practice with application to the community partner’s site. early lifespan. These include, but are not limited to ethics, Students explore current literature for evidence related to the population(s) served at the site. Students meet regularly with servant leadership development, occupational­ therapy their preceptor to discuss their service learning experiences and management and marketing, supervision­ of personnel, project segments, and to reflect on their overall experience. collaboration with families and professionals,­ reimbursement 1 semester credit and documentation, legislation, diversity, rural health, health promotion and wellness, and service delivery systems, OTH 395, 495, 595 Independent Study models, and approaches. The course will cover topics and in Occupational Therapy Practice field experiences with emphasis on their relationship to Opportunity for students to explore focused areas of occupa- occupation based practice­ for individuals and populations in tional therapy practice with a faculty preceptor. Based on their early lifespan (infants, children, adolescents, young adults). interests, students propose a topic for study to faculty. When 3 semester credits approved, students complete their project generally within a one semester time frame with direction from their preceptor. OTH 421 Occupational Engagement of Infants & Toddlers Semester credits: varies upon area of focus and student need. Building on previous studied theories and models of practice in occupational therapy, this course will involve OTH 400 Fundamentals of Occupation the study of frames of reference, which underlie occupa­ This course is designed to provide Track II occupational tional therapy practice in the early lifespan. Students will therapy students (those with an AA degree as an Occu­ access the impact of the frame of reference on evaluation pational Therapy Assistant or with a Bachelor of Arts or and intervention in occupational therapy. Cases will be Science degree in a related field) with the fundamental skills used to integrate theory and occupation based practice. related to occupational therapy. Information provided in this Students will critically analyze various frequently used course includes portions of all 300 level courses in the profes- assessment tools used in each frame of reference. sional occupational therapy education program and offers the 4 semester credits student opportunity to develop foundational skills required for progression in the OT curriculum. The areas will include: OTH 422 Occupational Engagement Occupation­ Based Practice (Nature of Occupation), Theory I of Children & Adolescents (Models of Practice in Occupational Therapy), Evidence Based This course elaborates on the occupational therapy process Practice, Fundamentals of OT Intervention and the OT Process, including referral, evaluation process, goal setting, interven- Human Health, and an Overview of Issues in Occupational tion planning, intervention implementation,­ and discharge Therapy including documentation,­ ethics, cultural competence, planning as particularly related to occupations of individuals OT/OTA relationships,­ legislation affecting OT practice, and and groups in the early lifespan (infants, children, adoles- reimbursement­ systems. cents, and young adults who are ages birth through 21 years 8 semester credits of age). Students will differentiate normal and abnormal OTH 406 Human Health: Early Lifespan development throughout the early lifespan and apply to A study of human health in the context of occupational and occupational therapy guidelines to practice and task analysis childhood, adolescence and families. Content will focus on in the context of occupation in the early lifespan. Evaluation wellness from physical and psychological perspectives, preven- and intervention techniques used in pediatric practice will tative measures for health maintenance,­ and on the influence of be experienced in laboratory­ activities. Cases will be used disease on occupation­ performance of early lifespan tasks and to facilitate problem solving in utilizing the occupational routines. Study of characteristics and symptoms as applicable therapy process. This course includes interactive group expe- to the occupational therapy evaluation and intervention process riences, servant leadership experiences, and a Level I Field- will be emphasized in case based discussions. work in a setting specific to clients in the early lifespan. 4 semester credits 3 semester credits 92

OTH 423 Group Leadership principles and methodology of posture, movement analysis, in Occupational Therapy: Early Lifespan muscle strength testing, and joint range of motion testing. Students enhance leadership abilities by modeling skills for Students will learn muscle palpation, manual muscle testing, planning, implementing, and reviewing outcomes of service range of motion, and motion analysis. Models will be used with groups or populations. Emphasis is placed on providing to facilitate understanding musculoskeletal­ anatomy and effective interventions in a group setting with individuals in the assessment and its relationship to occupational perfor- early lifespan. mance. The use of case stories will introduce biomechanical 1 semester credit principles associated with occupational performance. 4 semester credits OTH 424 Fieldwork with Individuals OTH 451 Functional Anatomy & Kinesiology II in the Early Lifespan: Level I This is the second course of a two-part sequence in Functional Level I Fieldwork is infused with several elements of the Occupational Therapy curriculum to promote synthesis of Anatomy and Kinesiology. The course provides a detailed learning (ACOTE 1998 STANDARDS.SECTION B: 10.5). study of the science of human movement in the context of Level I Fieldwork is completed with specific segments of the activity from biomechanical,­ neuromuscular and anatomical lifespan embedded into the occupational therapy curriculum perspectives. Students will learn bony landmarks and the in order to provide students the opportunity to discuss the musculoskeletal­ system of the human body underlying occu­ impact of selecting occupations relevant to the client’s occupa­ pational therapy assessment and intervention, with a focus tional performance. Students enrolled in this course gain a on the forearm, hand, head, neck and lower extremities. minimum of 40 hours of practical application with individuals The course includes principles and methodology­ of body birth to age 21. mechanics, movement analysis, muscle strength testing, and 1 semester credit joint range of motion testing. Students will learn muscle palpation, manual muscle testing, range of motion, and OTH 430 Application of Assistive Technology motion analysis. Models will be used to facilitate under- This course will provide students with knowledge and skills standing musculoskeletal­ anatomy and assessment and its in assessment, funding, and use of specific, complex tech- relationship to occupational performance. The use of detailed nology available for clients with disabilities and occupational activity analysis, case stories and problem-based learning therapist/educators. These devices can be used to develop or will introduce clinical signs and symptoms associated with enhance the educational, work leisure or self care skills of indi- biomechanical disease and injury for integration into occu- viduals across the lifespan who have disabilities. They can also pational performance. Students will demonstrate informa- enhance the students’ productivity through use of general infor- tion literacy by recognizing the need for information­ and mation technologies (e.g. computers, telecommunications,­ and the ability to locate, evaluate, and effectively­ use necessary the internet) and to share information resources on disabilities, information as it relates to clients and occupational therapy. education, independent living, and health and wellness with the 4 semester credits community. OTH 506 Human Health: Adult/Later Lifespan 3 semester credits This course is an advanced study of the phenomenological­ OTH 440 Community Partners Seminar aspects of human health in the context of occupation, adulthood, Course provides opportunity for students and their preceptors and the aging process. Content will focus on wellness from to engage in servant leadership through community service. physical and psychological perspectives, physical and cognitive Students and their faculty preceptors­ will engage in a minimum changes with aging, preventative measures for health main- of ten hours of community­ service learning with individuals tenance, and the influence of disease on occupational perfor­ in agencies whose partnering relationship with the University mance. Study of characteristics and symptoms as applicable to of Mary occupational therapy education program match in the occupational therapy evaluation and intervention processes need, commitment, vision and mission. In addition to service will be emphasized in case based discussions and appraisals. learning, students will develop skills in generating­ answerable 4 semester credits clinical questions when searching for evidence. Upon locating OTH 507 Concepts and Practice of Research relevant evidence, students will begin to critically appraise Addresses methods employed in conducting quantitative­ and evidence and develop a system to select the best available qualitative research, development of the research proposal, and evidence to answer a clinical question. Students meet regularly grantsmanship. Includes critique of research studies including with their preceptor to discuss their service learning experiences and project segments, and to reflect on their overall experience. various methodologies and application to informed practice (Prerequisites: OTH 340) decision making. 1 semester credit 2 semester credits OTH 450 Functional Anatomy & Kinesiology I OTH 508 Therapeutic Modalities This is the first course of a two-part sequence in Functional­ and Essentials of Splinting Anatomy and Kinesiology. The course provides a detailed Occupational therapist use physical agent modalities as an study of the science of human movement in the context of adjunct of therapy to enhance occupational performance.­ This activity from biomechanical, neuromuscular­ and anatomical course provides students with the theory and technical applica- perspectives. Students will learn bony landmarks and the tion of commonly used physical agent modalities as they relate musculoskeletal system of the human body underlying occu- to various clinical conditions­ throughout the lifespan. The course pational therapy assessment­ and intervention with a focus addresses the physical and biophysical changes that occur with on the abdomen, back and shoulder. The course includes the application of thermal or electrical agents. Students will use 93 clinical reasoning to select and apply the appropriate agent to discharge planning. Students employ clinical reasoning determine the body’s response for indicated pathological condi- and critical thinking to design service delivery; to prepare tions. This course also emphasizes the principles of orthotics and clients for community re-entry; to prepare clients for life upper extremity prosthetics in occupational therapy. Students changes occurring as a result of the normal aging process employ critical thinking skills to design and fabricate splints or and to select and adapt purposeful activities to attain inter- other orthotics to attain intervention goals for selected clinical vention goals and promote health and wellness as it relates conditions across the lifespan. This course serves as evidence for to occupations of aging adults. Students apply evaluation certification in physical agent modalities. and intervention techniques used in occupational therapy 2 semester credits practice through a variety of active learning opportunities including cases, laboratory­ activities, and client interaction. OTH 509 Behavioral Neuroscience II Students critically analyze the impact of frames of reference This course is a continuation of the study of the central and on evaluation and intervention in occupational therapy. peripheral nervous systems of the human body. It focuses 4 semester credits on neural control of human behavior with emphasis on emotion and affect, motivation, sleep arousal, hemispheric OTH 523 Group Leadership in Occupational Therapy: lateralization, learning, memory, and neuroplasticity. This Adults and Aging Adults course uses case based discussion­ and problem solving Students refine leadership abilities by synthesizing skills such for integration and application.­ Laboratory experiences as planning, implementing, and evaluating outcomes; intro- focus on assessments for cognition, perceptual motor, and spective analysis of self as therapeutic agent; and the impact of psychosocial performance­ in the context of education. interpersonal dynamics within the group process. Emphasis is 3 semester credits placed on providing effective interventions in a group setting with individuals­ who are adults or aging adults. OTH 510 Seminar in Occupation Based Practice 1 semester credit Advanced study of occupation as an essential foundation­ for occupational therapy practice. Occupations will be studied OTH 524 Fieldwork with Individuals in the Adults or using case based analysis to explain how humans use time Aging Adult Lifespan: Level I for productive, meaningful activities in the context of habits, Level I Fieldwork is infused with several elements of the routines, and lifestyles. Current issues in the study of occu- Occupational Therapy curriculum to promote synthesis of pation will be discussed using focus groups and forums. learning (ACOTE 1998 STANDARDS.SECTON B: 10.5). Level I 1 semester credit Fieldwork is completed with specific segments of the lifespan OTH 515 OT Issues III embedded into the occupational therapy curriculum in order Major trends and issues, which impact the standards of occu- to provide students the opportunity to discuss the impact pational therapy, practice, and the delivery of occupational­ of selecting occupations relevant to the client’s occupational­ therapy services to the adult and older adult are emphasized. performance. Students enrolled in this course gain a minimum These include ethics, servant leadership­ development, occu- of 40 hours of practice application with individuals, adults, and pational therapy management and marketing, supervision older adults age 21 through senescence. of personnel, collaboration with families and professionals, 1 semester credit current reimbursement and documentation pertinent to adults OTH 540 Community Partners Seminar and elders, managed care, legislation, diversity, rural health, Students engage with their assigned partner as servant leaders health promotion and wellness, and service delivery systems. to implement and then assess strategies addressing needs iden- 3 semester credits tified through a formal needs assessment. As with previous OTH 521 Occupational Engagement of Adults Community Partners in Service coursework, students partici- This course incorporates the models of practice and frames pate in ten hours of service learning which is directly related to of reference that underlie occupational therapy practice in completion of final segments of the campus-community part- adulthood through the later lifespan. These include senso- nership project. Students meet regularly with their preceptor to rimotor, psychosocial, biomechanical, and cognitive frames of discuss their service learning experiences and project segments, reference, and theories related to aging. Students will assess and to reflect on their overall experience. the biological and social impacts of the frames of reference 1 semester credit or models on evaluation­ and intervention in occupational therapy. In addition,­ students will appraise the relation- OTH 560 Therapeutic Use of Self ship of physical, social, cultural and spiritual contexts to Students in this course address a unique aspect of service occupational therapy in diverse service delivery settings. delivery. The focus of coursework is based on the holistic 4 semester credits nature of health which is achieved by incorporating physical, mental, emotional, and spiritual­ dimensions of each individual. OTH 522 Occupational Engagement of Aging Adults Students build on their personal insight as a means of devel- Application of occupational therapy’s unique contribution­ oping a value complex that incorporates servant leadership and to the health of aging adults through engagement in occupa- that is essential for delivery of future intervention with indi- tion. Within the context of the Occupational Therapy Practice viduals, groups, and/or populations. Opportunity exists for the Framework and based on frames of reference guiding occu- student to engage in discussion, projects, and field experience pational therapy practice, students apply the occupational as a methodology to personally evaluate appropriate thera- therapy process including referral, evaluation, goal setting, peutic use of self. intervention planning, intervention implementation, and 1 semester credit 94

OTH 565 Statistics field experience in a variety of practice settings through the Effective occupational therapists, teachers, and administrators­ country, but primarily in North Dakota and contiguous rural must have a basic understanding of the application­ of statis- states. Students will be expected to apply theoretical knowl- tical concepts and procedures utilized in conducting research. edge learned in the classroom to the practice environment with Students develop an understanding­ of descriptive and infer- individuals and populations. Prerequisite: Students must be ential statistics for the purpose of statistically analyzing and enrolled in the professional occupational therapy education interpreting research findings. program and must have successfully completed occupational 3 semester credits therapy and support coursework­ leading to eligibility for Level II Fieldwork. OTH 600 Master’s Project: Directed Study in OT 6 semester credits The Community Partners in Service Project culminates in a scholarly study (Masters’ Directed Study) that will culminate OTH 683 Level II FW: Adulthood/Later Lifespan* in this course and that will contribute to the development of This 12 week fieldwork allows students to be actively involved body of knowledge relevant to the profession of occupational in the process of transition from a student role to the role therapy. The resulting research study will conclude in a formal of entry level occupational therapy practitioner­ as it relates presentation for the university community, respective commu- to individuals and populations in adulthood and gerontics. nity partners, the professional public, and other guests. In addi- Students enrolled in Level II Fieldwork courses will have the tion, students will generate components for their professional opportunity to gain field experience in a variety of practice portfolio including: A reflection letter, resume, three products settings through the country, but primarily in North Dakota in addition to the Master’s Directed Study, and a matrix for and contiguous­ rural states. Students will be expected to apply the Community Partners­ in Service Project. As with previous theoretical knowledge learned in the classroom to the practice Community Partners in Service coursework, students partici- environment with individuals and populations. Prerequisite: pate in ten hours of service learning which is directly related to Students must be enrolled in the professional­ occupational completion of final segments of the campus-community part- therapy education program and must have successfully nership project. completed occupational therapy and support coursework 2 semester credits leading to eligibility for Level II Fieldwork. 6 semester credits OTH 615 Advanced OT Issues This course is designed to help students integrate practice OTH 685 Graduate Seminar experience from Level II Fieldwork with theoretical­ knowl- Students engage in special study and discussion through use edge learned during previous didactic coursework (theory, of case method learning that integrates graduate competencies, human occupation, human health). Students engage in Benedictine values, and experiential­ learning. Each student learning opportunities designed to facilitate professional prepares a case story based on a real life experience with a leadership necessary to effect change and to prepare for service recipient that occurred while on required fieldwork. indirect service role functions. Focus is on analysis and synthesis of experiences as related 1 semester credit to servant leadership and to emerging as a health care prac- OTH 681 Fieldwork with Individuals titioner. Each student facilitates small group and large group in Community Based Practice: Level I peer discussions to engage in professional reasoning and Community Based Practice Community Partners in Service outcome evaluation based on a case story and domains and occurs during the second through sixth semesters­ of the profes- processes of an occupational therapy framework. sional program. The purpose of this project is to develop 1 semester credit agents of change to improve health profession education, civic OTH 682/OTH 683 Level II Fieldwork Early Lifespan, responsibility, and the health of populations in our communi- Adulthood/Later Lifespan with International Service ties. As part of the experience, students complete ten hours Oriented Leadership Experience Option. of level I fieldwork (service learning) per semester for five This option includes 11 weeks for Early Lifespan, 11 weeks for semesters working closely with their assigned faculty preceptor Adulthood/Later Lifespan, and 2 weeks of an International (fieldwork educator) and community leader(s). Students are Service Oriented Leadership Experience­ (SOLE). Students matched with community-based programs and social agen- gain field experience in a third-world setting while focusing cies who are currently not served or who are under served on occupational performance and cultural diversity, including by occupational therapy. In addition to fieldwork experience aspects of social, educational, and healthcare management. A associated with the Community Partners in Service Project, the faculty member provides direct fieldwork supervision.­ Prereq- program ultimately results in a masters paper following 2 years uisite: Students must be enrolled in the professional occupa- of servant leadership and research. tional therapy education program and Level II Fieldwork. 1 semester credit Students selecting the SOLE experience must participate in an OTH 682 Level II FW: Early Lifespan* extensive orientation due to the environmental contexts of the international experience. This 12 week fieldwork allows students to be actively involved 1 semester credit in the process of transition from the student role to the role of entry level occupational therapy practitioner­ as it relates to individuals from birth to age21 years. Students enrolled in Level II Fieldwork courses will have the opportunity to gain 95

Post-Professional Master of Science n Department of Physical Therapy Degree in Occupational Therapy FACULTY: Allen, Dockter (Director of Clinical This program is designed to support the transition Education), Parker (Director of Research), Roller from baccalaureate to master’s level education in an (Program Chair), Schulte. accelerated format. The curriculum prepares gradu- Program Overview ates to assume a role of change agent within the field The Doctor of Physical Therapy degree is designed of occupational­ therapy and across emerging service to prepare autonomous practitioners­ for the profes- delivery systems. Leadership opportunity exists to sion of physical therapy. Students are required to develop or enhance skills in program development; complete a bachelors degree or a minimum of 92 to examine career path opportunities;­ to integrate credits and a minor in a diverse undergraduate advanced theory with practice; and to create mastery curriculum prior to admission into the 32-month in a subject area. The program is designed to meet professional­ phase of the program. If a student does needs of busy, working professionals and to offer the not have a bachelor’s degree, he or she should select opportunity for completion of an entry level graduate an area of study in addition to the requirements degree in as little as 14 months. When possible, for the physical therapy program. The professional courses are offered in the accelerated format or via curriculum consists of unique experiences provided distance education. Classes are generally taught in within a supportive health care community including seminar style, allowing for student participation in the God’s Child project, which provides students discussion, as well as for immediate application in the an opportunity for hands-on physical therapy with workplace. people of Guatemala. An individual­ or group research Occupational Therapy Practitioners may apply project, culminating with a presentation and paper in and enter the Occupational Therapy Program upon manuscript form, is required to complete the clinical meeting the following criteria: inquiry portion of the curriculum. Students spend an • Bachelor’s degree in Occupational Therapy average of 22 hours per week in class with additional • Upon admission to graduate school, students hours spent on related projects. Eight week clinical must achieve and maintain a cumulative GPA education experiences­ are interspersed at the end of of 3.0 as identified by the Graduate Bulletin each year. The first and second year and two addi- tional clinical education experiences are placed at the • Evidence of meeting regulatory standards end of the third year. Students also run and practice from all states in which current practice occurs at a pro bono student/faculty clinic on campus. Seven (if applicable) full-time faculty are assisted by adjunct and part-time • Verification of current NBCOT certification/ faculty, including physical therapists and physicians. recertification • Three letters of reference Outcomes Graduates of the Doctor of Physical Therapy • Completion of a written goal statement curriculum will have the ability to perform as entry- For more information about the individual tracks level physical therapists in a variety of roles and prac- of education or admissions informa­tion, please call tice settings. Specifically, the intended outcomes are: or write to: • Practice in a safe, legal and ethical manner. University of Mary Occupational Therapy Department • Utilize evidenced-based examination and intervention to manage patient and client 7500 University Drive conditions. Bismarck, ND 58504 Telephone: 701-355-8216 • Practice autonomously while recognizing when Toll Free: 1-800-408-6279 a problem or need is outside the scope of physical therapy practice. Email: [email protected] www.umary.edu/~otdept • Effectively communicate in verbal, non- verbal, written and electronic formats. • Incorporate an understanding of individual and cultural differences in practice, servant leadership, education, and scholarly inquiry. 96

• Educate others using a variety of teaching methods curriculum. The following are the course prereq- commensurate with learner characteristics. uisites and minimum criteria for admission­ to the • Demonstrate critical inquiry and clinical decision Doctor of Physical Therapy professional­ program. making in the evidenced based practice of phys- Core Requirements ical therapy to promote activities that result in effective outcomes for patients and clients. Human Anatomy and Physiology I Human Anatomy and Physiology II • Participate in the administration of the practice Lifespan Development setting. Abnormal Psychology • Provide prevention and wellness programs Fundamentals of Chemistry appropriate to physical therapy. or • Demonstrate a commitment to professionalism General Inorganic Chemistry I including lifelong learning, servant leadership, Introduction to Organic & Biochemistry and the Benedictine Values. or Accreditation General Inorganic Chemistry II The University of Mary Department of Physical Introduction to Physics Therapy has an “accredited” status through the Intermediate Physics Commission on Physical Therapist Education­ (CAPTE). The next review date is 2012. The North Other Requirements Central Association of Colleges and Schools (NCA) Medical Terminology has accredited the University to offer the DPT. Ethics Mission of the Program in Physical Therapy Statistics The mission of the University of Mary Department of Physical Therapy is to prepare autonomous practi- Recommended Courses tioners who are leaders in service through evidenced- If students plan on participating in the optional based practice, education, and scholarly activity for field experience in Guatemala, they are encouraged the profession­ of physical therapy. to take Beginning Spanish. If students are not familiar with computer technology, including Microsoft Word, Application and Admission Power Point, and access to the internet, they are The University of Mary is a member of the encouraged to take Introduction to Computers. Physical Therapist Centralized Application­ Service Transfer Students (PTCAS), available at www.ptcas.org. Students Transfer students are welcome to apply. Advising should submit their application to PTCAS and indicate that the University of Mary is one of of transfer students occurs through the Office of their choices. PTCAS will send the documen- Admissions at 701-355-8235 or [email protected]. tation to the Department of Physical Therapy Admissions Committee for consideration. Minimum Criteria for Admission After receipt of application through PTCAS, The minimum criteria for admission to the doctoral the Admissions Committee selects candidates program in physical therapy include: eligible for the required personal interview. The final class is selected on an objective point system Minimum Academic Requirements based on core GPA and interview. The deadline • Five core courses completed prior to application for submission of the application to PTCAS is • GPA of 2.75 on all undergraduate college work January 15 of the year prior to the August start on a 4.0 scale date. Interviews are conducted in mid-February. If candidates hold a bachelor’s degree from an • GPA of 3.0 on all core requirements and a accredited institution, they must have completed all minimum of grade C on any course core and other requirements of the program. If candi- – If a candidate has less than a B in any of the dates do not hold a bachelor’s degree, they must eight core requirements, he or she may retake have completed 92 credits of undergraduate study the course one time. The grade from the retake and a minor including the core and other require­ will be used when calculating the core ments prior to beginning the professional level requirement GPA. 97

– No more than three (3) retakes in the core n Radiologic Technology Program requirements will be considered. Program Advisors: Gwen Niksic, Richard Cleary, • Ninety-two (92) semester credits from an accredited Roger Haug college. No more than 64 of the 92 semester credits Radiologic Technology offers a four-year program may be transferred from a two-year institution. leading to a Bachelor of Science or Bachelor of Arts • Eight (8) semester credits in the 300–400 level. degree with the option of an emphasis in Management. If candidates do not hold a bachelor’s degree, they The two years of campus preparation for the must have completed a minor and 92 credits of Bachelor of Science degree include courses in biology, undergraduate study including core and other chemistry, physics, mathematics, and psychology as requirements. well as courses to fulfill competence­ requirements. Following the campus preparation, the student applies Clinical Observation for admission to a hospital school for an internship. or Work Experience Requirement The 24-month clinical internship may be taken at St. Alexius School of Radiologic Technology or Medcenter The candidate must complete 40 hours of volun- One Health Systems in Bismarck; Trinity Hospital teer or paid experience required with a licensed and School of Radiologic Technology,­ Minot; Rapid City practicing physical therapist in more than area of Regional Hospital; Mayo School of Health-Related clinical practice. The clinical experience hours must Sciences, Rochester,­ MN; Fargo MeritCare Medical have taken place within two years of the application Center or at any other accredited school. A total of 60 date. For each clinical experience, the student and the semester credits of credit will be granted for courses supervising physical therapist complete a Clinical taken during the internship. Upon completion of the Experience Form. These forms can be requested from internship, the student is eligible to take the Radiologic the physical therapy department or the PTCAS. Radiographer’s Registry Examination to become certified as a Registered Radiologic Technologist/ Rolling Admissions Radiographer. If the class number doesn’t reach the limit of 30, All students, including transfer students, must take rolling admissions comes into effect. Students must at least 32 semester credits on campus; 16 of these are meet all criteria previously outlined and participate to be in math/science. Credit received for the clinical in the formal interview process. Rolling admissions internship does not satisfy this requirement. applications are considered until the first day of class Students are responsible for providing transporta- in the fall. Applicants will be reviewed based on the tion to and from all clinical internship assignments and time of submission of a completed application. for personal living expenses throughout the clinical internship, regardless of location. Evaluation and Grading Sequence in Radiologic Technology - B.S. degree: The program uses a variety of teaching methods BIO 101, 207, 208, 209; CHE 109; MAT 103; PHY 203, including lectures and discussion, laboratory prac- 304; PSY 201; RDT 201, 202, 300, 301, 302, 400 tice seminars, student presentation and conferences. Competency and proficiency are determined by Sequence in Radiologic Technology - A.S. degree: written, oral and practical examinations, class presen- BIO 207, 208, 209; MAT 103; PSY 201; RDT 201, 202, 300, 301, 302, 400 tations, and projects. Students must meet the academic requirements of 201 Clinical Internship Radiologic Technology I this program in compliance with the regulations of 12 semester credits the graduate policies of the University. The minimum 202 Clinical Internship Radiologic Technology II cumulative GPA requirement is a 3.0 for both the 12 semester credits University and the DPT program. 300 Clinical Internship Radiologic Technology III 6 semester credits Graduation Requirements 301 Clinical Internship Radiologic Technology IV The Doctor of Physical Therapy (DPT) degree is 12 semester credits awarded upon successful completion of both the 302 Clinical Internship Radiologic Technology V academic and clinical portions of the curriculum. 12 semester credits 400 Clinical Internship Radiologic Technology VI 6 semester credit 98 n Department of Respiratory Therapy pre-professional requirements are eligible to apply Program Faculty: Dr. Will Beachy, Dr. Elizabeth for admission to the professional Respiratory­ Hughes, Christine Sperle Therapy Program. Completion of pre-professional requirements does not guarantee admission to the Respiratory Therapy is a four-year baccalaureate­ professional program; separate­ application must be degree program which consists of two years of pre- made to the School of Respiratory Therapy. Personal professional college preparation (freshman and soph- interviews, academic performance, and letters omore years) followed by two-years of professional of reference are used in the admission process. preparation (junior and senior years). The Bachelor Admission preference will be given to eligible of Science (B.S.) degree and a certificate certifying students completing their pre-professional work completion of professional requirements are granted at University of Mary. The professional program to students who successfully fulfill University of application deadline is February 15 of the sopho- Mary Respiratory Therapy Program requirements.­ more year for admission to the fall semester The Respiratory Therapy Program is fully accredited of the same year. Applications can be obtained by the Commission on Accreditation­ for Respiratory from the university respiratory therapy advisor. Therapy (CoARC), 1248 Harwood Road Bedford, Students who complete the accredited profes- 76021-4244, telephone (817) 283-2835. sional program and all degree requirements­ Respiratory Therapy Pre-Med Track are eligible to take the credentialing examina- tions administered by the National Board for This option allows students to take all courses Respiratory Care (NBRC) leading to the Registered required for admission to most medical schools Respiratory Therapist (RRT) credential. Licensure while completing requirements for the B.S. degree requirements in the state of North Dakota (and in Respiratory Therapy. After completing the in all other states) are also met by successful degree, graduates may, at their option, apply for completion of the NBRC examinations. admission to medical school; if accepted, they Respiratory therapists are essential members of may decide to work as a respiratory­ therapist the modern healthcare team and work in collabora- before and during medical school. Regardless of tion with physicians and other health professionals medical school admission status, graduates have a in adult and newborn intensive­ care units, hospital marketable professional­ credential in healthcare. emergency rooms, outpatient rehabilitation clinics, The pre-professional liberal arts curriculum sleep-related breathing disorders clinics, and in the includes biology, chemistry, math, physics, home. Program graduates are prepared to assess humanities, social-behavioral sciences, and patients, develop a plan of care, implement therapy, philosophy/theology requirements. To receive evaluate its effectiveness and modify treatment as the B.S. degree, the student must success- appropriate. Patients include critically­ or chronically fully complete a minimum of 32 resident hours, ill individuals suffering from a variety of respira- 16 of which are to be in the Math/Science tory and cardiac problems. In addition to treatment, Division. Credit received for the professional therapists perform various complex diagnostic and program does not satisfy this requirement. monitoring­ procedures to assist the physician in The professional program is located at St. Alexius devising an appropriate care strategy. In the home, Medical Center in Bismarck (faculty offices, labo- outpatient and community settings, respiratory ther- ratory, classroom and clinical facilities),­ and is apists provide education to patients and families in co-sponsored by the University of Mary and St. the day-to-day self-management of chronic respira- Alexius Medical Center. The curriculum consists tory conditions such as asthma and chronic obstruc- of classroom, laboratory and clinical practicum tive pulmonary­ disease (COPD); tobacco cessation courses, including over 1100 hours of super- is an important aspect of these educational efforts. vised experience in direct patient interaction. Pre-professional transfer students from other To qualify for admission consideration, students colleges and universities must fulfill the minimum must complete all math/science pre-professional 32-hour University of Mary residency requirement requirements with a minimum grade of “C” in each to obtain the Bachelor­ of Science degree. Transfer course and an overall math/science grade point students must complete at least 32 semester credits average of 2.5 or higher. In addition, the overall on campus, 16 of which hours are to be in the Math/ University grade point average must be a minimum Science division. Graduates prepared by CoARC- of 2.5. Students who successfully complete these accredited associate degree therapist-level programs 99 may pursue the Bachelor of Science degree in Major in Respiratory Therapy: ANT 171, BIO 207, Respiratory Therapy at the University of Mary 208, 209; CHE 109, 110; COM 110; ENG 121; MAT 103; if they meet the following requirements; they must: NUR 317; THE 382 or PHI 482; PHY 203; PSY 201; SOC 107; RCR 201, 205, 207, 320, 335, 411, 416, 418, 1. Hold at least the Certified Respiratory Therapy 420, 422, 426, 427, 428, 430, 436, 438, 441, 450 and 452 Technician (CRT) credential and be eligible to take the registered respiratory therapist (RRT) Major in Respiratory Therapy with Pre-Med Track: examinations. A notarized copy of the CRT In addition to (or in place of) the course in the certificate must be submitted to the Professional Respiratory Therapy major: BIO 103: CHE 111, 112 Therapy Program. Those who hold the RRT (to replace the CHE 109, 110 sequence), CHE 217, 318 (CHE 310 is recommended);­ PHY 304. credential should submit a notarized copy of the RRT certificate. Students may choose from among several electives to complete requirements for the Bachelor of Science 2. Apply for admission to both the University of degree. Mary and the School of Respiratory Therapy. 3. Submit all Respiratory Therapy course descrip- Respiratory Therapy Professional Courses tions (and, if required, course syllabi) from their RCR 201 Introduction to Respiratory Care former programs to the Professional Respiratory An overview of the respiratory care profession and its function Therapy Program. within the medical community and the health care team. Topics include medical terminology, history and development of the 4. Interview with the Respiratory Therapy Program profession, an introduction to the health care system, legal Admission Committee. aspects of health care, professional ethics, multi-cultural health communication and patient-therapist interaction. 3 semester credits Respiratory Therapy Essential Functional Requirements RCR 205 Basic Procedures This course emphasizes the theory and practice of current In addition to admission criteria, qualified applicants respiratory care modalities including basic monitoring and are expected to meet essential functional­ require- testing techniques. Topics include infection control; aerosol ments of the respiratory therapy profession. Students and humidity therapy; medical gas therapy; cardiopulmonary requesting reasonable accommodation to meet these pharmacology; physical assessment; volume expansion and requirements must inform the Program Director in bronchial hygiene therapy; airway management; and arterial writing of the need for such accommodations at the blood gasses. 6 semester credits time of application. Essential functional requirements include cognitive, motor and behavioral abilities. RCR 207 Basic Procedures Laboratory Respiratory therapy students must be able to: move 1 semester credit quickly in confined spaces; sit and stand while main- 320 Clinical Practicum I taining balance; stand in-place for prolonged periods; Supervised clinical experience in the therapeutic modalities reach above the shoulders and below the waist; and procedures covered in RCR 205 and 207. Proficiency in twist, stoop, squat; climb stairs; walk rapidly (emer­ each area is required to progress in the program. Meets 16 gency situations); precisely manipulate small instru- hours per week, 2 days per week. ments and pieces of equipment; squeeze forcefully 3 semester credits with hands; write with a pen; key information into RCR 335 Clinical Cardiopulmonary Physiology a computer; lift and carry 30 pounds; have sufficient Concepts in pulmonary, cardiovascular and renal physi- physical strength and mobility to perform cardio- ology, situated in a clinical context. Physiological mecha- pulmonary resuscitation;­ hear, see, feel with fingers, nisms underlying the beneficial effects of treatment and smell; distinguish­ colors; read, write and comprehend the application of technology are explained. Compensatory English; interpret written information; identify cause mechanisms and the interdependent function of the cardio- pulmonary and renal systems are covered. The course and effect relationships; add, subtract, multiply and emphasizes the understanding of theory in the context of divide; tell and measure time; orally communicate physiological data interpretation. Relevance to clinical prac- and interact with others; speak on the telephone; tice is emphasized. Prerequisite: BIO 207-208 or equivalent. establish rapport with others (patients, co-workers); 6 semester credits establish appropriate­ emotional and interpersonal RCR 411 Pulmonary Rehabilitation/Home Care boundaries;­ maintain effectiveness under stress and This course covers respiratory care in the outpatient, long-term strong emotions. care, and home-care settings. Patient populations addressed 100 range from infants to elderly. Topics include discharge plan- function and rationale for therapy are emphasized. Prereq- ning, psychosocial implications of chronic pulmonary disease, uisites: RCR 205; 207; 335; 426; or instructor’s consent. disease management, pulmonary rehabilitation, reimburse- 2 semester credits ment issues, and patient education. Communication and RCR 428 Respiratory Care Specialty physical assessment skills are emphasized. Prerequisite: This clinical specialty course allows students to improve RCR 335; 426; 427. technical proficiency, increase professional competency, and 2 semester credits enrich knowledge in areas of personal interest. Students RCR 416 Pediatric/Neonatal Respiratory Care submit written proposals outlining learning goals and This course focuses on respiratory care practice unique to pedi- objectives methods for achieving goals and the means atric and newborn populations. Topics covered include devel- for measuring their achievement. Proposals must meet opmental anatomy and physiology, congenital anomalies and faculty approval. The course involves a minimum of eight problems of prematurity that affect cardiopulmonary function, hours per day, five days per week (320 hours) over the diagnosis, pathophysiology and treatment of cardiopulmo- last eight weeks of the senior year. Prerequisites: comple- nary diseases, newborn intensive care, mechanical ventila- tion of all previous program clinical requirements. tion and physiologic monitoring. Unique aspects of neonatal 8 semester credits mechanical ventilators are covered in a laboratory setting. RCR 430 Clinical Practicum II 3 semester credits Supervised clinical experience in the therapeutic modali- RCR 418 Department Leadership ties and procedures cover in RCR 436 and 438 (adult An overview of leadership focusing on the traits every leader critical care and pulmonary function). Proficiency in each should develop, and the impact leadership can have on your area is required to progress in the program. Participa- profession. Career development is also discussed, concen- tion in the American Lung Association’s Asthma Camp trating on job searching and interviewing skills. Prerequisites: is required. Meets in the summer session 40 hours successful completion of all previous RCR requirements. per week for 6 weeks. Prerequisite: RCR 436; 438. 2 semester credits 5 semester credits RCR 420 Professional Seminar RCR 436 Critical Respiratory Care This course contains three components: (1) Identification This course focuses on managing and monitoring mechani- of student learning needs and general review in prepara- cally assisted ventilation in the adult in the intensive care tion for comprehensive program and credentialing exami- setting. Areas of discussion include: (1) physiological criteria nations; (2) complete and discuss sample credentialing for initiating mechanical ventilator assistance, (2) benefi- exams; (3) medical ethical issues. Students will research cial and adverse effects of mechanical ventilator assistance areas of learning needs. Sample credentialing examina- in various pathologies, (3) implementing, managing and physiologically monitoring mechanical ventilator assis- tions and clinical simulation computer software are used tance, and (4) general operating principles and capabili- for comprehensive review. Prerequisites: enrollment in ties of mechanical ventilators. Emphasis is placed on using the final semester of the Respiratory Therapy Program. physical assessment skills and various physiological moni- 2 semester credits toring data to guide the management of the critically ill RCR 422 Clinical Cardiopulmonary Assessment patient. Prerequisites: RCR 335 or instructor’s consent. This course emphasizes the integration of physical findings, 5 semester credits the patient interview, the medical record, and diagnostic RCR 438 Ventilator/Critical Care Laboratory testing data in the assessment of cardiopulmonary status. Laboratory practice in the operation, testing, and trouble- Development of an assessment based respiratory care plan shooting of mechanical ventilators, noninvasive monitoring and its systematic evaluation is a major focus. Diagnostic equipment, continuous positive airway pressure systems, testing areas include basic laboratory and electrocardio- hemodynamic monitoring equipment, and chest drainage gram interpretation, advanced pulmonary function testing systems. Skill proficiency tests are conducted to prepare and chest x-ray interpretation. Case studies are used. students for critical care clinical experiences. Prerequi- 5 semester credits sites: RCR 207 and concurrent enrollment in RCR 436. 1 semester credit RCR 426 Human Diseases I A study of the diagnosis, treatment and management of RCR 441 Clinical Practicum III cardiopulmonary disorders in the adult. Emphasis is placed Supervised clinical experience in adult intensive care, pedi- on understanding the essential mechanisms of disordered atric intensive care, neonatal intensive care, hemodynamic function and the rationale for therapeutic intervention. monitoring, cardiology, pulmonary reconditioning, home Prerequisites: RCR 205; 207; 335; or instructor’s consent. respirator care and medical rounds with the program medical 4 semester credits director are included. Meets 40 hours per week, 5 days per RCR 427 Human Diseases II week for eight weeks. Prerequisites: RCR 436; 416; 429; 411. A study of the pathophysiology, diagnosis, treatment and 8 semester credits management of various diseases in the adult. Disorders RCR 450 Research in Respiratory Care covered include renal, genetic, endocrine, neurological, The importance of research to the field of respiratory care hematological, gastrointestinal, musculoskeletal, and liver and basic tools for implementing and critically evaluating diseases. Essential mechanisms of disordered physiological research efforts. Areas covered include current research 101 trends in respiratory care, sampling and research design, statistical tools, critical review of the literature, analysis and communication of research results. A research paper is part of the course requirement. Prerequisite: Enroll- ment in the final semester of the professional program. 2 semester credits

RCR 452 Health Promotion This course examines the increasing redirection of health care resources from disease identification and treatment to disease prevention and health enhancement. The premise is that health care professionals have a responsibility to influence people to make healthful lifestyle decisions, and to help build cultures supportive of healthful living. Students are introduced to strategies for promoting health both professionally and personally. Prerequisite: Enroll- ment in final semester of the professional program. 2 semester credits 102

Emerging Leaders Academy The Emerging Leaders Academy is an honors Admission to the leadership program that is designed for highly- Emerging Leaders Academy motivated, capable students who are interested in Freshmen students are eligible for admission becoming future professional leaders. In addition to the Academy. Interested candidates complete to regular coursework, one leadership class per an application to the Academy in addition to the semester for seven terms enhances the education University admissions application. Academy of Emerging Leader students. Seven Leadership applications include basic candidate information, Academy courses are designed to develop leader- an applicant statement detailing the reason the ship qualities. Completion of four of the seven student wishes to enter the academy, and an essay courses entitles the student to general leader- detailing the applicant’s extra, co-curricular activi- ship certification on their transcript. Completing ties and leadership experience. A selection committee all seven courses will result in certification as of professionals reviews each Emerging Leaders a Certified Schafer Leader, noted on the tran- Academy application. Students are notified of accep- script and designated honors upon graduation. tance or decline by letter following this review. Program Philosophy Business Emerging The Emerging Leaders Academy is based on the belief that students grow in leadership through Leaders Academy project experience and service and become “servant- leaders”. The intent is to develop leaders who serve Mission their group by leading with vision, building group The mission is to offer model, values-based educa- consensus, promoting personal growth among tional experiences for present and future entrepre- members, and creating positive environments. neurs and foster greater appreciation for the free enterprise system. Students will: Experience Oriented • Integrate servant leadership practices Classroom learning combined with hands-on into business organizations experience is important for developing effec- tive leaders. Students are offered networking and • Identify personal and professional values mentoring relationships with professionals from and apply values-based decision making the very beginning of this program. Internships, principles when dealing with ethical issues project and clinical experience are required in • Demonstrate core management and all of the Leadership Academy areas and many effective thinking skills in a business setting turn into full-time jobs upon graduation. The University of Mary’s Emerging Leaders • Initiate, lead or participate in an effective Academy is rich in practical experience using project team up-to-date technology. Students will learn • Experience creating and analyzing innova- to demonstrate skills in communication and tive solutions within an organization or become proficient in project management. for an entrepreneurial venture Values Based • Demonstrate professional behaviors Successful leaders base their decisions on including written, oral, and electronic strong values. The University of Mary is uniquely communication, presentation, positioned to provide a framework in which dress and technical competency. students can identify and strengthen their values • Demonstrate awareness of global as they prepare to be servant leaders in a setting perspectives pertinent to business practice that is Christian, Catholic, and Benedictine. 103

Course Descriptions tion and the healthcare industry. Students will gain competency in: HSL 110 Are You a Leader? This course is designed for students to explore the many • Servant leadership skill and practice aspects of servant leadership and develop professional behaviors. • Professional behaviors including written, oral, 1 semester hour and electronic communication, presentation, dress and professional codes of ethics HSL 120 Principles, Values and Ethics This course is designed for students to gain insight into their • Ethical, values based decision making skills own beliefs, clarify factors that shape values, and identify • Cultural competence, leading and serving and appreciate beliefs of others to provide a foundation for shaping principles and values in a business setting. diverse populations 1 semester hour • Problem solving skills HSL 210 Business Teams and Systems • Systems-based thinking This course utilizes insights gained in HSL 120 as a foundation to learn how to enhance customer, employee, and vendor • Entrepreneurial and intrapreneurial relations. leadership skills 1 semester hour • Understanding the relationship between health HSL 220 Leadership and Management and body and a maintenance of balance between This course is designed to help Emerging Leaders Academy personal and professional roles students in business begin understanding the specific roles of leadership and management within the business. • Leading change 1 semester hour • Collaborative leadership HSL 310 Entrepreneurship Students will understand the defining characteristics of Course Descriptions an entrepreneur and the role of innovation in today’s HSL 110 Developing the Leader Within You organizations. Through specific projects, students will This course is designed for students to explore and strengthen be able to analyze different situations and possibilities, both professional and servant leadership skills. opportunities, limitations, and risks while trying to 1 semester hour develop entrepreneurial skills in small-sized, medium- sized, nonprofit and for-profit business settings HSL 120 Principles, Values and Ethics 1 semester hour This course provides students exposure to formal definitions of principles, values, and ethics and how these critical issues HSL 320 Effective Critical Thinking relate to healthcare professions. Students will practice acquired This course is designed to expose Emerging Leaders ethical decision making skills by working in teams to solve Academy students in business to strategic planning strategies ethical dilemmas. and experiences that enhance the planning process. 1 semester hour 1 semester hour HSL 210 Communication and Team Building HSL 410 Exhibiting the Leader Within You This course allows students to identify and practice collab- Students will articulate their own personal definition of orative leadership skills important in enhancing patient, leadership. Students will have the opportunity to work with co-worker, and employer relationships. Special emphasis will a mentor to help them develop, complete, and evaluate their be placed on qualities of effective teams, establishing strategies personal definition of leadership. Students will complete to avoid dysfunctional teams, conflict resolution and multigen- a personal marketing portfolio in written and electronic erational work teams. forms (CD-ROM) to be used as the student pursues 1 semester hour professional employment or graduate school admission. 1 semester hour HSL 220 The Culturally Competent Health Care Leader This course provides students with experiences and skills necessary to become culturally competent health care leaders. Healthcare Emerging Students will also examine global issues affecting health care today. Leaders Academy 1 semester hour Mission HSL 310 Entrepreneurship and Innovation The mission of the Emerging Leaders Academy This course is designed to familiarize students with the in Health Care is to engage healthcare students in concepts of entrepreneurship and innovation through interac- tions with health care entrepreneurs and self-directed projects an outcome based leadership development program that demonstrate progress in leadership development. designed to “bridge the gap” between higher educa- 1 semester hour 104

HSL 320 Leadership and Management HSL 210 Communication and Team-Building This course results in student identification and appreciation of Students will explore the importance of communication leadership and management issues in the health care industry. and team-building in educational leadership. Collaborative Special emphasis is placed on systems thinking. problem-solving utilizing personal interviews, data collection, 1 semester hour and technology will elaborate upon the team-building concept. 1 semester hour HSL 410 Personal Definition of Leadership This capstone course requires students to summarize compe- HSL 220 Servant Leadership tencies related to program outcomes and prepare for career/ Focused on stakeholders in education, students, parents, and graduate school entry. community, this course asks students to recognize the role of 1 semester hour the community at large in education. It also emphasizes the importance of diversity issues and true servant leadership in today’s educational systems. Education Emerging 1 semester hour Leaders Academy HSL 310 Innovative Thinking & Entrepreneurship This course challenges the student to develop entrepreneurship Mission qualities as a future educational leader. Special emphasis on The mission of the Emerging Leaders Academy in modeling and leading change will be given. Education is to create a model, values-based educa- 1 semester hour tional experience for present and future educational HSL 320 Instructional Leadership leaders. Graduates of the Emerging Leaders Academy This course introduces the student to best leadership practices in education will gain competency in: by classroom teachers, administrators, coordinators, and others in the field of education. Students will use reflective thinking • Servant leadership skill and practice to evaluate best practices and develop their personal expecta- • Professional behaviors tions for their roles as future educational leaders. 1 semester hour • Recognizing and defining problems, analyzing data, and developing, HSL 410 Personal Definition of Leadership implementing and evaluating outcomes This culminating course requires the future educational leader to articulate their personal definition of leadership as deter- • Facilitating and nurturing positive change mined and developed through the Harold Schafer Emerging Leaders in Education program. • Effective, ethical decision making based 1 semester hour on personal and professional values • Leading and serving diverse populations • Innovative practices and entrepreneurial Human Services Emerging ventures in education Leaders Academy • Developing relationships with stake- holders in education Mission The mission of the Emerging Leaders Academy in Course Descriptions Human Services is to develop future leaders in the human services professions who excel in servant lead- HSL 110 Developing the Leader Within You ership and demonstrate competency in: This course introduces students to the general qualities of leadership focusing primarily on the profession of education. • The ability to recognize and define problems; It also encourages students to identify and enhance their own analyze data; implement solutions and evaluate leadership qualities as they move through their professional outcomes education. 1 semester hour • Becoming positive change agents in their HSL 120 Principles, Values and Ethics professional and personal lives This course provides a foundation for students to explore their • Professional behaviors own values system to enhance their understanding of them- selves and others. Students will gain insight into their own • Incorporating entrepreneurship and innovative beliefs, clarify factors that shape values, identify and appreciate thinking into human service organizations beliefs of others to anticipate and minimize potential conflicts. On-site observations of educational cultures will be provided. • Collaborative leadership 1 semester hour 105

• Identifying and using a personal values HSL 220 Servant Leadership system in effective decision making. The focus of this course will be the enhancement of service leadership skills as the future human service professionals • Applying appropriate leadership skills interact with those they serve. Special emphasis will be given and theory to professional practice to issues of diversity and cultural immersion. 1 semester hour Course Descriptions HSL 310 Entrepreneurship and Innovation This course challenges the future human service leader to HSL 110 Developing the Leader Within You become a positive change agent by exploring opportunities to This course is designed for students to explore and strengthen incorporate innovative thinking and entrepreneurial objectives both professional and servant leadership skills. into their future profession. 1 semester hour 1 semester hour HSL 120 Principles, Values and Ethics HSL 320 Best Practices This course provides a foundation for students to explore their This course introduces students to the best practices of human own values system to enhance their understanding of them- service leaders. It will challenge the student to become a reflec- selves and others. Students will gain insight into their own tive thinker as they develop their professional goals. beliefs, clarify factors that shape values, identify and appreciate 1 semester hour beliefs of others to anticipate and minimize potential conflicts. 1 semester hour HSL 410 Personal Definition of Leadership This culminating course requires the future human service HSL 210 Communication and Team-Building leader to articulate their personal definition of leadership Students will explore the importance of communication and as determined and developed through the Harold Schafer team-building in leadership positions. Emerging Leaders in Human Services program. 1 semester hour 1 semester hour 106

Academic Life Calendar College Level Examination Program The University of Mary operates on a 4-4-1 calendar The College Level Examination Program (CLEP) which divides the academic year into fall and spring has been established to enable students to earn semesters of 16 weeks each and an optional Summer college transfer credit by examination. In some Term. During a semester, the student generally enrolls divisions an essay is also required. For additional in a program of four courses, each carrying four information or to schedule an examination contact semester hours of credit. Such a program provides Career and Testing Services at 701-355-8050. time for the student to pursue a subject in-depth. Challenge Examination During Summer Term, the student may enroll in a In academic areas for which CLEP tests are liberal arts course, engage in independent study, travel, not available, a student may petition to challenge or complete specialty areas in the major. Summer a course listed in the bulletin. The instructor who sessions may also be part of the student’s educational teaches the course decides whether or not the petition life. Two four-week sessions provide opportunities for will be accepted. Permission to challenge a course students to accelerate or enrich their degree programs. must also be obtained from the Division Chairperson. Credit Forms for challenge examinations may be obtained from the Office of the Registrar. Credit for academic work is based on a semester system. One semester hour of credit is given for the Independent Study satisfactory completion of 15 classroom periods of It is possible for sophomores, juniors, seniors, and 50 minutes each. In laboratory work, field, or clinical older-than-average students who have the necessary experience, a block of two to five class hours is equated prerequisites and meet accepted standards to pursue to a lecture period. An average of 16 credit hours is to courses through independent study. A minimum be earned each semester if a student is to complete his grade point average of 2.0 is required for a student or her work in eight semesters. to be eligible for independent study. The 328-428 course numbers in each division are provided for Audit in-depth study of a special interest and of areas Students may, with the instructor’s consent, not covered in the existing curriculum. Standard register for a course on an audit or non-credit basis. elective and required courses which are difficult for The instructor has no obligation to evaluate the the student to access at regularly-scheduled times performance of auditors nor will a grade be given to may also be available. A course for which a student auditing students. Policies for auditing courses are has received a grade of “F” may not be repeated as on file in the Registrar’s Office. an independent study. Tuition for an independent study is the same as that for a regular course. Non-Classroom Opportunities for Credit A student wishing to pursue a course by independent study: For enrichment or advancement, students may, with the advice of their academic advisor, pursue 1. Confers with his/her advisor about the advisability of such pursuit any of the following means of attaining academic credit outside the classroom setting: 2. Obtains the Independent Study Form from the Office of the Registrar Advanced Placement Examination 3. Obtains the signature of his/her advisor Students who receive a grade of three or higher indicating advisor approval of the on the Advanced Placement Tests of the College independent study Entrance Examination Board (CEEB) receive 4. Secures the sponsorship of an appropriate appropriate university credit. Usually three semester faculty member, visits with this faculty sponsor hours of transfer credit are awarded for each to outline course objectives, content, and require- examination. A grade of four or higher is needed on ments and to schedule meeting times and English tests. determine the final completion date 107

5. Makes payment for the course in the Office of Registration is not complete or official until fees Student Accounts. Part-time students and are paid or arrangements for payment are made in students for whom this course constitutes an the Office of Student Accounts during fee payment overload will pay additional tuition for this week. course. Students who are enrolled at the University of Mary but wish to take required courses elsewhere 6. Returns the completed Independent Study must seek prior approval for their applicability and Form to the Office of the Registrar. To drop an acceptance as divisional requirements. Requests independent study course, a student must for approval are made through the respective complete a change in registration form chairperson and the registrar. (including necessary signatures) and submit it to the Office of the Registrar. Changes of Schedule College by Video Courses Once a student’s class schedule has been Students may further their academic program approved, changes are to be submitted on a drop/ by enrolling in College by Video offerings. These add form available in the Office of the Registrar. courses are identified in the semester schedule with First-semester freshmen need the approval of their a “T” following the course number. Credits earned advisor. No courses may be added after the eighth are considered University of Mary resident credits. instructional day of class without the approval of the Semester listings are available. instructor. A $50 per course late fee may be assessed if a course is added after the eighth instructional day. Credit for Prior Learning Courses will not be recorded on the academic record Students with three or more years of work if the class is dropped by the eighth instructional experience may receive credit for learning attained day of the term. Students may withdraw from a outside of the academic setting through the class anytime during an academic session up to the University’s Prior Learning Program. Details of Friday one week before final test week provided this program are contained in the Special Programs they follow the drop/add procedures. Since credit is section of this bulletin. not received, the student’s grade point average is not affected. A student who withdraws from a course Registration before two weeks after mid-term will have the course recorded on the permanent transcript with a In preparation for early registration, a schedule grade of “W” and will be charged for that course on of classes will be published with the time, place of a pro-rated basis. meeting, and instructor for the course. The same A student who elects to withdraw from a course schedule of classes can be found on the University after this period will receive a grade of “WP” or of Mary Web site by linking to the Campus Web. “WF” as determined by the instructor. The University is not bound to offer any elective course for which there is insufficient registration and Withdrawal from the University reserves the right to withdraw any course described Withdrawal from the University during the school in this bulletin. year becomes official when the student has an exit Opportunities are provided during each semester interview, which is initiated by the Vice President for students to register early for the following term. for Student Development, after consulting with the Early registration forms are approved and signed student’s academic advisor, and after official written by the student’s advisor. The student may then notification to the Registrar’s Office. Students living register on-line or through the traditional method. on campus must check out with the Residence Students should take note that financial holds or Director. The Office of Financial Assistance is to be lack of prerequisites may block on-line registration. contacted by students receiving assistance. To obtain Incoming freshmen are encouraged to meet with a refund on tuition or other fees, students will follow an advisor for early registration on one of the days the policy described under Refund Policy. scheduled for this purpose prior to the beginning of the next academic term. Deployment Policy Transfer students and freshmen who do not attend the early spring registration may register A student who is called to active military duty by making an appointment with the Office of should promptly notify the Office of the Registrar Admissions. (written or orally) of his or her military orders, 108 including the departure date, to begin the withdrawal day. Such a request to reschedule must be presented process. to the instructor one week prior to the test day. The If the student withdraws before 75 percent of the instructor will make arrangements for the student to semester has elapsed, the student will receive a full be tested on another day. refund of tuition and fees without credit or grades being posted. A grade of “W” will be recorded on the Student Classification student’s transcript. Regular students are those who have been If the student withdraws after 75 percent of the admitted with the expectation of becoming semester has elapsed, the student will receive full candidates for graduation. Special students are credit with grades earned at the time of withdrawal. those who have been admitted for special programs If a course relies on a final project and/or in non-degree status. The classification of regular examination to determine satisfactory performance, students is based on progress toward graduation as no credit will be granted until all required work is follows: completed. Number of semester hours Students taking online courses may continue to be Class standing granted satisfactorily completed enrolled in those classes if it is possible and Internet is Sophomore ...... 30 accessible. Junior ...... 60 Students wanting to complete their courses via independent study may do so with the consent of the Senior ...... 90 instructor(s). Students living in residence halls and / or with a Grades meal contract will be refunded all remaining room Grades awarded at the University of Mary are and board costs. A,B,C,D (with + or -), or F. Courses with a grade of “F” The University will comply with the HEROES do not count toward graduation. Act of 2003 to ensure that service members who An incomplete (I) grade, given at the discretion are receiving federal student aid are not adversely of the instructor, if not changed within the first three affected because of their military status. weeks of the next academic session, converts to a grade of “F” unless an extension is granted in writing Class Attendance by the instructor. For internships, practicums, performance Policy for class attendance is determined by ensembles, workshops, and activities courses, the individual faculty members. The policy regarding option of pass/fail grading is available. All grades are absences may vary from instructor to instructor. It is recorded on the student’s official transcript. the responsibility of the student to be familiar with When a course is repeated, both courses are entered the policy of each of their instructors. The student on the transcript, but only the most recent course will is responsible to contact the instructor as soon as be counted toward the degree and the grade point it is possible to discuss possible arrangements for average. making up any course work that has been missed A student earns honor points for each semester hour for cases involving school sanctioned absences, according to the value of the grade received. The grade serious illness, hospitalization, or other serious point average is computed by dividing the honor circumstances. points earned by the credit hours. A student is responsible for any work missed and Final grades and points are assigned as follows: may be dropped from a class because of excessive absences upon request of the instructor and the A Outstanding performance 4.0 points approval of the Vice President for Academic Affairs. A- 3.7 points B+ 3.3 points Final Examination B More than satisfactory In the last week of the semester or term, final performance 3.0 points examinations are given at the times indicated on B- 2.7 points the published schedule. Students should arrange to C+ 2.3 points complete exams during the published times. Students C Satisfactory performance 2.0 points with three examinations on one day may request C- 1.7 points to take the last scheduled examination on another D+ 1.3 points 109

D Passing, but less than Satisfactory Academic Progress satisfactory performance 1.0 points To fulfill requirements for a degree, fulltime and D- .7 points part-time students must: (1) have a grade point aver- F Unsatisfactory 0 points age of 1.8 at the end of 29 earned semester credits and W Withdrew, no status 0 points a cumulative grade point average of 2.0 thereafter WF Withdrew, failing 0 points and (2) complete a minimum of 67% of attempted semester hours. The grades W, F, I and SC are consid- WP Withdrew, passing 0 points ered “attempted” and will be considered as unsuc- I Incomplete 0 points cessful completion when determining if a student has P Passing 0 points maintained this standard. To maintain satisfactory progress, a full-time stu- Grade Reports dent must have 24 career-earned semester hours an- At the close of each semester, May Term, and nually as recorded at the University of Mary. Division summer sessions, final grades are recorded on requirements may be more stringent. students’ permanent records. Students may view their Progress for traditional undergraduate students will final semester grade on their personal home page on be monitored at the end of the fall semester and at the the University of Mary web site. end of the spring semester. All graduate and distance Instructors inform students of their mid-semester education students’ progress will be monitored at the grades as an indication of their progress. end of the fall semester, spring semester and summer Mid-semester grades for deficiencies are distributed semester. to the student’s advisor but do not appear on the Transfer students are assumed to be making student’s permanent transcript. reasonable progress regardless of prior post second- Grades will be made available to students via ary attendance. In the case of an applicant whose the http://my.umary.edu website by using their ID academic transcript indicates failure to maintain numbers and passwords. Grades will be mailed to reasonable progress, the applicant will be granted a parents upon receipt of request from the student. probationary semester and academic progress will be Such requests must be made in writing to the Office reviewed after the first semester of attendance. of the Registrar. Parents or legal guardians may Academic Honors also obtain their child’s educational records if they At the end of fall and spring semesters, under- establish that the student is a financial dependent graduate students are placed on the Academic Honor as defined in section 152 of the Internal Revenue Roll if they achieve a term grade point average of Code of 1986. A student is considered “financially 3.5 or above on a minimum of 12 semester hours dependent” if either parent or your legal guardian (full-time status) with letter point grades. If the claimed you as a dependent upon their most recent student is involved in any course that awards a pass/ federal income tax return. The Office of the Registrar fail grade, honors distinction will be determined by requires that the parent(s) or legal guardian provide completion of at least 12 semester hours (full-time a copy of the filed federal tax return before it releases status), a grade point average of 3.5 or higher on any the information. courses with letter point grades and a grade of pass on any pass/fail courses. The undergraduate student Transcripts must not have a grade of “I”, “WIP”, or “SC” in any Transcripts are certified copies of the stu-dent’s course at the time Academic Honors are determined. permanent record and show academic status at the If an undergraduate student completes any graduate time of issuance. Transcripts will course with a grade of “B-” or better during the same be issued only if authorized in writing by the term, those hours will be counted toward full-time student and the student should be advised that 3-5 status. Graduate letter point grades will NOT be business days are needed for transcript transactions. counted toward the undergraduate grade point Transcripts will be withheld if a student or graduate average when determining academic honors. has not met financial obligations at the University. Academic honors at commencement are awarded Request forms can be downloaded from the to graduates who have earned an undergraduate University of Mary website. cumulative grade point average of 3.5-3.74 (Cum Laude), 3.75-3.89 (Magna Cum Laude), 3.9-4.0 (Summa Cum Laude). 110

For transfer students, grades from other colleges Right to an Appeal will be included when computing honors. Honors Students who have been academically suspended awarded at commencement will be based upon the or placed on probation may appeal their status to: grade point average of all course work prior to the semester of graduation. Academic Standards and Admissions Committee Progress Toward a Degree Attn: Asst. Vice President for Academic Affairs Students must demonstrate progress toward a 7500 University Drive degree by completing at least 67% of all attempted Bismarck, ND 58504 credits and maintaining minimum GPA requirements The appeal must be in writing and submitted within in accordance with the satisfactory academic prog- 14 calendar days of the student’s notification. Stu- ress policy. The grades W, F, I and SC are considered dents may appeal due to mitigating circumstances “attempted” and will be considered as unsuccessful such as illness of the student or immediate family completion when determining if a student has main- member, death of an immediate family member, or tained this standard. other circumstances that may have resulted in sub- Students may take no more than 150% of the al- standard academic performance. The student must lowed credits toward any given degree. For example, comply with all requests for documents pertaining a student enrolled in a bachelor’s degree program to academic performance, i.e., copies of papers, test must obtain his or her first bachelor’s degree within results, attendance records, etc. The Academic Stan- 192 credits. dards and Admissions Committee considers and rules on the appeal. That ruling is final and binding. Academic Probation A student’s status does not change while an appeal is under consideration. If a student was dismissed, he Students whose academic progress does not reflect or she remains dismissed. If he or she is in academic the standards set forth in this policy will be notified probation or suspension, the probation or suspen- by letter that they have one additional semester to sion stands. Approval of an academic probation or bring their standing within requirements while con- suspension appeal does not ensure reinstatement tinuing their eligibility for extracurricular activities. of eligibility for financial or extracurricular activity participation. Academic Suspension Students who have failed to maintain satisfactory Academic Amnesty Policy progress or who have failed to achieve satisfactory A University of Mary undergraduate student can progress after one probationary semester will be sus- take advantage of the “Academic Amnesty Policy” by pended. A student who earns less than a 1.0 GPA for petitioning the Academic Standards and Admissions the first semester of enrollment is reviewed by the Aca- Committee specifying the courses the student demic Standards and Admission Committee and may requests to be dropped. Only courses with grades of be suspended without serving a probationary semes- “D” and “F” may be dropped. Only courses taken ter. Suspended students will not be eligible to register ten semesters (excluding summer sessions) or more for coursework and will be terminated from active before the student’s application for readmission may status. Their financial aid and athletic eligibility will be be dropped. The petition for Academic Amnesty must terminated. Students who have been suspended from be made within six months following the student’s the university must re-apply to the institution through readmission. the admissions department. If readmitted, they will Current students who change their major from one be reenrolled under the university bulletin in place at division to another division and/or have unusual the time of readmission, which may require additional circumstances may also petition to have their “D” coursework or contain different policies than those in and “F” grades dropped. When the Committee place at the time of their original enrollment. Students approves a petition for Academic Amnesty, the who are reinstated academically may still be on finan- original University of Mary grades will be shown cial aid suspension based on the Satisfactory Academic on the transcript but a notation will be made and Progress Policy for Financial Assistance. these grades will not be included in the calculation Students do not need to first be placed on proba- of grade point averages or the satisfaction of degree tionary status to be suspended. If it is determined that requirements. academic progress is so lacking that suspension is war- This policy can be used only one time in the ranted, the student may be suspended directly. student’s academic career. 111

Academic Honesty grade’s impact on a student’s academic progress, The student who cheats perpetrates an intel- athletic eligibility, or eligibility for financial assistance lectual fraud which betrays his or her own or veteran’s benefits. A student’s status does not potential, cheapens the honest achievements of change while an appeal is under consideration. If a other students, and undermines the integrity of the student was dismissed, he or she remains dismissed. college community. Plagiarism is a form of cheating. If he or she is in academic probation or suspension, Students who violate academic honesty fall under the probation or suspension stands. Students the Academic Integrity policy and are subject to any may appeal decisions related to their academic of the sanctions under that policy including removal performance (i.e., grades) in the following manner: from their programs of study or dismissal. a. Within two weeks after a student experi- Policy: ences the problem, he/she should contact the instructor involved and 1. The instructor will initiate action against discuss the situation. If still dissatisfied, a student found cheating while enrolled the student should proceed to step b. in a course within seven days of discovery of the infraction. The instructor will b. Provide the Division Chair or Dean with formally notify the student and record a written statement that identifies the the action. course and instructor, describe the problem, 2. The instructor may apply any of the request specific actions, and give evidence following sanction to a student found to to support the appeal within 30 days of the have cheated during the term of the course. original appeal to the instructor. Students should include copies of all relevant a. The student will receive a zero for the documents: papers, tests, etc. The Division work in question. Chair or Dean reviews the material and b. The student will be given another rules on the request. Should the Division opportunity to demonstrate Chair or Dean be the instructor of record of knowledge or skills. the course under appeal, the Assistant Vice President for Academic Affairs will name an c. The student will be expelled from alternate to hear the appeal. A student may class with a failing grade. appeal the decision of the Division Chair 3. The instructor may recommend additional or Dean or assigned alternate under only sanctions to the student’s Program specific circumstances, as outlined in step c. Director, the student’s Division Chair or Dean, or the Office of Academic Affairs. c. Students may appeal the ruling of a Division Chair or Dean based on the 4. Within seven days after receiving notice discovery of new evidence previously from an instructor of an infraction, the unavailable or a significant irregularity in the student accused of cheating may appeal procedural process which could affect the the decision following the university outcome of the finding by the Division Chair Academic Appeal Policy. or Dean. The appeal must take place within 30 days of the decision by the Division Chair or Academic Appeals Process Dean. Undergraduate students appeal to the Appeals are petitions to change a decision Assistant Vice President for Academic Affairs rendered about an academic matter. Students may (AVPAA). Graduate students appeal to the request an academic appeal for several reasons Director of Graduate Studies (DGS). General including a perceived violation of university policy, dissatisfaction with the decision of the Division failure to follow published course policies, a lack Chair or Dean or assigned alternate is not of consistency within the student’s course section, sufficient grounds to appeal the decision to or a dispute over the factual accuracy of graded the AVPAA or DGS. In those cases, the student work. The following are not reasons that qualify must provide the AVPAA or DGS with a matters for academic appeal: a disagreement with written statement that identifies the course and published course policies, differences in classroom instructor, describe the problem, describe the policies or grading schemes in different courses or appeal to the Division Chair or Dean, describe between different sections of the same course, or a the new evidence or the perceived irregularity, 112

and provide evidence to support the appeal. • Additional preliminary levels of appeal: Students should include copies of all relevant In some programs, students may have additional documents: papers, tests, etc. The Assistant levels of appeal available to them prior to Vice President for Academic Affairs or Director reaching the Division Chair or Dean. Additional of Graduate Studies reviews the material and preliminary levels of appeal appear on the rules on the request. Should the AVPAA or course syllabi and may include other university DGS be the instructor of record of the course officials such as a program director or level under appeal, the Vice President for Academic coordinator. Once an appeal reaches the level Affairs will name an alternate to hear the of Division Chair or Dean, all appeals must appeal. A student may appeal the decision of follow the sequence stated in this section. the AVPAA or DGS or assigned alternate under specific circumstances, as outlined in step d. Assessment d. Students may appeal the decision of the Assessment of student learning is an integral Assistant Vice President for Academic Affairs component of every academic program. Continuous or Director of Graduate Studies if he or she assessment of learning is the foundation for program believes there has been a significant irregularity improvement. Participation in assessment activities in the procedural process or if new evidence is required at the course, program, and university comes to light that may change the outcome levels for academic advising and for best practices of the appeal. General dissatisfaction with the in teaching and learning. The assessment program decision is not sufficient grounds to appeal is designed to help the student reflect on his/her the decision of the Assistant Vice President progress toward meeting program outcomes as for Academic Affairs or Director of Graduate well as strengths and areas needing improvement Studies. Students may appeal the decision to the within the university curriculum and environment. Vice President for Academic Affairs. To appeal the decision, the student must request from the Cancellation of Classes Vice President for Academic Affairs a hearing by an impartial committee of three within 30 days Due to Inclement Weather of the decision by the Assistant Vice President During the winter months, classes and activities for Academic Affairs or Director of Graduate normally take place at the University of Mary Studies. Appointed by the Vice President for despite snow, wind and cold temperatures. On Academic Affairs, this committee includes two those occasions when the conditions become students, one enrolled in the same division as the severe enough to be dangerous, the university will student who initiates the appeal and one from cancel classes and other campus activities until another division, and a faculty chairperson. The the conditions improve. The length of the cancel- committee reviews the evidence, interviews, lation will be dependent upon recommendations if necessary, those individuals involved, and from local officials monitoring the situation. It is recommends in writing a course of action to the possible the cancellation may be for morning classes, Vice President for Academic Affairs. The Vice afternoon classes, evening classes or the entire day. President for Academic Affairs considers the Announcements regarding cancellation will recommendation of the committee and rules on be broadcast on KFYR 550 AM radio. Every the appeal. That ruling is final and binding. effort will be made to make the announcements for a morning or all-day closure by 7:15 a.m. Exceptions while an announcement regarding an afternoon • Absent Faculty: In a case where the closure should be forthcoming by 11:00 a.m. instructor is absent or is no longer employed However, weather conditions during a storm by the college, the appeal shall begin directly can change quickly and students are advised with the Chair or Dean of the Division or to anticipate that announcements of cancella- School in which the course was taken. tions may be made later in the day as well. 113

Student Life Student Responsibility University of Mary decision-making process. Upon enrollment, each student becomes The student body president nominates students, eligible to enjoy the many privileges and benefits with the approval of the Student Senate, to serve associated with membership in the University on various campus committees and councils. of Mary community. At the same time, each Co-Curricular Activities student becomes responsible to: a) strive to be a positive member of the University community Not all learning takes place in the classroom. by practicing the Benedictine values of hospi- Students are encouraged to become actively tality, respect for persons, community, modera- involved in opportunities for learning and leader- tion, service, and prayer; b) abide by the poli- ship development available through the following: cies and regulations of the university; c) abide by all federal, state, and local legal statutes and Student Organizations ordinances; and d) cooperate with University Professional organizations, service organizations, officials, security officers, and law enforcement and special interest clubs offer students the opportu- officials who are responsible to administer and nity to meet new people, learn interpersonal skills, enforce policies, regulations, and legal statutes. and develop leadership abilities. A complete listing of campus organizations is in the Student Handbook. University of Mary Student Handbook Policies defining student responsibilities are Forensics published in The University of Mary Student The University of Mary forensics program provides Handbook. Each student is responsible to obtain a students the opportunity to participate in individual current copy and abide by the policies and regula- competitive speaking events on the local, state, and tions in it. Copies of the handbook are made avail- national levels. The University has membership in able at the beginning of each new academic year the American Forensics Association, North Dakota during New Student Orientation, at Validation of Intercollegiate Speech League, Valley Forensics League, and has a Pi Kappa Delta Chapter. Students become Registration, and at the Service Desk located at eligible for membership in Pi Kappa Delta upon the entrance to the Casey Center. Copies are also completion of that honor society’s requirements. available all year long at the Student Development Office located in the Benedictine Center. There is Musical Groups an electronic version of the Handbook accessible at www.umary.edu/UM/UniversityLife/StudentLife. All students attending the University of Mary are invited to participate in a musical activity, Student Government regardless of their major. The University sponsors a diversified number of performance ensembles Students have the opportunity to serve in where participation earns credit toward gradua- leadership positions and actively participate in tion. Instrumental and vocal ensembles perform at the decision-making process of the University civic and University functions and several groups through student government and member- conduct annual tours throughout the region. ship on various committees and councils. Each spring students elect the student body Intercollegiate Athletics president, vice president and student senators The University of Mary provides opportuni- to a one-year term. Students representing the ties for participation in men’s football, soccer, first-year class are elected in the fall. Senators are cross country, basketball, wrestling, indoor elected from various representative districts to track, baseball, tennis, golf, and outdoor track. ensure broad representation. Through this system, Opportunities for participation for women include each student is represented on the Student Senate soccer, volleyball, cross country, basketball, indoor through their academic division and by resi- track, softball, tennis, golf, and outdoor track. dent status, whether on-campus or off-campus. The University of Mary is a member of the The Student Senate is a forum to consider issues Northern Sun Intercollegiate Conference (NSIC) and important to students and to participate in the the National Collegiate Athletic Association ( NCAA). 114

Students who participate in University athletics are Convocations and Cultural Events expected to meet the same academic standards as all University convocations give students an opportu- other students. nity to learn about such areas as the arts, politics, and The NSIC and NCAA set eligibility and scholar- history through presentations by well-known experts ship standards. in their fields. The University has hosted such groups as the Minnesota Opera and the Repertory Residence Life Council Theatre. Each year students who have evidenced leader- The proximity of the University to the Bismarck ship and a desire to contribute to a positive residence and Mandan communities also provides opportuni- life environment are selected as Resident Assistants ties for cultural experiences. The Bismarck-Mandan (RA). Students selected for the program participate Symphony, the Bismarck-Mandan Civic Chorus, the in training in a broad range of skills, including hospi- Bismarck Art and Galleries Association, the North tality, roommate relations, leadership, and first aid. Dakota Heritage Center, and the Bismarck Civic RA’s are active in sponsoring many educational and Center are examples of various cultural resources social activities. Students interested should contact the found in the city. Director of Student Life. Student Volunteer Program Campus Ministry Team The student volunteer program provides volunteer and Campus Ministry Volunteers opportunities for students in all areas of study, and The Campus Ministry Team assists the Director of serves as a resource for faculty in developing service Campus Ministry in planning and offering spiritu- learning experiences. The program is based upon ally-oriented activities for the students from all faith the Christian, Catholic and Benedictine tradition of backgrounds. Team members assist with liturgical service and encourages students to actively serve celebrations, music ministry, and retreats both on and others, the University, the larger civic community, off campus. In addition, team members serve as role their church and their country. models and promote active participation in spiritu- ally-oriented activities. In addition to the positions on Campus Security the team, students from all faith traditions are invited In compliance with the Jeanne Clery Disclosure to volunteer as musicians, to assist with liturgies, and of Campus Security Policy and Campus Crime to help plan social events. Campus Ministry is located Statistics Act or “Clery Act”, the University of Mary in the Clairmont Center, adjacent to Benet Chapel. annually publishes a Campus Security Report. It is available to all enrolled students, prospective Intramural Activities students, employees, and prospective employees of the University. The report includes a description of A strong and diversified intramural program campus security procedures and it provides security offers the opportunity for students to participate in and safety recommendations for members of the competitive activities ranging from basketball, flag community. A three-year history of crime statistics football, dodge ball, softball, and volleyball to table at the University of Mary is also included in the tennis, pool, and racquetball. The program seeks to report. An electronic version of the report is avail- provide a variety of team and individual sports which able at www.umary.edu/pdf/umarysecurityreport. require a high degree of spirit and enthusiasm. The pdf. Printed copies are available upon request at the McDowell Activity Center gym and pool along with Student Development Office located in Room 1209 the Leach Fieldhouse climbing wall, racquetball court, of the Benedictine Center for Servant Leadership. fitness place, track, volleyball courts, and basketball All University of Mary students are responsible for courts are available for student use during regularly- obtaining a copy of the report, to be familiar with scheduled times. The Intramural and Fitness Program its contents, and to follow the recommendations Office is located in the Leach Fieldhouse. included in it regarding safety and security. Student Newspaper Students interested in photography and journalism have an opportunity to contribute to the student newspaper, Summit. 115

Student Services Advising would like to improve their reading comprehension One important aspect of student life is the oppor- through study skills. Students with documented tunity for students and faculty to associate outside physical and learning disabilities will receive services the formality of the classroom. Through the advising from the Student Disability Services director. This program, at least one person on the University of may include extended time for taking exams, a Mary staff is individually concerned with a student’s note-taker, use of computer or adaptive equipment, academic progress and personal growth. The readers for exams, audiotape textbook, and accessible advising program assists the student in realizing his classroom/testing facilities. or her educational goals and in developing his or her Student Disability Services is located in the leadership qualities. During the first year, incoming Benedictine Center. freshmen and new full-time adult learners (23 years Learning Skills Center of age or older), who have been out of school for The Learning Skills Center, located in the more than two years, participate in leadership semi- Benedictine Center, helps students to become more nars, which provide a structure for regular contact proficient in math, reading, vocabulary, writing, and between students and specially-trained advisors and study skills. Individual tutoring is available in these introduces students to the philosophy of servant areas. leadership. Students are assigned major advisors at the end of the second semester of the freshman year. Counseling Services If a student changes majors, a new advisor from the The Counseling Service Center provides free and appropriate discipline is assigned. confidential services to the students of the University Advisors assist students to resolve concerns in of Mary. The center is staffed by a professional coun- both academic and personal areas. They formulate selor who provides individual counseling, support degree plans, help in course selection, provide infor- groups, crisis intervention, and information and mation about University requirements and poli- referral to other campus and community services. cies, and refer students to other, more specialized, Common concerns include adjustment issues, rela- resources. tionship concerns, family issues, depressed mood, anxiety, conflict resolution, and many others. First-Year Experience Mindful that students who are new to the Career & Testing Services University go through a period of adjustment, the The Career and Testing Services Center offers University of Mary’s First-Year Experience begins a wide range of services to meet the needs of with orientation and offers special activities and “deciding” students as well as those nearing gradu- learning opportunities throughout the year for first- ation. An updated list of full- and part-time profes- year students. sional and non-professional employment opportuni- ties is available. Other events and services available Student Support Services through the center include: Student Support Services provides eligible • CLEP testing students tutorial assistance, counseling, referral to • Job Fairs other on-campus services and, when appropriate, to off-campus services. • On-campus company recruitment In addition, personnel in this office arrange • Workshops on resume, cover letter, academic support systems for students who show and job search preparation potential for success but have special needs. • Career interest testing and career counseling Student Disability Services • Education credential files and Learning Resources • National testing for graduate and undergraduate The Student Disability Services and Learning school entrance, tests for nurses, teachers, doctors, Resources office provides help to students with docu- engineers and credit earning for classes mented learning disabilities and also to students who • Job shadowing 116

Campus Ministry employment are by themselves not valid excep- The University of Mary encourages each student tions to the policy. Apartments at the University of to pursue an active spiritual life and to participate Mary are available to sophomore, junior, and senior in the spiritual community of one’s choosing. The students. University of Mary community, in keeping with its All resident students have keys to the residence Catholic tradition, celebrates the Eucharistic Liturgy halls and maintain 24-hour access. Visitors of the Sunday through Friday in Benet Chapel. In a spirit of opposite gender may be guests in student rooms ecumenism, the community also schedules interde- during specified open hours. The residence halls nominational prayer and worship services. To enable contain lounges, kitchenettes, and free laundry students, faculty, and staff to attend these liturgies rooms for resident use. and prayer services, no classes are scheduled during All students applying for housing must complete the 10:00 a.m. period on Wednesday. an application contract. Applications for housing Campus Ministry serves the spiritual needs of the are available from the Office of the Vice President University of Mary community by offering retreats, for Student Development. Residence halls and studies in Sacred Scripture, prayer groups, the Rite on-campus apartments are closed during the of Christian Initiation of Adults (RCIA), volunteer Christmas vacation period. opportunities, and social gatherings. The ministry staff consists of a director, a chaplin, Student Health Clinic and student peer-ministers. The Campus Ministry The Student Health Clinic is operated by Mid Office, located in Clairmont Center next to Benet Dakota Clinic. A wide range of services are provided Chapel, is open to all. including complete physical exams for athletics, employment, travel, etc., diagnosis and treatment Residence Life of illness and injury, pelvic exams, pap smears, The University of Mary campus is home to approx- pregnancy testing, testing for sexually transmitted imately 750 students who live in four residence halls diseases, immunizations and allergy injections. and two student apartment buildings. The natural On-site laboratory testing includes strep, beauty of campus and the modern architecture of mono, urine, hemoglobin and blood sugar. If further the facilities provides a unique residential campus laboratory tests and x-rays are deemed necessary, environment. The University promotes a strong sense expedited referral services are available within the of community. Each residence hall has a professional- Mid Dakota system. level director who lives in the facility. There are also Other healthcare services provided include printed several student resident assistants who promote health information, instruction and counseling about community activities and participation. Similarly, the disease prevention, and risk-education. Health apartments have managers who live in the facilities. promotion includes stress reduction, weight manage- In the residence halls, students promote formal and ment, smoking cessation, alcohol/drug education, informal events through their elected floor council and counseling regarding sexuality that is consistent representatives. The resulting friendships and the with Catholic teaching. A courier service for prescrip- vitality of campus organizations attest to the initiative tions is available. and the warmth of the University community. The Student Health Clinic is staffed by a nurse The University of Mary requires all single practitioner that is able to diagnose and treat common freshmen and sophomores to live on campus. acute and chronic illnesses. The nurse practitioner Exceptions are possible for students who are living may write prescriptions as deemed necessary. with their parents, legal guardians, brothers, sisters, Clinic hours are Monday-Thursday, aunts, uncles or grandparents. Non-traditional age 9 a.m. to 4 p.m., and Friday, 8:30 a.m. to noon. To freshmen or sophomores, defined as having reached make an appointment call 355-8288. Appointments their twentieth birthday on or before the first day of are encouraged; however, walk-ins are welcome. classes, students who marry during the academic year, and students with dependent children are Food Service also eligible for an exemption from this policy. Any The University Hall dining center and the dining exemptions to this policy must be made through the center located in the Benedictine Center for Servant Vice President for Student Development. Parental Leadership serve meals. There is also a snack bar permission to live off campus and off-campus and beverage bar located in the Leach Center for 117

Student Life. Students living in the residence halls are required to be on a board contract. Students residing in the apartments have the option of participating in the board contract. Cafeteria services are not available during Thanksgiving, Christmas, and Easter vacation periods.

University Bookstore and Mart The University Bookstore and Mart provide students with the convenience of on-campus shop- ping. Books, school supplies, monogrammed items, postage stamps, and a limited number of personal supplies are available. All merchandise and books must be paid for at the time of purchase. 118

Tuition and Fees Current Charges Books and Supplies Current charges and payment information can be Books and supplies may be purchased from the viewed at www.my.umary.edu under the finances University of Mary Bookstore on a cash-basis only. tab. Charges can include tuition, fees, room/board charges, misc. course fees, books and other educa- Refunds tional-related charges. Credit balance refunds will be mailed to students within 14 days of credit balances appearing on the Payment Policies student’s account. All charges assessed by the University (tuition, fees, room, board and other charges incurred) are Adding/Dropping Classes due and payable during the assigned fee payment Students who add or drop classes may need time each semester. It is the student’s responsibility to repay some or all of the financial aid funds to view their charges at www.my.umary.edu each received. Classes must be added or dropped prior semester and ensure that their balance is paid in to the last day to add/drop classes for adjustments full by the due date. Paper billing statements will to be considered. Courses dropped after the add/ not be mailed. Remittances are made payable to the drop date will be charged in full. Depending on a University of Mary. If the account is not settled at student’s program and number of credits enrolled in, the scheduled time, the student’s instructors may be adjustments to tuition &/or fees may/may not occur. notified and the student could be withdrawn from Adjustments will be determined based on the docu- courses and not allowed to attend class until settle- mentation submitted by the Office of the Registrar. ment is made with the Director of Student Accounts. Students who add or drop classes must follow the The University reserves the right to withhold tran- official procedure as set forth by the Office of the scripts and diplomas until all financial obligations Registrar. Failure to do so may result in the student have been met or satisfactory arrangements have owing all or part of the tuition/fees charged. been made in writing with the Director of Student Accounts. Tuition paid by each matriculated student covers Withdrawing from the costs of instruction, library services and convo- the University of Mary cations. No additional fees are charged for these Students who withdraw or are expelled from the services. For some classes, there are course labora- University of Mary may need to repay some or all tory fees and program fees in addition to the regular of the financial aid funds received. Students who tuition. Expenses for housing and transportation withdraw will have their financial aid and tuition/ and charges for liability insurance related to student fees/other charges calculated based on the US Dept. teaching, clinical experience, practica or internships of Education guidelines. Students who withdraw are the responsibility of the student. prior to the sixty percent point in the semester may The University of Mary reserves the right to make be required to repay all or some of their financial changes to listed charges at the beginning of any aid received. Students who withdraw after the sixty term. All charges are payable in US currency. percent point in the semester are considered to have earned all of their aid received. Tuition and fees will Room and Board be calculated on the same basis as financial aid. The amount of aid and the charges incurred are All students living in University residence halls determined on a pro-rata basis. As an example, if are required to purchase a food contract. Students you complete 30% of the semester and then with- living off-campus or in the student apartments are draw, you will earn 30% of your aid and you will not required to purchase a food contract but may be charged 30% of your tuition/fees/other charges. purchase meals if they choose to. Meals may not Students who withdraw at the 60% point in the be charged. Applications for housing and meal semester will be considered to have earned all of plans may be requested from the Office of Student their financial aid for the semester and will not have Development. charges adjusted. 119

Students who have aid adjusted upon withdrawal may be due a post-withdrawal disbursement or may be required to repay some of the aid already received. All unpaid account balances are the responsibility of the student to pay in full. The University reserves the right to withhold transcripts and students will not be allowed to re-enroll in classes until balances are made current. Any questions regarding the University of Mary’s adjustment policy or Federal Student Aid require- ments can be directed to the Office of Financial Assistance at 701-355-8142 or the Office of Student Accounts at 701-355-8143. 120

Financial Assistance

Financial Aid is available for eligible students. secondary education,­ the student’s income and It is the goal of the University of Mary to provide assets, and the cost of the educational program, adequate financial assistance to all students who as well as other factors, are used to determine apply. The primary responsibility for financing a a student’s eligibility for financial assistance. college education rests with the student and family. The “need” of the student is the difference Assistance offered by colleges, the government, and between the cost of the institution being considered other sources is viewed as supplemental to the efforts and the family’s ability to pay as determined by the of the student and family. For any questions on the federal formula for financial need. The total cost financial aid application process or any funding of school will include not only direct costs, such as programs or policy, please contact the Financial Aid tuition and fees, book, and room/board, but also Office at [email protected] or at 701-255-7500. indirect costs such as transportation, supplies and miscellaneous living expenses. The University will Who May Apply build a realistic budget, or total cost, for students to reflect a student’s total cost of attending school. Students applying for financial assistance must: Enrollment Status 1) Be a U.S. citizen or an eligible non-citizen Undergraduate Students Fulltime 12 or more credits 2) Be enrolled or accepted for enrollment in a degree-granting program Three-quarter time 9-11 credits Half-time 6-8 credits 3) Be maintaining satisfactory progress Less than half-time 5 or fewer credits towards completion of a course of study (exception: Accelerated Bachelor in IT Program 4) Not be in default or owe a repayment of study has full-time enrollment at 8 credits) through the Student Financial Assistance Programs Graduate Students Fulltime 9 or more credits How To Apply Three-quarter time 6-8 credits In order to determine eligibility for most types Half-time 5 or fewer credits of financial assistance, a student must complete the Less than half-time 4 or fewer credits Free Application for Federal Student Aid (FAFSA). A FAFSA application must be completed each year Financial Aid Disbursements and Refunds at www.fafsa.gov. Both the student and the depen- All of the financial aid that you accept, federal and dent student’s parent will need a PIN, which can non-federal, grants and loans, will be directly cred- be applied for at www.pin.gov. When completing ited to your student account. The “disbursement the FAFSA, applicants must list the University of date” for financial aid is the day that funds gener- Mary as a college they plan to attend. Our school ally arrive at the University of Mary. For disburse- code is 002992. Prior to receiving an award letter ments of loan funds, it generally takes the Financial and financial aid, a student must be accepted and Aid Office three days to complete the necessary pursuing a degree from the University of Mary. steps before the funds are applied to your student To be considered for the maximum financial account. Depending on your program of study, assistance, the FAFSA should be processed on or your financial aid will be disbursed either once before March 15 of each year. per semester or over the course of the semester. Financial aid refunds (excess aid) will not How Is Eligibility Determined? be made available to students until after final Financial aid is determined based on financial add/drop day in each semester,­ as noted on the “need.” Financial “need” is determined by a federal University of Mary Calendar. The Student Accounts formula which analyzes a family’s financial situa- Office mails refund checks to students after the tion. Items such as the parent’s income and assets, add/drop period. Students are able to view their the number of dependents in the household, the account online at any time at www.my.umary.edu. number of family members currently in post- 121

Financial Aid Sources Loan Programs Please contact the Financial Assistance Office Federal Perkins Loan: This loan must be repaid. It for detailed information on any of the following is based on financial need. The interest rate is five programs. Students should explore as many options percent (5%). No principal or interest payments are to apply for aid as possible. required as long as half-time enrollment status is maintained. Student will be required to complete Grant Programs loan entrance counseling. For each year of eligibility, specific loan documents and a Master Promissory Federal Pell Grant: This is a grant awarded based Note will also be required. on financial need as determined by the Department of Education. It does not have to be repaid. Federal Nursing Loan: This loan must be repaid. It is based on financial need. The interest rate is five Federal Supplemental Education Opportunity percent (5%). No principal or interest payments Grant (FSEOG): This grant is awarded based are required as long as half-time enrollment status on financial need. It does not have to be repaid. is maintained. Students who are juniors or seniors Students must be Pell eligible to receive this grant. and who are accepted to the Division of Nursing Federal Academic Competitiveness Grant: This may qualify. Student will be required to complete grant is awarded to first and second year students loan entrance counseling. For each year of eligibility, and does not have to be repaid. Students must have specific loan documents and a Master Promissory completed a rigorous secondary-school program Note will also be required. of study and meet other federal requirements. Federal Direct Subsidized Loan: This is a loan that Students must be Pell eligible. The maximum grant must be repaid. It is based on financial need. The for first year students is $750; second year students interest rate is 4.5% as of July 1, 2010-June 30, 2011. is $1,500. Students must be enrolled at least on a half-time basis to qualify. The interest that accrues on this loan is paid SMART Grant: This grant is awarded to third and by the government while the student is enrolled at fourth year students and does not have to be repaid. least as a half-time student and during certain other Students must be pursuing a degree in physical periods. Loan entrance counseling will be required life, computer science, engineering, technology, and students must sign a Master Promissory Note. mathematics or a critical-need foreign language and taking coursework in these specific areas. Other Federal Direct Stafford Loan: federal requirements must also be met. Students This loan must also be repaid. The interest rate is must be Pell eligible to receive this grant. The 6.8% as of July 1, 2010-June 30, 2011. Students must maximum award per year is $4,000. be enrolled at least on a half-time basis to qualify. The student is required to pay interest on this loan from TEACH Grant: This grant provides up to $4,000 per the time of disbursement. Loan entrance counseling academic year in grant assistance to undergraduate, will be required and students must sign a Master post-baccalaureate, and graduate students who Promissory Note. agree to serve for at least four years as full-time “highly qualified” teachers in high need fields in public and not for profit private elementary or University of Mary Scholarships secondary schools that serve students from low All University of Mary scholarships are split income families. Specific requirements and appli- between fall and spring semesters only. Students cation steps apply. Please contact the Financial must be enrolled fulltime to qualify and must be Assistance Office for more information on eligibility. maintaining academic progress. Scholarships are not awarded in accelerated adult learner programs, for Employment graduate studies or in summer. Most scholarships are renewable for up to 8 semesters. Federal Work Study: This award must be earned by the student. Students must have unmet need to Sister Thomas Welder Leadership Scholarship: This qualify for this award and must meet U.S. employ- academic scholarship is based on prior academic ment eligibility requirements. standing. It is awarded in fall and spring semesters only to full time traditional undergraduate students. 122

Honors Day Scholarships: Trustee’s Honor Payment Plan: The University of Mary offers a Scholarship, Presidential Honor Scholarship, convenient payment plan through Nelnet Business and Benedictine Honor Scholarships are awarded Solutions. A small enrollment fee will enroll you in based on competition day requirements. the no-interest plan. More information can be found Emerging Leader’s Academy Scholarships: Students at www.umary.edu/ecashier. must be enrolled in the Academy to qualify for this Outside Scholarships: Students are encouraged to scholarship. apply for outside sources of aid beyond federal, state Activity Scholarships: Scholarships are available for and institutional sources. The University of Mary participation in activities on the University of Mary Financial Aid Office can assist you as you start your campus. They are awarded on an annual basis. search. Freedom Plan/Catholic Scholars: Awarded to Satisfactory Progress Policy incoming, first-time freshmen based on specific criteria. for Financial Assistance In accordance with Federal regulations, to be State/Local/Other Programs eligible for Title IV aid, a student must make satisfac- North Dakota State Grant: The deadline to apply for tory degree progress. The receipt of financial aid and the North Dakota State Grant is March 15. To apply, progress toward attaining a degree go hand in hand. complete the FAFSA by March 15 of each year. This is Students must meet both quantitative and qualita- a need-based grant and students must be fulltime to tive standards. All federal, state and institutional aid qualify. programs are covered by this policy. North Dakota Indian Scholarship: This scholarship Quantitative Standard: assists American Indian students in obtaining a college • 1st year undergraduate (0-29 credits education. Apply through the ND University System. earned) must maintain a 1.8 cumulative GPA North Dakota Scholars Program: North Dakota’s best • 2nd year undergraduate and beyond and brightest high school graduates receive a finan- (30+ credits earned) must maintain a cial incentive to remain in North Dakota for college. 2.0 cumulative GPA Awarded through the ND University System. • Graduate students must maintain Veteran’s Benefits: Visit with the Registrar’s Office at a cumulative 3.0 GPA to inquire about applying for the Montgomery GI Bill. • Division requirements may be more Military Tuition Assistance/MYCaa: stringent. Apply according to each individual branch Qualitative Standard: guidelines. • All grade levels (undergraduate and North Dakota National Guard: Check with the State graduate) must successfully complete TA Program Manager at the ND State Guard Office. at least 67% of all attempted credits. The grades W, WP, WF, F, I and SC are Other Payment Options considered “attempted” and will be considered as unsuccessful completion Parent PLUS Loan: This is a loan that parents when determining if a student has borrow for their dependent student’s educational maintained this standard. expenses. Parents must apply and qualify for this loan. The interest rate is 7.9% fixed and fees may • Obtain a 1st bachelor’s degree within apply. Repayment begins immediately. 192 credits. Students seeking dual-degrees, second degrees or who have made major Alternative Loan: Alternative education loans are changes should contact the Financial private student loans that help supplement federal Assistance Office to determine eligibility financing. These are private loans that students requirements. must apply for and qualify for based on the lender requirements. Federal funding sources should be • Division requirements may be more stringent. pursued first. 123

Monitoring Progress The appeal must be in writing and submitted Progress for all students will be monitored at least within 30 days of the student’s notification. Students annually. Assessment will be based on the student’s may appeal due to mitigating circumstances such as cumulative academic record, including all transfer illness of the student or immediate family member, semester credits accepted toward the student’s death of an immediate family member, or other current degree. Noncredit remedial course grades will circumstances that may have resulted in substandard not affect progress. Continuing students applying for academic performance. Final decision authority will financial aid for the first time must have maintained rest with the Director of Financial Assistance. progress during the previous terms of enrollment. Transfer students are assumed to be making Financial Aid and Institutional Charges reasonable progress regardless of prior post- —Changes in Enrollment secondary attendance. In the case of an applicant If a student adds or drops credits at any point in a whose academic transcript indicates failure to semester, their financial aid and institutional charges maintain reasonable progress, the applicant will be may be affected. Please contact either Financial Aid granted a probationary term. at [email protected] or Student Accounts at staccts@ There are two ways you can be placed on proba- umary.edu to determine if a change in enrollment will tion or suspension at the University of Mary, one affect you. is through Financial Aid and the other is through Academic Affairs. Note that it is possible to be on Financial Aid and Institutional Charges one or both. It is critical that you meet with your — Withdrawing or Expelled Students academic advisor or the Office of Academic Affairs to Return of Federal Title IV Financial Aid discuss your degree progress and success. If a student withdraws from school or is expelled, Financial Aid Probation a calculation called Return of Title IV Aid must be A student who has failed to meet the minimum completed. The amount of Title IV assistance earned satisfactory progress standards may be placed on is calculated based on the number of days completed probation if there is reason to believe he/she can in the enrollment period on a prorated basis. The meet the minimum standards. Students will be percentage is then applied to the assistance received notified in writing. to determine how much aid a student has actually earned. If the student has received more aid than he/ Financial Aid Suspension: she earned, funds must be returned to the appro- priate issuing agency. If a student has earned more Students who have failed to bring their academic aid than what they were disbursed, a possible “Post standing within standards as set forth in the policy Withdrawal Disbursement” of aid can be made to will be suspended from federal, state and institutional help cover tuition, fees, and other charges. A student aid in future terms. The student will be notified by who withdraws after the 60 percent point in the letter. Degree progress will be reviewed in subsequent semester is consider to have earned 100 percent of the semesters to determine if eligibility can be reinstated. aid and no Return of Title IV Aid calculation needs to Students do not need to first be placed on proba- be done. Returns to Title IV financial aid, when neces- tionary status to be suspended. If it is determined that sary, will be done in the manner prescribed by law. progress is so lacking that suspension is warranted, The Return of Title IV policy, which prorates eligi- the student may be automatically suspended. All bility based on attendance, applies not only to the charges incurred while under financial aid suspen- federal financial aid programs but also to state and sion will be the personal responsibility of the student. institutional aid as well. Adjustments to a student’s Right to an Appeal institutional charges for tuition, fees, room and board Students who have had their financial assistance for students who withdraws or is expelled, will also suspended due to unsatisfactory progress may mirror the same policy of proration. appeal to: A student who has received financial aid and who withdraws or is expelled may be required to repay Office of Student Financial Assistance some or the entire award funds received. Any institu- Attn: Financial Assistance Director tional charges resulting from a student withdrawing 7500 University Drive from class will be the responsibility of the student to Bismarck, ND 58504 pay in full. 124

Any questions regarding this policy or the Federal Student Aid requirement can be directed to the Financial Assistance Office at [email protected] or to the Student Accounts Office at [email protected].

Nondiscrimination The University of Mary does not discriminate on the basis of race, color, religion, sex, age, national origin, disability, marital status or public assistance, in accordance with applicable laws. The university will not tolerate any discrimination, and any such conduct is prohibited. The university also prohibits any form of discipline or retaliation for reporting inci- dents of discrimination. The following persons have been designated to handle inquiries regarding the non-discrimination policy:

Director of Human Resources Benedictine Center, Room 411 7500 University Drive Bismarck, ND 58504 (701) 355-8245 or Director of Student Life Benedictine Center, Room 1501 7500 University Drive Bismarck, ND 58504 (701) 355-8126 or Assistant Vice President for Academic Affairs Benedictine Center, Room 1206 7500 University Drive Bismarck, ND 58504 (701) 355-8021 125

Personnel I. Board of Trustees Martin White A. Kirk Lanterman Chairman of the Board, MDU Resources Group, Inc. Chairman Emeritus Bismarck, ND Holland America Line, Inc. Seattle, WA Myron Atkinson Attorney, Atkinson and Associates Sister Susan Lardy, O.S.B. Bismarck, ND Mission Effectiveness Coordinator St. Alexius Medical Center Father Al Bitz Bismarck, ND Basilica of St. James Jamestown, ND Craig Larson President and CEO, Starion Financial Dan Butler Bismarck, ND President, Butler Machinery Company Fargo, ND Duane Liffrig Retired – President, Liffrig Realty & Insurance Dr. William Clairmont Bismarck, ND President, Clairmont Development Company Bismarck, ND Sister Rebecca Mayer, O.S.B. Leon Comeau Liturgist, Annunciation Monastery Electrical Contractor Bismarck, ND Grand Forks, ND Dr. Harold J. Miller Kevin Cramer Chairman Emeritus, University of Mary ND Public Service Commission Bismarck, ND Bismarck, ND Sister Nancy Miller, O.S.B. George Ehlis Prioress, Annunciation Monastery President and CEO, American State Bank Bismarck, ND Dickinson, ND Amy Mossett Sister Joanne Graham, O.S.B. Executive Director, Annunciation Monastery Northern Plains Heritage Foundation Bismarck, ND Bismarck, ND

Dr. Ray Gruby Sister Agatha Muggli, O.S.B. Medical Doctor Director of Formation, Annunciation Monastery Bismarck, ND Bismarck, ND

Joe Hauer Sister Patricia Schap, O.S.B. Business Owner, United Printing Annunciation Monastery Bismarck, ND Bismarck, ND

Dr. Mike Hofer Richard A. Tschider Business Owner, Imaging Solutions Retired - CEO/Administrator, St. Alexius Medical Center Fargo, ND Bismarck, ND

Wally Joersz Terry Zeltinger Retired Business Owner, Grocer Business Owner, United Community Bank Mandan, ND Minot, ND 126

II. Administration Carole A. Barrett (1982) Academic Counselor, Student Support Services. Father James Patrick Shea, Ph.B., S.T.B., Ph.L., Professor, Social & Behavioral Sciences. President, University of Mary B.A., Seton Hill College M.A., St. Louis University Diane Fladeland, Ph.D. Ph.D., University of North Dakota. Vice President for Academic Affairs Daniel E. Bauer (1985) Neal Kalberer, M.Ed. Associate Professor, Mathematics & Natural Sciences. Vice President for Public Affairs B.A., Minot State University M.S., University of Wyoming. Brenda Kaspari, Ph.D. (IP) Vice President for Enrollment Services Will Beachey (1990) Director, Respiratory Therapy Program. Tim Seaworth, Ph.D. Professor, Respiratory Therapy. Vice President for Student Development Mathematics and Natural Science. Brent Winiger, M.B.A. A.A., Hesston College Vice President for Financial Affairs A.S, B.S., University M.Ed., University of Ph.D., University of North Dakota. III. Full-Time Teaching Faculty Marla R. Behm (1975) Professor, Mathematics & Natural Sciences. Donald Allen (1997) B.S., M.S., South Dakota State University Associate Professor, Physical Therapy. Ph.D., Purdue University. B.S., Manhattan College M.P.T., University of Mary Wanda Berg (1997) Ph.D., Rockefeller University. Assistant Professor, Occupational Therapy, Human Performance Sciences. Cindy Anderson, OTR/L (2008) B.S., University of North Dakota Assistant Professor, Occupational Therapy, M.Ed., University of Mary Human Performance Sciences. Ph.D., University of North Dakota. B.S. University of North Dakota Randall Boor (1981) M.S.O.T. University of Mary Associate Professor, Tharaldson School of Business. OTD, University of St. Augustine B.A., Moorhead State University for Health Science M.S., North Dakota State University.

Terrance Anderson, OTR/L (1999) Mary Bruun (2008) Associate Professor, Occupational Therapy, Instructor, Nursing Human Performance Sciences. Certificate, North Dakota State College of Science B.S., Columbia Union College A.S.N., Presentation College M.S., Towson University B.S.N., M.S.N., University of Mary O.T.D., Rocky Mountain University of Health Professions. Madonna Busch (1989) Sister Kathleen Angel, C.D.P. (1989) Associate Professor, Nursing. Professor, Mathematics & Natural Sciences. B.S., M.S.N., University of Mary. B.S., La Roche College Rebecca Chalmers (2003) M.S., State University Assistant Professor, Humanities. Ph.D., University of Pittsburgh. B.A., M.A., Salisbury University Ph.D., University of . Barbara Arnold-Tengesdal (2004) Assistant Professor, Education. Michael Chaussee (1997) B.A., University of LaVerne Associate Professor, Humanities. M.Ed., Azusa Pacific University B.S., University of Mary Ph.D. (ABD) University of North Dakota. M.S., North Dakota State University.

Cheryl M. Bailey (1977) Richard Cleary (2006) Director, Library. Instructor, Mathematics & Natural Sciences. B.A., North Dakota State University B.A., St. John’s University M.A., University of Minnesota. M.Ed., North Dakota State University. 127

Susann Cuperus (1998) Krystyna Gorzelska (1994) Assistant Professor, Business. Associate Professor, Mathematics & Natural Sciences. Certified Public Accountant. B.Sc., Ph.D., University of Windsor. Certified Fraud Examiner. B.A., Augustana College Dennis Gowen (1987) B.S., University of North Dakota Associate Professor, Music, Humanities. B.S., M.S., University of Mary. Director of Bands. B.S., B.M., University of Southern Angela De La Cruz (2008) M.M., Western Michigan University. Assistant Professor, Humanities. B.A. University Ricardo Palma, Lima, Peru Eric Grabowsky (2006) M.A. University of Northern Iowa. Instructor, Humanities Director of Forensics. Mary Dockter, PT (1998) B.S., Grove City College Associate Professor and Director of Clinical M.A., Ph.D. (ABD), Duquesne University. Education, Physical Therapy, Human Performance Sciences. Sister Nancy Gunderson, OSB (2008) B.S., University of North Dakota Assistant Professor, Philosophy & Theology. M.Ed., University of Mary B.S., B.S., M.EPD. University of , Ph.D., University of North Dakota. Stevens Point

Jocelyn Dunnigan (1992) Linda Gutensohn (2003) Associate Professor, Nursing. Assistant Professor, Education. B.S.N., University of Mary B.A., Jamestown College M.S.N., University of Texas M.A., University of -Reno. Ph.D. (IP), University of North Dakota. Ph.D., Capella University.

Jody Eckert (2008) Mary Hager (2007) Assistant Professor, Physical Therapy Instructor, Gary Tharaldson School of Business. B.A., Concordia College Certified Public Accountant. M.P.T. Mayo College of Health Science; B.A., University of North Dakota D.P.T. Boston College M.B.A. (IP), University of Mary.

Alice Erling (2006) Patrick Hall (1984) Instructor, Mathematics & Natural Sciences. Associate Professor and Chair, Philosophy & Theology. B.S., Manhattan College B.A., St. Mary’s College Father Victor G. Feser, O.S.B. (1975) M.Div., Pontifical College Josephinum Professor, Mathematics & Natural Sciences. D. Min., Graduate Theological Foundation. A.A., Assumption College Richard Hanson (2008) B.A., St. John’s University Assistant Professor, Philosophy and Theology, M.A., Ph.D., St. Louis University B.A., M.A., University of Wisconsin – Milwaukee, Further study, University of Munich. Ph.D., Marquette University Father Benedict Fischer (2008) Jayne Hardy (2003) Instructor, Philosophy and Theology. Assistant Professor, Philosophy & Theology. B.A., Moorhead State University B.S., Moorhead State University M.A., St. John’s School of Theology M.M., Seattle University Kevin Fishbeck (2001) Ph.D. (IP), University of North Dakota. Associate Professor, Gary Tharaldson School of Business. Roger Haug (1987) B.S., M.A., Northern State University Ph.D., University of North Dakota. Assistant Professor, Mathematics & Natural Sciences. B.S., Dickinson State University Sara Gebhardt (2006) M.S., University of Montana. Assistant Professor, Nursing. B.S.N., M.S., University of North Dakota. Wesley Hellman (1992) Associate Professor, Humanities. Daphne Ghorbani (2001) A.A., Bismarck State College Assistant Professor, Education. B.S., North Dakota State University B.S., Ph.D., University of North Dakota M.A., Fort Hays State University M.Ed., University of Mary. Ph.D. (IP), Indiana University – . 128

Katherine Henjum (2003) Julie E. Klein (1982) Associate Professor, Music, Humanities. Associate Professor, Nursing. B.S., Minot State University B.S., University of Mary M.F.A., University of Iowa M.S., University of M.S., Minot State University. Ph.D., University of North Dakota.

Gwyn Herman (2001) Nancy Kleingartner (1996) Associate Professor, Education. Associate Professor, Social Work, B.S., Dickinson State University Social & Behavioral Sciences. M.S., Minot State University B.A., University of North Dakota Ph.D., University of North Dakota. M.S.W., University of Iowa. Jason Kobes (2005) Elizabeth Hughes (1984) Assistant Professor, Athletic Training Respiratory Therapy Program. & Exercise Science, Human Performance Sciences. Associate Professor, Respiratory Therapy. B.S., University of Mary Mathematics and Natural Science. M.A., Minnesota State University. B.S., M.Ed., University of Mary Ph.D., University of North Dakota. Levi Krein (1987) Associate Professor, Beverly A. Huschka (1979) Gary Tharaldson School of Business. Associate Professor, Communication, Humanities. B.S., Dickinson State University B.A., B.S., Dickinson State University M.S., Further study, University of North Dakota. M.A., Purdue University. Rachael Johnson Krug (2007) Stacie Iken (1996) Instructor, Athletic Training. Associate Professor, Occupational Therapy, B.S., University of Mary Human Performance Sciences. M.S., Fort Hays State University B.S., Ph.D., University of North Dakota Sister Nicole Kunze, OSB (2006) M.S., State University. Assistant Professor, Mathematics & Natural Sciences. B.S., University of Mary Mary Beth Johnson (2007) M.S., Ph.D., University of Northern Colorado Assistant Professor, Nursing. B.S., University of Mary David Lambert (2007) M.N., University of Washington Assistant Professor, Humanities. Further study, N.N.P. Preceptorship, Sioux Falls, SD. B.M., James Madison University M.M., Western Michigan University Rodney Jonas (1989) D.M.A., University of Miami. Professor and Chair, Education. B.A., Augsburg College Michael Lares (1998) M.S., North Dakota State University Associate Professor, Mathematics & Natural Sciences. Ph.D., University of Minnesota. Program Director, Biology. B.S., Southhampton College, Long Island University A. Wesley Jones (1976) M.S., University of at Birmingham Professor, Humanities. Program Director, English. Ph.D., University of South , Tampa. B.A., M.A., Polytechnic Institute Chad Litton (2004) Ph.D., University of . Associate Professor and Chair, Cheryl Kalberer (1997) Social & Behavioral Sciences. Assistant Professor, Education. B.A., University of Minnesota, Morris Director of Harold Schafer M.A., Bowling Green State University Emerging Leaders Academy. Ph.D., University of Wisconsin, Milwaukee. B.S., Mary College Heather Lundeen, PT (2008) M.Ed., University of Mary. Assistant Professor, Physical Therapy B.S., M.P.T., D.P.T., University of North Dakota Michelle Kiec (2000) Associate Professor, Music, Humanities. Billie Jo Madler (2005) Program Director, Music. Assistant Professor, Nursing. Mus. B., B.A., State University of New York at Buffalo Director of Graduate Nursing Studies. M.M., D.M.A., Peabody Conservatory of Music – Johns B.S.N., M.S.N.-F.N.P., University of Mary Hopkins University. D.N.P., University of Minnesota. 129

Geraldine Maier (2000) Carol Hankins Olson, OTR/L (1997) Associate Professor, Nursing. Associate Professor, Occupational Therapy, B.S.N., University of North Dakota Human Performance Sciences. M.S.N., University of Mary. B.S., University of North Dakota M.S., Moorhead State University Judy Maslowski (1991) Ph.D., University of North Dakota. Associate Professor, Nursing. B.S.N., Minot State University Gerice Olson (2005) M.S.N., University of Mary. Instructor, Education. Head Softball Coach. James Maskey (2009) B.S., North Dakota State University Assistant Professor, M.S. (candidate), South Dakota State University. Mathematics and Natural Sciences Ph.D., University of North Dakota Rhonda Olson, LAT (1999) M.S., B.S., Northern Michigan University Assistant Professor, Athletic Training, Human Performance Sciences. Sherry Messmer (2003) Head Athletic Trainer; Assistant Program Director, Assistant Professor, Nursing. Athletic Training. B.S.N., MedCenter One College­ of Nursing B.S., North Dakota State University M.S.N., University of Mary M.Ed., University of Mary. Ph.D., University of North Dakota. Michael Parker, PT (1995) Jaime P. Meyer (1991) Professor, Physical Therapy & Research Director, Associate Professor, Communications, Humanities. Human Performance Sciences. B.S., M.A., North Dakota State University. B.S., M.S., Western Illinois University B.S.PT., Ph.D. University of . Gwen Niksic (2003) Assistant Professor, Mathematics & Natural Sciences. Thomas Porter (2008) B.S., University of Illinois, Urbana-Champaign Professor, Humanities M.S., University of Nevada-Reno B.S., University of Mary Ph.D. (IP), University of North Dakota. M.A., DePaul University M.A., University of Notre Dame Molly Nolan (2006) D.M.A., University of Missouri – Kansas City Assistant Professor, Nursing. B.N.Sc., Medcenter One College of Nursing Glenda Reemts (1990) M.S., University of North Dakota. Associate Professor & Chair, Nursing. B.S., South Dakota State University Margaret Nordlie (1995) M.S.N., University of Mary Professor and Chair, Mathematics & Natural Sciences. Ph.D. (candidate), North Dakota State University. B.S.N., University of North Dakota James Renner (1978) M.S., University of Minnesota Associate Professor, Social & Behavioral Sciences. D.A., University of North Dakota. Director, Addiction Counseling. Jill Nustad (1997) B.A., University of North Dakota Associate Professor & Program Director, Exercise Science, M.S.W., Carleton University, Ottawa. Human Performance Sciences. Jamieson Ridenhour (2005) B.S., Valley City State University Assistant Professor and Chair, Humanities. M.S., Ball State University B.A., Coker College D.Sc., Rocky Mountain University M.A., Western Carolina University of Health Professions. Ph.D., University of . Christie Obritsch (2002) Nita Ritzke (2000) Assistant Professor, Nursing. B.S.N., M.S.N., University of Mary. Associate Professor, Humanities. B.S.E., Minot State University Father Valerian Odermann, O.S.B. (1989) M.A., University of North Dakota Chaplain. Ph.D., University of Lincoln. Associate Professor, Philosophy & Theology. B.A., B.S., St. Martin’s College Joellen Roller, PT (1996) M.Div., St. Meinrad School of Theology Professor and Program Director, Physical Therapy. M.A., Indiana University Chair, Human Performance Sciences. Ed.D., University of Alabama. B.S., M.P.T., D.P.T., University of North Dakota Futher study: Catholic University of America. Ed.D., St. Thomas University. 130

Jeannine Saabye (1974-1982, 1986) Karel Sovak (2005) Associate Professor, Humanities. Assistant Professor, Program Director, Communication. Gary Tharaldson School of Business. Faculty Development Coordinator. A.A.I., Insurance Institute of America B.A., University of Mary B.A., M.S., Minot State University M.A., Arizona State University. Ph.D. (IP), Walden University.

Rebecca Salveson (1987) Christine Sperle (2002) Associate Professor, Education. Director of Clinical Education, Director of Education Graduate Studies. Respiratory Therapy Program. B.S., University of North Dakota Assistant Professor, Respiratory Therapy. M.Ed., University of Washington Mathematics and Natural Science. Ed.D., St. Thomas University. B.S., University of Mary M.Ed. University of Mary. Rhoda Sautner (2006) Mark Springer (2006) Assistant Professor, Assistant Professor, Social & Behavioral Sciences. Gary Tharaldson School of Business. Certified Public Accountant B.A., M.A., University of North Dakota B.A., B.S., M.B.A., Minot State University. Ph.D., University of Nebraska. P.h.D. (IP), Capella University Blaine A. Steiner, LAT (2000) Assistant Professor, Athletic Training, Rodney Scheett (2001) Human Performance Sciences. Assistant Professor, Program Director, Athletic Training. Gary Tharaldson School of Business. B.S., University of North Dakota B.S., M.Mgt., University of Mary. M.S., South Dakota State University.

Tisha Scheuer (2005) Michael Thorson (1993) Instructor, Nursing. Head Cross Country and Track Coach. A.D.N., Presentation College B.S., Minot State University B.S.N., Graceland University M.Ed., University of North Dakota. M.S.N., University of Phoenix Shanda Traiser (2008) Jennifer Schroeder, OTR/L (2008) Associate Professor and Dean, Instructor, Occupational Therapy, Gary Tharaldson School of Business Human Performance Sciences. Certified Management Accountant B.S., M.S.O.T., University of Mary B.A., Jamestown College O.T.D., University of St. Augustine M.B.A., Minnesota State University – Moorhead for Health Sciences Ph.D., North Dakota State University

Robert Schulte, PT (1997) Kathryn Uttech (2007) Associate Professor, Physical Therapy, Instructor, Education Human Performance Sciences. B.S. Mayville State University B.S., Chicago Medical School, M.Ed., University of Mary Finch University of Health Science Michelle Weigel (2006) M.B.A., University of Nebraska Assistant Professor, Social & Behavioral Sciences. D.Sc., Rocky Mountain University B.S., University of Mary of Health Professions. M.S., State University – Bakersfield Ph.D.(IP), North Dakota State University. Teresa Seefeld, PT, LAT (2000) Assistant Professor, Athletic Training, Human Performance Sciences. Assistant Athletic Trainer. IV. Professional Staff B.A., University of Mary Tom Ackerman (2001) M.P.T., D.P.T., College of St. Catherine. Director, Communications. Janeene Sibla, OTR/L (2003) B.S., University of North Dakota. Associate Professor and Program Director, Occupational­ Therapy, Human Performance Sciences. Kevin (“Herb”) Allan (2005) B.S., University of North Dakota Director of Career & Testing Services. M.S., University of Mary B.S., University of North Dakota O.T.D., Rocky Mountain University of Health Professions. M.S., University of Kansas. 131

Jerald F. Anderson (1989) Nancy Dixon (2008) Director, Publications. Adult Learner Counselor, Instructor, Humanities. Accelerated & Distance Education–Fargo Center. B.U.S., North Dakota State University B.S., North Dakota State University B.S., Moorhead State University. M.S.Ed., Northern State University

Mike Arnegard (1989) Jeff Dockter (2002) Director, Development. Admissions Representative. B.S., M.Mgt., University of Mary. B.S., North Dakota State University Ryan Astle (2004) M.Ed., University of Mary. Assistant Baseball Coach Travis Dressler (2005) B.S., M.S., University of Mary Assistant Baseball Coach. Cheryl M. Bailey (1977) B.S., M.S., University of Mary. Director, Library. Associate Professor B.A., North Dakota State University Kristi Engle (1998) M.A., University of Minnesota. Library Associate. B.S., Valley City State University Ben Berogan (2008) M.L.S., University of North Texas – Denton Head Wrestling Coach Further study: St. Cloud State University. B.S., University of North Dakota Levi Evans (2004) Trina Black (1996) Head Women’s Soccer Coach. Student Counselor. B.S., M.S., University of Mary. B.S.W., Moorhead State University. Diane Fladeland (1985) Janeen Bonin (2008) Vice President for Academic Affairs. Events Coordinator Associate Professor, Nursing. A.A., Inver Hills Community College B.S.N., Mercy College B.S., University of Mary M.S.N., University of Portland Ph.D., University of Minnesota Rachel Brash (2008) Distance Education Advisor, Chris Fisk (2004) School of Accelerated and Distance Education Instructor, Education. B.A., Concordia College Assistant Football Coach, Offensive Coordinator. M.Ed., Northern Arizona University Strength & Conditioning Coach. Kayla M. Campbell B.A., Jamestown College Assistant Director, M.Mgt., University of Mary. Emerging Leaders Academy - Healthcare Aaron Flynn (2009) B.S. University of Mary Director of Residence. Chris Clements (1997) Community Standards Coordinator. Assistant Football Coach B.A., M.S., University of North Dakota. B.S., M.S., University of Mary Kevin Forde (2005) David Cook (2005) Assistant Athletic Director, Internal Operations. Head Men’s Soccer Coach Director of Compliance. B.S., M.S., University of Mary B.A., M.S., Southwest State University.

Robert Cordova (2001) Katharine Frantes (2002) Head Tennis Coach Director of Residence B.A., University of Minnesota - Duluth Kris Cramer (2008) Distance Education Advisor, Tavis Freidt, (2006) School of Accelerated & Distance Education Assistant Track Coach B.A., St. Cloud State University B.A., M.B.A., University of Mary M.A., University of North Dakota Fred Fridley (2003) Bob Dietchman (2009) Instructor, Education. Director of Residence. Head Women’s Basketball Coach. Coordinator of Campus Recreation. A.A., Williston State College B.S., Minot State University. B.S., M.S., North Dakota State University. 132

Lynn Geary (1997) Tom Kirchoffner (2009) Director of Student Life. Assistant Track and Field Coach. B.S., M.Ed., University of Mary. B.S., University of Mary

Gerry Geisstler (2008) Katie Kvien (2009) Golf Coach Reference and Instructional Services Librarian B.S., Michigan State University B.A., M.L.S., University of Wisconsin, Milwaukee.

Marci Goldade (2009) Joanne Lassiter (2009) Director of Institutional Research Graduate Nursing Program Advisor, and Data Management. Accelerated & Distance Education. B.S., Moorhead State University (MN) Certified Rehabilitation Registered Nurse M.S., A.B.D., Colorado State University B.A.N Jamestown College Krista E. Gray (2008) M.S.N University of Mary Admissions Representative B.S. Defiance College Kimberly Long M.Ed. Southwest Minnesota State University Associate Professor, Social & Behavioral Sciences and Gary Tharaldson School of Business. Dwight Grismer (2008) Assistant Vice President for Academic Affairs Assistant Director of Student Financial Assistance A.A, A.S., Bismarck State College Larry Gross (2008) B.S., M.Mgt, University of Mary Network Administrator Ph.D., Capella University B.S., University of Mary Sister Madelyn Louttit, O.S.B. (2009) David Hanson (2000) Director of Student Accessibility Services Associate Director of Student Financial Assistance. B.A., State University of New York at Stony Brook. B.S., University of Mary. M.A., Seminary of the Immaculate Conception M.A. New School for Social Research Mark Haugen (2007) Adult Learner Counselor, Wayne Maruska (1999-2001, 2002) School of Accelerated and Distance Education. Adult Learning Counselor & Graduate B.S., M.Ed., University of Mary. Program Advisor, Accelerated & Distance Dallas Heid (2004) Education – Bismarck Center. Assistant Wrestling Coach B.A., University of North Dakota B.S., M.S., University of Mary. M.Mgt., University of Mary.

Karen Houchins (2005) Michael McMahon (2007) Coordinator, Kansas City Center, Instructor, Humanities Accelerated & Distance Education. Assistant Football Coach Gard’s School of Business. Defensive Coordinator B.A. Carroll Collge Adam Jenkins (2007) Admissions Representative M.S. Utah State University B.S. University of Mary Patricia McWilliams (1999) Cheryl Kalberer (1997) Director of Bismarck Sites, Assistant Professor, Education. Accelerated & Distance Education. Director, Emerging Leaders Academy. B.S., M.A., Technological University. B.S., M.Ed., University of Mary. Harold J. Miller (1968) Neal Kalberer (1972) Chairman Emeritus, Board of Trustees. Vice President for Public Affairs. B.S., Valley City State University B.S., University of Wyoming M.Ed., Ed.D., University of North Dakota. M.Ed., Northern State College. Barbara Montgomery (2004) Brenda A. Kaspari (1997) Director, Information Services. Director, School of Accelerated & Distance Education. B.A., M.A., University of North Dakota B.A., Russell Sage College Ph.D. (IP), North Dakota State University. M.S., Rensselaer Polytechnic Institute.

Tony Keegan (2008) Tara Morman (1993) Assistant Football Coach Director, Dietary Services. B.S., University of Mary B.S., University of North Dakota. 133

Janell Mueller (1985) Steve Schanandore (1984) Director, Student Accounts. Director, Student Support Services. B.A., Minot State University. B.S., University of Mary; M.Ed., University of Mary Rick Neumann (2003) Assistant Women’s Basketball Coach. Wendy Scheuerman-Schweitzer (2007) Assistant Director, Emerging Leaders Academy. Director of Marketing B.S., M.Ed. University of Mary. B.S., University of Mary Dennis Newell (2006) Lindsie Schoenack (2003) Cross Country Associate Head Coach. Fargo Center Director, Assistant Cross Country Coach. Accelerated & Distance Education. B.S. Black Hills State University B.A. Eastern Michigan University M.S. University of North Dakota MBA. Concordia University Wisconsin. Adam Neveau (2009) Director of Residence. Jeremy Schroeder (2005) Coordinator for Student Organizations/Advisor Assistant Track Coach to Student Goverment. B.S., Minot State University B.S., B.A., St. Cloud State University M.S., North Dakota State University

Gerice Olson (2005) Myron Schulz (1995) Head Softball Coach Head Football Coach. A.A., Bismarck State College Kathryn Perrin (1996) B.S., University of Mary. Professor, Programs in Occupational M.S., Montana State University. Therapy & Education. Assistant Vice President Academic Affairs (2003). Harris (Monte) Seagren, Jr. (2000) Director of Graduate Studies (2003). Director of Bookstore and Mart. B.S., M.S., Ph.D., University of North Dakota. B.A., University of North Dakota. Brandon Ralph (2005) Tim Seaworth (2000) Assistant Track and Field Coach B.S., University of Mary Vice President for Student Development. B.S., M.A., Ph.D., University of North Dakota. Jack Reimer (1999) Assistant Director of Computer Father James Patrick Shea (2009) Services – Applications. President. Ph.B., Ph.L., Catholic University of America, Washington Chris Remme (2001) DC; S.T.B., The Pontifical Gregorian University, , Italy. Assistant Director of Computer Services – Hardware. Further study: Pontifical Lateran University – John Paul II Sister Denise Ressler, O.S.B. (1989) Institute for Studies in Marriage and Family; Rome, Italy Director, Alumni. Eric Snyder (2009) B.A., University of Mary. Head Women’s Volleyball Coach. David Ripley (2000) SAAC Advisor. Assistant Men’s Soccer Coach B.S., Southern University M.B.A. Tiffin University. Wayne Riske (2000) Director of Computer Services. Bret Sorensen (2008) B.A., Minot State University. Assistant Football Coach B.S. Valley City State University Vicki Riske (2003) M.Ed. North Dakota State University Coordinator, Tutor Services. B.S., Minot State University. Mark Stephens (2007) Rebecca Roloff (2008) Director of Facilities Accountant B.A., Silver Lake College B.A., University of North Dakota Linda Stewart (2007) Walt Russell (2001) SSS - Academic Advisor. Professional Tutor, Assistant Football Coach B.S., University of Mary B.S., University of Notre Dame. B.S., M.S., Montana State University, Bozeman 134

Marybeth Storey (1985) Nathan Welstad (2005) Director of Upward Bound. Assistant Men’s Basketball Coach. A.A., Bismarck State College B.S., M.S., University of Mary. B.S., Concordia College M. Mgt., University of Mary Sister Thomas Welder, O.S.B. (1963) President Emerita. Eddie Streeter (2006) B.A., College of St. Scholastica Assistant Baseball Coach M.M., Northwestern University. B.S., M.S, University of Mary Further study: Northwestern University, Harvard University. Paul Stubbs (2007) Assistant Women’s Soccer Coach Joan Weltz (1973) Assistant Director of Admissions – Transfers. Erin Taylor (2007) Assistant Director of Bookstore Brent Winiger (2005) A.A.S, Bismarck State College Vice President for Financial Affairs. B.S., University of Minnesota M.B.A., Boise State University.

Janine Thull (2003) Sister Janet Zander, O.S.B. (1989) Registrar. Assistant to the President. B.A., Lakeland College. B.A., University of Mary M.A., Michigan State University. M.A., University of Notre Dame.

Roger Thomas (2008) Brenda Zastoupil (2001) Athletic Director Director of Student Financial Assistance. B.A., Augustana College B.S., M.B.A., University of Mary. M.A., University of South Dakota Sister Rosanne Zastoupil, O.S.B. (1971) Mike Thorson (1993) Director of Human Resources. B.S., Minot State University B.S., M.Mgt., University of Mary. M.S., University of North Dakota Douglas Zottnick (1979) Sister Hannah Vanorny, O.S.B. (2009) Director of Accounting Services. Assistant Director of Campus Ministry B.S., University of Mary. B.A., Minnesota State University, Moorhead M.S. North Dakota State University. Linda Wagner (2002) V. Part-Time Faculty Library Associate. Jennifer Anderson (2009) B.S., University of North Dakota Instructor, Education M.L.S., Brigham Young University M.A.Ed., East Carolina University B.S., Minot State University Ph.D. (IP), University of North Dakota. Jerald F. Anderson (1989) Sister Gerard Wald, O.S.B. (1982) Director, Public Relations and Publications. Director of Student Volunteer Services Instructor, Humanities. B.S., University of Mary B.U.S., North Dakota State University M.S.N, St. Louis University B.S., Moorhead State University. M.Mgt., University of Mary. David Augustadt (2003) Further study: St. Mary’s University. B.A., B.S., University of Mary. Brad J. Walsh (1993) Assistant Director of Student Life Janet Bassingthwaite (2008) Head Baseball Coach. Practicum Supervisor, Education B.S., Mayville State University. B.A., North Dakota State University

Kristi D. Wanner (2007) Father Paul Becker (2007) Director of Campus Ministry. Instructor, Philosophy and Theology B.A., University of Mary B.A., St. Thomas College M.A., St. John’s University (Collegeville, MN). M.Th., St. Thomas Seminary M.S., Minot State University Jane Ward (2009) Director of Residence. Tara Bohlen (2007) Student Activities Coordinator Instructor, Humanities. B.S., Loyola University. B.A., St. Olaf College 135

Sara Boyd (1998) Laverne Johnson (2005) Lecturer, Music. Practicum Supervisor, Education. B.A., University of Akron B.S., M.S., Minot State University M.S., Baylor University. Ann Kempf (1990) Jan Candee (1991) Instructor, Education. Lecturer, Music, Humanities. A.A., Bismarck Junior College University Supervisor, Education. B.S., Arizona State University. B.A., St. Olaf College Further study: Northern State University, Mark Kielpinski (1997) Hamline University, University of North Dakota, Instructor, Education. University of Mary. B.S., M.S., University of Mary.

Jan Deschamp (2005) Sister JoAnn Krebsbach, O.S.B. (1980) Practicum Supervisor, Education Professor Emerita, Philosophy & Theology. B.A., Morehead State University B.A., University of Mary M.A., University of Mary M.S., Northern State University M.M., Seattle University Joan Doerner (1996) Further study: University of Nebraska, Associate Professor, Nursing. University of Notre Dame. B.S., University of North Dakota M.S.N., University of North Dakota Terry Kuester (2006) Ed.D., University of South Dakota. Instructor, Education. Joanne Drevelow (2006) B.S., Dickinson State University Instructor, Education M.S., University of Mary. B.A., University of North Dakota M.S., University of North Dakota Eric Lawson (2008) Instructor, Music, Humanities. Ben Ehrmantraut (1992) B. M., Michigan State University Instructor, Music, Humanities. M.M., State University B.A., University of Mary. D.M.A., University of Minnesota.

Diane Fladeland (1985) Kimberly Long (2008) Associate Professor, Nursing. Associate Professor, Social & Behavioral Sciences Vice President for Academic Affairs. and Gary Tharaldson School of Business. B.S.N., Mercy College Assistant Vice President for Academic Affairs M.S.N., University of Portland A.A., A.S., Bismarck State College Ph.D., University of Minnesota. B.S., M.Mgt, University of Mary Ph.D., Capella University Annie Margaret Gerhardt (2006) Instructor, Nursing Father Daniel Maloney, O.S.B. (1973) B.S., University of Mary Associate Professor, Philosophy & Theology. M.S.N., (F.N.P.) University of Mary (2003) B.A., St. John’s University M.A., Fordham University Rhonda Gowen (1990) Further study, Fordham University. Instructor, Music, Humanities. B.A., Minot State University Mike Manstrom M.F.A., University of Minnesota Instructor, Gary Tharaldson School of Business Mark Halvorson (2007) B.S., University of North Dakota M.Mgt., University of Mary. Instructor, Social & Behavioral Science B.A., University of North Dakota Peggy Martin (2009) M.A., Montana State University, Bozeman Instructor, Mathematics & Natural Sciences B.S., North Carolina Wesleyan College Marie Hoff (2009) B.A., University of Mary Judy Maslowski (1991) M.S.W., University of Utah Associate Professor, Nursing. M.P.A., University of Puget Sound B.S.N., Minot State University Ph.D., University of Washington, Seattle M.S.N., University of Mary.

Kathy Jerke (1992) Tonya Mertz (2008) Assistant Professor, Education. Instructor, Music, Humanities. B.S., North Dakota State University B.A., B.S., University of Mary M.S., University of North Dakota. M.M., University of Northern Iowa. 136

Barbara Mickelson (2003) David Peterson (2008) Associate Professor, Nursing. Instructor, Mathematics & Natural Sciences A.D., Presentation College B.S., University of Mary B.A., Jamestown College M.Mgt., University of Mary. Marylee Prebys (1987) Lecturer, Music, Humanities. Everett Miller (1996) B.A., University of North Dakota Instructor, Education. B.A., University of Manitoba A.A., Bismarck Junior College Further study: University of Southern Illinois. B.A., Jamestown College Further study: University of North Dakota, Ryan Riehl (2009) North Dakota State University, Concordia College. Instructor, Education Tim Moore (1985) B.S., Dickinson State University Instructor, Tharaldson School of Business. M.S., North Dakota State University B.S., University of Mary Teresa Rittenbach (1999) M.B.A., M.S., University of North Dakota. Associate Professor, Nursing. Sharon Mosebrucker (2006) B.A., Jamestown College Instructor, Education. M.S., University of Portland B.A., Concordia University Ph.D., University of Minnesota. M.Ed., University of Mary Brian L. Saylor (2008) Michael Mullen (1997) Instructor, Education Assistant Professor, Nursing. B. S., Lee University B.S., University of Notre Dame M.S., University of Mary J.D., Georgetown University. Robert Salveson (1990) Sharon Mosebrucker (2003) Lecturer, Education. Instructor, Education. B.S., Concordia College B.A., Concordia University M.S., University of North Dakota. M.Ed., University of Mary. Stephen Schilling (1988) Steve Neu (2005) Assistant Professor, Social and Behavioral Sciences. Instructor, Gary Tharaldson School of Business Program Director, Sport and Leisure Management. B.S., M.A., University of North Dakota. Certified Park and Recreation Professional. Mundi Schmidt (2006) B.S., University of North Dakota Instrutor, Education M.Mgt., University of Mary. B.S., University of Mary M.S., University of Mary Darrell D. Nitschke (2003) Advisor and Instructor, Criminal Justice Program, Tom Schmidt (2006) Social & Behavioral Sciences. Instructor, Education B.S., North Dakota State University. B.S., University of Mary Brian Palecek (2005) Julie Schmit (2006) Instructor, Music, Humanities. B.S.N., Medcenter One (1996) Ed.D., University of St. Thomas. M.S.N., (F.N.P.) University of Mary Kathryn Perrin (1996) Father Patrick Schumacher (2007) Professor, Programs in Occupational Therapy Instructor, Philosophy and Theology. and Education. B.A., North Dakota State University Assistant Vice President for Academic Affairs. S.T.B., Angelicum (The Pontifical University Director of Graduate Studies. of St. Thomas Aquinas; Rome, Italy) B.S., M.S., Ph.D., University of North Dakota S.T.L., Accademia Alfonsiana; Rome, Italy Robert Peske (1989) Further study: The British Institute; Florence, Italy Lecturer, Music, Humanities. Further study: Angelicum (The Pontifical University B.S., Moorhead State University of St. Thomas Aquinas; Rome, Italy) M.S., University of North Dakota Further study: Pontifical North American College; Further study: Guitar Institute of Technology. Vatican City State, Europe 137

Valerie Smallbeck (2009) Mary Bommersbach (2007) Instructor, Education B.S., Minnesota State University - Moorhead B.S., University of North Dakota M.B.A., University of Mary M.S., University of Mary Specialization in Information System.

Rev. James A. Sorenson (1978) Marvin Borgelt (1982) Assistant Professor, Theology, Associate Professor, Tharaldson School of Business. B.S., University of Minnesota Philosophy & Theology. M.B.A., University of Maryland B.A., Augsburg College Further study, Pennsylvania State University. B.Th., Luther Theological Seminary M.Th., United Theological Seminary. Bruce Davidson (1999) B.S., South Dakota State University Claudia Tomanek (1996) M.S.N., University of North Dakota Instructor, Education M.Mgt., University of Mary. B.S., Ed.D., University of North Dakota M.S., Northern State University. Sister Mariah Dietz, O.S.B. (1971) Professor, Nursing. Dan Ulmer (2007) Director of Graduate Nursing Studies. Instructor, Business B.S., University of Mary B.A., Jamestown College M.S., University of Illinois M.A., University of Montana- Missoula. D.N.Sc., Catholic University of America. Elaine Doll-Dunn (2004) Kathryn Uttech (2008) B.S., Black Hills State University Special Education Grant Director, Education M.Ed., South Dakota State University. B.S., Mayville State University M.S., University of Mary Ruth Doyle (2004) B.S., M.S.,Ed., Montana State University – Billings Kurt Weinberg (1998) Ed.D., University of Wyoming. Instructor, Education. B.S., Springfield College Marilyn Evenson (2003) M.A., University of Northern Colorado. B.A., North Dakota State University; M.S., Illinois State University Jenn Weisenburger (2006) Ph.D., Fielding Institute. Cheer Coach. Kevin Fishbeck (2001) Richard Were (1987) Associate Professor, Computer Information Instructor, Addiction Counseling. Systems, Tharaldson School of Business B.S., University of Mary. B.S., M.A., Northern State University Ph.D., North Dakota State University. Brenda Werner (2009) Instructor, Education Tamara Flemmer (2006) B.S., Concordia College B.S.N., Union College M.S., Fort Hays State University M.S.N., University of Mary. Ph.D., University of North Dakota Jacquelyn Grewell (2004) Myla Weatherly Wescom (2001) B.A., Michigan State University Instructor, Education J.D., Detroit College of Law. B.S., M.Ed., University of Mary Rodney Hair (2004) Timothy Wiedrich B.S., M.B.A., University of Mary Instructor, Gary Tharaldson School of Business Ph.D. (candidate), Touro University International. B.S., M.Mgt., University of Mary Cordell Hull (2001) B.S., M.Mgt., University of Mary. VI. Lead Facilitators James Long (2009) Jennifer Bandy (2002) Associate Professor, B.A., B.S., Michigan State University. Gary Tharaldson School of Business. Distance Education and Instruction Coordinator. Randall Boor (1981) A.S. Bismarck State College B.A., Moorhead State University B.S., M.Mgt., M.B.A., University of Mary M.S., North Dakota State University. Ph.D. Capella University 138

Ruth Lumb (1998) Nancy Dietz (1999) B.A., M.B.A., Moorhead State University Lecturer: Step-Up Program. Ph.D., Louisiana State University. B.A., English, University of Mary.

David MacDonald (2000) Ward Fredrickson (1990) B.S.C., M.D., University of Birmingham, Clinical Laboratory Science, St. Alexius Medical Center, Bis- U.K.D.R.C.O.G., University of London marck. L.M.C.C., Euclid Fellow, A.C.O.G. M.D., University of Iowa. M.Mgt., University of Mary. James Hughes (1980) Medical Director, Respiratory Therapy Program. Jane Pettinger (1999) Mathematics and Natural Science. B.S., M.B.A., North Dakota. B.A., M.D., University of Pennsylvania

Justin Reynolds (2001) Kim Lennick (1990) B.S., North Dakota State University Director, Radiologic Technology Program M.S.A., Central Michigan University B.S., University of Mary Ph.D., North Dakota State University. Nicholas Neumann (1982) Mort Sarabakhsh (1998) Respiratory Therapy. St. Alexius Medical Center. C.H.A., Educational Institute M.D., Wayne State University. M.S., Ph.D., . Dolores Wood (1978) Steven Scherling (2000) Clinical Laboratory Science, B.S., University of North Dakota Trinity Health Center, Minot. M.B.A., University of Arizona B.S., Minot State University D.B.A., University of . M.S., University of North Dakota.

VII. Adjunct Faculty VIII. Faculty Emeriti Rajean Backman (2003) Janet Beltran (1974-1995) Clinical Instructor, Respiratory Therapy Program, St. Alexius Professor Emerita, Social & Behavioral Sciences. Medical Center. Dan Chaussee (1979-2002) B.S. University of Mary Professor Emeritus, Nursing.

Renee Baltzer (1995) Loran L. Eckroth (1974-2000) Clinical Laboratory Science, Professor Emeritus, Music. St. Alexius Medical Center. B.S., Concordia College Father Denis Fournier, O.S.B. (1986 - 2003) M.S. University of North Dakota. Professor Emeritus, Humanities.

Jill Berntson (2006) Charles Fortney (1973-2006) Clinical Instructor, Radiologic Technology Program Professor Emeritus, Social & Behavioral Sciences. B.S., Minot State University Sister Terence Glum, O.S.B. (1970-1996) Ave B. Boschee (1990) Professor Emerita, Mathematics & Natural Sciences. Nursing, Miles City Veterans Thomas P. Johnson (1970-2000) Administration Hospital. Professor Emeritus, Education B.S., Montana State University and Academic Affairs. M.S., University of Portland. Sister Helen Kilzer, O.S.B. (1956-1993) Wayne Bruce (1995) Professor Emerita, French, Spanish and German. Director, Clinical Laboratory Science. Associate Professor of Pathology, Sister JoAnn Krebsbach, O.S.B. (1980-2008) University of North Dakota. Professor Emerita, Philosophy & Theology. B.S., University of Mary Ph.D., University of Minnesota. Mary Leetun (1993-2005 ) Professor Emerita, Nursing. Robert W. Cashmore (1983) Clinical Laboratory Science, David Nix (1971 - 2001) Trinity Health Center, Minot. Professor Emeritus, M.D., University of Minnesota. Mathematics & Natural Sciences. 139

Sally N. Olsen (1977-2002) Professor Emerita, Nursing.

Eleanor S. Wertz (1980-1996) Professor Emerita, Nursing.

Sister Kathryn Zimmer, O.S.B. (1962-66, 1976-1990) Professor Emerita, Nursing. 140

Index Academic Calendar...... 106 Bookstore...... 117 Academic Honors...... 109 Business Administration Major...... 22 Academic Life...... 106 Business Communications Major...... 35 Academic Progress...... 109 Business Education Major...... 23 Access to Records (FERPA)...... 14 Calendar...... 106 Accounting...... 21 Campus Ministry...... 114, 116 Accreditation...... Information at a Glance Campus Security...... 114 Addiction Counseling Major...... 58 Campus Visit...... 19 Adding Courses...... 107 Career and Testing Services...... 115 Adjunct Faculty ...... 138 Centers for Accelerated & Distance Education ...... 8 Administrative Staff...... 126 Challenge Examination (CLEP)...... 106 Admissions...... 16 Changes of Schedule...... 107 Deferred...... 17 Chemistry Courses...... 44 Early...... 17 Christian (Pastoral) Ministry Major...... 39 Fee...... 16 CLEP Program...... 106 Freshman...... 16 Class Attendance ...... 108 International Students...... 17 Classification of Students...... 108 Major Area of Study...... 19 Clinical Lab Science...... 72 Non-Degree...... 17 Coaching Minor...... 64 Readmission...... 19 Co-Curricular Activities...... 113 Transfer Students...... 16 Communications Major...... 35 Withdrawal of Offer of Admission ...... 18 Competence(s), University...... 9 Adult Learner Programs...... 8 Computer Information Systems Major...... 25 Advanced Placement Exam...... 106 Concentrations ...... 13 Advising...... 115 Consideration of Applicants American College Test (ACT)...... 16 with a Prior Criminal History...... 17 Anthropology Courses ...... 42 Continuing Education...... 9 Appeal Process...... 110, 111, 123 Convocations and Cultural Events...... 114 Art Courses ...... 42 Counseling Services...... 115 Athletic Training Major...... 73 Course Numbers...... 13 Athletics...... 113 Credit by Examination...... 106 Attendance Policy...... 108 Credit for Prior Learning...... 107 Auditing Courses...... 106 Credit Hours...... 106 Criminal Justice Major ...... 59 Bachelor of Arts Degree...... 11 Cultural Events...... 114 Bachelor of Science Degree...... 11 Current Charges ...... 118 Bachelor of University Studies Degree...... 11 Billings Center (CADE) ...... 8 Degree Requirements...... 10 Biology Major...... 34 Deposit, Room...... 118 Biology Education Major...... 34 Disability Services...... 115 Bismarck Center (CADE) ...... 8 Dropping Courses...... 107 Board and Room Charges...... 118 Dual Credit Program...... 9 Board of Trustees...... 125 Dual Degree Program...... 9 Books and Supplies ...... 118 Education, Coaching (Minor) ...... 64 141

Education, Early Childhood...... 64 History, University...... 4 Education, Elementary...... 64 Honors, Academic...... 109 Education, Physical...... 64 Housing Policy...... 116 Education, Secondary...... 65 Residence Halls...... 7, 116 Education, Special...... 65 Student Apartments...... 7, 116 Elders, Programs...... 9 Emerging Leaders Academy...... 102 Incomplete Work...... 108 Business...... 102 Independent Study...... 106 Healthcare...... 103 Information Technology Major ...... 26 Education...... 104 Internships (See Specific Programs) Human Services...... 104 Intercollegiate Athletics...... 113 Emeritus Faculty ...... 139 International Student Admission...... 17 Engineering Science...... 36 Intramural Activities...... 114 English Major ...... 36 Kansas City Center (CADE) ...... 8 Exercise Science Program...... 62 Language Requirement (B.A.)...... 11 Lead Facilitators ...... 137 Facilities...... 6 Learning Skills Center...... 115 Faculty...... 126 Library, Welder ...... 7 Fargo Center (CADE)...... 8 Loans ...... 121 Federal and State Grants...... 121

Fees...... 118 Management Information Systems Major...... 25 FERPA ...... 14 Major Areas of Study...... 12 Final Examination...... 108 Marketing Major ...... 23 Financial Assistance...... 120 Mart...... 117 First Year Experience ...... 115 Mathematics Major...... 37 Food Service...... 116 Mathematics, Education Major...... 38 Foreign Languages Program...... 37 Medical Technology (Clinical Lab Science)...... 72 Forensics ...... 113 Minor Areas of Study...... 12 Gary Tharaldson School of Business ...... 20 Mission, University...... 4 General Degree Information...... 10 Music...... 38 General Information...... 4 Musical Groups...... 113 Geography Courses...... 48 Goals, University...... 5 Non-Classroom Opportunities for Credit...... 106 Grade Reports...... 109 Nursing, Department of ...... 84 Grades...... 108 Occupational Therapy...... 89 Graduate Programs...... 9 Graduation Requirements...... 12 Organizations, Student...... 113 Grants...... 121 Part-time Faculty...... 134 Harold Schafer Leadership Center...... 7 Pastoral Ministry Major ...... 39 Health Clinic...... 116 Payment Policies...... 118 History Education Major...... 37 Personnel...... 125 142

Philosophy Courses...... 53 Spanish Courses...... 55 Philosophy, University...... 4 Special Education...... 65 Physical Education and Health Program...... 64 Special Programs...... 9 Physical Therapy...... 95 Special Students...... 115 Physics Courses...... 53 Sport and Leisure Management ...... 24 Political Science Courses ...... 54 Step-Up Program...... 9 Pre-Professional Concentrations...... 13 Student Activities...... 113 Prior Learning...... 8 Student Classification ...... 108 Privacy Rights of Students...... 14 Student Disability Services ...... 115 Probation, Academic...... 110 Student Government...... 113 Professional Staff ...... 130 Student Handbook...... 113 Progress Toward a Degree ...... 110 Student Health Clinic ...... 116 Psychology Major ...... 60 Student Life...... 113 Student Newspaper...... 114 Radiologic Technology Major...... 97 Student Organizations...... 113 Readmission...... 19 Student Responsibilities...... 113 Refund Policies...... 123 Student Services ...... 115 Registration...... 107 Student Support Services...... 115 Religious Education Minor...... 41 Student Volunteer Program...... 114 Resident Hall Requirements...... 116 Study Abroad, Foreign Languages ...... 37 Residence Life...... 116 Summer Sessions...... 9 Residence Life Council...... 114 Suspension, Academic...... 110 Respiratory Therapy Major...... 98

Returning Students...... 11 Testing Services ...... 115 Room and Board...... 118 Theology Major...... 41 Room Deposit...... 118 Transcripts...... 109 Transfer Credits...... 11 Satisfactory Progress for Financial Aid...... 122 Transfer Students...... 11 Scholarships...... 121 Tuition and Fees...... 118 Scholastic Aptitude Test (SAT)...... 16 School of Arts and Science...... 34 Veteran’s Benefits...... 121 School of Education and Behavioral Science...... 58 Video Courses...... 107 School of Health Sciences...... 72 Vision Statement...... 5 Science Courses...... 54 Visiting the Campus...... 19 Social and Behavioral Sciences Major...... 40 Social Studies Education Major...... 40 Withdrawal from the University...... 107,118 Social Work Major...... 61 Work Study...... 121 Sociology Courses...... 54 to Bismarck

North Entr N ance

19 18 Tennis Courts

Practice Field High

wa y 1804 16 Parking 17 Parking

15 14 13 12 Hegeholz Field 11 9 8

10 Parking

Sageway Path 7 Practice Field

Parking

5 Baseball Field 6

Parking South P En ark tranc ing e

Parking

1 4 3 Parking

2

Parking

to Annunciation Monastery

UNIVERSITY OF MARY CAMPUS MAP

1. Harold Schafer Leadership Center 5. Welder Library 10. Leach Field House 16. Casey Center for Nursing Education 2. Boniface Riverview Residence 6. Greg Butler Hall 11. Leach Center for Student Life 17. North Campus Residence Hall 3. Benedictine Center 7. Hillside Hall 12. University Hall 18. Deichert Hall for Servant Leadership 8. Richard Tschider Center for Health Science 13. Arno Gustin Hall 19. Boyle Hall 4. Boniface Hall 9. McDowell Activity Center 14. Clairmont Center 20. Gary Tharaldson School of Business 15. Harold J. Miller Center 7500 University Drive Bismarck, ND 58504 www.umary.edu