2012-2013 Undergraduate Catalog by Amber Balash

Undergraduate Catalog 2012â&#x20AC;&#x201C;2013

Presidentâ&#x20AC;&#x2122;s Welcome As a university student you are one of the privileged few in the global community to have such an opportunity to pursue higher education and an advanced degree. At Malone, our purpose is to not only provide you with such an opportunity and challenge you to reach new heights of knowledge and understanding; as a Christ-centered university we also desire that your experience here challenges you to grow in your faith and to become more deeply spiritually formed in His image. We encourage you to embrace this opportunity by exploring areas of learning and experiences such as study away programs that will broaden your knowledge of, and experiences in, the world. Our desire is that your Malone education and experience will both prepare and equip you to serve the kingdom and society in ways that may exceed your imagination â&#x20AC;&#x201C; but are in His plan for you! We encourage you to take responsibility for this learning journey while at the same time seeking out early and often your faculty, your academic adviser, and others to assist you along the way. The faculty who teach and the staff who provide support services will offer to you their knowledge and expertise. You will find us eclectic in thought and experience, yet united in our fervor for Christ-centered education. A Malone University experience has the potential to enrich you intellectually, spiritually, socially, and physically if you avail yourself of the resources provided and connect intentionally with the people who are the Malone University family. May you experience in meaningful measure the challenges of a college education as well as the encouragement and support available to you. David A. King President

Table of Contents Presidentâ&#x20AC;&#x2122;s Welcome .................................................................................Inside Cover Table of Contents ........................................................................................................ 1 Introduction to Malone/Identity and Mission Statement .......................................... 2-3 Foundational Principles/Educational Goals .............................................................. 4-6 Doctrinal Statement ..................................................................................................... 7 Community Responsibilities .................................................................................. 8-11 Community Agreement ............................................................................................. 12 Admissions ........................................................................................................... 13-16 Fee Payment Policies ............................................................................................ 17-24 Financial Aid ........................................................................................................ 25-31 Student Development ........................................................................................... 32-35 Library Services ........................................................................................................ 36 Information Technologies and Media Services ......................................................... 37 Other Student Services ......................................................................................... 38-40 Academic Policies and Procedures ....................................................................... 41-61 Educational Options and Enhancements .............................................................. 62-73 Interdepartment Courses ............................................................................................ 74 Majors and Minors ............................................................................................... 75-77 General Education ................................................................................................ 78-87 Schools/Departments and Course Descriptions ......................................................... 88 College of Theology, Arts, and Sciences ............................................................... 88 Department of Communication Arts ............................................................ 89-98 Department of History, Philosophy, and Social Sciences .......................... 99-111 Department of Language and Literature .................................................. 112-124 Department of Mathematics and Computer Science ................................ 125-131 Department of Music ............................................................................... 132-143 Department of Natural Sciences .............................................................. 144-160 Department of Psychology ....................................................................... 161-165 Department of Social Work ..................................................................... 166-169 Department of Theology .......................................................................... 170-182 Department of Visual Arts ....................................................................... 183-189 School of Business and Leadership ..................................................................... 190 Department of Business ........................................................................... 191-201 Department of Management Studies ........................................................ 202-210 School of Education and Human Development ............................................ 211-212 Department of Education ......................................................................... 213-228 School of Nursing and Health Sciences ........................................................ 229-240 Directories ........................................................................................................ 241-261 Accreditation ........................................................................................................... 262 Consortia ................................................................................................................. 263 Statements of Public Policy .............................................................................. 264-266 Contact Information................................................................................................. 267 Academic Calendar: 2012-13 .................................................................................. 268 Academic Calendar (tentative): 2013-14 ................................................................. 269

Introduction to Malone Malone University has grown from the dreams and labors of an energetic Friends couple, Walter and Emma Malone. Before the turn of the century, their concern for the education of Christian young people led them to rent a house and begin the Cleveland Bible College and, in 1957, it moved to Canton and was renamed Malone College to honor its founders. The location and the buildings were not the only things that changed. The curriculum also changed and Malone became a Christian liberal arts college. The Christian liberal arts approach, the very essence of Malone, is widely recognized today as producing exceptional graduates, not only for the marketplace, but for all aspects of life. In 1984, Malone began offering the adult degree-completion program in management, followed in 1994 by the RNto-BSN degree-completion program. In 1990, Malone expanded its offering to include graduate programs, awarding its first masterâ&#x20AC;&#x2122;s degrees in 1992. In spring 2001, a new academic structure was adopted which more accurately reflected the significant changes and growth in the institution. This structure re-grouped the academic departments into six major schools along academic disciplines. On October 3, 2008, the name of the institution was changed from Malone College to Malone University â&#x20AC;&#x201C; a capstone event to complement the prior academic reorganization with a name fittingly representative of the breadth and depth of the academic programs offered. Later in fall 2008, review of the six-school academic structure began which resulted in a new configuration effective July 1, 2010, which is outlined below. College of Theology, Arts, and Sciences o Department of Communication Arts o Department of History, Philosophy, and Social Sciences o Department of Language and Literature o Department of Mathematics and Computer Science o Department of Music o Department of Natural Sciences o Department of Psychology o Department of Social Work o Department of Theology o Department of Visual Arts o Graduate Program in Theological Studies (M.A.T.S.) School of Business and Leadership o Department of Business o Department of Management Studies o Graduate Program in Business (M.B.A.) o Graduate Program in Organizational Leadership (M.A.O.L.) School of Education and Human Development o Department of Education o Graduate Program in Counseling and Human Development (M.A.Ed.) o Graduate Program in Education (M.A.Ed.) School of Nursing and Health Sciences o Undergraduate Programs in Nursing o Undergraduate Programs in Community Health Education and Health Education o Graduate Program in Nursing (M.S.N.)

Regardless of changes in location, physical plant, academic curriculum, or nomenclature, Malone continues its firm commitment to educational experience based on biblical faith. This does not imply that the Bible is used as a textbook in every class. But it also does not imply that Malone courses lack crucial scholarly ingredients that would be found in comparable courses at secular institutions. Sometimes those crucial ingredients may even include investigation of topics and opinions which conflict with biblical teaching and campus behavioral expectations. Students should anticipate that their own personal understandings of truth may be questioned and stretched, perhaps to the point of discomfort throughout the educational process. The end result of such significant tension will hopefully be the acquisition of solid belief that is genuinely “owned” rather than “inherited” or taken for granted. Personal interaction with professors and advisers is critical and strongly encouraged during such times of inquiry into the dynamics of faith and learning. Faculty members, who recognize Jesus Christ as their Lord and Savior and are committed to integration of a biblical world view into the curriculum, can play vital roles in helping students to forge connections between what they are learning about the world and how they are living in it. Malone University, an institution of higher learning with an “added value,” is committed to the liberal arts approach with emphasis upon communicative, investigative, and interpretive skills in developing the whole person, physically, mentally, spiritually, and emotionally. Malone students have opportunity through this type of learning to know and understand themselves and the world around them. And they are capable of articulating this knowledge and understanding to others. That is why many of our more than 18,800 alumni are individuals who excel in a wide variety of occupations and who extend their commitment to the Malone University motto, “Christ’s Kingdom First,” to local, national, and international levels. The University enjoys a unique relationship with its affiliated denomination, the Evangelical Friends ChurchEastern Region and the community. Faculty, staff, and students represent approximately 40 denominations. This diversity provides for a greater understanding of the breadth and depth of Christian thought. Malone, a Christian university for the arts, sciences, and professions in the liberal arts tradition, invites you to join its community in discovering and understanding the mind of Christ, His world, and your place of service in it.

Identity and Mission Statement Malone University is a Christian university for the arts, sciences, and professions in the liberal arts tradition, affiliated with the Evangelical Friends Church. The mission of Malone University is to provide students with an education based on biblical faith in order to develop men and women in intellectual maturity, wisdom, and Christian faith who are committed to serving the church, community, and world.

Foundational Principles We are called to seek Christ's Kingdom First. A Christian university for the arts, sciences, and professions, Malone University grounds its educational mission in the biblical call to seek Christâ&#x20AC;&#x2122;s kingdom first in all things. As we work out our calling, we put into action foundational principles that reflect our Christian faith, our Evangelical Friends heritage, and our desire to seek truth. These foundational principles help guide our work over time in the face of changing external exigencies and are the means by which we articulate what is and has been intrinsically important to the institution. A. We cultivate the life of the mind by pursuing and witnessing to the truth. The academic life of Malone University falls under a broader goal of seeking truth in all areas, including the humanities, arts, sciences, social sciences, personal health, theology, and the professions. We value and foster intellectual breadth and virtue, believing that individuals who seek Christâ&#x20AC;&#x2122;s kingdom first are called to embark on a lifelong process of learning. The quest for knowledge and truth enables us to be better stewards of Godâ&#x20AC;&#x2122;s creation. As people who are being transformed by Christ, we witness to the truth in many ways, such as engaging in research, scholarly inquiry, and professional endeavor; working for justice; and strengthening community life. B. We are called to know Christ and make Him known through the integration of learning and faith. We believe that faith and knowledge are inextricably bound to one another and should not be compartmentalized or fragmented. Professors and students at Malone examine what the Christian faith has to say about a given discipline and what that discipline has to say about the Christian faith. These actions stem from our belief that Christ is known not only through Scripture, the workings of the Holy Spirit, and tradition, but also through the pursuit of knowledge. We are called to make Christ known through scholarship in our individual disciplines, evangelism to our community, and service to others. These actions reflect our conviction that a Malone education should equip students to fulfill their callings. Therefore, we nurture intellectual curiosity, creativity, critical thinking, compassion, and spiritual growth. C. We are shaped by and draw upon our Christian and institutional heritage. Our educational mission is rooted in our understanding of the historic Christian faith. This broad Christian tradition provides us with a Christocentric perspective of intellectual inquiry and engagement with the world. Consistent with evangelicalism, the university has maintained its concern for biblical faith, proclamation of the gospel, and service to local and international communities. Shaped by our holiness and Friends heritage, Malone is an institution that values piety, concern for ordinary people, and experiential activism. From its founding, Malone University has welcomed staff members from different Christian denominations and traditions, enriching the resources of the university. The dialectics that emerge from these diverse perspectives compel us to an ongoing process of communication with one another and the community at large. This variety of Christian experience offers a basis for openness in the learning process, critical examination of worldviews, and cultivation of individual spiritual journeys. D. Because we are called to love our students, we intentionally focus our work on promoting their intellectual, spiritual, and social growth. The congenial and collegial atmosphere at Malone reflects a theological and intellectual commitment by the faculty, staff, and administration to educate and disciple our students in ways that challenge their intellect, encourage their faith, and develop their character. We hold that learning flourishes in a community where people draw upon Scripture, tradition, reason, experience, and inquiry through thoughtful conversation and active relationships with others. The relationships that are formed between members of our campus community and students foster a dialogical process that reflects this belief that learning is not a solitary activity, designed for self-interested ends.

E. We live and learn in a community that manifests and develops concern for others. As a university community we are called to learn from one another, develop relationships, and work out our vocations in ways that demonstrate concern, accountability, respect, and humility. We extend these principles to the larger community and the world as we examine and endeavor to promote justice, civic responsibility, peace, and reconciliation. Through outreach, evangelism, and service we desire to witness to the love and grace of Christ. We emphasize corporate worship, prayer, study of Scripture, and other spiritual activities to prepare ourselves for learning and service, as well as to nurture and strengthen the spiritual life of the community. Godâ&#x20AC;&#x2122;s grace is evident in our communal life as we seek to live out this calling in a broken world.

Educational Goals As an academic institution in the Christian tradition of the Evangelical Friends Church, Malone University is committed to intellectual enrichment in the context of Christian faith. We strive to provide an education that produces graduates with a love of truth and a vibrant, mature faith. Our intent is that students attain the wisdom, knowledge, and skills necessary to serve, engage, and transform the communities in which they live and work. To this end, we provide the curricular and co-curricular context in which to pursue the following educational goals. A. Understand and critically engage those bodies of knowledge and cultural influences that have shaped the world. Meeting this goal requires that students 1.

understand, appreciate, and engage the intellectual traditions and social influences that shape American culture;

understand, appreciate, and engage diverse views and cultures, including international perspectives;

develop an enriched understanding of the nature of human identity, development, and behavior;

comprehend central concepts and employ key methods of inquiry of the natural and social sciences, fine arts, and humanities.

B. Understand the biblical, historical, and theological foundations of the Christian faith. Meeting this goal requires that students 1.

know the central content and themes of the Bible, as well as key methods of biblical study;

understand the main contours of Christian history and theology, including those central to the Evangelical Friendsâ&#x20AC;&#x2122; heritage;

understand and respond to Christian approaches to ethical and social issues inherent in learning and living.

C. Think critically and creatively and communicate effectively in multiple contexts. Meeting this goal requires that students 1.

read and listen to the ideas of others with understanding and discernment;

develop the reasoning skills necessary to evaluate and construct arguments well;

become proficient in problem solving, using both quantitative and qualitative approaches;

speak and write clearly and effectively;

develop skills in creative thought and expression.

D. Attain expertise in at least one profession or academic discipline and lay the foundation for meaningful work or further studies at the graduate level. Meeting this goal requires that students 1.

understand the content, methods, and assumptions of their chosen field(s) of expertise;

explore interdisciplinary connections between their chosen field(s) and other disciplines;

understand their personal aptitudes, gifts, and limitations, as they discern their vocational callings;

develop the ability to gather and reflect on relevant information and use technological resources;

apply specialized knowledge and skills constructively in collaboration with others.

E. Explore the implications of the Christian faith for all areas of living, including intellectual, spiritual, and community pursuits. Meeting this goal requires that students 1.

read and think about the relevance of Christian faith to academic and vocational inquiry;

develop wisdom and appreciate the value of thoughtful reflection throughout a lifetime of learning;

understand and consider a lifetime commitment to follow Jesus Christ as Savior and Lord;

develop relationships characterized by love, compassion, and service to others;

recognize the ways in which a Christian view of human life encourages the pursuit of integrity, wellness, and stewardship of all the gifts and resources entrusted by God;

be challenged to embrace Godâ&#x20AC;&#x2122;s call by serving as agents of justice, reconciliation, peace, and

Doctrinal Statement (Taken from Article IV of the Constitution) Malone University particularly declares its faith in the following Christian beliefs: One God, eternally existent in three persons: Father, Son, and Holy Spirit. The deity of Jesus Christ, in whose person are united the divine and human natures so that He is truly both God and man; His virgin birth, sinless life, miracles, vicarious and atoning death; His bodily resurrection and ascension to the right hand of the Father, and His personal return in power and glory. The present ministry of the Holy Spirit convincing sinners of sin and regenerating, sanctifying, guiding, and empowering believers. The plenary inspiration of the Scriptures, their essential unity, and their inviolable authority. The fall of man through the sin of our first parents; the death and hopelessness of man apart from the work of redemption wrought by Jesus Christ. Reconciliation with God through the sacrificial death of Jesus Christ by repentance for sin and receiving of forgiveness and new life by faith in Jesus Christ as Savior. Sanctification of the reconciled believer through the operation of the Holy Spirit by the complete dedication of believers to God and the receiving by faith of cleansing from enmity against God; by walking in daily obedience as true and fervent disciples of our Lord Jesus Christ and growing more like Him in maturity of character; and by following the guidance of the Holy Spirit and receiving His empowerment for continuous victory over sin and for service unto God. Our obligation to proclaim the gospel of Jesus Christ, making disciples of all men everywhere. The spiritual unity of all believers in our Lord Jesus Christ. The immortality of the soul, the resurrection of the body, the final judgment of the world by our Lord Jesus Christ, resulting in the eternal fellowship of the righteous with God, and the eternal separation of the wicked from God.

Community Responsibilities The Malone Community Malone is more than just an organization; it is a community of persons which includes administrators, faculty, support staff, and all students enrolled in any of the classes offered by the University on its campus. We recognize that our students represent a wide range of backgrounds, attitudes, needs, and goals. Therefore, as a distinctively Christian university in the liberal arts tradition, Malone views each person as an individual with certain responsibilities to the University community. These responsibilities are based upon three assumptions to which we are firmly committed. First, individuals are Christian by virtue of the grace of God (Ephesians 2:8,9) and their commitment to Jesus Christ as Lord. Second, while Christians have a sincere desire to mature both in insight and behavior, we recognize that there exist levels of maturity in a Christian academic community such as Malone. Third, some students who choose Malone may not agree with some of these stated community responsibilities. However, since all students are part of the community, all are expected to act responsibly toward the community. If the conduct of any member of the Malone community is found to be detrimental either to his/her own personal development or to that of other members of the community, we will seek to aid that member. However, if that member shows serious or continued violation of responsibility, the University will dismiss that member from the community. Malone strives to help its students develop into mature Christian men and women who are equipped to meet all of life head-on. While we seek to strengthen each member of the community, we realize that not all, whether Christian or not, can fit into the Malone community. For those who cannot, there are educational opportunities elsewhere. For those who can, the opportunity here can be of unlimited value.

General Principles While we realize that it is impossible to create an academic community whose behavioral norms will be acceptable to every person, we believe that it is important to formulate certain behavioral expectations so that the objectives of Malone University can be met. It is therefore assumed that an individual who has voluntarily chosen to join the Malone community will strive to exhibit the following modes of behavior characteristic of a mature person. Malone students will: 1. 2. 3. 4. 5.

seek to develop as whole persons by growing academically, physically, socially, and spiritually. pursue excellence in their work and study, will use resources and will take advantage of enriching opportunities with diligence and perseverance. continually assess their growth and will strive for positive change within the community. be free to consider the broad range of human opinion and ideas without engaging in the whole range of human behavior. assume responsibility for their behavior and its effect on other persons.

6. 7.

be concerned about the welfare of other persons within the community and the welfare of the community as a whole. realize they are part of a community with a strong Christian tradition and they must respect that tradition while exercising freedom to review and evaluate it.

Biblical Principles Malone University recognizes that biblical principles are the standard for individual behavior and community life. 1.

We are commanded to love God with all our heart, soul, and mind (Matthew 22:37). a. A person enters into relationship with God through a personal commitment to His Son Jesus Christ (John 14:6, I Timothy 2:5). b. Life within a Christian community must be lived to the glory of God in all things (I Corinthians 10:31). c. Love for and accountability to God are the primary motivation for Christian conduct. The forgiving character of His love and grace provides the model for forgiveness in the growth process (John 14:15, I Peter 2:24). d. Each member individually and the community collectively are responsible for the effective stewardship of abilities, opportunities, and institutional resources (Matthew 25:14-30, Romans 12:3-8).

We are commanded to love our neighbors as ourselves (Matthew 22:39). a. Consistent with the example and command of Jesus Christ, love must be the determining factor in a Christian’s relationships with others. This love will vary in its expression – compassion, service, rebuke, discipline, etc. – with a view to the recipient’s ultimate welfare (Romans 12, Galatians 6:1-10). b. While Christians must ultimately decide what behavior is appropriate for them individually, the limiting of some individual liberties is necessary to attain common goals and ensure harmonious community life (Romans 14:1-13, Matthew 7:12).

Attitudinal and Behavioral Expectations Student Code of Conduct In addition to the preceding biblical principles, all members of the Malone University community are expected to live up to the following: 1.

Scripture commends certain qualities as good and right and are therefore to be encouraged. These include love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, self-control, honesty, forgiveness, humility, service to others, non-discrimination, fairness, and studiousness. It is also recognized that Scripture condemns such sins of attitude as greed, jealousy, pride, lust, and hatred. Although these may be more difficult to discern, they lie at the heart of barriers to the relationship between a person and God and they can lead to unacceptable behavior. Similarly, there are certain actions that are expressly prohibited in Scripture and that will not be tolerated for members of the Malone community. These include theft, dishonesty, gossip, profanity, vulgarity, sexual promiscuity, adultery, homosexual activity, premarital sex, drunkenness, immodesty of dress, and occult practices.

Members of the Malone community are expected to uphold the laws of the local community, the State of Ohio, and the nation, except on those rare occasions when obedience to the governmental authorities would require behavior in direct conflict with the teaching of Scripture. In this latter case, the individual would submit voluntarily to the legal penalty for the behavior. Criminal violations of any kind occurring on or off campus are subject to review within the Malone community for potential disciplinary action.

The following, while not exhaustive, provides guidelines for other behaviors which are prohibited on campus or at University-sponsored events: 5.

6. 7. 8.

9. 10.

11. 12.

13. 14.

15. 16. 17. 18. 19. 20.

21. 22.

Conduct, which substantially disrupts, impedes, or interferes with the operation of Malone University. This includes, but is not limited to, disobedience of, or noncompliance with, a directive or order of a member of the administration, faculty, peace officer, school safety officer, or other school authority when such disobedience or noncompliance can reasonably be anticipated to result in disorder, disruption, or interference with the operation of Malone University, or adversely affect the good standing and reputation of Malone University. Conduct which substantially infringes on or invades the rights of others Intentionally or recklessly endangering or threatening the life or physical safety of others or self. Refusal to provide proper identification upon request by a University official or staff in the performance of their duties. Students are expected to carry their ID cards at all times and to present them upon request by University officials. Theft, willful damage, or vandalism of the University or personal property. Possession or use of firearms, explosives, fireworks, dangerous chemicals or noxious devices, or other dangerous weapons or any other object in a menacing or threatening manner on University-owned or controlled property or at any University event. Unauthorized entry or use of University facilities or property. Possession or use of alcoholic beverages or any controlled substance or the misuse of prescription medications while on campus or at any University event. Likewise, the possession of empty alcoholic containers on campus is prohibited. For further details, refer to the Malone University, “Substance Use and Abuse Policy for Employees and Students.” The underage possession or use of alcohol off campus is prohibited. The practice of “hazing” of any form for the purpose of initiation into any recognized or non-recognized University team or organization. Disruptive misconduct which impedes the development of a safe, healthy environment including, but not limited to, intimidation, use of obscenities and profanities, open defiance of University officials or policies, or noncompliance with University traffic regulations. Wearing inappropriate dress or articles of clothing on campus. Any violation of the Guidelines for Student Dress found in the Student Handbook. Intentionally or recklessly misusing or damaging fire or other safety equipment. Misrepresenting information or furnishing false information to the University. Forgery, alteration, misrepresentation, counterfeiting, or misuse of any University document including University ID cards or unauthorized possession or duplication of University keys. Appearing on University premises or at University-sponsored events manifestly under the influence of a controlled or other intoxicating substance. Intentional or reckless interference with or disruption of University technology services or resources (e.g. computer disk storage, data, software, voice communications), unauthorized use, misuse, abuse, alterations, disclosure or destruction of University technology services or resources or any misuse or tampering with University telephones. Possession or viewing of pornography in any form. Sale or transfer by any means of property one knows or has reason to believe is stolen.

23. In addition to the explicit teaching of the Scripture and the laws of the land, the members of the Malone community freely and willingly choose to impose upon themselves the following rules of behavior. Although these rules are not viewed as absolute standards by all Christians, they are held out of the belief that they serve both the good of the individual and institution. Every person who joins this community is required to acknowledge that he/she is subject to these rules. Serious or repeated violations will result in severance from the community. a.

b. c. d. e.

The University recognizes the danger to oneâ&#x20AC;&#x2122;s physical and/or psychological well-being in the use of certain products. The use of tobacco, alcoholic beverages, hallucinogenic drugs (including marijuana), or narcotics (not authorized by a physician) is therefore vigorously discouraged for members of the Malone community. Under no circumstances are the above to be used, possessed, or distributed on campus or when attending any University-related activity. For further details, refer to the Malone University â&#x20AC;&#x153;Substance Use and Abuse Policy for Employees and Students.â&#x20AC;? Gambling is viewed as an unwise use of God-given resources and therefore is not permitted in any form. The use of any kind of demeaning gesture, threat of violence, or physical attack directed toward a person, or the vandalism of property is inappropriate to a Christian or civic community and is not permitted. Consideration for others and standards of good taste are prime concerns within the Malone community. Therefore, the display of affection in public and/or lounges must be within these limits. While Sunday is set apart for worship, rest, and recreation, the Malone community believes that every day should be lived to bring honor to the Lord. Chapel attendance is required for collective spiritual and educational growth. In developing disciples, we acknowledge that true liberty is not so much freedom from regulations as freedom for disciplined living. Our freedom is for the purpose of glorifying God and living for others. Because of the obvious conflict with the Christian faith, any form of occult practice is not permitted. This would include, but is not limited to such things as seances, tarot cards, Dungeons and Dragons, Ouija boards, etc.

Community Agreement The faculty and staff of Malone University are dedicated to the person of Jesus Christ and to the belief that the principles and practices set forth in the Holy Scriptures will enhance and be evident in the life of every person who seriously embraces the Christian philosophy. Malone University is committed to the total development of each student and seeks to provide a nurturing environment for spiritual, academic, and social growth. Enrollment privileges are extended to any person who academically qualifies and is willing to accept the Universityâ&#x20AC;&#x2122;s lifestyle expectations regardless of race, creed, color, or denominational preference. In order for any community to function effectively, it is necessary for that community to establish behavior expectations that govern its members. Therefore, in addition to the biblical principles that provide essential guidelines for effective living, Malone University discourages the use of (and prohibits the unlawful use of ) tobacco and alcoholic beverages, including non-alcoholic beer. The University prohibits the possession, use, distribution, purchase, or sale (or solicitation of purchase or sale) of illegal or unauthorized drugs, controlled substances, drugrelated paraphernalia or alcohol, or being under the influence of any such substance, while on University property, while conducting University business, while engaging in University-related activities, or while operating or riding in University-supplied vehicles; or any other violation of the â&#x20AC;&#x153;Malone University Substance Use and Abuse Policy for Employees and Studentsâ&#x20AC;? or any related rules or regulations. Students are required to abstain from sexual misconduct, from any violent behavior or threats of violence (to self or others), and from gambling, profanity, vulgar behavior, unlawful harassment, or any other improper conduct. The University acknowledges that every adult has the right and responsibility to establish his or her personal lifestyle, but that lifestyle cannot conflict with the standards established by the Malone community. Campus lifestyle expectations are not an attempt to legislate Christianity and are not to be considered moral absolutes; however, it is the conviction of the University that they are valid expressions of a Christian community. Chapel is an integral part of the Malone University experience, and every student is required to attend chapel services. Each student is encouraged to also become involved in the services of one or more of the local churches.

Conclusion As an educational institution, Malone University seeks to fulfill its mission of developing the whole person. In so doing: 1. 2. 3. 4.

We affirm our dignity and worth as creatures of God. We accept the Lordship of Jesus Christ as ultimate authority. We value the uniqueness and benefits of the Christian academic community. We express a deep concern for individual growth and view discipleship as the highest calling.

Admissions Admissions Criteria Malone University welcomes applications for admission from qualified high school graduates who want to attend college in an atmosphere of high academic standards and evangelical Christianity. Admission to Malone is based upon an objective evaluation of an applicantâ&#x20AC;&#x2122;s credentials with emphasis on high school grade point average, class rank, standardized test scores, and depth of high school courses. Malone admits students of any race, color, religion, sex, and national or ethnic origin who meet the academic requirements.

Campus Visit Students interested in attending Malone are encouraged to visit the campus with their families where they can meet with admissions counselors, talk with Malone students, and discuss academic programs with faculty members. Students and parents may sit in on classes and tour the campus. A campus visit will provide other helpful information in the decision-making process. Students who are planning to visit overnight are asked to give advance notice to the Admissions Center so that arrangements may be made. Please contact the Campus Visit Coordinator to make arrangements.

Admissions Standards Admission to Malone is based on the applicantâ&#x20AC;&#x2122;s high school curriculum, grade point average, post-high school academic work, standardized test scores, motivation, maturity, and other personal qualifications. Admission is based upon a composite view that is provided by a completed application to the University along with the high school transcripts and standardized test score. General policies are as follows: 1.

2. 3.

The required distribution of high school credit units is 4 units of English with emphasis on composition, 3 units of mathematics (including Algebra I, Plane Geometry and Algebra II, 3 units of science (including a laboratory science), 2 units of social studies, one unit of history, 2 units of a foreign language, one unit of visual or performing arts, and at least 2 academic electives. Additional units in mathematics and science are recommended for students who plan to enter programs in computer science, mathematics, natural sciences, or nursing. An adult whose high school preparation is incomplete may be admitted on the basis of the General Education Development Test, providing the average standard test score is at least 450 (53 under old standards) with no one score below 410 (48 under old standards). Additional tests may be requested. Students whose previous academic programs or achievements have not been satisfactory, but whose test scores and other qualifications indicate probable success in college, may be granted admission on condition or probation. The final decision rests with the Director of Admissions. A personal interview may be required for students admitted on condition or probation.

Honors Admission Applicants who have a cumulative grade point average of 3.6 or higher and score a 26 ACT Composite (1170 SAT combined critical reading and math scores) or higher, will receive an honors admission status. Honors admits will be invited to apply for the Malone University Honors Program.

Conditional Admission Students whose academic background is described by item number four listed under Admissions Standards and who have not attended college prior to applying to Malone, may be granted conditional admission. Students with this status will be required to agree to and sign an Enrollment Contract. This contract specifies certain course choices, semester hour limits, class attendance, peer tutoring, study skills workshops, and grade point average requirements that are designed to enhance the success of enrollment. Continued enrollment at the University beyond the first semester is based on a 2.00 or higher grade point average.

Probational Admission Transfer students whose college/university cumulative grade point average is below 2.0 on a 4.0 scale will, if accepted at Malone, be given the status of probationary admission and will be subject to the Malone academic probation policy.

Post-Secondary Enrollment Option Malone University is participating in this program. All students enrolled in an Ohio public or chartered high school are eligible to request admission to this program. Space is limited. Contact the Admissions Center for information.

Application Process We have a rolling admissions process. It is recommended that applications be filed by March 1 in order for applicants to receive the fullest benefits of financial aid, housing, and registration. Once an applicantâ&#x20AC;&#x2122;s file is complete, it is evaluated and considered for admission. Written notification of the results will be made immediately.

Admissions Procedures Students who apply for admission to Malone make a mature decision about a University that expects high standards in return for a quality educational opportunity. Prospective students are required to sign the application for admission and also the Community Agreement of the University (included on the application). In order to make application to Malone, applicants should complete the following steps according to their classification: New Freshmen No previous college/university experience (excluding Post-Secondary Enrollment Options Program) 1. 2.

Complete and return the application form. Students may also apply on-line at www.malone.edu. Include a non-refundable $20.00 application fee (waived for online application).

Request an official transcript including class rank, grade point average, proficiency test results (Ohio residents), and test scores from the current high school or high school from which the applicant was graduated. All applicants must take the ACT or SAT and have results sent to Malone. High school guidance counselors can furnish complete information on testing programs. Applicants out of high school for more than two years who have not taken these standardized tests are not required to do so. However, if the tests were taken while the applicant was in school, scores are requested. Other standardized tests may be requested.

Home-Schooled Students 1. 2. 3. 4. 5.

Complete and return the standard application form. Students may also apply on-line at www.malone.edu. Include a non-refundable $20.00 application fee (waived for online application). Submit a transcript of courses, credits, and grades. If applicable, any supporting documents such as reading lists may be included. Transcripts from any post-secondary coursework must also be submitted. Submit an official ACT or SAT score. Home-schooled students are eligible for any of Maloneâ&#x20AC;&#x2122;s meritbased scholarship and grant programs.

Transfer and Transient Students 1.

A transfer student must complete and return an application form with the non-refundable $20 application fee (waived for online application). In addition, a transfer applicant must provide an official transcript from each institution attended beyond high school and a transfer reference form from the last institution attended. Failure to report prior college/university attendance or furnish official transcript(s) cancels all enrollment privileges. This also applies to Post-Secondary-Enrollment students. (See Transfer Students.) If attending another college or university and desiring to take a course at Malone, the applicant must request a transient letter from the college or university in which the applicant is currently enrolled stating the applicant is in good standing and authorized to enroll in the special courses at Malone.

International Applicants Before applying for admission to Malone University, international students must have successfully completed secondary education requirements or anticipate completion the semester preceding entrance to the University. Admission to Malone University is selective. To be considered for admission, a student should submit the following materials: 1. 2.

A completed Malone application form: jics.malone.edu/ICS/Admissions/Admissions_Homepage.jnz Certified copies of original records and transcripts mailed by the registrar of each secondary school, college, or university attended, accompanied by certified English translations of the same documents, if the originals are not in English. (English translations are not acceptable without copies of the original language documents.) o Foreign transcripts must be evaluated prior to enrollment at Malone. Malone recommends evaluations from either Foreign Credit Services of America (FCSA) or the World Education Services (WES). FCSA: visit their website at www.fcsa.biz or request an evaluation directly from them at Foreign Credit Services of America (FCSA), 1910 Justin Lane, Austin, TX 787572411, USA. Telephone # 512-459-8428, Fax # 512-459-4565.

WES: visit their website at www.wes.org or request an evaluation directly from them at World Education Services, Inc. (WES), PO Box 745, Old Chelsea Station, New York, NY 10113-0745, USA. Telephone # 212-966-6311, Fax # 212-966-6395. o Upon receipt of the evaluation of transcripts from FCSA or WES, Malone University will determine which credits will be applied toward a degree. o Students who have earned university-level course credits in a foreign country comparable to the course credits in the United States system must transfer those credits to Malone University. 3. The results of the Scholastic Aptitude Test (SAT I) or Academic College Test (ACT) for students for whom English is the primary language. Scores must be sent directly from the testing agency. Malone University's test codes are 3289 for ACT and 1439 for SAT. 4. The results of the Test of English as a Foreign Language (TOEFL) for applicants for whom English is not the native language. Scores must be sent directly from the testing agency. Malone University's test code for the TOEFL is 1439. Please note the following requirements: o Paper-Based Total: 550 o Computer-Based Total: 213 o Internet-Based Total: 79-80 5. Two reference forms from teachers, pastors, etc. 6. A signed and notarized Affidavit of Support from a parent, guardian, or sponsor. 7. If accepted, a $2000 US deposit is required in advance of issuance of the I-20 for receipt of a student VISA ($200 deposit if Canadian citizen or a U.S. resident). The deposit is necessary in order to reserve housing and register for classes. Upon receipt of the student VISA, travel arrangements may be initiated. Also, please note that Malone University requires full payment for each semester before classes begin. Scholarships may be available on the basis of academic, music, or athletic merit. Financial Aid awards continue for the typical length of time required to complete a degree program, as long as the student remains in good academic standing and is in compliance with the Malone University Community Agreement. The United States Department of Homeland Security (DHS) maintains a web site with information regarding international students, visas, passports, and other important items. The link for this site is www.ice.gov/sevis/students/. Please know that the DHS charges a fee to any international student applying for a visa. The fee will be collected by mail or credit card via the Internet. This fee must be paid before applying for a visa to enter the United States. All New Students 1. 2. 3.

Students admitted will schedule a time period previous to orientation to meet with an adviser from the Office of Advising and Testing for pre-registration of courses. A Fall Orientation Program under the direction of the Office of Student Development will be held in the fall prior to classes. Detailed information will be sent to the student during the summer. All applicant material should be sent to: Director of Admissions Malone University 2600 Cleveland Ave NW Canton OH 44709 Telephone: 330.471.8145 TOLL FREE: 1.800.521.1146 E-mail: admissions@malone.edu www.malone.edu

Fee Payment Policies Malone University makes every effort to keep costs at a minimum while maintaining adequate facilities and a high level of instruction. Student fees do not cover all the operational costs of the University. To make up this difference, the University depends upon the generous gifts and contributions of its supporting churches, communities, alumni, and friends. The Board of Trustees reserves the right to make necessary adjustments in fees at any time but intends to give notice by April 1 of any fee change.

The Price of the 2012-13 Academic Year (Traditional Undergraduate) The estimated annual cost for a full-time student is as follows: Block tuition: 24 to 36 credit hours

$23,860

Comprehensive Fee

676

Student Health Insurance (non-athlete)

210

Commuting Student Total Room and Board (Carte Blanche Meal Plan) Resident Student Total

$24,746 8,454 $33,200

(plus approximately $930 for books/supplies; $1200-1350 for transportation costs and additional fees from the preceding list as applicable)

Enrollment Deposit An enrollment deposit of $200.00 is required for all first-time freshmen, transfer undergraduates, and re-admitted students applying for Fall or Spring semester. The Enrollment Deposit allows the University to develop the student's class schedule. For a student planning to live in University housing, the Enrollment Deposit secures a place in a residence hall; $100.00 of the Enrollment Deposit will be retained as a housing Security Deposit. Finally, for all new freshmen and transfers who begin in Fall semester, $20.00 of the Enrollment Deposit will be applied to the New Student Orientation. Any balance will be credited to the student's first University bill. The Enrollment Deposit is non-refundable after May 1 for the Fall semester and November 1 for the Spring semester.

Fee Schedule for 2012-13 Academic Year (Traditional Undergraduate) Block (Full-time) Tuition: $11,930 per semester for 12 to 18 credit hours Part-time/Overload Tuition Rate: $435 per credit hour â&#x20AC;&#x201C; 1. 2.

for 0.5 to 11.5 hours for each hour in excess of 18

Summer Tuition Rate: $355 per credit hour (see summer schedule of classes for complete summer fees) Malone Transition to Teaching (MT3) Rate: $435 per credit hour (FT or PT) See Graduates for additional information on discount policies. Room: $2,206 per semester* *Private room available for an additional $500 per semester. Carte Blanche Board Plan: $2,021 per semester 14-Meal Board Plan: $1,917 per semester 10-Meal Board Plan: $1,812 per semester See Student Development for board (meal plan) descriptions. Important Notice â&#x20AC;&#x201C; the fees listed below and following are non-refundable. Comprehensive Fee: $338 per semester for 12 hours or more; $169 per semester for 8-11.5 hours Other Fees (including, but not limited to):

Academic course fees (as required)

10-400

Add/Drop a course

Application

Applied Music

Credit by examination (per exam) (+$30 per credit hour passed)

Graduation

Late registration

150

Nursing Lab/Clinical/Test/Course Fees: NURS 213, 214, 313, 314, 413, 414

370

NURS 462 (NCLEX-RN course fee)

400

Nursing Pinning Fee Online Distributed Learning Tuition Fee, per course

75 120

Parking (included in Comprehensive Fee)

Resident Student Room Reservation (returning residents)

100

Student Health Insurance* – per year

210

Student Health Insurance* – Spring only

175

Student Health Insurance – Athletes, per year

250

(*may be waived if covered by parental insurance; athletes excluded) Student Teaching (additional fees for international placements)

250

Withdrawal from the University

100

(or 5% of direct costs as determined in the financial aid calculation, whichever is less)

Payment Plans (Traditional Undergraduate) All charges are due and payable at the time of registration for each semester unless one of the following alternative payment plans is elected: a.

Full Payment Plan – Payment is due in full at the start of each semester. Fall bills are mailed in mid-July with an August 3 due date; spring bills are mailed in mid-November with a December 3 due date. Any adjustments to the account will be reflected on the next month’s bill and may require an additional payment due as indicated on the tuition bill. 10-Month Payment Plan – Tuition bills are generated and mailed monthly, starting in mid-July for the fall semester and continuing through the spring semester with the last bill due in May. Due dates are the 3rd of each month and will be indicated on each monthly bill. A return remittance advice and envelope will be provided with each bill. Monthly bills will reflect any adjustments to the account which may change the amount due. There is a $35 per semester participation fee for the monthly billing plan. Business Deferred Plan – This plan allows the student to defer payment of tuition that is reimbursable by his/her company. To qualify, the student must provide a copy of the company reimbursement policy and verification of personal eligibility. There is a $35 per semester participation fee. Those charges that are not reimbursable by the company must be paid by the student using one of the payment plans listed. Company reimbursement is due within 30 days of the completion of EACH class. The student will be held responsible for payment if company reimbursement is delayed beyond thirty days. Registration for future semesters may not be permitted if reimbursements are not current.

Late Payments – Late first payments each semester (August 3 and December 3 due dates) will subject the student to loss of classes and housing. All other payments made late or for less than the amount billed will be charged a $40 late fee. Note: The University will not release grades, transcripts, diplomas, or teaching licenses until all accounts are settled. All charges must be paid in full before graduation. All accounts must be paid in full before enrollment in another semester is permitted. Interest may be charged on any unpaid balance. The University reserves the right to use collection agencies and/or take appropriate legal action to collect any unpaid tuition and fees owed to the University. All associated collection costs will be the responsibility of the student.

Fee Schedule for 2012-13 Academic Year (Malone Management Program) Tuition and fees include charges for tuition, books, materials, library, parking (if applicable), and graduation. MMP-Ground

MMP-Ground

Per Trimester

Enrollment Deposit*

n/a

Tuition @ $485 per hour

$5,820

17,460

$5,820

17,460

Books and Materials

350

1,050

350

1,050

Administration Fees

225

Technology Fee

390

1,170

$6,275

$18,825

$6,635

$19,905

$75

Per Trimester

MMP-Online

Fee

Total

MMP-Online

n/a

Total $75

* Non-refundable; applied to first trimester fees

Payment Plans (MMP) a. b.

Full Payment Plan – Full payment at the Orientation Meeting results in a 5% discount on ground tuition: $17,952. Full payment prior to accessing the first course results in a 5% discount on online tuition: $19,032. Trimester Plan – The trimester amount (see above table) is paid at the beginning of each trimester with payment for the first trimester due at the Orientation Meeting for the ground program or prior to accessing the first course for the online program. (Enrollment Deposit will be deducted from the first trimester fees.) Monthly Payment Plan – The total cost of the ground program is divided into 14 payments: $1,340 due at the Orientation Meeting, followed by 13 monthly payments of $1,345 each. The total cost of the online program is divided into 14 payments: $1,450 due prior to accessing the first class, followed by 13 monthly payments of $1,420 each. For both ground and online, there is a $25 participation fee each trimester for this plan. (Enrollment Deposit will be deducted from the total charges.) Employer Reimbursement Plan – This plan allows the student to defer payment of tuition and fees that is reimbursable by an employer. The student must provide a copy of the employer reimbursement policy and verification of eligibility. There is a $25 participation fee each trimester for this plan. Those fees not reimbursable by the employer must be paid using one of the payment plans listed immediately above. Employer reimbursement is due upon receipt of each grade card. The student is responsible for payment if the employer reimbursement is delayed beyond thirty days of issue date for each grade card.

Fee Schedule for 2012-13 Academic Year (RN/BSN) Fee

Explanation

Enrollment Deposit

Non-refundable [applied to first semester fees]

Tuition

36 credit hours @ $545/hour; Initial $2,751; $5,503 each of 3 semesters after

Course Fee: $250 x 11 courses

Cost 125

19,620

Includes texts, syllabi, standardized testing, Center for Study & Testing services

2,750

Clinical/Lab Fee

$325/each for 3 courses with clinical component

975

Graduation Fee

Includes Pinning Ceremony

100

Total (w/o application fee)

$23,570

Payment Plans (RN/BSN Students) a. b. c.

Full Payment Plan – Full payment at the Organizational Meeting results in a 5% discount on tuition; total = $22,589. Semester Plan – One-fourth of the total ($5,861.25) is due at the beginning of each semester. Monthly Payment Plan – Pay $1,000 at the Organizational Meeting and fourteen monthly payments of $1,613.21. There is a $35 per semester payment plan fee. (Enrollment Deposit will be deducted from the total charges.) Employer Reimbursement Plan – This plan allows the student to defer payment of tuition and fees that is reimbursable by an employer. The student must provide a copy of the employer reimbursement policy and verification of eligibility. There is a $35 participation fee each trimester for this plan. Those fees not reimbursable by the employer must be paid using one of the payment plans listed immediately above. Employer reimbursement is due upon receipt of each grade card. The student is responsible for payment if the employer reimbursement is delayed beyond thirty days of issue date for each grade card.

Credit Refunds and Withdrawals Actual credit balances on undergraduate student accounts will be paid no earlier than the 6th week of the semester (contingent upon all financial aid being applied to the student account in the Business Office). Withdrawal refunds are based on the official filing date(s) of the form(s) in the Office of the Registrar. Withdrawal from a Full-Semester Course For students officially withdrawing from a course (not the University) during Fall or Spring semester: Tuition Refund Schedule:

If originally registered for 12 to 18 hours for the semester and the withdrawal does not bring the registration below 12 semester hours: No refund – The full-time block tuition rate per semester remains the same.

If originally registered for less than 12 or more than 18 semester hours: 100% refund (of part-time rate) prior to or during the 1st week** of the semester. 75% refund (of part-time rate) during the 2nd week** of the semester. 50% refund (of part-time rate) during the 3rd week** of the semester. 25% refund (of part-time rate) during the 4th week** of the semester. No refund after the 4th week** of the semester. c. If originally registered for 12 to 18 hours (full-time status) and the withdrawal brings the registration below 12 semester hours (parttime status): Billing and financial aid change to part-time rates and incur refunds of the block rate to the part-time rate according to the above schedule. (e.g., if dropping from full-time to 9 semester hours during the 3rd week of the semester, a 50% refund of the difference between the block total and the hourly total would be granted) ** week is defined as ending at 5:00 p.m., Friday Withdrawal from an Accelerated Course (<15-week course) Tuition Refund Schedule:

100% refund if 15% or less of the term has elapsed. 75% refund if > 15% but < 25% of the term has elapsed. 50% refund if > 25% but < 35% of the term has elapsed. 25% refund if > 35% but < 45% of the term has elapsed. No refund if > 45% of the term has elapsed. Additional notes regarding tuition refunds:

1. 2. 3.

4. 5.

Fees are non-refundable. All course withdrawals must be filed officially through the Office of the Registrar and are subject to a $10 drop fee. Reductions in registration below full-time (less than 12 hours) will result in a reduction of financial aid according to state and federal regulations. See the Financial Aid Office BEFORE dropping to part-time status in order to determine the net change to the bill. Specific dates for any given refund period are available in the Office of the Registrar and on the Registrarâ&#x20AC;&#x2122;s web page. To merely stop attending a class does not constitute official withdrawal from the class. The student receives no refund unless the withdrawal is official.

Withdrawal from a Degree-Completion Course (Management or RN/BSN) Tuition Refund Schedule:

100% refund prior to or during the 1st week of the course. 75% refund during the 2nd week of the course. 50% refund during the 3rd week of the course. 25% refund during the 4th week of the course. No refund after the 4th week of the course.

Withdrawal from the Residence Halls Students officially moving out of the Residence Halls (but not withdrawing from the University) through the Office of Student Development will receive: Room and Board Refund Schedule:

100% refund if the change to commuter status is made before the 1st day of the semester. 90% refund if the student moves out during the 1st week* of the semester. 75% refund if the student moves out during the 2nd week* of the semester. 50% refund if the student moves out during the 3rd week* of the semester. 25% refund if the student moves out during the 4th, 5th, or 6th week* of the semester. No refund if the student moves out after the 6th week* of the semester. * week is defined as ending at 5:00 p.m., Friday See the Residence Life Section of the Student Handbook for proper procedures to be followed in moving out of the Residence Halls. See the Financial Aid Office for reductions to the financial aid award to reflect commuter status. Withdrawal from the University Students officially withdrawing from the University (withdrawing from ALL courses and the Residence Halls) through the Office of the Registrar will receive: 100% refund on tuition, fees, room and board changes if the withdrawal is officially filed IN WRITING before the 1st day of the semester. 100% refund on tuition and 90% refund on room and board charges (NO fees refunded) if the withdrawal is officially filed IN WRITING during the 1st week* of the semester. 90% refund on tuition and 75% refund on room and board charges (NO fees refunded) if the withdrawal is officially filed IN WRITING during the 2nd week* of the semester. 75% refund on tuition and 50% refund on room and board charges (NO fees refunded) if the withdrawal is officially filed IN WRITING during the 3rd week* of the semester. 50% refund on tuition and 25% refund on room and board charges (NO fees refunded) if the withdrawal is officially filed IN WRITING during the 4th, 5th, or 6th week* of the semester. 25% refund on tuition and no refund on room and board charges or fees if the withdrawal is officially filed IN WRITING during the 7th or 8th week* of the semester. No refund on tuition, fees, room and board charges for withdrawals after the 8th week* of the semester. (Note: Federal law requires a portion of financial aid to be returned to the various aid programs through the 9th week of the semester. This will result in a higher bill for most students if the withdrawal occurs in the 9th week versus the 8th week of the semester.) * week is defined as ending at 5:00 p.m., Friday All withdrawals from the University are charged a $100 withdrawal fee (or 5% of direct costs as determined in the financial aid calculation, whichever is less). After the second week of a semester, if a withdrawal is necessitated due to a natural disaster, hospitalization, or sudden death in the family, the University MAY choose to refund the tuition and board according to a calculated percentage refund. With proper documentation, this refund will be calculated based on the number of days attended divided by the total number of days in the semester.

Students seeking to withdraw from the University must begin the process with the Office of the Registrar by completing the Notice of Withdrawal Form. This form will require the student to obtain release signatures from: the Vice President for Student Development the Library the Director of Financial Aid the Business Office the Director of Student Retention The official date of withdrawal used to calculate the refund of tuition, fees, room, and board according to the above schedule, and also used to determine the return of financial aid to federal, state, and institutional sources will be: the date the student contacts the Office of the Registrar to withdraw –OR– the midpoint of the semester, if no contact is made by the student–OR– the student’s last date of attendance at a documented academic activity. Financial aid will be returned to federal sources when a student withdraws from the University according to the following Federal regulations: During the first 60% of the semester, a student “earns” financial aid in direct proportion to the length of time he or she remains enrolled. That is, the percentage of time during the semester that a student remains enrolled is the percentage of disbursable aid earned for that semester. A student who remains enrolled beyond the 60% point earns all financial aid for that semester. Unearned financial aid will be returned by the University to the proper sources (federal, state, or institutional). Unearned aid is the amount disbursed (posted to the student account) that exceeds the amount earned up until the point of withdrawal. According to current federal regulations, the percentage of earned aid is determined by the number of days a student attended (before the official withdrawal) divided by the number of days in the semester. Both numbers will include weekends and any breaks in attendance less than 5 days. If the disbursed aid is less than the earned aid, the University will post the difference. If disbursed aid is greater than the earned aid, the student must pay the difference. Any difference charged to the student (and therefore, returned to the various programs) will follow this order: Unsubsidized FFEL (Stafford) loan Subsidized FFEL (Stafford) loan Federal Perkins loan FFEL PLUS loan Federal Pell grant Federal SEOG grant Financial aid will be returned to state and Malone sources according to the same percentage used to refund tuition. For example, if a student withdraws from the University and receives a 50% refund on tuition, then 50% of each state and Malone source of financial aid must also be returned to its respective program. The University must return its share of unearned federal aid (as calculated and charged to the student account) no later than 30 days after the student’s official withdrawal date. A student must return his or her share of unearned aid (paid directly to the student from the student account) to the University within 30 days after the official withdrawal date, or according to the terms of any promissory note if the unearned aid is attributed only to a loan. Please contact the Financial Aid Office for a calculation of the student refund and of the returns required to financial aid programs in order to determine the net effect to the student account. Students may wish to make this request before officially withdrawing from the University.

Financial Aid General Information 1. 2. 3. 4.

7. 8.

9. 10. 11.

12. 13.

14. 15.

16.

17.

Because funds are limited, all aid awards are made on a first-come basis. Applications will be considered until funds have been depleted. In order to apply for maximum financial aid, the Free Application for Federal Student Aid (FAFSA) is required. The application may be found at www.fafsa.ed.gov. Malone’s school code is 003072. A student must be admitted to the University as a degree-seeking student before a financial aid award will be made. Aid cannot be awarded to students classified as “special” or “transient.” Recipients of institutional aid must be enrolled on a full-time basis. Some government aid may be available for part-time enrollment. Students should inquire with the Malone Financial Aid Office if considering parttime attendance. Malone merit aid may be received for up to four years if the recipient continues to meet program eligibility requirements. The Ohio College Opportunity Grant (OCOG) may be received for up to ten semesters. Malone need-based grant money may be awarded in a fifth year if the FAFSA results show demonstrated need. No institutional financial aid is offered in the summer sessions. However, students may borrow a portion of the academic year’s eligibility in a Federal Stafford or PLUS loan provided they are enrolled for at least six semester hours in the summer. No aid is automatically renewed at an equal value after separation from the University. Aid may be renewed based on need, grade point average, and the reason for separation. Financial aid awards that are received through Malone University are divided between the fall and spring semesters and may not be used completely for any one semester. One-half of the total awards may be used for each semester. Once a student qualifies for a Malone Academic Scholarship, the University has the right to limit the addition of ANY other Malone aid. Academic awards are not increased or decreased for changes in the grade point averages of students during their college attendance. Any aid received from any source must be considered as part of the financial aid package; this includes all scholarships, need-based and leadership grants, loans, work study, discounts, and aid from outside sources such as scholarships or tuition reimbursement plans. An aid package which involves Title IV money will not exceed financial need (as determined by a federally approved needs analysis system). Federal and state award estimates may be revised if federal regulations change, if state funding levels change, or if the verification process indicates errors or omissions on the original FAFSA. The University will not assume any losses. If a student’s application is selected for verification by the federal edits, an official tax transcript obtained from the IRS must be submitted to the Malone Financial Aid Office along with a verification worksheet. Limited institutional funds are awarded to incoming freshmen granted conditional status. Current Malone students must also maintain satisfactory academic progress in order to renew financial aid. See our satisfactory academic progress fact sheet for details. Packaging of financial aid shall include some form of self-help (loan or work) for every student unless outside grants cover entire costs. Although the self-help portion may include any combination of loan and/or work, the family may choose to meet this obligation with personal resources. Because resident students have a higher total bill (and aid budget), financial aid is awarded accordingly. Aid may be reduced for a change to commuter status. Malone merit aid (including all academic and athletic

awards) will be 75% of the on-campus value. Resident academic scholarships awarded during and after the 2009-10 academic award year will be reduced to the commuter equivalence of the resident award. 18. MMP and Nursing degree-completion students may apply for federal and state aid; no Malone aid is offered for these programs. 19. Students participating in approved CCCU/Consortium Visitor/International Studies Program semesters have aid calculated based on Malone’s block tuition rate for one semester only. The student is responsible for the balance. All state and federal funds transfer with the exception of federal work study. Institutional aid is limited to a total dollar value of not more than 50% of the current Malone block tuition rate. 20. Graduate students may apply (using the FAFSA) for federal loans only. Graduate students are not eligible for grants or institutional aid.

Grants (Aid that does not have to be repaid) Ohio Need-based Grant is available to students who have been Ohio residents for a minimum of the last twelve consecutive months. For dependent students, the residency requirement applies to parents as well. The FAFSA serves as the application for this grant. The OCOG grant will be awarded to students with an EFC (Expected Family Contribution) of between 0 and $2,190, as long as total family income is not greater than $75,000. Federal Pell Grants are available to students with financial need as determined by the Pell formula. Maximum grant is determined by federal legislation. The Free Application for Federal Student Aid (FAFSA) must be filed to apply for this grant. Federal Supplemental Educational Opportunity Grants (FSEOG) are available to a limited number of students who file the FAFSA, display great financial need and receive a Federal Pell Grant. The University is responsible for making this award. Malone General Grants are available to students who file the FAFSA and show demonstrated financial need. Malone Athletic Grants are available to participating students with exceptional ability in one of our athletic programs. Grants are awarded for up to four years by the coach with the approval of the Athletic Director and vary in amount. All awards are reduced to 75% of their value for a change in housing status from resident to commuter.

Scholarships (Merit-based aid that does not have to be repaid) President’s Scholarships are available to incoming freshmen with high school gpa above 3.8 and ACT score of 3336 (or SAT equivalent). The awarded student must meet all admission requirements, complete the admissions process, come for a campus visit, interview with the University President, and submit an essay for review by the President and President’s Scholarship Representative from the Admissions Center. The awarded student must participate in events hosted by the University President for President’s Scholars, live on campus, and continue in good academic standing for continuation of the award. Malone Academic Scholarships for academic excellence are available to incoming freshmen and transfer students with above average academic credentials. Communication Arts Scholarships, offered through the Department of Communication Arts, are awarded for participation in the co-curricular activities of this department in which students represent the University. Students may contact the Department of Communication Arts for application and selection criteria. Music Performance Scholarships, offered through the Deparment of Music, are awarded for participation in the co-curricular activities of this department in which students represent the University. Students may contact the Department of Music for application and selection criteria.

Creative Writing Fellowships, offered through the Department of Language and Literature, are merit-based, renewable scholarships of $2500 and $1000 awarded to incoming students who plan to major in Creative Writing or minor in Creative Writing. Students should contact the Director of Creative Writing (jestes@malone.edu) or visit www.malone.edu/academics/language-and-literature/creative-writing-fellowship.php for further information about the program, application procedures, and deadlines. Endowed Scholarships have been made available by faithful and generous supporters of Malone University, who believe in the University’s ability to provide students with a Christian education. We acknowledge these friends and applaud their expression of confidence, and their commitment to faith and learning. An Individual Endowed Scholarship Fund may be established for any dollar amount; however, until the balance reaches $25,000, the income will not be used to underwrite student scholarships. Each year the income from the fund is used, while the principle amount stays intact. Donors are informed of the specific individual recipients and often receive correspondence from them. Family, friends, or loved ones can be honored through a named fund with either general or specific guidelines which direct the use of the available monies. One time gifts of $500-25,000 may be made to the University’s Pooled Endowed Scholarship Fund, which supports student scholars who qualify for financial assistance. Donors will be notified as to the group of students which receives support, but will not be matched with specific students. These scholarships, included in the following list, are awarded by the Financial Aid Office as a part of the student’s total aid package. Specific applications are not needed. Area-of-Residence Scholarships Armogida (Stark County) Buckeye Sports Supply (Stark County) Dr. Martha Cook (Sandy Valley/Canton South) Perry and Joseph Hayden (Michigan) Amos D. Wilson (Michigan) Athletic Scholarships Bradshaw (Tennis) Dick Gallagher Memorial Lou Gehrig Greg Goterba (Elementary Education) Malone Track Club Millard Niver (Wrestling) Robert W. Starcher (Baseball) Business Scholarships First American Savings Herbert E. Markley Sterling and Emma Stone Christian Education Christian Education Cora Mae Burch Christian Ministry/Service Scholarships Jeanne M. & Maynard Aldridge Eilertsen Memorial Scholarship John Grafton Charles and Jeanette Guscott

Dr. Robert Hess Memorial Floyd R. Sartwell Jolan T. Sullivan Clarence and Genevieve Swallen Missionary (See Financial Aid Office for application) Education and Psychology Scholarship Nate P. Dilyard Ruth M. Klotz Hall Ruth Dungan Shew and Mary Adam Kelby Financial Need Scholarships John Allen Memorial Barnabas Herman O. and Lucille D. Brehme Memorial Walter O. and Mildred V. Brehme Richard V. Chambers Donald Lee Clapper Samuel J. Dreyer R. Ray Everts Thelma E. Frank William and Minnette Goldsmith Charles and Edna Harper Milford Henkel II Virgil and Charlotte Hinton Memorial Helen and Richard S. Hoover John E. Hutchens Junior Sorosis Richard M. Larimer Leiter Memorial Abraham and Mina Levie Ann Louise Lind Walter L. Lusetti Malone Associates Kenneth D. McClure Estella V. Miller Harry B. Morris and Mary S. Morris Dwight and Anne Orchard Dwight H. Osborne John and Margaret Raridan Readerâ&#x20AC;&#x2122;s Digest Foundation Charles and Eunice Roberts Oscar Shulze Fred F. Silk Becky Thomas Slutz Paul A. Snyder Rachel Solomon Loren Souers Grace Vandervort Corinne E. Volkman WHBC

Fine Arts Scholarships Allegro Randal Carnes Kaye R. Leach Memorial (Canton Chapter of the American Guild of Organists) Lynnfield Grace E. Phillips Dr. Howard Weaver History, Integrated Social Studies, or Political Science Scholarship James H. Stuckey Nursing Scholarship Akron City Hospitalâ&#x20AC;&#x2122;s School of Nursing Alumni Association Aultman Hospital Barbara Heinz Memorial Scholarship Betty S. Wagner Physical Handicap Scholarship Paul W. Whitaker Pre-Veterinary Scholarship Charles Bancroft Scholarship Fund Robert J. and Edith McConnell Relative of Donor Scholarship Herman M. Chase Stan and Dee Ewing Douglas Owen Malone (Descendants of J. Walter and Emma B. Malone) Malone Family (Descendants of J. Walter and Emma B. Malone) Irene McCoy Byron and Ruth Osborne Gladys Osborne John and Geraldine Williams Elsie Osborne Yow Science and Mathematics Scholarships Charles Bancroft Scholarship Fund Hodgkins Society Dr. Grant L. Stahley Special Category Scholarships Alumni Raymond and Margaretta Bennett Joyce E. Bridenstine Cleo K. Corry Country Manor Family Restaurant GAR Foundation Oetjen Scholarship Fund Major Frank R. Raymond Wayne Scharsu Charles and Dorothy S. Stone

Grace J. Sullivan Timken Foundation Theology and Ministry Dr. Eugene Collins H. Gail and Alma Grosdidier Elizabeth Guyer Rev. George B. and Tazetta Malmsberry Mary Ann Pennington Malone Cora Belle and Floyd Mansfield Maximo United Church of Christ Robert J. and Edith McConnell Minerva Mt. Zion United Methodist Church George Primes Ethel K. Romy John C. Rouchier Paul and Mary Alice Ryser C. Otis Shaver Taylor Memorial Dorothy Chilcote Way Evelyn Weiser Harold B. Winn Current Gift Scholarships have also been made available by faithful and generous supporters of Malone University who believe in the Universityâ&#x20AC;&#x2122;s ability to provide students with a quality Christian education. We thank them for their belief in/and commitment to the students of Malone. A Current Gift Scholarship has no minimum and is awarded in the same year during which it is given. These scholarships, included in the following list, are awarded through the Financial Aid Office based upon specific aid and donor eligibility criteria. Austin-Bailey Health and Wellness Foundation Mary Ann Pennington Malone Multicultural Great Commission Fund George Record Foundation Summers Family The Ohio Foundation of Independent Colleges (OFIC) also provides generous assistance to our students each year through their donor gift scholarship programs. The foundation selects recipients from eligible student nominations that are submitted through the Malone Financial Aid Office. Awards from the current year include: OFIC - American Electric Power Company OFIC - American Legion Post 44 Memorial Fund OFIC - AultCare OFIC - Aultman Hospital OFIC - Farmers National Bank OFIC - GAR Foundation OFIC - George Deuble Foundation OFIC - John B. Firestone Charitable Trust OFIC - JPMorgan Chase & Co. OFIC - Nord Family Foundation Minority OFIC - Nordson Corporation OFIC - Robert O. and Annamae Orr Family Foundation OFIC - Pollock Company Foundation

OFIC - The J.M. Smucker Company OFIC - Timken Foundation of Canton OFIC - Union Hospital OFIC - The UPS Foundation, Inc

Loans (Aid that must be repaid upon termination of enrollment) Federal Perkins Loan – a federal loan program available to any student who files the FAFSA and displays great financial need. The University is responsible for making the loans. First payment becomes due nine months after graduation or termination of enrollment at Malone University at an interest rate of 5%. Awards range from $500 to $2,000 per year. Federal Subsidized Stafford Loan – a federal loan program available to any student who files the FAFSA and displays adequate financial need. First payment becomes due six months after graduation or termination of enrollment. The interest rate on Subsidized Stafford Loans is fixed at a rate determined by the Department of Education. (Awards are up to $3,500 for the freshman year, up to $4,500 for the sophomore year, and up to $5,500 for each year beyond ($23,000 lifetime maximum). Federal Unsubsidized Stafford Loan – a federal loan program available to any student who files the FAFSA. The interest rate on Unsubsidized Stafford Loans is fixed at a rate determined by the Department of Education. All loan limits, interest rates and repayment of principal terms are the same as in the subsidized program; however, the borrower is responsible for paying all accrued interest during the in-school period. Federal PLUS Loan – a federal loan program available to parents of dependent students who need extra loan sources to help meet educational expenses. Loans may be approved up to the difference between the Cost of Attendance (COA) and all other aid already awarded. The interest rate is fixed at 7.9%. Repayment begins 60 days after the loan is fully disbursed or repayment may be deferred until the student graduates, up to a maximum deferment of four years. The parents’ credit must be approved. Students whose parents are denied a PLUS loan are then eligible to receive an Unsubsidized Stafford Loan of $4,000 as freshmen/sophomores and $5,000 as a juniors/seniors. Application for the Federal PLUS loan may be made online at www.FASTLoans.glhec.org.

Work Federal Work Study jobs are available to resident students who file the FAFSA early and display adequate financial need. On- and off-campus positions are available. Students must be hired under an official contract in order to be paid. Unapproved earnings above the contract amount will not be paid. Off-campus job opportunities are available to any student. Interested students should contact the Career Development Adviser.

Application Procedures 1. 2.

a. New Students – Apply for admission to Malone University. Then complete step 2 below. b. Returning Students – complete step 2 below. Complete the Free Application for Federal Student Aid (FAFSA) online at www.fafsa.ed.gov. listing Malone University, Title IV Code 003072. THE PRIORITY FILING DEADLINE FOR FINANCIAL AID IS MARCH 1.

Continuation of Aid Each year the student must complete a new FAFSA no later than March 1. Continuation of financial aid is contingent upon the academic achievement required by the particular fund, financial need as specified, satisfactory academic progress, citizenship, and campus contributions. The student must attend continuously, except for summer school, and carry a full academic load. If a student withdraws during the semester, financial aid will be reduced according to federal guidelines.

Student Development The Office of Student Development, under the direction of the Vice President for Student Development, is responsible for the quality of student life outside of the classroom. This includes residence life, commuter life, Student Senate, health services, counseling services, multicultural services, orientation, a wide variety of programming efforts, and the university judicial system. The Office of Student Development is committed to enhancing and supporting the mission of Malone University. Recognizing that studentsâ&#x20AC;&#x2122; out-of-classroom experiences are vital to a holistic education, we intentionally create a challenging and supportive community, exposing students to a diverse world, education based on biblical truth, and developing individuals in maturity, wisdom, and Christian faith who are committed to serving the church, community, and world. Development in this community is facilitated in a number of ways, such as: Assisting students in successful transition to the University Encouraging the development of friendships Developing and enforcing behavioral standards Teaching and modeling conflict resolution Providing a safe and comfortable living environment Encouraging faculty/student interaction outside the classroom Promoting an understanding and acceptance of cultural diversity Developing leadership potential Encouraging effective citizenship Providing programs that encourage cultural, intellectual, emotional, physical, and spiritual growth Preparing students for their roles in society The Student Handbook A comprehensive handbook is located online at www.malone.edu within the Student Development page. It contains information relevant to student life such as services provided and all policies and procedures governing conduct while enrolled at Malone University. It is updated yearly and students are expected to become familiar with all information contained within. Each Malone student will be provided with an abridged, paper copy of the Student Handbook. Orientation To help students and their parents become better acquainted with Malone University and smoothly make the transition to the University, a comprehensive Orientation Program is planned. During this time students meet their roommates or fellow commuter students, move into the residence halls, purchase books/supplies, and attend seminars on various aspects of university life. Parents are encouraged to attend a series of receptions and seminars. Residence Life Malone University provides two very important learning environments: curricular and co-curricular. Living in the residence halls is a vital co-curricular learning experience, emphasizing the integration of the whole person through academic, social, and spiritual interaction. At the very heart of the living-learning program is the concept of community. Residence halls are communities where people strive to integrate what they are learning and experiencing with what they believe. Please refer to the Student Handbook for further explanation of campus housing policies and procedures.

Board (Meal) Plans Malone University provides three meal plans for students: Carte blanche meal plan â&#x20AC;&#x201C; Students choosing the carte blanche meal plan may enter the dining commons as many times as they desire, whenever they desire and eat as much as they desire during open hours, including late evening hours. (Please refer to the Student Handbook for hours of operation.) Students on this plan are entitled to have 5 guests (not including other enrolled students) per semester eat with them at no extra cost to the student. Notice: First-year Freshmen are required to take the carte blanche meal plan the entire year. 14-meal plan â&#x20AC;&#x201C; Students choosing the 14-meal plan may enter the dining commons up to 14 times per meal-plan week whenever they desire, including late evening hours, and eat as much as they desire. Students on this plan are entitled to have 3 guests (not including other enrolled students) per semester eat with them at no extra cost to the student. Students should plan their meals carefully as only 14 meals may be eaten per meal-plan week. (A meal-plan week is defined as beginning at 7 am on Monday and concluding at 6 pm on Sunday.) If all 14 meals are not eaten in any given week they cannot be carried forward into succeeding weeks. Students who use their 14meal allotment before Sunday evening will be required to pay cash for each meal after 14. 10-meal plan â&#x20AC;&#x201C; Education majors scheduled to student teach, nursing majors involved in nursing clinical rotations, or students whose work schedules require them to miss a number of scheduled meals may petition the Office of Student Development for the 10-meal plan. Only those students with special circumstances as determined by the Vice President for Student Development or Associate Dean of Student Development will be given consideration for the 10-meal plan. Students will be notified in writing if approved for this meal plan and will be billed at a reduced rate. Students choosing the 10-meal plan may enter the dining commons up to ten times per meal-plan week including late evening hours. Students on the 10-meal plan will not receive guest passes and unused meals may not be carried forward into succeeding weeks. Additional notes regarding meal plans: 1.

No meals will be provided under any of the three board plans during published University breaks. No additional discounts will be given to students remaining on campus during published breaks. The 10-meal plan has been discounted appropriately for these breaks.

Students unable to enter the dining commons during open hours due to class conflicts may request Food Service to provide box lunches. See the Food Service Resident Director to make arrangements for this service.

Parents are always welcome at Malone University and eat free when accompanied by their student who is currently enrolled in any of the above board plans. Exceptions to this policy are Family Weekend, holiday celebrations, specially catered events, and faculty/staff who are parents of students.

Commuter Life Commuter students are encouraged to participate in all campuswide activities as their schedules permit. The Commuter Connections Council is the official university organization representing the commuter student population. This organization provides programs and activities specifically designed to meet the needs of commuting students. Commuters are especially encouraged to attend Student Senate meetings and the Fireside Fridays Bible studies.

A newsletter titled Malone University Commuter News will be mailed monthly to all traditional undergraduate commuter students. This newsletter addresses questions and concerns submitted by commuter students. Nominations for Commuter Student of the Month and any commuter-specific questions may be sent to Rae Showen at rshowen@malone.edu. The Commuter Lounge is located in Founders Hall beside the Advising and Testing Office and is equipped with a refrigerator, computer and printer, lockers (locks not provided) and color TV. The lounge is a perfect location for commuter students to study or relax between classes or enjoy lunch. Occasionally, pizza is provided. Programming The Office of Student Development uses an holistic model for Christian student development. Student Development programming is designed to help students make choices for a well-balanced lifestyle. University students are in a time of transition and make important choices in a variety of areas. Student Development programming helps students make wise choices so that they reach their highest potential, function as good stewards of the resources God has given them, develop satisfying relationships, and integrate faith into all aspects of life. Student Development programming is based upon two assumptions: 1) that students have the capacity to continuously develop and 2) that development can happen holistically or in all dimensions of oneâ&#x20AC;&#x2122;s life. Student Government Student organizations are guided by the Student Senate comprised of representatives from the four classes and an executive committee elected by the student body and/or appointed through a steering committee. The Senate represents the students to administration and faculty. Working through committees, the Senate plays a significant role in shaping the total academic, spiritual, and social life of the Malone community. Student Senate is responsible for the budget generated from the student comprehensive fees. Senate allocates funds to many different student organizations which promote Malone as a vibrant Christian community. There are over 50 different student organizations represented on campus. Counseling Center The Counseling Center, which is located on the third level of the Randall Campus Center (The Barn), provides nocost comprehensive counseling services to currently enrolled Malone University students. Counseling Center staff members are state licensed professional clinical counselors. They are specially trained to assist students who seek help for relationship concerns, personal issues, stress management, and related topics. The staff is sensitive to the integration of biblical truths in the counseling process. The Counseling Center aims to address concerns in a holistic manner taking into consideration not only the studentsâ&#x20AC;&#x2122; emotional and mental health but also their physical health and spiritual well being. In addition to providing one-on-one counseling the staff also conducts psycho-educational workshops and seminars relevant to university students. Therapy and support groups offered may include among others: Biblical Sexuality Total Body Image ANAD Eating Disorder Grief Support Mood Management Adult Children of Divorced Parents

The Center is open Monday through Friday during the academic year and closed during scheduled breaks, holidays and during the summer months. Staff hours are by appointment. For more information regarding available counseling services or to schedule an appointment, please contact the Counseling Center at extension 8279 or 8439. Health Services The Student Health Center, located on the first floor of Whittier Hall, provides free basic medical service for all students currently registered for a minimum of eight credit hours. The Center is open Monday through Friday during the academic year and closed during scheduled breaks, holidays, and over the summer. Registered nurses and parttime physicians staff the Center. A nurse is available during operating hours with the Health Center Director (RN) on call when the Center is closed. A physician visits the Center at certain designated hours on a weekly basis with appointments scheduled following assessment by a nurse. Services offered at the Center include: Physical assessments OTC medication Limited prescription medication Specialist referrals Immunizations Allergy shots Flu shots TB skin testing Lab and X-ray per physician order Weight monitoring Blood pressure monitoring Urine testing Pregnancy testing Throat cultures Sick trays Limited medical equipment for short-term use Free health education literature Health education programs For more information regarding health concerns, please contact the Student Health Center at ext. 8340. Multicultural Services The Office of Multicultural Services serves the needs of students of color and international students and seeks to create a climate conducive to serving the multicultural population of Malone University. Multicultural Services seeks to provide resources, support services, and educational programming for all students. It is our goal to assist Malone University in building and maintaining a community that is more inclusive of underrepresented American ethnic minorities and international students.

Library Services www.malone.edu/library The Everett L. Cattell Library is located at the heart of Malone’s campus. The structure, which was built in 1972, contains more than 145,000 books, CDs, audiovisuals, and periodical subscriptions selected to support the needs of Malone’s course offerings. In addition to the extensive selection of items in areas such as religion, education, nursing, and literature, it also features specialized collections in juvenile literature, educational curriculum materials, music CDs, government documents, a growing collection of DVDs, and a section devoted to Friends Church writings and information. Malone’s library is a member of OPAL (Ohio Private Academic Libraries), a consortium of libraries from twentyfour colleges and universities. Malone students can use the OPAL catalog to search Malone’s library collection, to check the availability of items placed on course reserve by professors, to renew books, or to access the 3,840,000 items held by the OPAL consortium. OPAL items can be requested from any on- or off-campus computer for delivery to the Malone library within four days via statewide courier delivery. Through its participation in OPAL, Malone is also a member of OhioLINK, a statewide central catalog and resource-sharing consortium that includes most of Ohio’s universities and colleges. Malone students can order from OhioLINK’s more than 48 million items for delivery to Malone or any other OhioLINK library. Malone students may also go to any OPAL or OhioLINK library to borrow books directly. Nearby OPAL/OhioLINK libraries include The University of Mount Union, Kent State University, Walsh University, The University of Akron, and College of Wooster. Regular Malone library books circulate to Malone students for three months or up to the end of the current semester. DVDs circulate for one week. Malone music CDs and books from other OPAL and OhioLINK libraries circulate for three weeks and can be renewed four times if no other requests are pending. Periodicals and reference materials must be used in the library. Students can search more than 200 computer-based periodical indexes and reference databases, providing access to more than 48,000 full-text journals. Among these databases are Academic Search Complete, Business Source Complete, CINAHL (nursing), ERIC (education), Sport Discus, America History and Life, BIOSIS (biology), Education Research Complete, GPO (government documents), LexisNexis (Academic, Congressional), MEDLINE, and PsycINFO. The library also provides links to Mergent Online, ATLA Religion Database, Christian Periodical Index, and Social Work Abstracts. Other services available at the library: 24 computers with Internet access and many software programs (Microsoft Word, PowerPoint, etc.) WiFi Black/white and color copiers and scanners Fax services for Malone students Microfilm/fiche reader/printers Reference librarians are available to help with general research skills as well as specific informational questions. They can be reached by phone at 330-471-8314, via email at reference@malone.edu or through the library website instant messaging (MEEBO) box. For assistance with basic library needs such as book check-outs, inter-library loan requests, renewals, etc., the circulation staff is available at 330-471-8317 or libcirc@malone.edu.

Information Technologies and Media Services The Information Technologies Department provides technology services on the Malone campus.

The Malone Computer Network for Students Every Malone University student is provided with a network account. This account provides access to a student email account, online courses, data storage drives, printing, and personal student data via Malone Xpress. Malone Xpressis an online resource for class registration, posted grades, bills payment, class schedules, and financial information. This information can be viewed anywhere from which internet access is available using a Malone network login. Each residence hall room has a computer network connection port for each desk in the room. Wireless internet access is available in all buildings on campus.

Technology Resources for Students on Campus Computer labs are located in the following areas on campus: Cattell Library Founders Hall Commuter Lounge Founders Hall Honors Lounge Johnson Center Regula Hall Commuter students may use any of the computers in the library or computer labs to access network resources. The Help Desk serves as a centralized point of contact to assist with technological issues. The Help Desk is located on the lower level of the Cattell Library. Technology requests may be placed by calling 330.471.8428, sending an email to helpdesk@malone.edu, or by logging into the web-based Help Desk system at www.malone.edu/helpdesk. Media Services provides technical support for all classrooms and on-campus events. The Media Services office is located on the lower level of the Cattell Library. Video cameras, digital cameras, laptop computers, projectors, and other types of audio-visual equipment can be signed out for classroom presentations and assignments.

Other Student Services Office of Spiritual Formation “Christ’s Kingdom First” states clearly the Christian commitment at Malone University. The University seeks to involve, equip, and release students to potentially life-changing ministry opportunities. Office of Spiritual Formation staff members work closely with students, university staff, and faculty to facilitate spiritual formation. Programs are designed to encourage personal and campus-wide spiritual development, participation in society as Kingdom citizens, and spiritual and moral accountability. The Office of Spiritual Formation is located in the Randall Campus Center. The practical aspects of Christian commitment, such as service and evangelism, take students outside of the Malone community. To serve the poor and needy locally, students help in soup kitchens, collect food for the hungry, and participate in other outreach programs. Students may also participate in service or spiritual development trips to urban centers of major cities or other areas of the United States that are in need. Trips outside of the United States (e.g., Africa, China, Central America, and Eastern Europe) are planned annually. Trips vary each year; for more information, see the Director of Service Learning. Chapel at Malone University is essential to the distinctive mission and identity of the University and its effort to integrate the Christian faith with the whole of our lives. Chapel is intended to creatively engage the Malone University community with the gospel and the implications of life in the Kingdom of God. Integrity characterizes both the presentations and the presenters. Chapel ministry goals include providing opportunities: to understand and develop a personal faith in Jesus Christ for the University community to understand and experience a deeper relationship with God as Father, Son, and Holy Spirit through worship, which is indispensable for personal wholeness to understand the implications of the Christian faith by addressing pertinent character, cultural, and theological issues leading to a life-long commitment to service, and consequently to positively influencing our campus culture to address our cultural tendency toward individualism by providing a forum which uniquely reinforces a sense of campus community and identity. Within our Christian framework, we believe that all teaching of truth must be built on a foundation of God’s truth. Since students are required to study the truth of physical science, the arts, and literature, there is no contradiction in requiring students to study God’s truth. Chapel facilitates students’ experience and understanding of God’s truth through study of the Bible, exposure to corporate worship, and opportunities to understand the relationship offered to us in Christ. Therefore, all full-time students are required to participate in the Chapel program while they are members of the student body.

Safety and Parking Campus Safety assists in the safety of all students, staff and faculty at Malone and in the protection of both personal and University property. All officers receive training from Buckeye Protective Services and on-site instruction, and are here to help as well as protect. The full cooperation of every student is required whenever approached by a safety officer. Safety can be reached 24/7, 365 days a year, at x8111 from on campus or 330.471.8111 from off campus. Driving and parking on the Malone campus are privileges given to all students, as long as the student parking regulations are honored. All student vehicles must display a parking permit for the current academic year. This permit is obtained by registering the vehicle at the Physical Plant office. The fee is $50.00 per academic year, with a $10.00 late fee if registered after the first week of classes. Any student or family that plans to have more than one vehicle on campus at the same time must purchase a separate permit for each vehicle. Parking permits must be displayed on the rear view mirror of the vehicle at all times. Failure to do so will result in a parking violation fine. Temporary parking permits must be obtained for students or visitors with an unregistered vehicle on campus. Temporary permits are granted at no cost to students, for a maximum period of two weeks per semester.

Career Development Services Training and equipping for successful preparation-connection-transition from university student to professional Our mission is to assist students as they discover God’s plan for their career/vocational goals. We use the terms “career” and “vocation” interchangeably with the idea that God equips His people and calls us to all types of work fields because all work is sacred. Our purpose is to prepare students to conduct effective internships, career-entry position and/or graduate school searches. We offer advice from a Christ-centered perspective, making practical applications of scriptural principles. As a result, students realize the peaceful assurance of trusting the Lord Jesus Christ to guide their steps as they gain the courage and confidence to navigate the process. Career Development Process The Career Development staff is prepared to train all students in: Career decision making Career development strategies Job search skills The staff also equips students with the necessary skills to: Explore career fields and areas of vocational interest Gain appropriate career/vocational related experience Present themselves as viable candidates Conduct successful job searches Complete standout applications to graduate schools Career Planning and Exploration Students can begin exploring career options and gaining direction by using Malone.MyPlan.com. This online system is available to all Malone University students at no additional fee. Malone.MyPlan.com is designed to help students assess their personality preferences, skills, interests, and work values as they relate to the workplace. Students can research hundreds of occupations and academic programs to determine their best fit. The system will also help students determine which careers match with their major areas of study. In addition, a career counselor will meet with each student to assist with interpreting the results. Self-Marketing Skills Career Development Services include teaching students how to develop their skills, abilities, and God-given talents in respect to their individual career preparation. Students and alumni can attend workshops or make individual appointments in order to: Build professional résumés and cover letters Develop effective interviewing skills (Perfect Interview is available on demand for mock interviews.) Learn successful job search strategies for internships and full-time careers Gain confidence in pursuing career endeavors Making the Connection The Career Development staff continues to provide opportunities for students and alumni to meet with employers or graduate school recruiters in person or online through: Annual Career Events such as the Graduate School Fair, CareerFest, Summer Camp Fair, CareerLink, and Northeast Ohio Teacher Education Day (NOTED) MaloneCareerConnect.com which is a web-based job posting and résumé referral system that connects students with employers in the Northeast Ohio area and nationwide. Features include an online résumé template with a variety of styles from which to choose, automatic review of uploaded résumés by a career adviser, career-related announcements of on- and off-campus events, document library, and career advice videos.

On-campus employment recruiting, interviews, and guest employer mock interviews Career Development Advisory Council (local employers, faculty, and students who partner with us to assess our programs, services, resources, and events; and to develop projects and career-entry positions) The Career Development Adviser, Colleen Winney, has an office in the Center for Student Success in Founders Hall. Office hours are Monday through Friday, 8:00 am to 5:00 pm. She may be reached at 330-471-8321 or at careerdevelopment@malone.edu. (Web: www.malone.edu/careerdevelopment)

Student Retention Services Student Retention Services coordinate campus-wide efforts for ensuring student success and/or retention. The primary objective is to enable students to successfully achieve the goal of graduation. We continually look for ways of improving student satisfaction and connection with the Malone family. Students are invited to request the assistance of this office for help in overcoming any obstacles to enrollment. The Director will provide students with resources and referrals to resources both here at Malone and in the community. Requests for help in dealing with academic, financial, spiritual, and/or personal challenges are welcomed. Students seeking readmission to Malone University after a break in attendance should contact this office for help in completing all requirements. The Director of Student Retention Services, Patty Little, has an office in the Center for Student Success in Founders Hall. Office hours are Monday through Friday, 8:00 am to 5:00 pm. She may be reached at 330-471-8359 or at plittle@malone.edu.

Student Accessibility Services The Office of Student Accessibility Services has been designated to provide services for qualified students with disabilities in order to maximize their educational opportunities and academic potential. Students seeking services must provide documentation of their specific disabilities (physical, learning, or psychological). The office can provide and/or arrange accommodations, auxiliary aids, referrals for testing, and counseling support. Students with disabilities should call the office for individual pre-enrollment appointments if they choose to selfdisclose their disabilities and plan to request accommodations. Upon receipt of the correct and complete documentation of the disabilities, the Director will work with them to determine appropriate accommodations. They will then be responsible to request these accommodations prior to the start of each semester for as many of their classes as they so choose. The Director of Student Accessibility Services, Anna Meadows, has an office in the Center for Student Success in Founders Hall. She may be reached at 330-471-8496 or at ameadows@malone.edu.

Academic Policies and Procedures Academic Advising Policy Philosophy Statement The Malone University educational experience should be one in which students investigate God’s creation through major and minor areas of study, based upon a liberal arts foundation, as they discover what it means to carry out the biblical mandate of stewardship as God’s image-bearers in our world. Malone University provides students with academic advisers to help students plan and create for themselves a rich and meaningful Christian education within Malone University’s curriculum. Through its schools and departments Malone University has developed programs, courses, and other opportunities designed to equip students to understand and appreciate the theories and practices appropriate to their chosen areas of study or professional education and training. The distinction of advising at Malone University is to help students take full advantage of the University’s integration of Christianity with academic and professional goals. Procedural Statement Academic advising is a vital part of the learning process at Malone University. One of the most important persons in a student’s academic experience is the adviser. Academic advising is most effective when all participants commit to the process, do their respective parts, and reflect on the implications and benefits of the results. Students should work closely with their academic advisers. The Center for Student Success will assign advisers to first-year students who select majors during their first semester or first year at Malone. These assignments will be made in accordance with students’ academic interests and goals. A request for a change of adviser is permissible provided that the adviser is a faculty person in the student’s major field and the request is processed through the Center for Student Success. A student who has not declared a major will continue to be advised through the Center for Student Success, but may at any time request an assignment to a faculty adviser. See below for additional information. Policy Statement Faculty Adviser Role: The faculty adviser will assist in the advising process by guiding the student advisee through the planning and scheduling of courses, internships, and other features possible within the Malone University educational program. The adviser and advisee should meet regularly, as appropriate to that advisee’s needs and interests in scheduling courses and opportunities that Malone offers. The faculty adviser will: 1. 2. 3. 4. 5. 6. 7. 8.

be available on a regular basis for consultation and post his or her availability in a timely manner. encourage students to make and keep regular advising appointments. discuss curricular and programmatic options and requirements with the advisee, while being respectful of the advisee’s position of bearing ultimate responsibility for his or her academic decisions. monitor the advisee’s academic progress and stress the importance of academic integrity. encourage the advisee to reflect on the academic and financial consequences of decisions related to degree and course selection. direct the advisee to appropriate resources available to help in the resolution of academic problems. evaluate the advising system, when requested, in order to strengthen the advising process. fulfill additional responsibilities as determined and published by the University.

Student Responsibilities: Students bear ultimate responsibility for decisions and actions that determine their success at Malone University. The following list is intended to help clarify the responsibilities that the student, as advisee, bears.

Among other responsibilities the student will: 1. 2. 3. 4. 5. 6. 7. 8. 9.

make informed decisions based on the published requirements in the University academic catalog for the student’s chosen degree and educational experience. make and keep appointments with the adviser. obtain the necessary information for course selection and program planning. prepare for advising sessions and bring appropriate resources or materials. communicate honestly and fully during advising discussions. secure the adviser’s signature on registration forms and register for classes on time. become knowledgeable of the institution’s academic procedures, and of the requirements of the chosen major(s). reflect on the academic and financial consequences of decisions pursuant to the chosen academic program(s). fulfill additional responsibilities as determined and published by the University.

Academic Credit through Examination or Establishment of Proficiency The following policies apply: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

13.

Tests are normally given for lower-level courses (100 and 200). Exceptions (300- and 400- level courses) must be approved by the Provost, Dean, and the Department Chair. Departments shall decide which lower level courses shall be allowed credit by examination. Generally, a student may not receive credit in a course which is below or at the level of a course already taken in the same field. Standardized tests approved by the department are used whenever possible. An administrative fee of $40 is charged for each test and must be paid in the Center for Student Success. A grade of A or B must be received in order to establish credit. When the credit is purchased, it will be charged at $30 per credit hour. A grade of C may waive that course from the student’s requirements for the cost of the administrative fee only. Credit will not be given until such has been certified by the Center for Student Success. A student may not receive credit/proficiency by exam for a course in which he/she was enrolled for part or all of the course (including enrollment as an auditor). A student may not use the credit/proficiency by exam procedure to remove a failing grade from his/her record. A student is allowed only one credit/proficiency by exam attempt per Malone course. A student may not use the credit/proficiency by exam procedure after having entered into the final 15 semester hours of curriculum. Exceptions must be approved by the Provost through the Academic Petition process (see below). It is possible to earn up to 62 semester hours through credit by any of the four options following.

ACE, CLEP, DSST, PEP Credit The College Level Examination Program and the Proficiency Examination Program are national testing programs for awarding of college credit. Malone will grant up to a total of 20 semester hours of credit toward the Bachelor’s degree from any of these four programs. Credit is awarded based on the ACE credit recommended standard. A transcript service fee of $15 per course is charged for adding credit to a transcript from ACE (Nursing Acceleration Challenge Exam, NLN), CLEP, DSST (formerly DANTES), or PEP scores and will be added to the student’s bill in the Business Office.

Advanced Placement (AP) Credit The Advanced Placement Program is a national testing program available to high school students for awarding college credit. A score of 3, 4, or 5 earns college credit that can be used to waive certain General Education, major, or elective requirements. Malone will grant up to a total of 30 semester hours of credit toward the Bachelor’s degree from AP credit. Official score reports of all AP tests should be sent by College Board to the Center for Student Success. A transcript service fee of $15 is charged for adding credit to a transcript from AP credits. Bypass Credit Considering that certain courses are sequential in nature, the successful completion of the second course in a sequence would indicate proficiency in the prerequisite course. Therefore, a student who receives a grade of “C” or better in the listed course is entitled to credit for the designated prerequisite courses. A student may not use bypassed credit to remove a failing grade from the academic transcript. Bypass credit may be purchased at $30 per credit hour with completion of a form obtainable from the Office of the Registrar. See porgrams: Spanish, BA, Spanish Minor, Spanish Education, BSE and Mathematics, BA for approved courses for bypass credit. Credit for Prior Learning See Educational Options and Enhancements for details. General Education Proficiency Testing See General Education for details.

Change of Requirements Periodically, it is necessary for the University to make changes in academic policies and programs. The University reserves the right to make these changes which can include (but not be limited to) the following: Altering the number of credits and/or courses required in a major field of study Changing testing programs and/or requirements based upon the University’s continuing evaluation of its goals, programs, procedures, and assessment methods Deleting courses Amending courses by increasing or decreasing the credits of specific courses or by varying the content of specific courses Offering substitute courses in the same or a related field. A change shall be effective immediately upon its approval unless stated otherwise and shall pertain to all students regardless of their date of matriculation. For a continuing student, if a change is determined to cause undue hardship, an academic petition may be approved which alleviates the hardship. For a readmitted student whose length of separation from the University is determined to be significant, the University may enforce the change(s) without the option of academic petition to ensure that the student will complete degree requirements that reflect the University’s current standards. Any such determinations will be made by the appropriate Dean in cooperation with the Department Chair and the Provost.

Class Attendance All students are expected to attend class regularly. No student may continue to live in the residence halls, participate in co-curricular activities and/or receive financial aid who does not do so. Failure to attend class does not constitute official withdrawal from a course. (See Withdrawals below.) Please refer to the Class Attendance section of the Student Handbook for additional information.

Classification of Students Auditors Students enrolled part-time or for more than 18 semester hours, who wish to attend a traditional classroom course without earning credit, may audit the course at 50% of the current tuition fee. Students enrolled in the traditional block tuition (12-18 hours) may register to audit courses free provided their total hours, including the audits, remain within the block (see list of exceptions). In either case, registration for audit courses requires the consent of the instructor. No free audits are permitted during summer sessions; all are charged at 50% of the current tuition rate. Course fees associated with audits are the responsibility of the student and are not subject to discount. The following types of courses are not available on an audit basis: cooperative education (co-op) distributed learning (on-line) courses field experience internships laboratories music lessons/ensembles nursing clinicals off-campus programs student teaching Degreed Students Students who have completed the requirements for a baccalaureate degree are permitted to take additional courses (e.g., for teacher licensure, a second degree or personal enrichment). Full-Time Students Full-time students are enrolled for a minimum of twelve hours in a standard semester. Graduates Recipients of baccalaureate degrees from Malone University may enroll for any undergraduate courses within the block (12 to 18 hours) at one-half the normal block-tuition rate. This discount does not apply to tutorial courses, advanced topics, or individual music instruction for students billed at the part-time rate. The graduate discount may not be combined with any other discount that is offered through Malone. International Students Prospective students holding non-U.S. citizenship may write for a special descriptive sheet covering their primary concerns. Because delays of several months are frequently encountered, the admission process should be initiated well in advance of the intended date for the entrance to class. Demonstrations of proficiency in English and ability to finance the study are among the prerequisites for admission. Non-Degree Students Students who have met the minimum entrance requirements may be admitted by the Director of Admissions, in consultation with the Provost, to study for credit not leading toward a degree. To remain eligible for continued enrollment in the University, such students are expected to meet the same academic standards as degree candidates. They may elect courses for which they qualify without regard for general education requirements of the University. A student may not enroll as a non-degree student after twenty semester hours of credit at Malone have been accumulated. After the twenty-hour limit has been reached, a non-degree student must matriculate as a regular

student subject to all institutional requirements. Credit earned while a non-degree student can be applied toward a degree by notification to the Office of the Registrar. Readmitted Students Students of Malone University who interrupt their academic work for a standard semester or more must be approved by the Registrar before re-enrolling. Applications for readmission are available through the Office of the Registrar or the Admissions Center. Readmitted students are registered through the Center for Student Success. Regular Students Each student working toward a degree is assigned a class standing by the Office of the Registrar at the beginning of each academic semester. Class standing is assigned on the following basis: Freshman: Sophomore: Junior: Senior:

fewer than 30 credit hours 30-59 credit hours 60-89 credit hours 90 credit hours or more

Senior Citizens Students who are age 60 or older may audit courses free of charge on a space available basis. (This privilege does not apply to music, advanced topics, MMP, tutorial, or activity courses.) Students who are age 70 or older may take courses for credit for 50% of tuition on a space available basis. It is the studentâ&#x20AC;&#x2122;s responsibility to notify the University of eligibility for these policies. All course fee charges will be paid by the student and are not subject to discount. Special Students Auditors, transients, post secondary enrollments, degreed students, non-degree students. Transfer Students See Transfer Policy. Transient Students Students working toward a degree at another college or university may enroll for courses at Malone as transient students. Transient students must present a letter from the dean or registrar of the college/ university in which they are enrolled indicating approval of the specific courses to be taken. The $20.00 admission fee is charged once although the student may attend several semesters or sessions. Not more than one year of full-time study will be permitted.

Correspondence Courses Malone will accept up to nine semester hours of correspondence work from an accredited institution, provided each course carries a grade of at least C and is applicable to the studentâ&#x20AC;&#x2122;s program. Correspondence credits may not be used in meeting the residency requirements.

Course Numbers and Notations Lower-level courses (100-299) are usually taken by freshmen and sophomores. Upper-level courses (300-499) are ordinarily available only to juniors and seniors with adequate background in that field, except by faculty permission. A Comma (101, 102) indicates that the first course must be completed before the second is elected. Courses numbered 250 are special courses which meet a specific but temporary need.

Courses numbered 420 are research courses open only to juniors and seniors in the area of study. Courses numbered 430 are usually practicum/internship courses open only to juniors and seniors in the area of study. Courses numbered 450 (Advanced Topics) are open only to juniors and seniors who are majors in the area and who have completed or are in regularly scheduled courses. These courses are for independent study or special classes for superior students. Courses numbered 460 are seminar courses open only to juniors and senior in the area of study.

Dean’s List A list of those students who achieve academic honors is prepared for the Provost at the close of each standard semester. Students on the dean’s list shall have carried a minimum of twelve hours with grade and shall have received a grade point average of 3.5 or above. In addition, a list is prepared recording those achieving academic honors for each academic year. Notice: For students involved in student teaching, the twelve hours with grade rule is waived. However, the student must meet the following three requirements: 1) a grade point average of 3.5 or above for the semester of student teaching, 2) a cumulative grade point average of 3.25 or above and 3) a previous appearance on the Dean’s List.

Degrees Malone is authorized by the Ohio Board of Regents to grant the following degrees: Master of Arts in Education, Master of Arts in Organizational Leadership, Master of Arts in Theological Studies, Master of Business Administration, Master of Science in Nursing, Bachelor of Arts, Bachelor of Science in Education, and Bachelor of Science in Nursing.

Electives After providing for the required general education courses and the required courses in the chosen major, students are encouraged to thoughtfully plan elective courses to strengthen their major field and broaden their education for life. These courses will help students reach the total requirement of 124 semester hours for graduation.

Final Examinations At the close of the fall and spring semesters four days are provided for final examinations. Two hours are allowed for each examination. The examination schedule is published at the time of registration. Students are required to take examinations at the indicated times. Petitions for exceptions necessitated by severe personal hardships or academic hardships (e.g., three consecutive examinations on one day; four or five exams on one day; two conflicting exams) must be submitted to the Provost at least two weeks prior to the first day of final examinations. Final examinations will not be rescheduled to accommodate student travel.

Forgiveness – Academic Purpose Nationally, academic forgiveness policies arose out of the observation that students who had done poorly could give themselves an academic fresh start simply by transferring to another university. Such a student could start with a new grade point average but still retain credit for all grades of "C" or better under the transfer policies of most universities. By establishing an Academic Forgiveness Policy, an institution can offer a fresh start to its former students who would like to return to complete their degrees.

The Malone Academic Forgiveness Policy pertains only to former Malone students returning to the university as undergraduate students after a prescribed absence. It provides them the opportunity to have their academic grade calculations reflect the increased maturity and improved levels of academic performance gained since the interruption of studies at Malone. Once the returning students have demonstrated the ability to sustain a satisfactory level of academic performance following their return, all grades of C-, D+, D, D-, and F earned during the previous Malone enrollment will be disregarded in the cumulative calculations of the quality points earned and grade point average. Eligibility The Academic Forgiveness Policy is available to returning undergraduate students pursuing their first baccalaureate degrees who meet one or more of the following criteria: 1. Former students who have not been enrolled at Malone University for a period of at least two calendar years during which time the students have been enlisted in the U.S. Armed Services, as documented by a copy of DD 214. 2. Former students who have not been enrolled at Malone University or any other accredited institution of higher education for a period of at least four calendar years. 3. Former students who have not been enrolled at Malone University for more than four calendar years, who may have taken credit coursework at another institution of higher education and have a separation of at least three consecutive calendar years, during which the student was not engaged in study at any institution of higher education. Procedures The established university procedures and criteria for readmission apply to all students, including those who may be eligible for the application of the Academic Forgiveness Policy. During the first two semesters of re-enrollment, a former student who meets one of the three eligibility criteria indicated above may file an academic petition with the Provost to request the application of the Academic Forgiveness Policy. The academic records of the student will then be reviewed by the Registrar to determine the eligibility for application of the policy to the student’s record and report the findings to the Provost. • If the student maintains a gpa of at least 2.00 through the term/semester that encompasses the 15th semester hour of graded undergraduate coursework after returning to the university, the Academic Forgiveness Policy shall be implemented. • If the student fails to maintain a 2.00 average for the first 15 semester hours of graded undergraduate coursework following return to the university, the eligibility period shall be extended to the term which encompasses the 30th semester hour of graded undergraduate coursework after the student’s resumption of study at Malone University. If at this point, the student’s gpa since his/her return has attained the 2.00 level, the Academic Forgiveness Policy will be implemented; if not, eligibility for the Academic Forgiveness Policy shall have expired. Application and Calculations Reflecting the Policy • The Academic Forgiveness Policy is nonselective. It applies to all undergraduate grades below C (2.00) that were earned at Malone University prior to the student’s reinstatement. • Prior actions of academic standing (i.e., Academic Probation, Suspension, Dismissal) are not changed/erased through the implementation of the Academic Forgiveness Policy. • An undergraduate student may utilize this academic reassessment policy only one time in his/her career at Malone University. • Credit hours from all forgiven courses taken during the previous enrollment at Malone with a grade of "C-" or lower are removed from the calculation of the cumulative gpa (although the grades are retained on the academic transcript and bracketed with the notation on the transcript indicating "academic forgiveness policy implemented"). The credit hours for forgiven courses may still be used in meeting academic hours earned and course requirements that are not grade specific. • Within the student’s academic major, grades of forgiven courses will be used in determining the student’s major

grade point average. Course repeats may be required to improve the student’s major grade point average to meet minimum graduation requirements and establish standards of proficiency within the academic discipline. • The original gpa (unadjusted by the application of the Academic Forgiveness Policy) will be used in determining eligibility for university, collegial, departmental, or professional honors; graduation honors; or other recognition based upon the entirety of the student's undergraduate academic career and record of academic performance.

Grading System Grade points in the undergraduate programs are assigned for each semester hour of credit earned according to the following system: Letter

Grade Explanation

Quality Points

A AB+ B BC+ C CD+ D DF CR I L NC W AU

Excellent Excellent Above Average Above Average Above Average Average Average Average Passing Passing Passing Failing Credit Incomplete Long-term No Credit Withdrawal Audit

4.0 3.7 3.3 3.0 2.7 2.3 2.0 1.7 1.3 1.0 0.7 0.0 0.0 0.0 0.0 0.0 0.0 0.0

Credit or No Credit Credit or no credit as a grade is non-punitive. Hours receiving credit as a grade are not used in gpa calculations, but are used toward graduation requirements. Grade Point Average A student’s grade point average is determined by dividing the total number of quality points earned by the number of hours with letter grade. Total quality points are determined by multiplying the credit value of the course times the letter grade value in the preceding table. [e.g., a B+ in ENG 145 is 3.3 (B+) x 3 (# of credits) = 9.9; an A- in GEN 100 is 3.7 (A-) x 1 (# of credits) = 3.7] Grade Reports Grade reports are available to students near the midpoint and at the end of each semester. The midsemester grades are estimates of the student’s progress and are available via the campus web. They are not permanently recorded and have no affect on the student’s grade point average. Midsemester grades are not available for summer school classes.

Incomplete Grades An I grade protects the student who, through illness or some other unpreventible circumstances, finds it impossible to take final exams or complete some other course requirement. An I will become an F six weeks after the end of the semester unless the work is made up and the grade change authorized by the instructor. Long-term Grades An L grade designates satisfactory progress in a long-term course assignment continued beyond the end of the semester. Upon completion of the work, the L is changed to a permanent grade. Students must complete the work within six months after the end of the semester in which they registered for the course, or the grade will become an F. Withdrawals Approved withdrawals after the fourth week will be recorded as W.

Graduation Commencement is held once each year following spring semester (May). Diplomas are dated according to the actual semester of completion (May, August, or December). Students should contact the Office of the Registrar for details. Graduation Attendance Attendance at the activities related to graduation is required. Activities included in this requirement are Senior Chapel, Baccalaureate, and Commencement. Petitions for the in absentia granting of degrees should be directed to the Provost. Graduation Honors Honors at the time of graduation are given to persons with the following grade point averages: Summa Cum Laude, 3.90-4.00; Magna Cum Laude, 3.70-3.89; Cum Laude, 3.5-3.69. These honors are based upon the cumulative grade point average of all work attempted at all post-secondary institutions attended prior to graduation. To qualify for honors, transfer students must have completed sixty or more semester hours of graded work in residence with a minimum cgpa of 3.5 at Malone University. Graduation Policies and Requirements A candidate for the baccalaureate degree must: Be approved in a major. The required departmental major gpa necessary for approval in the major must be maintained throughout the entire degree program. If the average drops below the required departmental gpa, approval in the major will be in abeyance until the minimum is reached again. Accumulate a minimum of 124 semester hours with a cumulative grade point average of not less than 2.00 (or 2.75 overall in teacher education). The residency requirement as stated in the university catalog must also be met (see Residency Requirement below). Complete a minimum of 39 hours at the 300 and/or 400 level. Complete all degree requirements which are in effect at the University. These requirements shall include but not be limited to general education and major requirements and/or senior-level testing specified by each academic department. File an application for graduation with the Office of the Registrar. The application deadline is November 1 for candidates who plan to complete by the end of a spring semester or a summer session, or May 1 for candidates who plan to complete degree requirements by the end of a fall semester. Pay in full the account in the Business Office. Discharge all other obligations (fines, credentials, etc.) at the University.

Grievance Procedure â&#x20AC;&#x201C; Academic The purpose of this grievance procedure is to provide undergraduate Malone students an opportunity to process grievances regarding academic issues (e.g., course grades, class procedures, or academic integrity). A student wishing to pursue an academic grievance should follow the procedure described below. Informal Process Initially the student shall present his or her academic grievance informally in a meeting with the appropriate faculty member and his or her immediate supervisor (i.e., the chair of his or her department; or if the school has no chairs, the dean of the school). In the case of a grievance against a department chair, such informal meeting shall be with the department chair and the appropriate dean; and for a grievance against a dean, the meeting shall be with the dean and the Provost. The purpose of any such meeting shall be to seek clarification and resolution through a discussion of the studentâ&#x20AC;&#x2122;s grievance. The student, faculty member, and/or other appropriate academic official shall suggest means of bringing the grievance to resolution. If a satisfactory resolution of the matter is not reached in that manner, the student may then enter the formal process described below. Formal Process 1. Following the informal grievance process, the student must submit the grievance in writing to the faculty member and his or her immediate supervisor, provided the appropriate conditions are met (see â&#x20AC;&#x153;conditions for filing and handling grievancesâ&#x20AC;? below). The student, the faculty member, and his or her supervisor shall meet to review the matter. a. If the faculty member against whom the grievance has been filed is a regular faculty member in an academic department with a chair, then the immediate supervisor is the department chair. b. If the faculty member against whom the grievance has been filed is in a school without chairs, then the immediate supervisor is the Dean of the school. c. If the faculty member against whom the grievance has been filed is a department chair, then the immediate supervisor is the Dean of his or her school. d. If the faculty member against whom the grievance has been filed is a dean, then the immediate supervisor is the Provost. Conditions for filing and handling grievances The student must submit the academic grievance in writing to the immediate supervisor of the faculty member (as defined above). This grievance shall be submitted no later than thirty (30) class days from the date final grades were issued by the Registrar for the course in question. The grievance shall include statements of the grounds for the grievance, supporting evidence and suggested steps to resolve the matter. In the event the grievance is related to a final grade, one or more of the following conditions must be met for a formal grievance to be filed: a.

The student shall provide written evidence that the assigned grade was based on arbitrary, unlawful, or nonacademic criteria. b. The student shall provide written evidence that the assigned grade did not accurately reflect his or her fulfillment of course requirements and/or course policies, as stated in the course syllabus (for example, class attendance, grade standards, or penalty for late or incomplete work), or other applicable requirements of the University. A copy of the grievance shall be given to the appropriate faculty member. Within ten (10) class days of the receipt of the written grievance, the immediate supervisor shall meet with the student and with the faculty member against whom the grievance has been filed to review the matter. The immediate supervisor shall respond in writing to the student and the faculty member, indicating his or her decision and recommendations regarding the matter, within ten (10) class days of meeting with the student. In the event the formal grievance involves a course grade, the immediate supervisor may recommend that the faculty member change the grade, or that the faculty member review course and/or grading requirements and re-evaluate the grade accordingly, or the immediate supervisor may determine that there is insufficient evidence to support the grievance.

Either the student or the faculty member against whom the grievance has been filed may appeal in writing to the next appropriate administrator, provided the appropriate conditions are met (see “conditions for filing and handling appeals” below). The next appropriate administrator is determined as follows: a. If the grievance has first been submitted to a department chair, the written appeal shall be submitted to the dean of that chair’s school. b. If the grievance has first been submitted to a dean, or if the grievance has been ruled upon by a dean and subsequently appealed by either the student or the faculty member against whom the grievance has been filed, the written appeal shall be submitted to the Provost.

Conditions for filing and handling appeals Either the student or the faculty member may appeal the decision of the immediate supervisor in writing to the next appropriate administrator who will render a decision in writing within thirty (30) calendar days of receiving the written notice of appeal. A copy of the appeal notice, which must include copies of the grievance and appealed decision shall be given to the party against whom the appeal has been filed, the immediate supervisor who heard the initial grievance, and (if applicable) any other appropriate administrator who has handled the appeal (e.g., a dean or the Provost). After reviewing the appeal notice and accompanying documents, this next appropriate administrator may summarily dismiss the appeal if he or she determines that the appeal clearly is without merit, or if he or she determines that the above-stated conditions for filing a grievance have not been satisfied. If the appeal is summarily dismissed by this administrator there is no further basis for appeal. If he or she has not summarily dismissed the appeal, he or she may meet with the student, faculty member, and/or appropriate administrators who heard the appeal previously to seek further information regarding the merits of the appeal and to assist in making his or her determination. 3.

In the event that an appeal has been ruled upon at the Provost level and has not been summarily dismissed by the Provost, either the student or the faculty member against whom the grievance has been filed may appeal the decision of the Provost in writing, to the Academic Council with a copy to the Provost. Following receipt of such appeal notice, if all previous steps of the formal grievance process have been taken, and the grievance has not been summarily dismissed, the Provost within thirty (30) calendar days, shall convene a meeting of the Academic Council which shall act as a review panel for the matter. The Academic Council shall request that Student Senate appoint two student participants and one alternate (to serve if one of the appointees has a conflict of interest or cannot otherwise attend) as ad hoc members for the sole purpose of hearing the appeal. Prior to the meeting, materials, including, but not limited to, the following, shall be distributed to members of the Academic Council: the student’s written grievance (a copy of which shall have been provided to the appropriate faculty member, department chair, dean, and Provost), and any evidence provided by the student in support of it, along with an account by the faculty member, presenting his or her decisions and rationale regarding the matter, and any pertinent information provided by the Provost including the communication regarding his or her decision concerning the resolution of the matter. Neither the Provost, the dean, nor any other directly involved official shall have a vote in this proceeding, nor shall any such official participate in the meeting of the Council concerning said appeal, unless called in by the Academic Council as a resource person. Council members who have a conflict of interest in the matter shall recuse themselves from the discussion and deliberations of the Academic Council concerning such matter. Acting in its capacity as a review panel, the Academic Council is not empowered to change a grade given by a faculty member, or to force a faculty member to change a grade. In grievance cases related to a final grade, the Academic Council may take one of three actions: a. The Council may recommend that the faculty member change the grade. b. The Council may recommend that the faculty member review course and/or grading requirements and re-evaluate the grade accordingly. c. The Council may deny any requested grade change. The Academic Council will submit its recommendations in writing to the student, and to the faculty member, department chair, dean, and Provost within fifteen (15) calendar days of the above-described meeting of the Council.

Integrity – Academic Personal integrity is a behavioral expectation for all members of the Malone University community: faculty, staff, and students. We are called to personal integrity by the desire and obligation to model our lives after that of Jesus Christ. As noted in the biblical Principles underlying the statement of Malone University Community Responsibilities, “Love for and accountability to God are the primary motivation for Christian conduct.” Christ calls us in John 14:15 to keep his commandments and in Ephesians 5:8-9 we are reminded to walk as children of the light showing truth as a fruit of the Spirit. Academic integrity is that part of personal integrity which encompasses all activities in the learning process. It is the consistent demonstration of honorable behavior in all academic endeavors. There are times, for example, when pressure to minimize work load, increase academic standing, or assist other students may lead to actions that breach academic integrity, and thereby personal integrity as well. Participation in academic activities and/or submission of academic work that includes any form of deception is an inappropriate response to that pressure. Appropriate resources for responding to this pressure are available by consulting with faculty. Collaborative study endeavors are both permitted and encouraged under certain circumstances. However, it is essential for faculty, staff, and students to have a common understanding of the factors that distinguish acceptable and unacceptable academic behaviors. The list of examples given below describes situations in which academic integrity is not being maintained. It is provided to help clarify academic behaviors that must be avoided. While it does not constitute an exhaustive list, it is sufficiently comprehensive to inform even those students who might otherwise compromise academic integrity unintentionally, unconsciously or as a result of lack of knowledge. I.

Exemplary, Non-Comprehensive Definitions and Explanations Regarding Unacceptable Academic Conduct A.

Plagiarism1 1. submitting as one’s own work, part or all of an oral or written assignment which is copied, paraphrased, or purchased from another source, including world wide web and other online sources, without proper acknowledgement of that source. In written assignments, using three or more words in succession from a source without quotation marks and proper acknowledgement can be considered plagiarism. 2. submitting as one’s own, course work which has been prepared or extensively revised by someone else

Accomplice in Plagiarism 1. allowing one’s work to be copied 2. doing work for another student 3. maintaining a file of papers with the intent that others may review them or use them for submission 4. offering aid that differs from or exceeds that which is expressly approved by the instructor for any exam or course activity 5. disseminating confidential information

Disruption of Learning 1. destroying educational resources and materials 2. removing, destroying, or otherwise compromising the academic work of another student

Academic or Scientific Misconduct 1. misrepresenting attendance or reason for absence 2. using information or accepting aid which is not approved by the instructor; this may include but is not limited to

3. 4. 5. 6.

II.

a. using notes during a closed-book test b. soliciting information about the contents of an assignment or test c. looking at another student’s test paper during testing accessing and/or disseminating unauthorized material falsifying data or information for a course activity submitting work that was already done for a previous course without prior approval of the instructor of the current course submitting the same work for two concurrent courses without prior approval of both instructors

Faculty Responsibility in Upholding Malone University’s Academic Integrity Policy A.

Responsibility to Inform Students 1. Faculty members are responsible for clearly communicating the Academic Integrity Policy to students. This is accomplished through two primary methods: a. providing information about the policy, and about the importance of reading and understanding the policy, at the beginning of each course b. informing all incoming students of the policy through such vehicles as the Humanities 100 course, freshman orientation, and orientation meetings for graduate and other non-traditional programs. 2. In order to clearly communicate expectations regarding academic integrity for each individual course, faculty members’ syllabi should contain at least the following information: a. Definition of Academic Integrity and/or reference to definition and explanation in the Catalog or Student Handbook. NOTE: If a faculty member’s definition of academic integrity differs in any way from that published in the Catalog or Student Handbook, the difference(s) must be clearly articulated in the syllabus. b. Examples of academic dishonesty specific to the course c. Explanations of the specific sanctions to be imposed. Sanctions could include a required rewrite of a plagiarized paper with a reduction of grade or failure of a test where cheating occurred. The maximum sanction avail able to be imposed by a faculty member is failure of the course. All incidents of infringements of academic integrity by an undergraduate student (including degree-completion students) are to be reported to the Provost or his designate who may take further action in the case of multiple infractions (section III. A.1. b.) and may consult with and advise the faculty member throughout the process. d. Reference to appeal process in Catalog e. Faculty should clearly and completely discuss the above information and encourage students to seek clarification concerning the policy on the first day of class and throughout the course.

Responsibility to Be Aware of Violations – Malone University faculty members are responsible for encouraging academic integrity, while simultaneously being vigilant in observation and intervention when academic integrity may be compromised. Possible actions include remaining in the classroom to monitor student behavior during examinations, arranging classroom seating to avoid crowded conditions during examinations, providing cover sheets for students to use during examinations, actively investigating suspected cases of plagiarism, etc.

Responsibility to Address Suspected Violations 1. Malone University faculty members are responsible for taking steps to investigate suspected violations, and discussing the incident with the student(s) involved. Though

5. 6.

III.

this process may result in the decision to impose sanctions, faculty should approach it with the intent to manifest Christian love, seeking a balance of justice and grace, and demonstrating concern for the moral and intellectual development of the student(s). If a violation of the Academic Integrity Policy is suspected, the faculty member must meet with the student(s) to discuss the incident and determine to the faculty member’s satisfaction whether or not a violation of the Academic Integrity Policy has occurred. If a student is accused of violating academic integrity, but subsequently the faculty member determines that the student is innocent, or if insufficient evidence exists to justify further action, the student should be informed of this determination in writing. Appropriate confidentiality will be maintained with respect to documents and information related to the accusation. If the faculty member determines that a violation of academic integrity has occurred, a report should be filed with the Provost’s Office and a duplicate of the report provided to the student and the appropriate Dean/Department Chair. The report should contain the following information: a. Complete description of incident b. Date of meeting with the student c. Conclusions reached as a result of the meeting d. Sanctions imposed e. Recommendations to the Provost regarding whether or not additional action should be taken f. Description of the appeals process available to the student or reference to this process as published in the Catalog or Student Handbook g. Student and faculty signatures and date indicating that the report has been delivered to the student The faculty member should keep originals of tests, papers, etc. that provide evidence of the violation. The student, after meeting with the faculty member, may respond to this report if he or she desires. The student may initiate an appeal by submitting in writing his or her response to the situation to the appropriate Dean/ Department Chair with a duplicate of this letter to the Provost and faculty member. The student and department should proceed with the grievance procedure, formal process, as outlined in the Catalog.

Continuation of the Process in Upholding the Academic Integrity Policy A.

Initial Involvement of the Provost 1.

After the submission of a faculty report in the Provost’s Office, the Provost may take either of the following actions: a. If no other reports exist, no appeal has been made, and the Provost deems that the faculty member’s corrective action was appropriate, the report will be filed within the office. If future reports are received pertaining to the same student, the Provost will then have access to previous reports and may choose to proceed to the step described in Subsection (b) below. The contents of this file will be purged based upon the established retention of records policy governing such reports2. b. If the Provost’s file indicates that the student has committed a serious violation of the Academic Integrity Policy, or that there have been multiple violations by said student, the Provost may submit a request for a hearing before the Academic Council concerning such violation(s). The purpose of this Academic Council hearing is to determine whether additional University-level action is

justified by the serious or repeated nature of academic integrity violations. Previous actions taken with regard to the student’s academic violation(s) will be upheld. If the Academic Council determines that a student’s record of violation(s) is of sufficient seriousness that action at the University level is warranted, then the Academic Council will take action to impact the student’s current and future status at Malone University, such as suspension or expulsion. B.

Final Involvement of the Provost – the student may request an appeal of the Academic Council’s decision. The Provost will review an appeal submitted by the student, all documentation provided to the Council, and the written conclusions of their deliberations and recommendations. The action of the Provost will be considered final. 1 Confusion can arise in distinguishing between collaborative work and plagiarism. The following excerpt from The Writer’s Community (by David J. Klooster and Patricia L. Bloem, Martin’s Press, 1995) is intended to help resolve any potential misunderstandings: “All good writing builds on the work of previous writers, but the best writing enriches that work, departs from it, transcends it, or even changes it, helping readers to see what came before in new ways. Writers on any subject need to know what others have said about the topic, and if they are to contribute to that conversation, they need to say something new...An original thinker moves the conversation forward by helping the participants see something new. A plagiarist pretends to be original and thereby risks holding the conversation back or even halting it altogether. For any conversation to become a true discussion, the speakers and listeners must be able to trust one another. Plagiarism breaks that trust...What is finally at stake, it seems to us, is that a relationship of trust exists between the reader and writer, and any deception or misrepresentation or dishonesty on the writer’s part – or the writers’ parts – violates that trust. Plagiarism, one form of this violation, is a serious offense, not first of all because it is stealing, but because it is dishonesty. Integrity is at stake.” 2

Files/reports will be maintained by the Provost for a period of at least five (5) years after the last date of the student’s enrollment or at least one (1) year after the student’s actual graduation, whichever last occurs.

Petition – Academic Due to special or unique circumstances, a student may need to amend or alter the requirements within his/her academic program. The academic petition process provides the means for this kind of request and the petition itself serves as the official documentation for any such change that is approved. The process is as follows: 1) Obtain the Academic Petition Form from the Office of the Registrar. 2) Fill out the form according to the instructions and obtain the signature of the Chair of the Department involved in the request. 3) Return the signed form to the Office of the Registrar. Final approval will be granted only at the discretion of the Dean of the School involved in the request.

Registration During the fall and spring semesters, enrolled students may preregister for the following academic semester. Programs of study are planned with the aid of advisers. All students are expected to register on the days designated on the University calendar. Permission for late registration must come in advance from the Registrar. All late registrants pay a $20 fee. A new student may not register for classes until officially admitted to the University.

Academic Advising Each student entering Malone University has the opportunity to meet with an adviser in the Center for Student Success (CSS) to plan and register for courses. As the student selects a major, a faculty adviser is assigned by CSS in that particular major. A student may elect to choose an adviser during the first semester at Malone; undeclared majors will continue to be advised through . All requests for a change of adviser are processed through CSS and permissible if the adviser is a faculty person in the studentâ&#x20AC;&#x2122;s major field of study. Each student must work with his/her adviser and have class schedules approved each semester. See Academic Advising Policy. Adding Classes During the first week of a semester, a student may add additional classes to his/her schedule by obtaining and completing a form supplied by the Office of the Registrar or the Center for Student Success. During the second week of a semester, the form must be signed by the instructor of the class. No classes may be added after the second week of a semester. Class Load and Overloads The normal academic year class load is 15-16 semester hours. A student enrolled for more than 16 semester hours is considered to be carrying an overload. A student must enroll for a minimum of 12 semester hours to be classified as full-time. A student with a minimum cumulative gpa of 3.0 may register for more than 18 semester hours with permission of the Registrar. A student living in a residence hall must carry at least 12 hours unless other arrangements have been approved by the Vice President for Student Development. Course Level Policy A student may not register for a class which is below the level of a course already passed or in which proficiency has been established. Students who do so will have the hours removed from their accumulation of hours so that they will not count toward graduation requirements. (This policy also applies to credit by examination â&#x20AC;&#x201C; see above.) Prerequisites When prerequisite courses are required for entry into a course, it is expected that the enrolled student will make sure these requirements are fulfilled prior to entry into that course. During the registration process the Office of the Registrar will block students from registering for courses whose prerequisites have not been met. It is recommended that students and faculty advisers actively review student information during the advising process to make sure a registration delay does not occur due to missing prerequisites. In order to waive a prerequisite, a written request signed by the Chair or Dean of the department or school housing the prerequisite course must be submitted to the Office of the Registrar. Repeating a Course Courses may be repeated at Malone in order to improve performance and to raise grades. The lower grade is not included in computing the cumulative grade point average. Permission is not normally granted to repeat a course by enrolling as a transient student at another college or university; however, when permission is granted, grades received are figured in the overall average as are the original grades. All entries remain a part of the studentâ&#x20AC;&#x2122;s permanent academic record. A student must indicate that a course is being repeated at the time of registration. Forms are available in the Office of the Registrar.

Residency Requirement To graduate, a student must complete at least thirty semester hours at Malone University. The 30 hours cannot be comprised in any part by Credit-for-Life-Experience or credit by examination. At least twelve hours of one’s major must be completed at Malone. With the permission of the appropriate Department Chair, Dean, and the Provost, proficiency may be established by examination and the hour requirements modified. Not more than ten semester hours of transient study may be incorporated as part of the last thirty hours of a degree program, except in clinical laboratory science.

Second Degrees A student desiring a second baccalaureate degree must complete a total of at least 154 hours. This represents at least thirty hours of additional work; twenty-four hours of this shall be done in residence. The student must also meet all the graduation requirements of each degree.

Standing – Academic For purposes of continuation in the University, the cumulative grade point average is computed on all postsecondary work taken at Malone plus any evaluated transferred work. Any student who does not meet the standard of minimum acceptable progress adopted by the Faculty will be placed on academic probation for the following semester. All students must have an average of two quality points per semester hour on all work taken at Malone – the equivalent of a C average – as a minimum requirement for approval in a major and for graduation. In other words, an acceptable cumulative grade point average for all students is 2.0. However, students with freshman* classification are provided an exception as follows: Hours attempted

Required gpa

1-10 1.6 11-20 1.8 21 hours or more 2.0 * The grade point averages noted in the above chart do not apply to students granted conditional admission. A student granted conditional admission should refer to the gpa expectation outlined in the terms of his/her enrollment contract. Academic Probation Probation is an emphatic warning to the student that the quality of work must improve if the student plans to graduate. When a student’s cumulative grade point average falls below 2.00 or, in the case of freshmen, below the standards described above the student will be placed on Academic Probation for the following semester. Students placed on academic probation are permitted to register for a maximum of 13 credits for each semester in which they are on academic probation. Exceptions can be granted only with the approval of the Registrar. Students on probation are advised to curtail extracurricular activities and work schedules. Continuation on Academic Probation The student who achieves satisfactory progress, but still falls below the minimum standard, will be continued on academic probation.

Removal from Academic Probation A student will be removed from academic probation at the end of the semester that the cumulative grade point average is above the minimum. Academic Suspension Failure to achieve satisfactory progress during the probation semester will result in academic suspension, which implies complete separation from the University for at least the subsequent regular semester. The University suspends any student who fails to earn at least a 1.0 gpa during any semester, regardless of classification or number of hours completed, or any student who is so indifferent or incompetent that neither the student nor University benefits. A student suspended has the right to appeal the decision to the Admissions and Retention Committee. Suspended students applying for re-admission must present evidence in support of the request. Academic Dismissal Any student who has been academically suspended two times will have Academic Dismissal recorded on the permanent record which implies complete and permanent separation from the University.

Student Records Malone University has a policy of administering and maintaining student records which is in compliance with the Family Educational Rights Privacy Act of 1974. This policy provides students with certain rights of access to these educational records as delimited in FERPA. Directory information is subject to release by the University and includes the studentâ&#x20AC;&#x2122;s name, local and permanent address, telephone listing, major, participation in officially recognized activities and sports, weight and height (if a member of an athletic team), dates of attendance, degrees and awards received, place of high school graduation, and most recent educational institution attended. Students wishing to restrict access to directory information must file a written request with the Office of the Registrar. The complete policy concerning this Act is available upon request from the Office of the Registrar.

Transcripts Transcripts of grades are sent from the Office of the Registrar only upon the written request of the student or legal notice requiring compliance. A studentâ&#x20AC;&#x2122;s account in the Business Office and all other holds must be paid in full or cleared before the transcript will be released. Transcript charges are as follows: $5.00 per copy $5.00 per copy plus additional $5.00 charge for expedited, same day, or authorized fax services $5.00 per copy plus additional $20.00 charge (or higher depending on location) per mail location for next day FedEx or similar mail service (11:00am deadline; no PO Box addresses)

Transfer Policy Statement of Transfer Practice This policy statement is intended to serve as a guide for dealing with transfer, acceptance, and award of credit. "Transfer" as used here refers to the movement of students from one college, university, or other education provider to another and to the process by which credits representing educational experiences, courses, degrees, or credentials that are awarded by an education provider are accepted or not accepted by Malone University.

Inter-Institutional Transfer of Credit Transfer of credit from one institution to Malone University involves at least three considerations: 1. 2. 3.

the educational quality of the learning experience which the student transfers; the comparability of the nature, content, and level of the learning experience to that offered by the receiving institution; and the appropriateness and applicability of the learning experience to the programs offered by the receiving institution, in light of the student's educational goals.

Accredited Institutions Accreditation speaks primarily to the first of these considerations, serving as the basic indicator that an institution meets certain minimum standards. Here at Malone, careful attention to the accreditation conferred by accrediting bodies recognized by the Council for Higher Education Accreditation (CHEA) is used to determine the initial transferability of academic credit. CHEA has a formal process of recognition which requires that all accrediting bodies so recognized must meet the same standards. Under these standards, CHEA has recognized a number of accrediting bodies, including: 1.

regional accrediting commissions (which historically accredited the more traditional colleges and universities but which now accredit proprietary, vocational-technical, distance learning providers, and single-purpose institutions as well); 2. national accrediting bodies that accredit various kinds of specialized institutions, including distance learning providers and freestanding professional schools; and 3. professional organizations that accredit programs within multipurpose institutions. Although accrediting agencies vary in the ways they are organized and in their statements of scope and mission, all accrediting bodies that meet CHEA's standards for recognition function to ensure that the institutions or programs they accredit have met generally accepted minimum standards for accreditation. Accreditation speaks to the probability, but does not guarantee, that students have met acceptable standards of educational accomplishment and thus allows Malone University to accept in transfer academic credit that meets our institutional transfer standard toward university programs. Comparability and Applicability Comparability of the nature, content, and level of transfer credit and the appropriateness and applicability of the credit earned with programs offered by Malone, are as important in the evaluation process as the accreditation status of the institution at which the transfer credit is awarded. For those programs that do not hold a recognized status with CHEA, Malone University should have reasonable confidence that students from other institutions are qualified to undertake our educational program. It is through the articulation and transfer policies established by Malone that it determines the existence of valid evaluation measures, including third-party expert review to institutional effectiveness. Therefore, professional institutions in good standing with a State or National accreditation/licensure that are in line with programs or degrees offered at Malone, will be reviewed for transfer toward that program based on existing institutional credit transfers practices. An example of this alternate comparability/applicability review: A student requesting to transfer academic credit from an institution that does not hold a CHEA recognized accreditation, but is recognized as in good standing with the Ohio Board of Nursing (OBN) and/or National League of Nursing (NLN), may have credits reviewed and transferred toward completion of the BSN degree at Malone University. Individual courses still must meet institutional and department standards, but the lack of a recognized CHEA accrediting body will not impede the review for transfer. The good standing of each institution will be evaluated annually to affirm an ongoing transfer of academic credit. This review will be available for other programs that may hold third-party professional licensing as part of their professional practices.

The review process for these professional institutions requires that the Provost, Registrar, Vice President for Enrollment Management, Dean of School (from academic program where transfer of credit is sought), and Department Chair/Program Director (from academic program where transfer credit is sought) meet to evaluate the following information being presented: appropriate materials documenting the transferring student’s academic courses, the program’s academic content, and all external state and/or federal licensing or accrediting status of the issuing institution. Once approval is granted, the status of the approval is subject to annual review to assure Malone that the issuing institution is maintaining its approved status through external agencies. Foreign Institutions In most cases, foreign institutions are chartered and authorized to grant degrees by their national governments, usually through a Ministry of Education or similar appropriate ministerial body. No other nation has a system comparable with voluntary accreditation as it exists in the United States. Therefore, all foreign credentials and/or transcripts will be evaluated through the evaluation services approved/recommended by Malone University. Institutional Transfer Credit Practice – Student Records Every effort is made to correlate the work previously completed with the requirements for a degree from Malone. Transfer students must provide the official transcript from each institution attended beyond high school. These records become the property of Malone University and are considered a part of the student’s official file. Failure to report prior college or university attendance (including early admission) or to furnish official transcript(s) cancels all enrollment privileges. 1. 2.

Transfer credit evaluation is tentative until official transcripts are received directly from the issuing institution and the evaluation is finalized through review of the official document(s). No student will be permitted to enroll until all official transcripts have been received. (Petitions for exceptions may be made to the Director of Admissions where delays are unavoidable due to transfers between semesters.) The average grade in courses allowed for transfer from each school must be 2.0 or higher (on a 4.0 scale). This means that for every grade of “D” accepted there must be another grade of at least “B” for an equal number of credits. Grades of "D-" and lower are not transferable. Courses accepted in transfer will be recorded with the course number, title, and credit value; no grade point value will appear on the record and no grade point average will be calculated for the coursework listed. However, the grade point average for all coursework in the major (including transfer courses) will be calculated. The grade point average of all college or university work attempted will be used to determine graduation honors. (For further clarification, see Graduation Honors.) To graduate, a student must complete at least 30 graded semester hours at Malone University. These 30 semester hours cannot in any part include credit for extra-collegiate experiential learning or credit by examination. No rigid standard exists for the number of credits that can be transferred from regionally accredited two-year colleges, Bible colleges, liberal arts colleges, etc. The number of hours allowable may be different in each case, as determined by five variable considerations: (1) the kinds of courses presented; (2) the grades earned in each course; (3) the course of study pursued at Malone University; (4) the credit recommendations of the publication, “Transfer Credit Practices of Designated Educational Institutions” (pub., AACRAO) and the Council for Higher Education Accreditation (CHEA); and (5) articulations and approved transfer practices for professional/licensure organizations approved through the review process outlined in the Statement of Transfer Practice.

Transient Work at Another College or University Any Malone student with a cgpa of at least 2.0 who wishes to take coursework at another accredited institution of higher education must complete a form called the Request for Transient Certification. This form is used to verify that the course(s) in question will be acceptable at Malone. It is obtainable in the Office of the Registrar. Transient

work at another college or university is NOT covered by financial aid. (See Repeating a Course for additional information - above.)

Tutorials Any junior or senior needing a 300-400 level course which is not currently being offered may obtain forms in the Office of the Registrar and see the Dean/Department Chair for permission to register for a tutorial. The following factors will govern the decisions, which will be made by the Dean/Department Chair: 1. 2. 3. 4.

the validity of need; the inability to substitute an offered course; the availability of a teacher; the student’s ability and willingness to meet the demands of independent study.

Withdrawals Failure to attend class or merely giving notice to the instructor will not be regarded as official notice of withdrawal and will result in a student receiving a grade of F for the class or classes involved. The student must pay in full for classes which are not officially dropped. Withdrawal from a course Approved course withdrawals in the first 4 weeks are processed in the Office of the Registrar. (Instructor signature required after 2nd week.) Such withdrawals will not appear on the transcript. Tuition refunds are prorated according to withdrawal date (see Fee Payment Policies ). Beginning with the fifth week, all course withdrawals will appear as a grade of W (withdrawal) on the transcript. Such withdrawals must be approved by the course instructor with a recommendation from the student’s academic adviser. It remains the student’s responsibility to keep the academic advisers aware of such actions throughout the semester. Course withdrawals will not be approved after the ninth week of the semester except for unusual reasons such as extended illness. Exceptions must be approved by the Provost. Courses offered on an accelerated basis or during a summer session may not be dropped after 3/5ths of the scheduled duration of the class. Exceptions must be approved by the Provost. Withdrawal from the University If a student must withdraw from all courses and leave the University, an official withdrawal form from the Office of the Registrar must be completed. This official withdrawal form must be approved, processed and returned to the Office of the Registrar no later than the last day of classes during the semester. No withdrawal will be approved or processed during the week of final examinations. (See Fee Payment Policies for refund policy.)

Educational Options and Enhancements On-Campus Educational Options and Enhancements The following are options or enhancements to a regular academic program. Some are courses which may be taken for academic credit applicable toward a degree. Others provide college-level instruction for personal and cultural enrichment or for personal development. The format includes, but is not limited to, regular length courses, short courses, workshops, institutes, and special lectures and symposia. Athletics Malone offers a variety of intercollegiate sports for men and women which provides a valuable educational experience. These athletic experiences represent models of life in which the participant may practice and learn Christian principles. Malone is a member of the National Collegiate Athletic Association (NCAA Div. II) and the National Christian College Athletic Association (NCCAA Div. I). Menâ&#x20AC;&#x2122;s Varsity Sports:

Womenâ&#x20AC;&#x2122;s Varsity Sports:

Baseball Basketball Cross Country Football Golf Soccer Swimming/Diving Tennis Track (Indoor/Outdoor)

Basketball Cross Country Golf Soccer Softball Swimming/Diving Tennis Track (Indoor/Outdoor) Volleyball

Cooperative Education By engaging in Cooperative Education, students may acquire valuable on-the-job experience to complement classroom theory, possibly receive payment for work experience, and acquire necessary credit hours to satisfy elective credit or qualify for Management Studies programs. These courses are offered exclusively online for students who do not have other forms of experiential learning available through their academic majors. Co-op supervisors provide assistance with making contacts for possible Co-op sites, evaluation, record keeping, on-the-job mentoring, and grading of Co-op assignments. Cooperative Education hours are graded as credit/no credit and generally apply toward elective hours, not hours in the major. There are no additional charges above the normal tuition rate for enrolling in Co-op credit hours. Students who are pursuing traditional undergraduate programs of study are advised to limit their co-op credits to 9 credit hours (1-3 credits per semester/term) but are eligible for a maximum of 15 credit hours. They should apply through the Director of Alumni Career Services and will be supervised during the Co-op experience(s) by the Director of Alumni Career Services. Students may be eligible to enroll in Co-op as early as their sophomore year. However, some employers may require specific course work to be completed, with evidence of good academic standing, in order to qualify for certain Co-op positions. Credit for Prior Learning Malone University recognizes that not all post-secondary learning takes place in the classroom. For non-traditional learners there are two types of prior learning that may be awarded college credit: 1) learning through corporate

professional and technical training, military or non-military; 2) life learning through work, home, community and other environments. Malone University credits awarded for prior learning must be related to the studentâ&#x20AC;&#x2122;s educational and/or vocational objective; that is, the credit granted must apply to major, general education, or elective requirements in the studentâ&#x20AC;&#x2122;s proposed program at Malone. 1.

Professional Credits: Malone University accepts credits earned through corporate, professional and technical training programs, military and non-military, either as evaluated and approved by the Malone University faculty or as recommended in the ACE guide, New York Regents Guide, military guides, and other guides recognized by the Council for Adult and Experiential Learning (CAEL). Such credits will appear as transfer credits on the transcript. Malone reserves the right to set standards which may be higher than those recommended by ACE, CLEP or other such agencies. 2. Life Learning Credits: Malone University sometimes awards credit for college-level learning achieved through work or community volunteer experience, travel, hobbies, etc. Students desiring such credit must: a. have had at least five years of significant life learning experiences, and b. successfully complete the three-semester-hour course: Portfolio Development (GEN 111). Malone University subscribes to the guidelines established by CAEL for the evaluation of life learning and will allow no more than 30 semester credits (including GEN 111) to count toward graduation. Malone University will evaluate life learning and award credit in subject matter fields in which it has available competence among its faculty. Normally, credit will be awarded only in subject fields in which it offers comparable courses or curricula; however, elective credit in Field Study or Special Interest areas may be appropriately accepted. Honor Societies Alpha Psi Omega was organized as a theatre honor society for the purpose of providing acknowledgement to those college and university students demonstrating a high standard of accomplishment in theatre, and through the expansion of Alpha Psi Omega among colleges and universities, providing a wider fellowship for those interested in theatre. Students can qualify for membership in this society through participation in the Malone University Theatre. Alpha Sigma Lambda is a national honor society for nontraditional adult students. It recognizes the special achievements of adults who accomplish academic excellence while facing competing interests of home and work. Mu Upsilon is the Malone University chapter. Student criteria include a GPA of 3.5 or higher and a ranking in the top 10% of all eligible adult students in the Malone Management Program. Eta Sigma Gamma is the national professional health education honorary for professionals in community health education and school health education in the United States and in other nations. The ideals of the honorary are teaching, research and service. Students are eligible for membership by invitation and are required to have a major or minor in community health education or a major in school health education and achieve a 2.75 GPA or higher. Kappa Delta Pi is an international honor society in education. The Malone University chapter, Rho Tau, is over ten years old. Students seeking degrees with an intent to teach are eligible for invitation to membership after completing 45 credit hours, including 12 in education coursework, and achieving a 3.25 GPA or higher. Lambda Pi Eta is a national honor society in communication. Members must have completed 60 semester hours, at least 12 of which must be in communication with a minimum overall cumulative GPA of 3.0 and a minimum GPA in communication courses of 3.25. Students in the Malone University chapter, Sigma Alpha, have opportunities to become involved in regional and national communication associations and sponsor communication activities for the University community. Phi Alpha is a social work honor society whose purpose is to provide a closer bond among students of social work and promote humanitarian goals and ideals. Phi Alpha fosters high standards of education for social workers and invites into membership those who have attained excellence in scholarship and achievement in social work. The Malone University Chapter, Pi Eta, participates in activities in conjunction with the Social Work Student

Organization and other activities when available. Membership criteria include achievement of sophomore status, a 3.0 overall cumulative GPA, and a minimum GPA of 3.25 in 8 semester hours of required social work courses. See www.phialpha.org or www.malone.edu/socialwork for more information. Pi Kappa Delta is a national forensics honorary consisting of educators, students and alumni committed to encouraging the education of articulate citizens through the commitment to and promotion of 1) ethical, humane, and inclusive communication and educational practices, 2) professional development of forensics educators, and 3) comprehensive forensics programming. Malone University students earn membership through participation and success on the Forensics and Debate Teams. Pi Sigma Alpha is a national political science honor society. Members must be juniors or seniors with a minimum 3.0 overall GPA, ranking in the top third of their graduating class, and having completed at least three political science courses, one of which must be at the 300 level or above. Each member must carry a 3.0 GPA or higher in political science courses. The Malone University chapter, Alpha Alpha Omicron, may participate in activities in conjunction with other College/University chapters of the organization. Sigma Delta Mu is a national Spanish honor society which adheres to the principles of 1) recognizing students interested in the Spanish language and culture, 2) recognizing excellence in the study of the Spanish language and 3) providing a forum for Spanish related issues. Beta chapter of Ohio is the Malone University chapter. Students may apply after one completed Spanish course, any level, with a grade of “B” or higher. Sigma Tau Delta is a national honor society in English. Members must have a minimum of two college courses in English language or literature, must have a B average in English, must maintain a B average in overall GPA, and must have completed at least three semesters of college course work. Members of the Malone University chapter, Alpha Rho Iota, participate in service projects and social events. Sigma Theta Tau, International is the only honor society for nursing. STTI exists to create a global community of nurse leaders and scholars. Individually and collectively these individuals shape the health of citizens through their practices, research, and education of self and others. They influence global health by caring for patients and families, and by collaborating with colleagues in other disciplines in decision making and policy development. Pi Chi is the chapter at Malone University. Student criteria includes a GPA of 3.0 for undergraduate students (3.5 for graduate students), and a ranking in the top 35 percent of the graduating class. Sigma Zeta is a national honor society for science and mathematics. The purpose is two-fold: 1) to encourage and foster and 2) recognize and honor scholarly achievements in the natural sciences, computer sciences, and mathematics. Sigma Zeta members are encouraged to conduct research and present at the national meeting. Alpha Gamma is the Malone University chapter. Students can qualify for membership after completion of 15 semester hours in science, computer science or math with a GPA of 3.0 or higher. Honors Program The purpose of the Malone University Honors Program is to support the University’s intellectually gifted and highly motivated students, to create a community of students and faculty engaged in serious, substantive, and sustained critical inquiry, and to underscore the University’s commitment to academic excellence. The honors program fulfills this purpose by challenging students to fulfill their intellectual and personal potential through enriched and stimulating experiences; by cultivating an esprit de corps, committed to an earnest, cooperative, free, and open pursuit of truth; by developing students’ understanding of the unity of knowledge and the interrelationship of the academic disciplines; by providing students the occasion for mentoring relationships with faculty; by preparing students for the pursuit of original and advanced research, scholarship, and performance; and by equipping students for outstanding leadership in service to God, their communities, and the world. Honors program participants complete designated honors sections of general education courses, honors seminars, and an honors project. Admission is highly competitive and based on a limited number of openings each year. Further information about this program is available from the Director of the Honors Program. Please see Course Descriptions for Honors Program course descriptions.

Independent Study Advanced Topics Any junior or senior needing advanced study in order to facilitate a program projection, such as completing graduation requirements, may obtain forms in the Office of the Registrar and prepare a proposal, with a willing faculty member, to be submitted to the Dean and Department Chair for permission to register under Advanced Topics 450. The proposal must include a clear and compelling rationale as to why the Independent Study is being proposed, and the number of hours of the offering. A syllabus which includes course description, learning objectives, required readings, projects or other assignments, and means of evaluation must be offered in support of the proposal. The Independent Study must fall within the scope of the discipline under which it is being proposed. The Dean and Department Chair will consider the validity of need, the inability to substitute an existing course, and the student’s ability and willingness to meet the demands of independent study. Special Topics Any student requiring additional work in a given area may obtain a contract form in the Office of the Registrar, prepare the contract with a willing faculty member, and see the Dean/Department Chair for permission to register under Special Topics 250. A syllabus which includes course description, learning objectives, required readings, projects or other assignments, and means of evaluation must be offered in support of the proposal. Pre-Professional Programs For students interested in professional study, Malone offers several pre-professional programs. They are each listed below with a reference to the section of this catalog where additional information is available. Careful consultation with an academic adviser is necessary in order to ensure that degree requirements at Malone are still being met (when applicable) while determining a course of study that is appropriate to the student’s interests. 1. 2. 3. 4. 5.

Pre-Dental (Natural Sciences) Law School Preparation (History, Philosophy, and Social Sciences) Pre-Medicine (Natural Sciences) Pre-Physical Therapy (Natural Sciences) Pre-Veterinary (Natural Sciences)

Students in Free Enterprise The Director of Students in Free Enterprise position, established by Malone University and housed in the School of Business, is funded by the Greater Canton Chamber of Commerce. Malone’s program is a member of the International Organization known as Students in Free Enterprise (SIFE). SIFE teams exist on over 1600 college and university campuses in more than 40 countries. The main purpose of the Malone SIFE is for students to learn about the principles of Free Enterprise in our economic system. Once command of the concepts is developed, SIFE team members participate in activities that teach these ideas to others and contribute to the community. Participation in SIFE is also open to students with majors outside the School of Business and to students who are not able to fit the Free Enterprise courses into their schedules. Summer Sessions Two 5-week sessions and one 4-week session are held each year from May-August. Students may enroll for up to 6 semester hours in each session (7 if one of the courses is a 4-hour lab science course). A summer class schedule is published each year in February.

Off-Campus and Study Abroad Opportunities AuSable Institute of Environmental Studies Malone participates in the Environmental Studies extension program available through AuSable Institute in three different locations: 1. AS-Great Lakes in the Great Lakes Forest, Michigan; 2. AS-Pacific Rim on Puget Sound, Washington; and 3. AS-India in Tamil Nadu, South India. Courses are offered primarily during the summer. There is also a May-term course, Tropical Agriculture and Missions, located in Costa Rica. Interested students should contact the Chair of the Department of Natural Sciences. Complete course descriptions for available courses can be found in the AuSable Institute of Environmental Studies Official Bulletin. Additional information is available at www.ausable.org. Enrollment in any of the AuSable courses is by permission of the Chair of the Department of Natural Sciences. Bliss Institute Internship The Bliss Institute Internship offered by the Department of History, Philosophy, and Social Sciences in partnership with The University of Akronâ&#x20AC;&#x2122;s Ray C. Bliss Institute of Applied Politics, is designed to enhance and further educational opportunities available to eligible students. Such internships afford Malone students the opportunity to experience practical politics first hand. The objective of this program is to provide a flexible and responsive learning environment where students are able to interact with political career professionals and apply classroom theory and technique to actual workplace settings. Information about the program is available in the History, Philosophy, and Social Sciences Office. Consortium Visitor Program The Christian College Consortium Visitor Program is designed to give the student an opportunity to take advantage of course offerings and varied experiences on other Christian college and university campuses for an academic semester while maintaining regular standing at Malone. Information is available from the Office of Global and OffCampus Programs. International Study Opportunities Daystar University, Nairobi, Kenya Malone University juniors and seniors have the opportunity to join African students who are pursuing B.A. and M.A. degrees at Daystar University, the largest Christian liberal arts university in Africa. Students immerse themselves in African culture while receiving instruction in English from African nationals. Programs of study include communications, business administration and management, accounting, English, marketing, education, community development, Bible, and Christian ministries. Academic studies, co-curricular activities, travel, and worship experiences provide exposure to the stark contrasts in the lives of Kenyans, and the opportunity to develop a personal philosophy concerning self-needs and the needs of others. Information about this program is available from the Office of Global and Off-Campus Programs. Opportunities to Student Teach Overseas An overseas student teaching experience isn't a dream but a reality! Malone is a member institution of the Christian College Teacher Education Coordinating Council (CCTECC) program which enables candidates from member colleges to do their student teaching at overseas schools. Candidates, approved by the Teacher Education Committee, are placed by this body of Interaction International. Candidates MUST plan early and meet with the Coordinator of Student Teaching well in advance of their clinical semester. (Applications are due to CCTECC a full year before the student teaching experience.) Placements are made for half of the traditional clinical/student teaching semester with the other portion completed in Ohio. Additional fees are required to cover placement and an orientation to teaching abroad. More information is available at www.interactionintl.org/cctecc.asp.

Off-Campus Semester Programs Sponsored by the CCCU The Council for Christian Colleges and Universities (CCCU) offers the following programs to students of its member institutions. These diverse off-campus study programs are available to juniors and seniors with a minimum gpa of 2.75. For further information regarding academic requirements, financial arrangements, and schedule planning, contact the Office of Global and Off-Campus Programs. Also visit www.bestsemester.com.

American Studies Program (ASP) ASP uses Washington, D.C. as a stimulating educational laboratory where collegians gain hands-on experience with an internship in their chosen field. Internships are tailored to fit the student’s talents and aspirations and are available in a wide range of fields. They also explore pressing national and international issues in public policy seminars which are issue oriented, interdisciplinary and led by ASP faculty and Washington professionals. ASP bridges classroom and marketplace, combining biblical reflection, policy analysis, and real world experience. Students are exposed to on-the-job learning while earning 16 semester hours of credit. American Studies Internships (8) American Studies Seminars (8)

Australia Studies Centre (ASC) The Australia Studies Centre is designed to provide undergraduates of all majors and career interests with opportunities to participate in Sydney's art culture. It also educates students in indigenous affairs and Australia’s role as a global economic power. From art and ministry to drama and dance, students attending ASC have every opportunity to pursue their passions and interests with other Christians from around North America and the world even as they compare and contrast the Australia of myths and movies with the realities of everyday life. Students participate in service projects and live in home stays with local Christian families to help them encounter the Australia that tourists never see. Throughout this process, ASC students engage Australia's indigenous people and learn about the challenges that exist for those who are not part of “white Australia.” The View from Australia: Issues in Religion, Politics, Economics & Cultural Values (3) Indigenous History, Culture & Identity (3) The Creative Christian (2) Arts and Culture (2) Christian Leadership and Ethics (2) Electives in Dance, Drama, Drawing/Graphic Design, Music, Theology/Ministry

China Studies Program (CSP) The China Studies Program enables students to engage this ancient and intriguing country from the inside. While living in and experiencing Chinese civilization firsthand, students participate in seminar courses on the historical, cultural, religious, geographic, and economic realities of this strategic and populous nation. In addition to the study of standard Chinese language, students are given opportunities such as assisting Chinese students learning English or working in orphanages, allowing for one-on-one interactions. Students choose between completing a broad Chinese Studies Concentration or a Business Concentration that includes a three-week, full-time internship. The program introduces students to the diversity of China, including Beijing, Shanghai, Xi’an, and Xiamen. This interdisciplinary, cross-cultural program enables students to deal with this increasingly important part of the world in an informed, Christ-centered way. Students earn 16-17 semester hours of credit. Chinese History (3) Intercultural Communication (3) Contemporary Society: Public Policy & Economic Development (3) Chinese I (2-3) International Business in China (3) Business Internship (3) Chinese II (3)

Eastern Philosophy and Religions (3) Chinese Painting (1) Tai Chi (1)

Contemporary Music Center (CMC) The Contemporary Music Center provides students the opportunity to live and work in community while seeking to understand how God will have them integrate music, faith and business. Both interdisciplinary and multidisciplinary in nature, the CMC offers three tracks: the Artist Track, the Business Track, and the Technical Track. The Artist Track is tailored to students considering careers as vocalists, musicians, songwriters, recording artists, performers, producers, and recording engineers. The Business Track is designed for business, arts management, marketing, communications and other majors interested in possible careers as artist managers, agents, record company executives, music publishers, concert promoters, and entertainment industry entrepreneurs. The Technical Track prepares students for careers in live sound, concert lighting and studio recording. All students (regardless of track) receive instruction, experience and a uniquely Christian perspective on creativity and the marketplace, while working together to create and market a recording of original music. All tracks include course work, labs, directed study, and a practicum. Students earn 16 semester hours of credit. Faith, Music, and Culture (3) Inside the Music Industry (3) Artist Track: Essentials of Songwriting (3) Artist Track: Studio Recording (3) Artist Track: Performance (3) Business Track: Strategic Management (3) Business Track: Music Business Survey (3) Business Track: Advanced Media Marketing (3) Technical Track: Advanced Studio Recording (3) Technical Track: Concert Production (3) Technical Track: Audio Engineering (3) Practicum (1)

India Studies Program (ISP) The most recent of the Best Semester programs, the India Studies Program gives students the opportunity to experience â&#x20AC;&#x153;Unity in Diversity,â&#x20AC;? the hallmark of the nation of India. There are 28 states and 7 union territories, 22 officially recognized languages and numerous dialects, about 9 religions and nearly 2000 ethnic groups across India. ISP is structured to provide students with both immersion in a local community and broad exposure to a variety of peoples, places, and customs in India including an extensive two-week travel portion of the program to provide students a close-up look at India's diversity. The program is located at the Bishop Appasamy College of Arts and Sciences, which is in the city of Coimbatore in the state of Tamil Nadu near the southern tip of India. Students will have opportunities to explore a variety of issues - poverty, social justice, rapid social change, religious pluralism through the eyes and experience of Indian Christians. Students will also have the opportunity to take courses in their major areas with Indian students and professors. ISP students live near the Bishop Appasamy campus in a housing unit for international students that provides reasonable comfort and privacy, safety and security, as well as easy access to laundry and cooking facilities. ISP students enroll in two core courses and three electives for a total of 16 semester hours of credit. REQUIRED CORE COURSES Contemporary India: Culture, Society, and Challenges (4) India's Religious Landscape (3)

ELECTIVE COURSES (select three) Indian Society and Social Work Intervention (3) Indian Literature (3) Indian Design: Traditional Costumes and Textiles (3) Indian Arts and Paintings (3) Culinary Dimensions of Culture: Indian Cuisine, Traditions, and Festivals (3) Current Perspective of Business in India (3) Field Experience and Internship (3)

Latin American Studies Program (LASP) Students have the opportunity to live and learn in Latin America through the Latin American Studies Program, based in San Jose, Costa Rica. The program introduces students to a wide range of experiences through the study of the language, literature, culture, politics, history, economics, ecology, and religion of the region. Living with Costa Rican families, students experience and become part of the day-to-day lives of typical Latin Americans. Students also take part in service opportunities and travel for three weeks to nearby Central American nations. Students participate in one of four concentrations: Latin American Studies (offered both fall and spring terms); Advanced Language and Literature (designed for Spanish majors and offered both fall and spring terms); International Business: Management and Marketing (offered only in fall terms); and Environmental Science (offered only during spring terms). Students in all concentrations earn 16-18 semester credits. Spanish Language Study (6) Latin American History, Contemporary Issues, and Perspectives (3) Travel Practicum (1-3) Latin American Studies Concentration (6)

Los Angeles Film Studies Center (LAFS) Founded in 1991, the Los Angeles Film Studies Center is designed to train students to serve in various aspects of the film industry with both professional skill and Christian integrity. Each semester, students live, learn, and work in L.A. The curriculum consists of two required seminars focusing on the role of film in culture and the relationship of faith to work in this very influential industry. In addition, students choose one elective course from a variety of offerings in film studies. Internships in various segments of the film industry provide students with hands-on experience. The combination of the internship and seminars allows students to explore the film industry within a Christian context and from a liberal arts perspective. Students earn 16 semester hours of credit, 6 from the internship and 10 from seminar study. Hollywood Production Workshop (3) Theology in Hollywood (4) Elective (3) Internship: Inside Hollywood (6)

Middle East Studies Program (MESP) This program, based in Jerusalem, Israel, allows students to explore and interact with the complex and strategic world of the modern Middle East. The interdisciplinary seminars give students the opportunity to explore the diverse religious, social, cultural, and political traditions of Middle Eastern peoples. Students also study the Arabic language and work as volunteers with various organizations. Through possible travel to Egypt, Palestine, Lebanon, Jordan, Syria, and Turkey, students are exposed to the diversity and dynamism of the region. At a time of tension and change in the Middle East, MESP encourages and equips students to relate to the Muslim world in an informed, constructive, and Christ-centered manner. Students earn 16 semester hours of credit.

People and Cultures of the Middle East (4) Islamic Thought and Practice (4) Conflict and Change in the Middle East (4) Introduction to Arabic Language (4)

The Scholars' Semester in Oxford (SSO) The Scholarsâ&#x20AC;&#x2122; Semester in Oxford allows honors and other highly qualified students to do intensive scholarship in this historic seat of learning as members of Wycliffe Hall and Visiting Students of Oxford University. Participants work with academic tutors to hone skills, delve into the areas of interest, and broaden thinking by living and learning in this major crossroads of the academic world. Concentrations are available in Classics, English & Literature, Theology & Religious Studies, Philosophy, and History. Students earn 17 hours of credit. Primary Tutorial (6) Secondary Tutorial (3) Integrative Seminar (4) The Shaping of the British Landscape (4)

Uganda Studies Program (USP) The Uganda Studies Program offers students a personal encounter with this African success story which has become an economic and public health model in its region. Uganda Christian University (UCU), serves as the base of study for students in the USP, bringing them together with the UCU Honours College. Courses taught by local faculty in the English tutorial tradition will immerse students in a uniquely African education. Students will be afforded many insights into African life because of the guidance of faculty who live in and love Uganda and East Africa. Home stays, travel, service learning, and daily interaction with Honours College students form the backbone of the USP experience. In addition to the core experiential course, students will choose from an approved selection of courses from the UCU Honours College. Faith and Action in the Ugandan Context (4) East African History from 1800 to Independence (3) East African Politics since Independence (3) African Traditional Religions, Islam, and Christianity in Contemporary Uganda (3) African Literature (3) Electives (6)

Washington Journalism Center (WJC) The Washington Journalism Center is a semester-long study program in Washington, DC, created for students interested in the field of journalism. While in Washington students will take classes focusing on the history and future of the media and how it relates to the public as well as to their personal writing skills. These classes combined with an internship at a top news publication will help students learn to integrate their faith in a journalism career. Students will also participate in service-learning opportunities as well as live with families in home stays as part of the WJC experience. Foundations for Media Involvement (4) Reporting in Washington (3) Washington, News & Public Discourse (3) Internship (6)

Off-Campus Semester Programs Sponsored by the BCA BCA (Brethren College Abroad) offers the following programs to junior and senior students. Grade point average requirement varies with each program from 2.7 to 3.0. For information regarding requirements, costs, and schedules, visit www.bcaabroad.org. Also contact the Office of Global and Off-Campus Programs. Classes in the BCA program are taken in a local university with a wide variety of options. Following are general explanations of the available programs. Sydney, Australia The Australia semester is great for business, humanities, psychology, and science majors. Students live with Aussies and other international students in a housing complex becoming part of a campus community. Studies include learning about language, culture, and the struggles of Australiaâ&#x20AC;&#x2122;s indigenous people, the Aborigines. There are opportunities to explore Sydneyâ&#x20AC;&#x2122;s cultural and natural wonders. Internships are available. Brussels, Belgium Students live with host families in Belgiumâ&#x20AC;&#x2122;s capital city, home to the European Union headquarters. This presents numerous opportunities for cultural immersion with and international influence. Courses in communications, social sciences, history, international affairs, and business management are available. Internships are available providing international work experience. Dalian, China The Dalian semester is in an area of China not saturated with Americans or American programs. It is a great location for learning Chinese language, political science, history, Asian studies and business. Quito, Ecuador The semester in Ecuador gives students a great opportunity for learning about life in a developing nation. Living with Ecuadorian families along with a variety of volunteer/service placements allows for great cultural interaction. Travel opportunities include the Galapagos Islands and the Amazon Jungle. Cheltenham, England BCA England is at the University of Gloucestershire which provides an opportunity to study a wide variety of majors alongside English students. Opportunities exist for a mix of cultural, social, and academic activities during the semester. Strasbourg, France The semester in France is great for French language, political science, history, liberal arts, international business, international relations, and global studies majors. Students are introduced to the European learning style at an old and distinguished center of learning. Strasbourg is home to the European Parliament, European Court of Human Rights and the Council of Europe giving students opportunities for experiencing international culture. Brikama, The Gambia Hosted by the University of The Gambia, this semester is ideal for engineering, physics, African studies, development studies, and education majors. Students experience life in a developing country, learning about the language, culture, and struggles of Africa's smallest nation while gaining valuable skills and applying knowledge to help local villages. Marburg, Germany The semester begins with one to three months of learning German followed by other studies. The semester in Germany is great for German, humanities, political science, theology, psychology, English cultural studies, and peace and conflict studies. The location is excellent for exploring the rest of Europe. Athens, Greece The semester in Athens is great for a wide variety of majors and computer science. The first three weeks include a comprehensive orientation program that acquaints students with Athens and includes excursions to other parts of the country. The time at City University is in a world-class educational community in a beautiful campus setting.

Chennai, India This semester allows students to experience the flavors, people, and traditions of India while studying at Madras Christian College where they may choose courses from a number of majors including social work, political science, and history. Included are opportunities to travel to amazing sites such as the Taj Mahal and Agra. Pondicherry, India - Marine Science Program BCA Pondicherry offers a broad range of topics in coastal zone management and marine sciences and covers current issues in the field. Students experience the varied cultures of India across several locations—from the Andaman Islands in the Indian Ocean to travelling the lengths of the southern coasts of India. Mangalore, India - Social Work Program Gain an in-depth view of India’s culture through service at a variety of Mangalore community organizations. Work for children’s rights, women’s rights, farmers, organic food producers, and others as part of the work at BCA’s Mangalore social work program located at the Roshni Nilaya School of Social Work. The experiences allow social work students to see the culture and community of this region of India. Visits to local points of interest highlight the rich history that makes this country what it is today. Derry, Ireland (Northern) Great for peace and conflict studies, Irish studies, engineering history, political science, theater and design majors. Derry offers a unique opportunity to explore a concrete peace process. Full-time, on-site resident director, Dr. James Skelly, is a Senior Fellow at the Baker Institute for Peace and Conflict Studies at Juniata College in Pennsylvania, Coordinator for Peace and Justice Programming for BCA, and also a Visiting Professor of Peace Studies at the University of Ulster’s Magee College in Derry. Sapporo, Japan The Japanese semester is great for Japanese language, philosophy, and religious studies majors. Students live with Japanese host families, which provides opportunities to improve proficiency in Japanese, learn about Japanese culture and create a network of friends. The Hokusei Gakuen University has worked with BCA since 1988 to provide the best cultural immersion experience for students interested in learning more about Japanese language and culture. Dunedin, New Zealand Students attend the University of Otago, New Zealand’s oldest and most prestigious university. They may opt to live in university housing, the Toroa International House, or with host families. Courses include a wide variety of subjects such as social sciences, business, education, humanities, and natural sciences. Learn about the language, culture and struggles of New Zealand’s indigenous people at the Te Temu School of Maori and Pacific Island Studies. Barcelona, Spain This location is great for political science, history, art history, international relations, business, marketing, and psychology majors. The University of Barcelona offers a wide range of courses from 100 departments. Students experience the culture first-hand by living with local families. A five-day orientation includes touring the city, university campus, and facilities as well as individual and group advising sessions. Participation in a three-week, intensive Spanish language and culture course that includes a multi-day art and history trip to the region of CastillaLeon (fall) or to Andalucia (spring) provides excellent preparation for this semester/year abroad program.

Additional Off-Campus Study Programs Romanian Studies Program (RSP) The Romanian Studies Program is a semester abroad opportunity in Sighisoara, Romania, a town rich in medieval history in the heart of Transylvania. Through living with host families and working alongside local Romanians, students are immersed in a culturally diverse society transitioning from a communist system to a European Union democracy. While taking academic courses, students also participate in hands-on service learning, missions and internship experiences reaching out to people in need, through the ministries of Veritas and local churches. Students’ service experiences are specialized according to the students’ interests and programs of study, including opportunities to work with at-risk children, youth, families, people with disabilities, and older adults. Study opportunities are available each fall, spring, and summer semester. For more information visit www.veritas.ro and contact Celia King, Director of Service-Learning or Elizabeth Patterson, Assistant Professor of Social Work. Students can earn up to 18 hours of credit. Romanian Language and Culture (3-8) Cross-Cultural Service learning (3) Introduction to Romanian Literature (3) History of Central Europe (3) Social Work Practicum (12) Social Work Field Seminar (2) Other Internship experiences as approved by department Semester in Rome – Geneva College Rome, the “Eternal City,” is seen as a place of foundations for Christianity, history, the arts, philosophy and literature. It is an excellent location for studying the humanities. A semester in Rome gives students the opportunity to explore some of the world’s finest museums, art galleries, churches and historical sites. This is supported by field trips to the Borghese Gallery, the Colosseum, Palatine Hill, the Forum, St. Peter’s Basilica, the Vatican Museum, the Ostia Antica, the Capitoline Museum, Santa Maria Maggiore and many other churches throughout Rome. There will also be trips to operas and concerts as well as excursions to Pompeii, Florence, Venice and more. Students live in a villa located in a neighborhood that includes embassies and churches and is a short walk from what was once Benito Mussolini’s villa, now a park. Inside the walls, the villa is surrounded by palm trees and well-maintained gardens. Visit the program web site at www.geneva.edu/rome. Humanities Core (HUM 300) (9) Italian Language and Culture (3) Book discussion (text will vary) (1) Professor’s specialty (3) Semester in Spain – Trinity Christian College Located in Sevilla, Spain, the focus of the program is Spanish immersion. Classes are held at Acento de Trinity, located in the heart of Seville. Faculty members are all native Spaniards and hold advanced degrees in their subject areas. The program includes excursions to Córdoba, La Mancha, Toledo, Ronda, the small pueblos outside Seville, Roman ruins at Italica, guided tours of Seville and more. Trinity is committed to helping maximize learning in Spain through a full spectrum of social, educational, and spiritual enrichment opportunities. Not only do students take courses in Spain, they also participate and exercise leadership in numerous student activities such as Encuentro (a weekly Bible study), praise team, community service, sporting events, arts and crafts, bingo nights at the senior center, tapas dinners, flamenco dance classes, and more. The staff also plans events that foster fellowship. For more information visit semesterinspain.org. Information about the following programs is available from the Office of Global and Off-Campus Programs. Focus Leadership Institute (www.focusinstitute.org) Oxford Summer Programme (www.bestsemester.com/osp/)

Interdepartmental Courses FS 250/350 - Field Study (1-3) Off-campus study (domestic or international) may be provided through workshops, study tours, online cooperative education, etc. Freshmen and sophomores take 250. Juniors and seniors take 350. Repeatable based upon unique content. Offered each semester. FS 250/350 - Stratford/Shaw Festivals (3) For a long weekend during the fall semester, students can join a tour to the Stratford and Shaw Festivals in Ontario, Canada. Six to seven plays from a variety of genres (e.g., tragedies, comedies, musicals, mysteries) and by a variety of playwrights are seen. Most of the class takes place during the trip with some assignments to be done before and after. Students learn how a written text (the play) is transformed and interpreted on stage and how to understand a live performance and critique its success. For more information, contact either the Office of the Department of Communication Arts or the Office of the Department of Language and Literature. Offered each Fall. GEN 100 - The College Experience (1) Serves as an interactive experience in helping students make the transition to college and to the world of learning in general. There will be a variety of in- and out-of-class activities and plenary sessions which will acquaint students with the various facets of a liberal arts education including extra-curricular life on and off campus. Offered each Fall. GEN 101 - Study Skills (2) This course is designed to assist students in making life-long learning decisions, particularly conducive to academic success. Students will be challenged to discover individual learning styles and implement them within their own life decisions. Enrollment is kept low to allow for individual interaction between the instructor and students, through which students are encouraged to develop their individual learning styles and the self confidence often lacking when facing the college/university environment for the first time. Offered each semester. GEN 105 - Writing Skills (2) This workshop is designed for those who would like to sharpen their writing skills. The course focuses on academic writing and the objective is to provide students with the necessary writing skills to succeed in the academic environment. The course includes such topics as academic writing styles, research, and critical thinking; writing stages, strategies, and organization; writing and research; grammar and writing mechanics. Offered each semester. GEN 150 - Contemporary Reading Strategies (2) This course supports students in the reading challenges of higher education. By linking to a companion course, students integrate and practice reading theory, thinking skills, metacognitive awareness exercises, and reading strategies within existing homework. Multiple intelligence theories, test-taking skills, note-taking skills, and schema building exercises are also applied to assignments. Offered each Fall. GEN 225 - Global Studies (Topic) (3) This course applies to study trips sponsored by Malone University. It is fulfilled by successfully completing approved coursework in a cross-cultural setting that has been approved to fulfill the Global Connections component of the general education program. A Global Studies course explores key institutions and social dynamics that link the communities of our world and help shape the lives and cultures of people around the world. GEN 460 - Faith in the World Seminar (3) This seminar explores what it means to think and live faithfully in our world by undertaking an in-depth study of an important issue. Each class will engage with the richness and complexity of its subject by considering diverse viewpoints and multiple academic disciplines and exploring their interconnections. Each class will also be challenged with some of the best Christian thinking about the issue. The class will maintain an atmosphere of open inquiry and discovery, and provide occasion for each student to reflect on Godâ&#x20AC;&#x2122;s call on his/her life. Offered each semester. HON 260 - Sophomore Seminar: The Academy and You (1) The sophomore seminar will introduce students to the work of Malone faculty who are doing compelling and engaging research or creative expression. Students will also investigate interest areas that might lead to a thesis project in the future. Enrollment limited to Honors Program students. Offered each Fall. HON 310 - Junior Year Colloquium I: Life of the Mind (1) A field experience designed to highlight the responsibilities of Honors Program students to their communities, particularly to foster the life of the mind in the Malone community. Students will design and schedule a significant on-campus event that stimulates the life of the mind that will be promoted and produced in HON 312. Offered each Fall. HON 312 - Junior Year Colloquium II: Life of the Mind (1) Continuation of Junior Year Colloquium I. Includes promotion and production of the on-campus event designed and scheduled in HON 310. Must be taken in the same academic year as HON 310. Offered each Spring. HON 370 - Honors Seminar (3) Intensive, interdisciplinary study of a selected topic not normally included in other courses. Subtitle will indicate course content. Repeatable under different subtitles. Enrollment limited to Honors Program students. Offered as needed. HON 390 - Honors Thesis I (2) Independent work on a scholarly or artistic project under the supervision of a faculty member chosen by the student. Project proposal must be approved by faculty member and honors director and on file with Honors Program before completion of this course. Enrollment limited to Honors Program students. HON 492 - Honors Thesis II (2) Independent work on a scholarly or artistic project under the supervision of a faculty member chosen by the student. Includes a presentation to faculty and students. Enrollment limited to Honors Program students.

Majors and Minors Majors Every student pursuing a baccalaureate degree from Malone University must be approved in a major. It is important for the student to follow the complete process which includes: 1) selection, 2) application and 3) approval. Specific course requirements for each major are discussed in the appropriate school/departmental sections of this catalog. A thorough understanding of those requirements and careful planning with an adviser will expedite completion of the studentâ&#x20AC;&#x2122;s degree program. Selection of a Major A student working toward the Bachelor of Science degree may select a major from the following list: Early Childhood Education Health Education Intervention Specialist Education Middle Childhood Education Music Education Nursing Physical Education Spanish Education Visual Arts Education A student working toward the Bachelor of Arts degree may select a major from the list below. Several of these majors are available as secondary school teaching areas. Accounting Art Bible and Theology Biology Biology â&#x20AC;&#x201C; Clinical Laboratory Science Business Administration Chemistry Communication Arts Community Health Education Computer Science Creative Writing Educational Ministries English Exercise Science History Individualized Major Integrated Language Arts Integrated Science Education Integrated Social Studies Liberal Arts

Life Science/Chemistry Education Life Science Education Mathematics Music Music Ministry Music Production Philosophy Physical Science Education Political Science Psychology Social Work Spanish Sport Management Sports Outreach Ministries Sports/Educational Ministries Youth Ministry Youth/Educational Ministries Youth/Sports Ministries Zoo and Wildlife Biology

A student working toward the Bachelor of Arts degree via accelerated degree completion may select a major from among:

Environmental Management Health Services Management Marketing Management

Organizational Management Project Management

Application for a Major After completing the equivalent of 3 full-time semesters (45 semester hours), including a minimum of 9 hours within the intended major, the student must: complete and turn in the Application for Major Form that is available from the Office of the Registrar. Approval in a Major A school or department will normally accept the application for major and approve the student in the major when the student has: achieved a 2.00 or higher cgpa achieved a minimum of 12 hours of Malone coursework in the major with an institutional minimum 2.25 major gpa unless stated otherwise in the specific major guidelines within the school or department. Individualized Major Most students will pursue one of the regular academic majors. However, a student may have special interest in pursuing in-depth study in a combination of disciplines drawing from different parts of the curriculum. Such a student has the option of designing an individualized major. The student will work in collaboration with a faculty adviser from one of the studentâ&#x20AC;&#x2122;s primary areas of study to submit a proposal for this individualized major to the Curriculum Committee for approval. Guidelines and forms for developing the proposal will be available in the Office of Advising and Testing and the Office of the Registrar. The proposal should be submitted to the Curriculum Committee no later than the beginning of the junior year. Liberal Arts Major A Liberal Arts major is a cross-disciplinary pattern of 45 hours with a minimum of 15 hours from each of three cognates related to the studentâ&#x20AC;&#x2122;s objectives. At least 39 hours must be at the 300- 400 level with a minimum of 12 in each of the three approved fields, two of which must be in liberal arts disciplines, and cannot be in one of the professional (Bachelor of Science) majors. Any student interested in the Liberal Arts major should meet with the Registrar to determine courses in the three cognates. Careful and early planning is important in order to complete the major in a timely manner. All Liberal Arts majors must apply and be admitted to the major prior to the beginning of the junior year (after completing 60 credits). Complete guidelines and requirements for the Liberal Arts major and are available in the Office of Advising and Testing.

Minors A minor normally consists of a minimum of 15 semester hours, 6 of which must be taken at the 300/400 level. Each academic school or department must approve the student and curriculum to be used in the completion of each minor for the Office of the Registrar to verify at the point of graduation. A student must maintain a minimum of a 2.25 gpa within the approved minor curriculum in order to be awarded the minor at the time of graduation. Transfer students must take at least two courses in residence at Malone in an approved minor in order to be awarded the minor at the time of graduation. A minor will not be issued in an identical major field (i.e., a student may not have both a major and a minor in the same field). A minor will not be issued in a field identical to the supporting field of a given major unless 9 additional hours of coursework beyond those required as support for the major are taken (e.g., the Biology major requires 7-8 hours of supporting Chemistry coursework; to add a Chemistry minor, 9 other hours beyond those already required in the Biology major would be needed as well as meeting the above-mentioned minor requirements). A student may select a minor from the following list: Accounting Art Athletic Training Bible Bible and Theology Biblical Languages Biology Business Administration Chemistry Coaching Communication Arts Community Health Education Computer Science Creative Writing Economics Educational Ministries English Finance Fitness Promotions & Personal Training

Gender Studies History Management Marketing Mathematics Missions & Cross-Cultural Ministries Music Outdoor Leadership Philosophy Political Science Psychology School Health Education Sociology Spanish Sport Management Sports Ministry Theology Writing Youth Ministry

General Education A General Education program is a set of academic requirements common to all students, ranging across a spectrum of academic disciplines and subjects. At Malone University, the mission of general education is to develop wise and thoughtful students who are broadly educated in the liberal arts as well as in Christian scriptures and traditions to serve as faithful agents of transformation in the communities in which they live and work. Malone University is committed to equipping graduates to put “Christ’s Kingdom First” in all of life. In part, this means cultivating in students the skills, knowledge, and dispositions that will equip them to serve effectively in the workplace. This goal is addressed both through specialized study in the major and throughout the general education program. In a day when most people will engage in multiple careers across a lifetime, our general education curriculum cultivates crucial abilities that transcend specialization, such as critical and creative thinking, interaction with knowledge and ideas, communication, and problem solving. Whatever their callings, we are committed to preparing students to serve faithfully and effectively. This commitment also means that a Malone education is a preparation for life beyond the workplace, in such realms as church, family, local community, nation, and world. General education coursework provides a solid grounding in Christian scriptures and tradition, along with many additional opportunities for growth in self-knowledge, knowledge of God, and knowledge of the challenges, complexities, and opportunities of our changing world. We challenge students to cultivate a love of truth, life-long habits of thoughtful reflection, and a strong foundation of practical wisdom grounded in biblical faith, equipping them to live and thrive in the world as agents of Christ’s kingdom. Coursework in our general education program progresses from Foundations courses that establish a strong framework for Christian higher education, to Engaging courses designed to deepen and expand our understanding of people, creation, our nation, and our world. In some components of the program all students take required courses in common; in other components students have opportunities to make choices. Students work closely with their academic advisors to shape the general education program to their own emerging interests. The General Education (GE) curriculum requires a capstone course (GEN 460) for all students. This course should be taken after all other GE courses are completed. The courses are offered primarily during the fall and spring semesters. All seniors and those juniors who have completed their General Education requirements are eligible to register for a section of GEN 460. If a student does not meet these criteria and has significant extenuating circumstances requiring registration, s/he must contact the Director of General Education to request permission to register for a section of GEN 460. This is accomplished by contacting the Director of GE. Students are offered a variety of GEN 460 course sections each semester. Sections are taught by seasoned faculty and examine the world through a variety of intellectual lenses. Courses are rigorous, reading plentiful, and papers are required. Students are encouraged to examine a variety of ideas presented within the section from several intellectual traditions and further asked to examine their faith beliefs in light of the section topic.

The specific outcomes of General Education at Malone University are as follows: A. Students will understand theories and cultural influences that have shaped the world. Students will: 1. Articulate significant social and intellectual traditions influencing American cultures. 2. Demonstrate the ability to engage constructively with diverse cultures.

B. Students will think critically and creatively. Students will: 1. Gather and assess the relevance of information. 2. Demonstrate the ability to use key methods of inquiry to gain understanding of content (scientific method, qualitative, quantitative). 3. Be able to integrate Christian faith with disciplinary knowledge. 4. Develop multiple approaches to problems. C. Students will communicate effectively in multiple contexts. Students will: 1. Be able to express ideas with clarity. 2. Read and listen to the ideas of others with understanding and discernment. 3. Engage in rhetorically effective communication. D. Students will understand the foundations of the Christian faith and the role of service to the church, community, and world. Students will: 1. Demonstrate understanding of content and themes of Christian history and theology. 2. Demonstrate knowledge of Christian approaches to ethical and social issues. 3. Demonstrate commitment to service in the wider community.

Requirements (50-56 hours) One course is required in each of the 17 components with the exception of Bible which requires 2 courses.

Foundations of Faith and Learning (13 hours) First-Year Seminar GEN 100 - The College Experience (1) Serves as an interactive experience in helping students make the transition to college and to the world of learning in general. There will be a variety of in- and out-of-class activities and plenary sessions which will acquaint students with the various facets of a liberal arts education including extra-curricular life on and off campus. Offered each Fall. Required of all traditional Freshmen.

Bible (both required) BIBL 111 - The Old Testament (3) A survey of the Old Testament in its Ancient Near Eastern contexts and as interpreted by modern scholarship, the synagogue, and the church. The transmission of the writings and major literary, theological, and ethical themes are explored in support of a holistic approach to the study of Scripture. Offered each semester. BIBL 121 - The New Testament (3) A survey of the New Testament in its Jewish and Greco-Roman contexts and as interpreted by modern scholarship. The major literary, theological, and ethical themes are explored with an eye to the development of skills for lifelong biblical study and interpretation. Offered each semester.

Theology THEO 211 - Introduction to Theology (3) This course introduces students to the main contours of Christian theology through an exploration of some of the central issues and doctrines of the faith. A chronological survey that provides an outline of Christian history, including the Evangelical Friends heritage, is included. A final focus is on the application of theological insights to studentsâ&#x20AC;&#x2122; areas of advanced study and/or vocation. Prerequisites: BIBL 111, 121. Offered each semester.

Philosophy PHIL 100 - Introduction to Philosophy (3) This course will introduce students to the purpose and nature of philosophical inquiry. Through careful attention to foundational texts, students will explore a cluster of philosophical questions addressing the meaning of happiness, the nature of right and wrong, the nature of knowledge and reality, and the intellectual integrity of religious belief. Students will also be expected to learn to read critically, write concise reflection papers, and engage in dialogue with the instructor and fellow students about issues of enduring philosophical importance. Offered each semester.

Foundational Skills (9-10 hours) Writing ENG 145 - English Composition (3) Emphasizes writing as a recursive process and offers practice in reading and responding to expository essays. Students explore language as a means of discovering and communicating truth. Grading is limited to A through Cand No Credit. Prerequisite: ACT English score 20 (SAT-Critical Reasoning 500), or departmental permission, or grade of C- or higher in ENG 120. Offered each semester.

Oral Communication COMM 110 - Communication Skills (3) An introduction to the elements of the communication process in its personal and social aspects with special attention given to skill building in public speaking and group process. Writing skills will be emphasized through specific assignments. Offered each semester.

Quantitative Reasoning BUS 240 - Statistics for Business (3) * A study of basic statistics concepts including measures of central tendency, variance, testing experimental hypotheses, correlation, and regression analysis. Emphasis is placed on business applications such as market research, quality control, inventory control, estimation of account balances, etc. This course meets the quantitative reasoning requirement of the general education program. Prerequisite: MATH 130 or equivalent proficiency. Offered each semester. MATH/PSYC 140 - Introduction to Statistics (3) * An introduction to statistics with a primary focus on problem solving and statistical literacy. Designed to provide students with the conceptual foundation and quantitative skills needed to analyze and interpret data and to meaningfully interpret statistical results reported in research articles and in popular media. Includes topics such as the quantification of variables, sources of data, sampling procedures, graphical representation of data, measures of central tendency and variability, probability, correlation and regression, confidence intervals, and significance tests. Prerequisite: MATH 130 or equivalent proficiency. Offered each semester. MATH 145 - Quantitative Reasoning (3) The purpose of this course is to develop critical thinking and quantitative reasoning skills. Topics of study will include logic and set theory, problem-solving techniques, number â&#x20AC;&#x153;senseâ&#x20AC;?, an introduction to probability and statistics, graphs, and modular arithmetic. Applications of mathematics in other fields will be studied, including art (symmetry, perspective, patterns, golden mean and ratio), politics (voting methods, polling practices), and business (networks, scheduling, finance). Special emphasis will be placed on collaborative learning. Offered each semester. MATH 150 - Precalculus (4) * A rigorous study of the concepts of algebra and trigonometry as functions. Emphasis is on examining functions symbolically, numerically, graphically, and verbally. The course is designed to prepare students for MATH 201. Graphing calculator required; TI-83(/82) preferred. Prerequisite: ACT math score 20 (SAT-Math 500) or a grade of C- or higher in MATH 130. Offered each semester.

PHIL 211 - Introduction to Modern Logic (3) This course aims to develop students’ ability to think critically and coherently by introducing them to the fundamental principles of logic. While this course will cover basic elements of informal logic, its emphasis will be on quantitative methods of reasoning such as propositional and predicate logic. Offered each semester. *Prerequisite of MATH 130 or proficiency. See note # 1 below.

Engaging God’s World (28-33 hours) Engaging Human Experience (11-12 hours) Understanding Persons PHIL 232 - Ethics: God and the Good Life (3) This course introduces students to various theories of moral deliberation and decision. It also introduces students to fundamental moral concepts such as law, happiness, duty, and virtue. Students will have opportunity to reflect on the roles these concepts play in the Christian moral life. Offered each semester. PHIL 262 - Theories of Human Nature (3) A study of competing theories of human nature such as dualism, monism, naturalism, and existentialism. Students will also consider the scientific, theological, and political assumptions that shape contemporary views of human identity, dignity, and existence. Prerequisite: PHIL 100. Offered Spring 2014 and alternate Spring semesters. PSYC 121 - Introduction to Psychology (3) An introduction to psychology as the science of behavior and mental processes. Includes the exploration of diverse areas of psychology. An understanding of the major findings in these areas as well as the research methodologies used to discover them is fostered in this course. It includes the application of psychology to various spheres of human functioning and experience. Prerequisite to all other courses in education and psychology. Offered each semester.

Literature ENG 200 - Literature in Society (3) Examination of enduring issues through the evaluation and interpretation of a variety of literature from different critical approaches. Prerequisite: ENG 145 (Not available for credit/proficiency by exam). Offered each semester.

Fine Arts ART 122 - Art History I: Ancient, Medieval, and Non-European Art (3) A historical survey of art from ancient through Gothic, including some non-Western art: India, China, Japan, Native arts of the Americas, Africa, and the South Pacific. Offered each Fall. ART 124 - Art History II: Renaissance to the Present (3) A historical survey of art from the Renaissance through the twentieth century, including some non-Western art: India, China, Japan, Native arts of the Americas, Africa, and the South Pacific. Offered Spring 2013 and alternate Spring semesters. ENG 231 - Introduction to Creative Writing (3) An exploration of imaginative writing and the writing life: literary art and the creative process, techniques of poetry and narrative fiction, readings in modern and contemporary literature. Offered each semester. FA 120 - Exploring the Worlds of Art and Music (3) This course provides an opportunity to investigate the work of great artists and composers through discussion, viewing, and listening. Included is an exploration of the cultural backgrounds, European and non-European, in which the works were created, the development of the necessary vocabulary for understanding the works, and the critical skills to better evaluate and appreciate the creative process. “Experiencing” art and music is a major focus; hence, concert and museum attendance is required. It is hoped that the experiences of this class will promote a lifelong interest in the Arts. Offered each semester.

FA 224 - Christianity through the Artistâ&#x20AC;&#x2122;s Imagination (3) This course explores the ways in which artists have interpreted religious experience through time. Emphasis is placed on the enormous influence Christianity has had on the world of art, as well as on the vast influence art has had on Christianity. The course will explore paintings, sculpture, architecture, and literature relating to the Christian experience. The cultural context in which these works of art were created will also be stressed, as will the question of their relevance in todayâ&#x20AC;&#x2122;s world. Field trip fee required. Offered each semester. MUS 374 - Survey of World Music (3) The course is designed to offer opportunities to explore music of various cultures. In addition to receiving an overview of music from non-Western cultures, students will develop new understanding of other cultures and explore ways in which musical traditions help to elucidate cultural differences. Offered Fall 2013 and alternate Fall semesters. THEA 220 - Introduction to Theatre (3) Understanding, appreciating, and experiencing theatre as a participant and audience member. Specific emphasis on laboratory training with the basic components of play production. Offered each semester.

Health and Wellness BIOL 190 -Nutrition (3) A study of basic principles of normal nutrition with application to overall nutritional status of individuals. Conceptual focus is on the role of nutrients in maintenance of the structure and function of man for promotion of health. Offered each Spring. HED 220 - Core Concepts of Health (3) Dimensions of health and factors that contribute to personal health, disease prevention, and well-being will be studied. An overview of health-related content will be presented including the major health content teaching areas such as cardiovascular health, cancer, family life and sexuality education, mental and emotional health. Ways to deliver health information as well as the role of individual responsibility, selfcare, and informed choice. Offered each semester. NURS 252 - Nutrition and Health (2) A study of the principles relating to normal nutrition. An emphasis is on the role of nutrients in the maintenance and promotion of health for persons across the lifespan. Individual nutritional analysis is included as planning and teaching about healthy nutrition are addressed. Prerequisite: Lab science course. Offered each semester. PE 100 - Personal Wellness (2) Designed to be the introductory course in physical education, lifelong personal fitness, and wellness. Emphasis is placed on health-related physical fitness and current wellness issues, including those that are gender and agespecific. The concept of personal stewardship is stressed, relative to the integration of faith and learning. Special attention is given to fitness assessment and lifestyle modification. (Not available for credit/proficiency by exam.) Offered each semester.

Engaging Cultures and Institutions (10-12 hours) World History HIST 111 - World History I: The Ancient World to 1500 (3) A study of the ancient Middle Eastern, Asian, Mediterranean, and European civilizations from the Paleolithic period to the Age of European Discovery. A liberal arts approach will be utilized that incorporates a comparative examination of the political, intellectual, social, and cultural contributions of each period and culture. Introduces students to historical analysis and critical thinking skills. Offered each semester. HIST 112 - World History II: The Modern World (3) Examines major world civilizations from the Age of Discovery to the present. Special attention will be given to the Industrial Revolution, rise of nationalism and imperialism, the major world wars, communist revolutions, the Cold War, and the various ethno-religious tensions in the post-Cold War era. A liberal arts approach will be utilized that

incorporates a comparative examination of the political, intellectual, social, and cultural contributions of each period and culture. Introduces students to historical analysis and critical thinking skills. Offered each semester.

American Cultures and Institutions** COMM 230 - Mass Media and Society (3) This course covers the history and development of mass media and their effects on the economic, social, and political aspects of American culture. It includes a survey of new technologies and how these media interact and/or reinforce each other. Students will develop a critical perspective of cultural values, attitudes, and ethics in mass media industries. Awareness of current events and access to media forms will be integral parts of the course. Prerequisite: COMM 110. Offered each semester. [ECON 202 - Principles of Macroeconomics (3)] A study of macroeconomics taking a broad view of the American economy, exploring topics such as money, total output and spending, national income, inflation, unemployment, and economic stabilization methods. This course meets the American Cultures and Institutions requirement of the general education program. Offered each semester. HIST 335 - Religion in America (w) (3) This course examines the emergence and development of diverse religious traditions in American history, including Puritans, Quakers, evangelicals, African American Christians, Catholics, Jews, Pentecostals, mainline Protestants and others. By studying the beliefs, spirituality, and practices of ordinary people, it examines how religion has embedded itself in popular American culture. Particular attention will be given to the role of civil religion in the United States, the historical shift from Protestant domination to a more secular culture, the stance taken by religious groups toward diversity in American society, and the relationship between â&#x20AC;&#x153;outsiderâ&#x20AC;? religious groups and the American institutional establishment. Offered each Spring. [POL 201 - Introduction to American Government (3)] An introduction to the basic documents, structures, and processes of American Government. Includes a detailed study of the Constitution and how it changes over time, as well as key documents from the founding period, and current issues in government. Offered each semester. [SOC 201 - Principles of Sociology (3)] An introductory study of cultural heritage, social nature, group relationships, social institutions, and social change. Offered each semester.

Global Connections** ENG 322 - World Literature (3) This course emphasizes a close reading of texts from diverse historical, cultural, and religious contexts. Through this literature we can explore the key institutions and social dynamics that link the nations and communities of our world so that we can understand our commonalities and come to terms with those with whom we share this world. Prerequisite: ENG 200. Offered each Fall. ENG/COMM 270 - World Cinema (3) Students will view and analyze western and non-western movies, taking narrative cinema as the principal conduit into the lives, times, and cultures of other persons. As a foundation for film studies, we will explore the artistic and technical components of the cinema: narrative, mise-en-scene, cinematography, editing, and so on. Through this engagement with world cinema, the course will underline the connection between analyzing our experiences of film and a richer, more sophisticated enjoyment of it. Prerequisite: ENG 145. Offered each semester. [GEN 225 - Global Studies: (Topic) (3)] This course applies to study trips sponsored by Malone University. It is fulfilled by successfully completing approved coursework in a cross-cultural setting that has been approved to fulfill the Global Connections component of the general education program. A Global Studies course explores key institutions and social dynamics that link the communities of our world and help shape the lives and cultures of people around the world.

[HIST/POL 356 - History and Politics of the Modern Middle East (nw) (3)] An overview of the modern Middle East, focusing on the historical roots of conflict, the formation of modern states, the Arab-Israeli conflict, economic development issues, political Islam, and the role of women. Prerequisite: HIST 111 or 112 or permission of the instructor. Offered Spring 2014 and alternate Spring semesters. [HIST/POL 358 - History and Politics of East Asia: China and Japan (nw) (3)] In the last quarter of the 20th Century, the nations of East Asia – China, Japan, North and South Korea, and Taiwan – emerged as major political and economic players on the global stage. The course surveys the history and cultural traditions of East Asia, with particular emphasis on China and Japan. It will focus on imperial China and the shogunates of Japan, the rise of nationalism in post- Qing China and post- Tokugawa Japan, revolution and modernization, recurring tensions between China and its East Asian neighbors, the rise of “tiger economies,” and an introduction to East Asian culture from feng shui to manga. Prerequisite: HIST 111 or 112. Offered each Fall. [POL 212 - Introduction to World Politics (3)] An historical introduction to basic themes of modern world politics, with particular attention to problems of war and peace. Examines alternatives to war, including economic order, security arrangements, ethics, international law, and international organization. Offered each semester. THEA 330 - World Drama (3) A survey of the plays and production styles from Aeschylus to the present, with emphasis on structural and literary analysis of the representative scripts as well as on their reconstructed original performances. Offered Spring 2014 and alternate Spring semesters. **Students must take at least one approved social science course [noted in brackets] from either the American Cultures and Institutions or Global Connections menus.

Cross-Cultural Encounter ENG 390 - African American Literature and Culture (3) This course examines a selection of literature written by African Americans in an effort to gain greater understanding of various aesthetic, cultural, political, and social issues. Students will explore several central motifs: the African roots of African-American culture, the importance of literacy and “telling lives,” the journey toward freedom and equality, and the inter-relationship between African- American cultural traditions and the larger landscape of American culture. Prerequisite: ENG 200. Offered each semester. SOSC 211 - Cross-Cultural Experience (1) An off-campus experience in a culture significantly different from the student’s own. This fulfills the Cross-Cultural Encounter component in the general education curriculum. Prior to the experience the student is required to undergo preparatory work set by the Cross-Cultural Experience Committee. After the experience the student engages in follow-up sessions and is required to write a paper. Details available from the Cross-Cultural Experience Coordinator in the Department of History, Philosophy, and Social Sciences. Offered each semester. SPAN 201 - Intermediate Spanish I (3) Building upon the concepts introduced during the first year, this course promotes continued development in all four skill areas: oral comprehension, verbal production, reading comprehension and the mechanics of writing in Spanish. Emphasis is on grammar acquisition and vocabulary development. Prerequisite: SPAN 102 or equivalent. Offered each Fall. SWK 211 - Community Based Cross-Cultural Experience (2) This course requires both classroom experience and a 30-hour community experience throughout the semester. It provides an opportunity for students to engage with cultures or sub-cultures that are outside their cultural milieu. Class meetings present information on the historic, cultural, economic, and political realities faced by those served by the agencies in which the students are assigned. Prior to the experience, each student is required to meet with the faculty member in charge of the course to ascertain best times and placements for the student. Fulfills the CrossCultural Encounter component of the General Education Program, but is not required within the Social Work major. Offered each semester.

Engaging the Created Order (4-6 hours) Lab Science BIOL 100 - Biological Principles (4) This course is designed to provide an appreciation for life and its complexities. It will explore the structure and function of cells and the mechanisms of gene expression, heredity, ecology and evolutionary biology. Current issues topics such as cloning, stem cell research, and conservation biology will be explored throughout the course. This course does not fulfill the science requirements for any Malone major or minor. Includes one 2-hour lab per week. Offered each Fall. CHEM 104 - Uses of Chemistry in Society (4) This is a basic chemistry course designed to develop an understanding of the history, philosophy, and major theories of chemistry and how this material relates to global issues such as air and water pollution, acid rain, ozone depletion, global warming, nutrition, drugs, alternative energy, and genetic engineering. This course meets the laboratory science General Education requirement for students not majoring in science or related fields of study. It does not fulfill the science requirements for any Malone major or minor. Includes one 2-hour lab per week. Offered each Spring. PHYS 100 - Physical Science Survey (4) An introduction to the scientific view of the physical world with emphasis on an understanding of science and its uniqueness among the intellectual disciplines. Concepts and principles are primarily from the fields of physics and chemistry. Includes one 2-hour lab per week. Prerequisite: MATH 130 or proficiency. Offered each Fall. SCI 142 - Astronomy (4) This is an introductory course to the structure and origin of the universe. Includes the study of the solar system, stars, galaxies, black holes, quasars, etc. Laboratory introduces the student to various techniques used in astronomical studies. Includes one 2-hour lab per week. Offered Spring 2013 and alternate Spring semesters. Additional, more advanced options:

BIOL 131 - Human Anatomy and Physiology I (4) This course is designed to acquaint the student with the structure and function of the human body. The topics covered are basic chemical principles related to biology, cell structure and function, homeostasis, the basic tissue types, the integumentary system, skeletal system (axial and appendicular, bone growth), muscular system (muscle tissue, sliding filament theory, muscle metabolism and muscle groups) and central nervous system (special senses, sensory-motor integration added). Includes one 2-hour lab per week. Prerequisites: High school biology and chemistry. Offered each semester. BIOL 132 - Human Anatomy and Physiology II (4) This course is designed to acquaint the student with the structure and function of the human body. The topics covered are cardiovascular system (blood, heart, vessels, hemodynamics), immunity/lymphatics, respiratory system, digestive system, metabolism, urinary system, reproductive system. Includes one 2-hour lab per week. Prerequisites: High school biology and chemistry. Offered each Spring. BIOL 144 - General Biology I (3) An introduction of biological principles with an emphasis on sub-cellular structure, metabolism, reproduction, growth, inheritance, and adaptation. Includes one 2-hour lab per week. Offered each Fall. BIOL 173 - Introduction to Human Biology (4) Provides understanding of human structure and function of all body systems. Focus will be given to beginning chemistry principles, cells, and tissues. This course is for the student who has little or no background in human anatomy and physiology. The laboratory component will solidify the theoretical knowledge gained in lecture through hands-on experiments and dissection. Includes one 2-hour lab per week. Offered each Spring. CHEM 115 - Basic Physiological Chemistry (4) A presentation of inorganic, organic, and biochemical principles with emphasis on application to living systems.

Topics include, but are not limited to, electrolyte balance, water balance, gas laws and respiratory gases, acid-base balance, metabolic pathways, structure and function of hormones, drugs, and enzymes. Intended for nonscience majors. Especially suitable for Nursing majors. May be used to fulfill the general education science requirement. Includes one 2-hour lab per week. Prerequisite: High school science and algebra recommended. Offered each semester. CHEM 131 - General Chemistry I (4) A non-calculus-based introduction to the fundamentals of modern chemical practice; nuclear, electronic, and physical structure of matter; periodicity of the elements; dynamics of chemical reactions and equilibria. Includes one 3-hour lab per week. Prerequisite: Two years high school algebra or MATH 130. Offered each Fall. PHYS 213 - General Physics I (4) Physics designed for the student who has had one year of high school physics. Suggested for biology, chemistry, and mathematics majors and pre-engineering students. Includes one 2-hour lab per week. Prerequisite: MATH 150 or permission of the instructor. Offered Fall 2013 and alternate Fall semesters.

Faith in the World (3 hours) Faith in the World Seminar GEN 460 - Faith in the World Seminar (3) This seminar explores what it means to think and live faithfully in our world by undertaking an in-depth study of an important issue. Each class will engage with the richness and complexity of its subject by considering diverse viewpoints and multiple academic disciplines and exploring their interconnections. Each class will also be challenged with some of the best Christian thinking about the issue. The class will maintain an atmosphere of open inquiry and discovery, and provide occasion for each student to reflect on Godâ&#x20AC;&#x2122;s call on his/her life. Prerequisites: Senior standing; or junior standing and completion of all other general education requirements. Offered each semester.

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All students must demonstrate math proficiency by a) an ACT math score 20 (SAT-Math 500), or b) by passing a proficiency exam offered by the Center for Student Success, or c) by passing MATH 130. Enrollment at the MATH 125 or 130 level is required each semester until this proficiency is met. Students must be enrolled at the appropriate level of ENG 120, 145, or 200 each semester until the sequence is completed. A maximum of three courses may count for dual credit in the major and in general education. Some multidisciplinary majors have higher limits; details may be obtained from advisors. Credits can be secured by examination for some general education courses. Syllabi for these courses are available in the Office of the Provost. Arrangements for these examinations may be made through the Center for Student Success. MATH 150, SPAN 201, and THEO 211 may each be fulfilled through Advanced General Education Credit as follows: MATH 201 for MATH 150; SPAN 202 for SPAN 201; THEO 201, 331, and 332 for THEO 211. GEN 225-Global Studies: (Topic) applies to study trips sponsored by Malone University.

Credit for Off-Campus Study Experiences Many Malone University students take advantage of opportunities for off-campus academic study, and in some cases such study can be used to fulfill general education requirements. Off-campus study experiences include those sponsored by Malone University as well as others not sponsored by Malone University (e.g., programs available through the Council for Christian Colleges and Universities, Brethren Colleges Abroad, etc., and independent study programs). Some off-campus study experiences may include courses that have been pre-approved to fulfill Global Connections, Cross-Cultural Encounter, Engaging Cultures and Institutions, Faith in the World, or other general education requirements. The Office of the Registrar maintains a list of courses that have been pre-approved to fulfill specific general education requirements. Students are encouraged to consult this list when planning to participate in offcampus study experiences in order to assist them in meeting their academic requirements. Off-campus study experiences sponsored by Malone University will include information about whether or not they fulfill specific general education requirements in their course descriptions (if they are Malone courses). In many cases, off-campus study experiences that are not sponsored by Malone University may include courses that have been pre-approved to meet specific general education requirements. Information about off-campus study experiences is available from the Director of Study Abroad and Off-Campus Programs. Approvals for off-campus study experiences and any petitions seeking approval for general education requirements must be completed prior to the time at which the student engages in the off-campus study experience. Note: With prior approval of the Cross-Cultural Experience Coordinator, a student may use an off-campus study experience as the basis for completing SOSC 211 to fulfill the Cross-Cultural Encounter component of the general education program. This may be accomplished by registering for SOSC 211 and fulfilling all related course requirements prior to, during, and after the experience. See SOSC 211 for a complete course description of CrossCultural Experience.

Writing Proficiency A studentâ&#x20AC;&#x2122;s proficiency in writing will be determined by successful completion (a grade of C or higher) of ENG 145, usually during the freshman year. Although students evidence that they are capable of acceptable writing by completing ENG 145, they must show a continuing proficiency throughout their academic work. Every paper should meet the following standards: 1.

it must be legible, preferably typed or written in ink, and be neat in appearance, showing that the student takes pride in written work submitted; 2. it must issue from a clearly stated thesis, which is supported throughout in well-developed paragraphs; 3. it must show careful attention to grammar and mechanics. Fragments or run-on sentences may make a paper unacceptable mechanically (unless they are used intentionally for effect). An average of more than one spelling error or typographical error per page may also make a paper unacceptable; 4. it should conform to widely accepted standards of form and documentation. The final authority on matters of appropriate form in the preparation of papers is to be determined by the instructor of the course for which the paper is written or by the school or department in which the course is taken. This authority may be a published guide such as Writing Research Papers: A Complete Guide by Lester. When a studentâ&#x20AC;&#x2122;s final grade in any course is affected by a deficiency in writing, the student must, on the recommendation of the course instructor, take a corrective program under the general supervision of the director of the campus writing center. This program may involve remedial coursework, the use of programmed materials and/or tutorial study.

College of Theology, Arts, and Sciences The College of Theology, Arts, and Sciences is comprised of many departments that offer a wide range of disciplines. Because of this diversity, the College of Theology, Arts, and Sciences takes a primary role in educating our students in the Christian liberal arts tradition, the hallmark of Malone University. In keeping with that tradition, we seek to fulfill the mission of Malone University by giving students a breadth of knowledge within the context of Christian faith. In classrooms, students are challenged to study in order to gain knowledge and also to develop an understanding of the historical, societal, cultural, and religious complexities that define and shape the disciplines. The faculty of the College of Theology, Arts, and Sciences, as all Malone University faculty, confess Jesus Christ as Savior and Lord and agree with the doctrinal statement of the University. Thus, each faculty member seeks to integrate a biblically sound worldview into the curriculum of each course. Students are, therefore, further challenged to bring their own faith to bear on the knowledge that they have obtained. Finally, students are challenged to develop and hone thinking patterns that lead to critical analysis, acumen, and ability to persuade. Ultimately, the goal of the College of Theology, Arts, and Sciences is to provide the educational foundation for all students at Malone University so that they will have a life-long passion for learning, will have a broad perspective of the world, will mature in Christian faith, and will have the intellectual and spiritual capability and courage to influence society toward godly behavior.

Department of Communication Arts Faculty: D. Dixon, M. Everett, S. Hanssen, A. Lawson, T. McKenzie (Chair), J. Moyer, A. Rudd We, the Communication Arts Department, are committed to the development of communicators rooted in communities, acting as agents of truth, reflection, transformation, and reconciliation in a way that celebrates Godâ&#x20AC;&#x2122;s grace and faithfulness. The department offers a major in Communication Arts with concentrations in Communication Studies, Film, Journalism, Media Communication, Public Relations, and Theatre. The department also offers a minor in Communication Arts.

Program Goals The overall goals of the Communication Arts Department are: To provide students opportunities to develop written and oral communication competence To provide students opportunities to develop an orientation for meaningful vocation in a wide variety of communication related careers and activities To provide students opportunities to develop the ability to analyze and critique the relationship between communication and culture

Learning Outcomes Graduates of the Communication Arts Department will meet the following objectives: Students will demonstrate effective competency in the accepted forms and practices of the disciplinary areas. Students will demonstrate their ability to write appropriately and effectively in a variety of communication contexts. Students will demonstrate knowledge, application, effectiveness and appropriateness in oral communication contexts. Students will articulate a philosophy of work and vocation that reflects an understanding of the nature of work and the relationships between gifts, calling and vocation. Students will demonstrate the application of communication theories in various life situations. Students will apply communication concepts and skills to personal interaction and group settings.

Communication Arts A major in Communication Arts permits a concentration in Communication Studies, Film, Journalism, Media Communication, Public Relations, or Theatre. Required for each of these options are the following core courses totaling thirty hours: COMM 110, 230, 312, 320, 430, 460; JOUR 220; THEA 220; one course from among CMST 230; COMM 220; SPCH 220, 340, 342; THEA 320; and one course from among: COMM 410, 420, 442. A concentration of 18-22 hours is required as follows:

Communication Studies Concentration (18 hours): Any five courses from among CMST 230, 330, 332, 334, 336; COMM 420, 442; and one other communication course not taken as a requirement for graduation.

Film Concentration (21 hours): COMM 270, 360; MDCM 320, 331, 340, 424, 431; and JOUR 373 or THEA 431

Journalism Concentration (21 hours): COMM 332; JOUR 320, 340 (1 credit per semester for 3 semesters); two courses from among JOUR 341, 431, 471; and JOUR 332 or MDCM 321; and JOUR 373 or MDCM 331

Media Communication Concentration (21 hours): COMM 332, 360; MDCM 210, 320, 331, 340, 431; one course from among COMM 330; JOUR 373; MDCM 321; THEA 421

Public Relations Concentration (21 hours): PREL 330, 410, 425; two courses from among ENG 311; JOUR 320, 332; MDCM 321; two courses from among CMST 332; COMM 332, 420

Theatre Concentration (21 hours): COMM 330, 360; THEA 320, 330, 353, 441; and one course from among THEA 361, 421, 431 To be eligible to enter the major, a student must complete an application form. The minimum requirement for acceptance into the Communication Arts major is a 2.5 gpa in the major. Students in the Communication Arts major are encouraged to participate in the co-curricular activities of one or more concentration areas. Enrolling in JOUR 240/340; MDCM 240/340; SPCH 240/340, SPCH 242/342; or THEA 240/340 would obtain credit for these activities. A minor in Communication Arts will be awarded to students who complete the following eighteen hours of courses and meet the University required minimum cgpa of 2.25 in these courses: one theory course from among COMM 312, 320, 410, 420; one oral performance course from among COMM 220; SPCH 220, 340, 342; THEA 320; one writing course from among ENG 311; JOUR 320; PREL 410; THEA 431; and any three communication courses not taken above.

Special Programs Integrated Language Arts Although there is not a program for secondary teaching licensure housed in the Department of Communication Arts, the Integrated Language Arts program includes courses offered by this department: COMM 220, 230; JOUR 220, 320; SPCH 220, 340, 342; and THEA 330. This program is available in the Department of Language and Literature and leads to teaching licensure which includes communication and speech. American Studies Program The American Studies Program is a semester-long internship/seminar program for upper-level students in most majors. Located in Washington, D.C., the program offers a non-traditional, interdisciplinary, issue-oriented learning experience. (See Educational Options and Enhancements for more details.) Los Angeles Film Studies Center The Los Angeles Film Studies Center, located in Hollywood, is a semester-long internship/seminar program for

upper-level students who are interested in an introduction to the work and workings of the mainstream Hollywood film industry. (See Educational Options and Enhancements for more details.) Washington Journalism Center (WJC) The Washington Journalism Center is an advanced, semester-long program on Capitol Hill that will cultivate professional news skills and encourage students to think through the implications of being a Christian working in the news. (See Educational Options and Enhancements for more details.) Field Study Course (FS 250/350): Stratford/Shaw Festival For a long weekend during the fall semester, students can join a tour to the Stratford and Shaw Festivals in Ontario, Canada. Six to seven plays from a variety of genres (e.g., tragedies, comedies, musicals, mysteries) and by a variety of playwrights as varied as Shakespeare, Oscar Wilde, Bernard Shaw, and Rodgers and Hammerstein are seen. Students can earn 3 upper-level English credits or earn Communication Arts credit. Most of the class takes place during the trip with some assignments to be done before and after. Students learn how a written text (the play) is transformed and interpreted on stage and how to understand a live performance of theatre and critique its success. The trip can also be taken for no credit. For more information, contact either the Office of the Department of Communication Arts or the Office of the Department of Language and Literature. Field Study Course (FS 250/350): Humana Festival for New American Plays For a long weekend during alternate Spring semesters, students may participate in the Humana Festival for New American Plays at the Actors Theatre in Louisville, Kentucky. The Humana Festival presents premiere performances of some of the most important new plays in American Theatre. Students can earn Communication Arts credit. Most of the class takes place during the trip with some assignments to be done before and after. Students learn how plays are transformed from written documents to fully staged productions. Special attention is directed toward helping students know how to understand a live performance of theatre and critique the success of the play and the production. The trip can also be taken for no credit. For more information, contact the Office of the Department of Communication Arts. Field Study Course (FS 250/350): Broadway and Beyond Students take a trip to New York City to watch plays on Broadway, on off-Broadway and off-off-Broadway. Broadway has long been considered the premiere location for theatre in America. Students can earn Communication Arts credit. Most of the class takes place during the trip with some assignments to be done before and after. Students learn how plays are transformed from written documents to fully staged productions. Special attention is directed toward helping students know how to understand a live performance of theatre and critique the success of the play and the production. The trip can also be taken for no credit. For more Information contact the Office of the Department of Communication Arts. Field Study Course (FS 250/350): American College Theatre Festival The Kennedy Center American College Theater Festival (KCACTF) is a national theater program involving 18,000 students from colleges and universities nationwide and includes a network of more than 600 academic institutions throughout the country, where theater departments and student artists showcase their work and receive outside assessment by KCACTF respondents. In January and February of each year, regional festivals showcase the finest productions and offer a variety of activities, including workshops, symposia, and regional-level award programs. Students attending the regional festivals will watch a number of plays and attend a number of seminars. Most of the class takes place during the trip with some assignments to be done before and after. Special attention is directed toward helping students know how to understand a live performance of theatre and critique the success of the play and the production. The trip can also be taken for no credit. For more Information contact the Office of the Department of Communication Arts.

Other Off-Campus Programs Although not directly related to the Communications Arts focus, other programs deserve consideration by our students: Australia Studies Centre, China Studies, Latin American Studies, Middle East Studies, Daystar University in Nairobi, Kenya, and The Scholarsâ&#x20AC;&#x2122; Semester in Oxford. (See Educational Options and Enhancements for more details.) Applied Credit Possibilities Students may earn credit for participation in several campus-based activities including the student newspaper, the radio station, the television station, a theatre production, the literary magazine, the yearbook, a public relations campaign or project, or a communication studies project. Credit can be earned as early as the freshman year.

Course Descriptions Communication Arts COMM 110 - Communication Skills (3) An introduction to the elements of the communication process in its personal and social aspects with special attention given to skill building in public speaking and group process. Writing skills will be emphasized through specific assignments. Offered each semester. COMM 220 - Oral Interpretation (3) Understanding, appreciating, and interpreting for public performance of prose, poetry, and drama, together with the training of the vocal mechanism for optimum expressiveness. Prerequisite: COMM 110. Offered each Spring. COMM 230 - Mass Media and Society (3) This course covers the history and development of mass media and their effects on the economic, social, and political aspects of American culture. It includes a survey of new technologies and how these media interact and/or reinforce each other. Students will develop a critical perspective of cultural values, attitudes, and ethics in mass media industries. Awareness of current events and access to media forms will be integral parts of the course. Prerequisite: COMM 110. Offered each semester. COMM 270 - World Cinema (3) Students will view and analyze western and non-western movies, taking narrative cinema as the principal conduit into the lives, times, and cultures of other persons. As a foundation for film studies, we will explore the artistic and technical components of the cinema: narrative, mise en scĂ¨ne, cinematography, editing, and so on. Through this engagement with world cinema, the course will underline the connection between analyzing our experiences of film and a richer, more sophisticated enjoyment of it. Prerequisite: ENG 145. Cross-listed with ENG 270. Offered each Spring. COMM 312 - Communication Theory (3) An overview of the history of the field of communication and the predominant theories which guide scholarship. Students will develop a working knowledge of theories that explain a wide range of communication phenomena, explore applications of those theories and examine the relationships among different theoretical positions. Prerequisites: COMM 110; junior or senior standing. Offered each Fall. COMM 320 - Theory and Practice of Groups (3) This course is intended to provide students with a basic understanding of how groups function and to explore the application of his understanding to everyday situations. The nature of the course is experiential and is designed to

give students the opportunity to apply knowledge of concepts such as group goals, norms, roles, functions, and decision making to the processes functioning within groups. Prerequisite: COMM 110. Offered each semester. COMM 330 - Scenography (3) An introduction to the design theory, techniques, materials and processes employed in scene and lighting design with consideration to theatre styles. Experience in creating elevations, ground plans, scaled models, light plots, and renderings. These techniques can also be applied to television production. Offered Spring 2014 and alternate Spring semesters. COMM 332 - Media Law (3) A study of the federal and state laws governing print and electronic media, beginning with English common law, continuing through United States constitutional law, and concluding with recent Supreme Court rulings involving the media. Students will be assigned case studies for analysis and evaluation. Required of all students who choose journalism or media communication concentrations. Offered Fall 2013 and alternate Fall semesters. COMM 360 - Directing (3) Laboratory training in the basic techniques of directing for the stage including rehearsals, scheduling, production management, and working with actors and technicians. These techniques can also be applied to television. Offered Fall 2012 and alternate Fall semesters. COMM 410 - Persuasion (3) This course is a survey of rhetorical and psychological theories of persuasion. Students are prepared to critically consume and produce persuasive messages. Frameworks for ethical persuasion are developed. Prerequisite: COMM 110. Offered Fall 2013 and alternate Fall semesters. COMM 420 - Research Methods (3) This course introduces students to examples and practice of research in communication including critical, quantitative, and qualitative methods of investigation. Students will write research questions, select methodology, collect data, analyze data, and present results. Prerequisites: COMM 110, 312; MATH/PSYC 140. Offered Spring 2013 and alternate Spring semesters. COMM 430 - Internship (3) Practical, off-campus experience in Communication Studies, Journalism, Media Communication, Public Relations, or Theatre. May be repeated once. Enrollment is limited to students who have a signed contract (see department chair for contract). Signatures of the internship supervisor and the department chair are required. Prerequisites: COMM 360 or MDCM 331; JOUR 320 or PREL 330 or CMST 330, 332 or THEA 320. Offered each semester. COMM 442 - Intercultural Communication (3) In this course students will identify and explore the relationship between communication and culture. An emphasis will be placed on factors that affect the quality and processes of communication between persons of different cultures and co-cultures. Students will consider various theories and practices regarding issues of intercultural communication. Offered Fall 2012 and alternate Fall semesters. COMM 450 - Advanced Topics (1-3) Individual or small group study. Open only to junior or senior majors in this area who have completed or are taking regularly scheduled courses. Selected topics from areas in communication, such as media ethics, television, and Christian drama workshops. Enrollment by permission of the Department Chair.

COMM 460 - Senior Capstone (3) This seminar course is one method of summative evaluation of the major and of a communication studentâ&#x20AC;&#x2122;s overall University experience. It is designed to integrate learning in a number of different areas by examining significant issues of communication in contexts of work, culture, and media. Prerequisite: Senior standing. Offered each Spring. Communication Studies CMST 230 - Argumentation (3) This course examines the philosophy, structure, theory and practice of argumentation and includes the principles and skills of invention, analysis, evidence, observation, and inference. Students will learn principles of reasoning by debating significant issues. Prerequisite: COMM 110. Offered Fall 2013 and alternate Fall semesters. CMST 330 - Interpersonal Communication (3) An introduction to interpersonal communication with a focus on the foundations and process of this area of communication and the development, change or improvement of interpersonal communication competencies and skills. Experiential in nature, the course focuses on the integration of theory, experience, and application to areas such as friendship, intimate and family relationships, inter-cultural communication, and communication in the workplace. Prerequisite: COMM 110. Offered Spring 2013 and alternate Spring semesters. CMST 332 - Organizational Communication (3) This course offers the application of communication theory to organizational settings. Leadership, mentorship and organizational culture are specific topics of focus. Students will study the communication structures of the communication patterns of a local organizational setting. Prerequisite: COMM 110. Offered Fall 2012 and alternate Fall semesters. CMST 334 - Conflict and Communication (3) This course examines communication patterns and uses as they affect conflict in interpersonal relationships. Students will develop an understanding of various approaches to the study and assessment of communication and conflict. Students will learn and apply skills for conflict management such as collaboration, process and practice of mediation, and reconciling interests. Prerequisite: COMM 110. Offered Spring 2014 and alternate Spring semesters. CMST 336 - Gender and Communication (3) This course is designed to provide students with an introduction to the effects of gender on the communication process and to develop and improve their skills in the area of gender and communication. The course will deal with biological, social, and cultural influences on gender communication, the effect of gender in relationships, and the impact of gender in friendship, marital and family contexts, the workplace, church, and educational settings. Prerequisite: COMM 110. Offered Spring 2014 and alternate Spring semesters. SPCH 220 - Public Speaking (3) A basic course in research and the organizing and delivering of informative and persuasive speeches in various contexts, from the informal lectern to more formal, professional settings. Prerequisite: COMM 110. Offered each Fall. SPCH 240 - Forensics (1-3) Students may receive 1-3 hours of credit per semester (maximum of 6 hours) for participation in intercollegiate individual events competition. Offered each semester.

SPCH 242 - Debate (1-3) Debate is designed to help students develop skills such as listening and critical thinking, analysis, research, and public speaking. Students will learn how to support proposals (ideas) and raise objections to proposals. Intercollegiate competition and on-campus exhibition debates are required. Offered each semester. SPCH 340 - Forensics (1-3) Students may receive 1-3 hours of credit per semester (maximum of 6 hours) for participation in intercollegiate individual events competition. Offered each semester. SPCH 342 - Debate (1-3) Debate is designed to help students develop skills such as listening and critical thinking, analysis, research, and public speaking. Students will learn how to support proposals (ideas) and raise objections to proposals. Intercollegiate competition and on-campus exhibition debates are required. Offered each semester. Journalism JOUR 220 - Context of Journalism (3) Basic concept of the mass medium of journalism in America; analysis of forces and institutions affecting medium behavior and the resulting quality of performance. Prerequisite: COMM 110. Offered each semester. JOUR 240 - Applied Journalism (1-3) Participation on the staff of the yearbook, student newspaper, or literary magazine in various areas, including writing and editing. Repeatable to six hours. Offered each semester. JOUR 320 - Writing for Media (3) Primary focus of this course is on the fundamentals of newswriting and how writing for newspapers differs from that used in public relations and broadcasting. Prerequisites: JOUR 220; ENG 145. Offered Fall 2012 and alternate Fall semesters. JOUR 332 - Desktop Publishing (3) Presents both theory and techniques in the development and layout of “camera-ready” laser-printed material by the use of micro-computers. The course uses micro-computer systems and desktop publishing software. Multiple designs and forms are developed by the student. Prerequisite: COMM 110. Some word processing experience recommended. Offered each Fall. JOUR 340 - Applied Journalism (1-3) Participation on the staff of the yearbook, student newspaper, or literary magazine in various areas, including writing and editing. Repeatable to six hours. Prerequisite: JOUR 220. Offered each semester. JOUR 341 - Sports and Feature Writing (3) The focus is on writing both sports and feature stories, including human-interest articles and personality profiles. Students will learn how to select and develop these stories, with particular emphasis on follow-up and sidebar stories that enhance the reader’s understanding of the news. Prerequisites: JOUR 220; ENG 145. Offered Spring 2014 and alternate Spring semesters. JOUR 373 - Photojournalis (3) This course explores how we tell stories using pictures in newspapers and magazines. It covers legal and ethical considerations, visual storytelling rooted in semiotic theory, and a healthy dose of practice-and-critique, hands-on photojournalism. Offered Spring 2014 and alternate Spring semesters.

JOUR 431 - Magazine and Nonfiction Writing (3) Practice in writing for consumer and special interest magazines. In addition, the course will address writing query letters, copyright law, finding an agent, manuscript preparation, securing a publisher, and selling an article. Prerequisites: JOUR 220; ENG 145. Offered Spring 2013 and alternate Spring semesters. JOUR 471 - Editing (3) This course addresses the question, â&#x20AC;&#x153;What does it mean to be an editor?â&#x20AC;? Emphasis is placed on publication management, copyediting, headline writing, typography, layout, and design. The course also examines some ethical and legal issues editors face. Prerequisite: JOUR 220. Offered Fall 2012 and alternate Fall semesters. Media Communications MDCM 210 - Introduction to Media Convergence (3) This course investigates the role, principles, practices, and history of radio/television industries and other communication media technologies in the United States and around the world, while focusing upon contemporary trends of media convergence. Students will use the lens of convergence to understand traditional media structures and to develop new ways of thinking about roles and structures of the media industries. Offered each Spring. MDCM 240 - Applied Radio/Television (1-3) Participation on the University radio station and on television crews in various areas from script writing to editing, including a study of production technique and recent innovations in equipment and methodology. Repeatable to six hours. Offered each semester. MDCM 320 - Editing (2) This course is a hands-on course that introduces the basic techniques and concepts of digital film and video editing. Students will learn to perform basic editing functions as a process of digital media production and storytelling. Offered each Spring. MDCM 321 - Electronic Publishing (3) This course will introduce students to the expanding field of interactive multimedia in CD ROM publishing, Computer Assisted Training, Web Site Development, and related ventures. Students will learn basic interactive media concepts, project development, and scripting to design presentations, training, educational, and entertainment materials. Also covered is the development and publishing of HTML-based Web pages and sites. Students will learn the basic skills of hypertext scripting and create a web site. Prerequisite: COMM 110. Offered each Spring. MDCM 331 - Media Production I (3) This course concentrates on the fundamental principles and practices of media project design and development. Students will learn production techniques used in the visual communication process including camera operations, imaging, lighting, and conveying messages in a visual environment. They will explore project development, project management, aesthetic design, and critique. Offered each Fall. MDCM 340 - Applied Radio/Television (1-3) Participation on the University radio station and on television crews in various areas from script writing to editing, including a study of production technique and recent innovations in equipment and methodology. Repeatable to six hours. Offered each semester. MDCM 424 - History and Theory of Film (3) This course will explore the historical development of cinematic conventions and the theories that critics and film makers have developed to explain, provoke, and alter those conventions. Students will view films and read essays

about film the course examines the ways that cinematic technologies and devices have shaped the stories, themes, industries, and audiences that permeate contemporary film. Offered Fall 2012 and alternate Fall semesters. MDCM 431 - Media Production II (3) The course will build on the foundation of knowledge from MDCM 331 as students implement more advanced industry standard production techniques and as they produce news programs, documentaries, short films, or various projects for clients. Media technologies and production techniques provide an abundance of ways to tell and interpret stories, themes, or content. Students will determine which of these tools and techniques will enable them to communicate their messages most effectively. The course will also develop students' understanding of project leadership and management through lab and actual experiences. Offered each Fall. Public Relations PREL 330 - Public Relations (3) This course introduces students to the theory and principles of public relations through principles, theories, and practical applications including, but not limited to, the preparation of press releases, radio and television spots, and promotional campaigns. Content includes the history and styles of public relations, developing and implementing programs, and the ethics, accountability, and roles of public relations practitioners. Prerequisites: COMM 110; JOUR 220, or permission of the instructor. Offered each Fall. PREL 340 - Applied Public Relations (1-3) Participation in supervised projects involving various aspects of public relations. This may be with on campus organizations, agencies, or faculty projects. Repeatable to six hours. Prerequisite: PREL 330. Offered each semester. PREL 410 - Advanced Public Relations Writing (3) This course is designed to further enhance the studentâ&#x20AC;&#x2122;s ability to write various public relations pieces for a variety of audiences. Special attention will be given to identifying publics, selecting the appropriate medium for each public, and preparation of messages targeted to each public. In addition, this course will address such advanced writing topics as speech writing, technical writing, including grant proposals and fund-raising appeals, and program design and implementation. Prerequisite: PREL 330 (Required for vocational placement in the Public Relations field). Offered Spring 2013 and alternate Spring semesters. PREL 425 - Public Relations Crises and Campaigns (3) This course is designed to introduce students to a team approach to researching, developing, and implementing public relations campaigns and dealing with public crises. Students will experience a complete public relations campaign through an agency simulation and service-learning projects. Students will also study actual communications cases and have the opportunity to develop their own response preparedness. Prerequisite: PREL 330. Offered Spring 2014 and alternate Spring semesters. Theatre THEA 220 - Introduction to Theatre (3) Understanding, appreciating, and experiencing theatre as a participant and audience member. Specific emphasis on laboratory training with the basic components of play production. Offered each semester. THEA 240 - Applied Drama (1-3) Participation in dramatic productions, including acting, directing, costuming, makeup, staging, lighting, sound, and props. Open to Freshmen and Sophomores only. Repeatable to six hours. Prerequisite: Approval of instructor. Offered each semester.

THEA 320 - Acting I: Fundamentals (3) Theory and practice in the art of creating believable character for stage; physical and vocal skills needed for acting. Offered Fall 2013 and alternate Fall semesters. THEA 330 - World Drama (3) A survey of the plays and production styles from Aeschylus to the present, with emphasis on structural and literary analysis of the representative scripts as well as on their reconstructed original performances. Offered Spring 2014 and alternate Spring semesters. THEA 340 - Applied Drama (1-3) Participation in dramatic productions, including acting, directing, costuming, makeup, staging, lighting, sound, and props. Open to Juniors and Seniors only. Repeatable to six hours. Prerequisite: Approval of instructor. Offered each semester. THEA 353 - Christians in the Arts (3) This course explores the relationship between Christian faith and the theatre arts. Students will encounter writers and theologians that have wrestled with the complex relationships among faith tradition, theology, the arts, and the artist. This course is designed to help students think integratively about their roles as artists within their own faith traditions. During the course, students will develop deeper understandings of their views of art while developing works of art. Offered Spring 2013 and alternate Spring semesters. THEA 361 - Acting II: Voice and Movement (3) A basic course in developing the actor’s voice and body as tools for performance. Emphasis on vocal mechanics will include proper breathing, projection, resonance, articulation, and characterization. Emphasis on body mechanics will include exploring movement through the elements of time, space, and energy. These mechanics will be specifically applied to basic dialects, singing voice, choreography, stage combat, and/or period movement. Offered Spring 2014 and alternate Spring semesters. THEA 421 - Stagecraft (3) An introduction to the technical aspects of play production. Emphasis on set construction, lighting, sound, scene painting, rigging, costume, and make-up. These techniques can also be applied to television production. Offered Fall 2012 and alternate Fall semesters. THEA 431 - Scriptwriting (3) This course addresses the art and craft of writing scripts. Students will learn elements of play structure and participate in workshops while engaged in dialogue and character development exercises. Students will write tenminute plays, one-act plays, full-length plays, and screenplays. Prerequisite: COMM 110. Offered Fall 2013 and alternate Fall semesters. THEA 441 - Auditioning (3) An introduction to the art of auditioning and to a variety of auditioning techniques. Students will learn presentation skills while engaged in exercises with résumés, headshots, interviews, cold readings, monologues, and music. These techniques can be easily applied to television and film auditions. Offered Spring 2013 and alternate Spring semesters.

Department of History, Philosophy, and Social Sciences Faculty: D. Beer, J. Case, S. Floyd, M. Gold (Chair), G. Miller, A. Plug, S. Waalkes, J. Welling The Department of History, Philosophy, and Social Sciences uses the tools of history, philosophy, political science, and sociology from a Christian perspective to understand more fully the nature of human existence and the development and structure of human societies. Departmental teaching equips students with the skills and insight necessary to engage the world in an informed and responsible manner. Departmental research investigates questions facing human societies in order to promote a deeper understanding of the nature of human interaction, reality, and truth. In all these activities, the department seeks to integrate Christian faith with learning in such a way that faith may shed light on the academic disciplines of the department and that, conversely, these disciplines may inform and deepen the Christian faith of the community. Through a study of forces such as culture, religion, politics, gender, class, and race, the department helps students become virtuous citizens and responsible shapers of Church and culture. In doing so, we provide an occasion for students to ask penetrating questions, scrutinize deeply held commitments, cultivate a love for truth and a more mature faith. Together these tasks enable us to develop and sustain a Christian view of the world of human life. Additionally, they enable us to promote in unique ways Malone University’s central aim, namely, to seek “Christ’s Kingdom First.” The department offers four majors: History, Integrated Social Studies (a teaching major), Philosophy, and Political Science. The department also offers minors in History, Philosophy, Political Science, and Sociology.

History Mission Statement The history program trains students to identify, describe, and analyze forces that have shaped societies over time, in order to serve the church, community and world. Program Goals and Outcomes Goal: By carefully considering the development and interplay of factors such as culture, politics, religion, gender, race, and economics, students should learn to understand the contextual basis for major issues facing different societies. Outcome: Students will: demonstrate an ability to contextualize and effectively analyze the role that two of six factors (culture, politics, religion, race and economics) played in specific historical societies. Goal: By examining primary sources and various historical narratives, students should learn to sort through competing interpretations of the past in order to arrive at an informed and well reasoned understanding of historical developments. Outcomes: Students will: demonstrate an ability to explain how historians’ use of source material and intellectual assumptions produce particular historical narratives. Goal: Students should be able to construct a chronological framework of western and non-western history. Outcome: Students will: construct an accurate periodization of either American or World History and analyze the implications of their categorization.

Integrated Social Studies Mission Statement The Integrated Social Studies major prepares students to obtain state licensure allowing them to teach social studies courses in grades 7-12, to demonstrate knowledge in history and social sciences content fields, to plan instruction, to practice teaching, and to affect their studentsâ&#x20AC;&#x2122; learning in order to enable them to serve the church, community, and the world as effective teachers. Program Goals and Outcomes Goal: Prepare students to demonstrate knowledge in history and social sciences content fields. Outcome: Students will: pass the required content area courses complete an additional assessment based on National Council of Social Studies standards Goal: Prepare students to demonstrate an ability to plan instruction. Outcome: Students will: complete the Teacher Education Proficiencies Portfolio Goal: Prepare students for successful student teaching. Outcome: Students will: complete the Formative Evaluation for Student Teachers Goal: Prepare students to demonstrate how their instruction affects student learning. Outcome: Students will: complete the Evaluation of Candidate Work Sample complete the Social Studies Unit Assignment Goal: Prepare students to master social studies content areas required for state licensure to teach social studies in grades 7-12. Outcome: Students will: pass the social studies content knowledge portion of the PRAXIS II exam

Philosophy Mission Statement The philosophy program aims to help students think critically and write clearly about life's most enduring questions, many of which concern God, morality, knowledge, and human nature. The programâ&#x20AC;&#x2122;s courses also aim to provide students with a broad understanding of philosophyâ&#x20AC;&#x2122;s history that is nested in, but not exclusive to, the Western philosophical tradition. The philosophy program aims to encourage a love for truth, help students to clarify and rigorously examine their cherished beliefs, and promote a distinctively Christian understanding of the world and human life. Program Goals and Outcomes Goal: Provide students with a sound understanding of the Western philosophical tradition. Outcome: Students will: demonstrate a sound understanding of key figures and texts in the Western philosophical tradition. Goal: Equip students with the ability to use logic and critical thinking when assessing a range of philosophical topics. Outcomes: Students will: demonstrate an ability to critically evaluate arguments using both informal and formal logic. demonstrate a sound grasp of a philosophical topic and an ability to assess various positions regarding that topic.

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Goal: Help students reflect on how Christian faith and philosophical reflection are compatible sources of knowledge and wisdom. Outcome: Students will: demonstrate an ability to think and reflect carefully on the relationship between faith and reason.

Political Science Mission Statement The mission of the political science program is to provide students with an education based on the four sub-fields of the discipline (Political Theory, American Politics, Comparative Politics, and International Relations), to develop studentsâ&#x20AC;&#x2122; research and writing skills, and to provide students with the tools to analyze politics and government from a biblical and theological perspective, so that they can develop in intellectual maturity, wisdom, and Christian faith; and so that they can serve the church, community, and world. Program Goals and Outcomes Goal: Provide an education based on the four sub-fields of the discipline (Political Theory, American Politics, Comparative Politics, and International Relations). Outcome: Students will: demonstrate knowledge of each of the four sub-fields of political science. Goal: Develop students' research and writing skills. Outcome: Students will: demonstrate aptitude in research methods and writing proficiency. Goal: Provide students with the tools to analyze politics and government from a biblical and theological perspective. Outcome: Students will: demonstrate the capacity to analyze politics and government from a biblical and theological perspective.

History The History major trains students to identify, describe, and analyze forces that have shaped societies over time. By carefully considering the development and interplay of factors such as culture, politics, religion, gender, race, and economics, students learn to understand the contextual basis for major issues facing different societies. By examining primary sources and various historical narratives, students learn to sort through competing interpretations of the past in order to arrive at an informed and well-reasoned understanding of historical developments. Students majoring in history develop skills in research, reasoning, writing, and social analysis. Graduates enter advanced degree programs in history, Christian ministries, and law. They also pursue careers in business, government service, and human service fields. Students pursuing a major in History must complete a total of 37 hours as follows: a 19-hour core consisting of HIST 105, 111, 112, 211, 212, HIST 442, and one non-western history course; plus 18 hours beyond the core consisting of 6 other upper-level history courses, at least one of which must be in American history, one in European history, and one in non-Western history. History majors have the choice to take courses from the following historical sequence of philosophy courses in partial fulfillment of the upper-level history electives: PHIL 351, 352, 353 (Ancient, Medieval, and Modern Philosophy, respectively). Students who are not minoring in philosophy may take up to six hours (2 courses) from the historical sequence of philosophy courses toward the 18 hours of required history electives. Students who are minoring in philosophy may take only three hours (one course) from the historical sequence of philosophy courses.

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Students pursuing the History major must maintain a minimum 2.5 gpa in the major. All seniors pursuing the History major are required to pass senior comprehensive examinations. Information must be acquired from the Department Chair.

Integrated Social Studies The Integrated Social Studies major is a 54-hour interdisciplinary teaching major comprised of a 36-hour core and an 18-hour concentration area. It prepares students to teach in Ohio Secondary Schools in the fields of history, government, and sociology. The 36-hour core of the major includes: ECON 202; HIST 111, 112, 211, 212, 362; POL 201, 212, 301; SOC 201, 340; SOSC 200. Professional Education requirements include the following 38 hours: EDUC 112, 232, 262, 312, 357, 405, 415, 434, 460, 497; SPED 243. Students must choose one of the following three 18-hour concentrations: History Concentration: Any 3 non-western (nw) and any 3 western (w) upper-level history courses. Political Science Concentration: Any 3 American and any 3 international upper-level political science courses. Sociology Concentration: Any 6 upper-level sociology courses. Students pursuing the Integrated Social Studies major must maintain a minimum 2.75 major and cumulative GPA to progress through the teacher licensure program. To register for education courses at the 300 level or above, acceptance into Teacher Education is required. See details of the assessment requirements and criteria for teacher licensure programs in the School of Education and Human Development.

Philosophy The Philosophy faculty at Malone University are eager to help students think critically about life's most enduring questions about God, morality, knowledge, art, culture, and human nature. Exploring these subjects can encourage a love for truth, enable students to clarify and defend their cherished beliefs, and help cultivate a distinctively Christian understanding of the world and human life. Moreover, the study of Philosophy helps students develop a range of crucially important skills and abilities that are salient marks of a well-developed mind. Specifically, the study of Philosophy can: • broaden one’s understanding of many disciplines • help cultivate good reasoning skills • enable one to write well • teach one to argue effectively Skills of this sort are invaluable in preparing students for graduate school, seminary, law school, teaching, and a host of non-academic careers. In fact, Philosophy majors routinely receive some of the highest scores on the Graduate Record Exam (GRE), the Law School Admissions Test (LSAT), and the Graduate Management Admissions Test (GMAT). For these reasons, studying Philosophy can provide students with the background necessary for excelling in a variety of fields--both academic and professional. Students pursuing a major in Philosophy may choose from among 3 tracks (General Philosophy, PhilosophyTheology, or Philosophy-Law) and must maintain a minimum 2.5 gpa in the major and are required to pass senior comprehensive examinations. All philosophy majors, regardless of track, must take the following core courses (19 hours): PHIL 100, 211, 232, 351, 352, 353, 460.

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The General Philosophy Track consists of the 19-hour core plus 12 hours of philosophy electives for a total of 31 credit hours. Students selecting this track are encouraged to pursue a second major or multiple minors. The Philosophy-Theology Track consists of the 19-hour core plus the following 24 hours for a total of 43 credit hours: PHIL 343; THEO 201 or 211; THEO 331, 332; one 3-hour Philosophy Elective selected from among PHIL 262, 301, 345, 401, or 450; and 9 hours (or more) of Bible/Theology Electives selected from among BIBL 427; THEO 342, 362, 363, 413, 421. The Philosophy-Law Track consists of the 19-hour core plus the following 21 hours for a total of 40 credit hours: PHIL 301; POL 201, 305; one 3-hour Philosophy Elective selected from among PHIL 262, 343, 345, 401, 450; and 9 hours (or more) of other Electives selected from among BUS 302; COMM 332; POL 316, 325, POL 357.

Political Science The Political Science major educates students to become thoughtful and engaged actors and students of politics by developing an understanding of the nature of political behavior and governmental structures. Students are exposed to major sub-fields of the discipline, including international relations, comparative politics, American government, and political philosophy. Students are taught basic techniques of research and investigation and also required to read and analyze classic texts within the history of the discipline. Program majors will have an understanding of how institutions and individuals interact, a comparative basis for understanding the nature of good government, and a deeper understanding of the key concepts of freedom, justice, power, and community, which are foundational to politics. The political science major is an excellent preparation for careers in law. Students interested in attending law school after graduation receive specialized guidance through the department. Students pursuing a major in Political Science must complete a total of 36 hours as follows: an 18-hour core consisting of POL 201, 212, 301, 363, 367, POL 460 (which must be taken in the spring semester of the senior year); plus 18 hours beyond the core. To accomplish the 18 non-core hours, students may take any 6 upper-level political science courses, or take 4 courses and attend an off-campus CCCU program (see Educational Options and Enhancements), or take 2 courses (one of which must be POL 363-Political Theology) and participate in the Bliss Institute Internship program (information available in the Office of the Department of History, Philosophy, and Social Sciences). See paragraph description under Department of History, Philosophy, and Social Sciences/Special Program. Students pursuing the Political Science major must maintain a minimum 2.5 gpa in the major. All seniors pursuing the Political Science major are required to pass senior comprehensive examinations. Information must be acquired from the Department Chair.

Minors History (18 hours): HIST 111 or 112, 211 or 212, HIST 442, and 3 upper-level history courses Philosophy (18 hours): PHIL 100, 211, two of the three historical courses (PHIL 351, 352, 353), and 2 additional philosophy electives Political Science (18 hours): POL 201, 212, 460, and 3 upper-level political science courses Sociology (18 hours): SOC 201, 202, and 4 upper-level sociology courses

Law School Preparation Majors in English, Philosophy, or Political Science provide excellent preparation for law school. See Programs of Study for these majors and/or contact a faculty adviser in the Department of Language and Literature or the Department of History, Philosophy, and Social Sciences.

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Special Program Bliss Institute Internship The Bliss Institute Internship offered by the Department of History, Philosophy, and Social Sciences in partnership with the University of Akron’s Ray C. Bliss Institute of Applied Politics, is designed to enhance and further educational opportunities available to eligible students. Such internships afford Malone students the opportunity to experience practical politics first hand. The objective of this program is to provide a flexible and responsive learning environment where students are able to interact with political career professionals and apply classroom theory and technique to actual workplace settings.

Course Descriptions Courses listed under “Course Descriptions” that qualify as upper-level western history courses are designated with (w) and upper-level non-western courses with (nw). History HIST 105 - History Seminar (1) This seminar introduces history majors to how historians study the past and the role that history plays in society today. Students will be introduced to the methodology of history, such as the use of sources, research methods, the role of interpretation, and Christian approaches to the discipline. The seminar also explores issues of vocation for history majors, examining the role that Christian faith might play in one's calling as a history major and options for what one might do with a history degree. Students are expected to take the course during their first spring semester at Malone. Offered each Spring. HIST 111 - World History I: The Ancient World to 1500 (3) A study of the ancient Middle Eastern, Asian, Mediterranean, and European civilizations from the Paleolithic period to the Age of European Discovery. A liberal arts approach will be utilized that incorporates a comparative examination of the political, intellectual, social, and cultural contributions of each period and culture. Introduces students to historical analysis and critical thinking skills. Offered each semester. HIST 112 - World History II: The Modern World (3) Examines major world civilizations from the Age of Discovery to the present. Special attention will be given to the Industrial Revolution, rise of nationalism and imperialism, the major world wars, communist revolutions, the Cold War, and the various ethno-religious tensions in the post-Cold War era. A liberal arts approach will be utilized that incorporates a comparative examination of the political, intellectual, social, and cultural contributions of each period and culture. Introduces students to historical analysis and critical thinking skills. Offered each semester. HIST 211 - American History I: Colonial Era to the Civil War (3) Surveys the major cultural, political, economic, social, and religious themes in American history from the preColumbian era through the era of Reconstruction. Special attention will be given to the development of colonial societies, the formation of American political institutions, the structure of slavery, the growth of reform movements, the conflicts that provoked the Civil War, and the changes brought about by that war. Offered each Fall. HIST 212 - American History II: Gilded Age to the Present (3) This course surveys the major cultural, political, economic, social, and religious themes in American history from the Gilded Age to the present. Special attention will be given to industrialization, political reform, twentieth-century wars, women’s rights, civil rights, the Cold War, and cultural conflicts. Offered each Spring.

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HIST 321 - The Civil War and Reconstruction (w) (3) This course examines the causes, course, and impact of the Civil War and Reconstruction. It studies the sectional divisions, the motivations of ordinary people who fought in the war, military strategies, political activities, and the ways that African Americans affected the causes, course, and purposes of the war. It examines how Reconstruction shaped sectional differences, economic structures, race relations, political issues, and cultural ideals. Finally, the course looks at how the history of the Civil War itself has been written, including the differences between popular and academic histories, the meanings that various people attach to the war, and how the Civil War functions today in the memories of many Americans. Prerequisite: HIST 111 or 112. Offered Fall 2012 and alternate Fall semesters. HIST 323 - The Quakers (w) (3) A study of the origins of Friends, the early evangelistic and missionary movements, quietism, schisms, revivals, and modernization. Attention will be given to the place of Evangelical Friends Church-Eastern Region in the history of Friends. Prerequisite: HIST 111 or 112. Cross-listed with THEO 323. Offered Spring 2013 and alternate Spring semesters. HIST 324 - Medieval Europe (w) (3) A study of the emergence of Europe, the Byzantine Empire, the Islamic Caliphate after the Fall of the Roman Empire in the West. Political, social, economic, and cultural developments are examined. Special attention is given to Christianity in the Middle Ages, including religious thought, practices, and the development of monasticism and the papacy. Prerequisite: HIST 111 or 112. Offered Fall 2012 and alternate Fall semesters. HIST 335 - Religion in America (w) (3) This course examines the emergence and development of diverse religious traditions in American history, including Puritans, Quakers, evangelicals, African American Christians, Catholics, Jews, Pentecostals, mainline Protestants and others. By studying the beliefs, spirituality, and practices of ordinary people, it examines how religion has embedded itself in popular American culture. Particular attention will be given to the role of civil religion in the United States, the historical shift from Protestant domination to a more secular culture, the stance taken by religious groups toward diversity in American society, and the relationship between â&#x20AC;&#x153;outsiderâ&#x20AC;? religious groups and the American institutional establishment. Offered each Spring. HIST 341 - African History (nw) (3) This course surveys the history of sub-Saharan Africa from the ancient kingdoms to the present day. This course includes the development of African kingdoms, traditional African institutions, the Atlantic slave trade, colonialism, missionaries and African Christians, nationalism, apartheid in South Africa, and recent African states. Prerequisite: HIST 111 or 112. Offered Fall 2013 and alternate Fall semesters. HIST 351 - History of Modern China (nw) (3) A focus upon traditional China ending with the fall of the Manchu Dynasty in 1912, the struggle between the Nationalists and Communists for political control, the consolidation of Marxist power and recent crosscurrents of reform and repression. Prerequisite: HIST 111 or 112. Offered Spring 2014 and alternate Spring semesters. HIST 356 - History and Politics of the Modern Middle East (nw) (3) An overview of the modern Middle East, focusing on the historical roots of conflict, the formation of modern states, the Arab-Israeli conflict, economic development issues, political Islam, and the role of women. Prerequisite: HIST 111 or 112 or permission of the instructor. Cross-listed with POL 356. Offered Spring 2014 and alternate Spring semesters. HIST 357 - Islam and the West (w or nw) (3) A history of Western-Islamic interaction from the Crusades to the present. This course focuses on the historical development of Western views of and responses to Islam. Emphasis will be placed on the history of ChristianMuslim intellectual and cultural exchanges, Christian apologetics and missions, and the role of Islam in the

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development of Western ideas concerning just war and tolerance. Prerequisite: HIST 111 or 112. Offered Fall 2012 and alternate Fall semesters. HIST 358 - History and Politics of East Asia: China and Japan (nw) (3) In the last quarter of the 20th Century, the nations of East Asia – China, Japan, North and South Korea, and Taiwan – emerged as major political and economic players on the global stage. The course surveys the history and cultural traditions of East Asia, with particular emphasis on China and Japan. It will focus on imperial China and the shogunates of Japan, the rise of nationalism in post- Qing China and post- Tokugawa Japan, revolution and modernization, recurring tensions between China and its East Asian neighbors, the rise of “tiger economies,” and an introduction to East Asian culture from feng shui to manga. Prerequisite(s): HIST 111 or 112. Cross-listed with POL 358. Offered each Fall. HIST 360 - Classical Greece and Rome (w) (3) A study of Greece and Rome from the Bronze Age through the Fall of the Roman Empire in the West. Political, intellectual, and cultural developments will be studied. Emphasis is placed on the emergence of the Greek city-state; the cultural and political achievements of Classical Greece and Rome; Alexander the Great and the Hellenistic world; and the rise and decline of Roman powers. Prerequisite: HIST 111 or 112. Offered Fall 2013 and alternate Fall semesters. HIST 362 - Ohio History and Government (w) (3) The study of Ohio’s history and government will provide the students with an up-close look at the society with which they live and work. There will be an examination of all levels of government from the state down to the local unit. Prerequisite: HIST 111 or 112. Offered each Spring. HIST 366 - History of World Missions (w or nw) (3) This course surveys the history of the Christian missionary movement from the time of the early church to the present. Historical topics include missionary movements in “barbarian” Europe, colonial Latin America, and global efforts in the 19th and 20th centuries. Special attention will be given to issues of culture and authority that have emerged in the transmission of faith, as well as the implications of the recent shift of the center of Christianity from the northern to the southern half of the globe. Cross-listed with THEO 366. Offered Spring 2013 and alternate Spring semesters. HIST 381 - History of Latin America (nw) (3) A survey of the cultural, political, economic, social, and religious forces that have shaped Latin America from its pre-Columbian era to the present. Special attention is given to pre-Columbian cultures, cross-cultural encounters, the relationship between religion and society, inequities of wealth, U.S./Latin American relations, and Hispanic immigration to the U.S. Prerequisite: HIST 111 or 112. Offered Fall 2013 and alternate Fall semesters. HIST 435 - Early Modern Europe: Renaissance and Reformation (w) (3) A study of political, cultural, and religious aspects of the period from the late Middle Ages to the seventeenth century (1300-1700), with particular emphasis on the Italian Renaissance and the Protestant Reformation. Topics include late medieval reform movements, the Renaissance in northern and southern Europe, the development of various branches of Protestantism, the Catholic Reformation, and the Age of Religious Wars. Prerequisite: HIST 111 or 112. Offered Spring 2013 and alternate Spring semesters. HIST 436 - Modern Europe: The Enlightenment to the Present (w) (3) A history of Europe from the eighteenth century to the present. Political, social, and intellectual developments are examined. Particular attention is paid to the Enlightenment; the French Revolution and Napoleonic Age; the rise of industrialization, liberalism, nationalism, nation-building, and imperialism in the eighteenth century; and the major events of the twentieth century, including the two world wars, totalitarianism, the Holocaust, the Cold War, and the fall of communism in Europe. Prerequisite: HIST 111 or 112. Offered Spring 2014 and alternate Spring semesters.

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HIST 442 - Philosophy and Writing of History (3) A study of the nature and development of history as a discipline, of various philosophies of history, and of historiographical principles and methods. Includes a research component in which students are required to collect, analyze, and interpret historical data. Required of all history majors and minors and recommended to integrated social studies majors with a concentration in history. Prerequisite(s): HIST 111 or 112, and 211 or 212, and junior or senior standing. Offered each Spring. HIST 445 - Women in American History (w) (3) This course studies the significance of women in diverse areas of American society, from the colonial era to the present. While some attention will be given to notable individuals, emphasis will be placed on the role that women have played in all aspects of American life, including social structures, religion, politics, the economy, and cultural developments. Prerequisite: HIST 111 or 112. Offered Fall 2013 and alternate Fall semesters. HIST 450 - Advanced Topics (1-3) An opportunity for the superior student to pursue, under supervision, an area of special interest either on his/her own initiative or in a seminar group. Open to juniors or seniors who are majors in this area and who have completed or are taking regularly scheduled courses. Enrollment by permission of the Department Chair. HIST 455 - U.S. Since 1945 (w) (3) This study examines the political, economic, and cultural developments of the United States since World War II. Topics include the development of the Cold War, American culture in the 1950s, the Civil Rights movement, the Korean and Vietnam wars, cultural changes of the 1960s, Watergate, and the Reagan era. Prerequisite: HIST 111 or 112. Offered Fall 2012 and alternate Fall semesters. HIST 461 - History of World Religions (nw) (3) A study of the history of the main religions of the world, with particular emphasis on Indigenous Religions, Hinduism, Buddhism, Confucianism, Daoism, Shinto, Judaism, Islam, and Ba’hai. This course will focus on the most important beliefs and practices of each religious tradition. Students will learn about the founders and key individuals as well as examine portions of the sacred text(s) of several major religious traditions. Experiencing sacred music and places of worship of the world’s major religions will enable the development of a deepened understanding of other religions. Also emphasized will be cross-cultural engagement and a Christian response to interaction with adherents of other religions. Cross-listed with THEO 461. Offered Fall 2013 and alternate Fall semesters. HIST 480 - Internship (1-3) The application of academic skills in an off-campus setting. Arrangements must be made with the course instructor. Philosophy PHIL 100 - Introduction to Philosophy (3) This course will introduce students to the purpose and nature of philosophical inquiry. Through careful attention to foundational texts, students will explore a cluster of philosophical questions addressing the meaning of happiness, the nature of right and wrong, the nature of knowledge and reality, and the intellectual integrity of religious belief. Students will also be expected to learn to read critically, write concise reflection papers, and engage in dialogue with the instructor and fellow students about issues of enduring philosophical importance. Offered each semester. PHIL 211 - Introduction to Modern Logic (3) This course aims to develop students’ ability to think critically and coherently by introducing them to the fundamental principles of logic. While this course will cover basic elements of informal logic, its emphasis will be on quantitative methods of reasoning such as propositional and predicate logic. Offered each semester.

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PHIL 232 - Ethics: God and the Good Life (3) This course introduces students to various theories of moral deliberation and decision. It also introduces students to fundamental moral concepts such as law, happiness, duty, and virtue. Students will have opportunity to reflect on the roles these concepts play in the Christian moral life. Offered each semester. PHIL 262 - Theories of Human Nature (3) A study of competing theories of human nature such as dualism, monism, naturalism, and existentialism. Students will also consider the scientific, theological, and political assumptions that shape contemporary views of human identity, dignity, and existence. Prerequisite: PHIL 100. Offered Spring 2014 and alternate Spring semesters. PHIL 301 - Political Philosophy (3) An examination of key ideas and figures dealing with foundational issues of political life, with a particular focus on themes of order, freedom, justice, and power. Cross-listed with POL 301. Offered each Fall. PHIL 343 - Philosophy of Religion (3) It is the purpose of this course to examine classical questions in philosophy of religion as well as to consider current trends in the discipline. The course will include an examination of theistic proofs, the nature and activity of God, talk about God, as well as other closely related topics. This design is intended to provoke thought and reflection as well as to hone philosophical skills. Prerequisite: PHIL 100. Cross-listed with THEO 343. Offered Fall 2012 and alternate Fall semesters. PHIL 345 - Epistemology (3) An in-depth study of the scope and structure of knowledge, the problem of skepticism, and the nature of rationality. Special attention will be given to competing theories of justification, the nature of intellectual virtue, and the rational integrity of religious belief. Prerequisite: PHIL 100. Offered Fall 2013 and alternate Fall semesters. PHIL 351 - Ancient Philosophy (3) A survey of major Western philosophers and philosophical movements from the early Greeks to the late classical period, with special attention to Plato and Aristotle. Prerequisite: PHIL 100. Offered Fall 2013 and alternate Fall semesters. PHIL 352 - Medieval Philosophy (3) A survey of the rise of Christian Philosophy and its subsequent development. The course will consider the ways in which Augustine, Boethius, Anselm, Aquinas, and others explored and developed the views of their Ancient predecessors and proceeded to make important advances in philosophical understanding. Prerequisite: PHIL 100. Offered Spring 2014 and alternate Spring semesters. PHIL 353 - Modern Philosophy (3) A survey of the major Western philosophers and philosophical movements from the fifteenth to the nineteenth centuries. The collapse of Medieval Scholasticism and the rise of European Rationalism and Empiricism will be central foci of this course. Prerequisite: PHIL 100. Offered Fall 2012 and alternate Fall semesters. PHIL 401 - Contemporary Philosophical Trends (3) This course will examine a specific area in modern and contemporary philosophical thought. Topics will vary depending upon current philosophical interests. The course will offer the opportunity to engage in an in-depth examination of a current philosophical discussion. Students will interact with the current writings of significance in the discipline of philosophy. Prerequisite: PHIL 100. Offered Spring 2013 and alternate Spring semesters. PHIL 450 - Advanced Topics (1-3) An opportunity for superior students to pursue a subject of special interest on their own initiative or in a seminar group. Open only to juniors or seniors who have completed or are taking regularly scheduled courses. Enrollment by permission of the Department Chair.

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PHIL 460 - Senior Seminar (1) This is a one-credit-hour senior seminar required for all philosophy majors. It provides students with a summative review of salient and unifying themes covered in their coursework. Students will also have the opportunity to research a specific topic within its broader historical context and must pass a comprehensive examination as a condition for passing the course and completing the major. Offered each Spring. Political Science POL 201 - Introduction to American Government (3) An introduction to the basic documents, structures, and processes of American Government. Includes a detailed study of the Constitution and how it changes over time, as well as key documents from the founding period, and current issues in government. Offered each semester. POL 212 - Introduction to World Politics (3) An historical introduction to basic themes of modern world politics, with particular attention to problems of war and peace. Examines alternatives to war, including economic order, security arrangements, ethics, international law, and international organization. Offered each semester. POL 301 - Political Philosophy (3) An examination of key ideas and figures dealing with foundational issues of political life, with a particular focus on themes of order, freedom, justice, and power. Cross-listed with PHIL 301. Offered each Fall. POL 305 - American Constitutional Law (3) An advanced study of prominent themes and cases dealing with Constitutional issues. In addition to studying the role of the Supreme Court, the class will also cover theories of interpretation, substantive due process, the formation of rights and their relationship to public order, and the division of powers. Prerequisite: POL 201 or 212 or permission of the instructor. Offered Spring 2014 and alternate Spring semesters. POL 316 - American Political Thought (3) An overview of the particular contributions of American theorists to political thinking from the Colonial period to the present. Special foci include theories of democracy, the struggle for equal participation, and the limits of politics. Prerequisite: POL 201 or 212 or permission of the instructor. Offered Spring 2013 and alternate Spring semesters. POL 325 - American Political Institutions (3) An advanced study of the main institutions of government, including Congress, the Presidency, the Bureaucracy, and the Courts. It also includes a survey of non-governmental institutions such as the media and political parties. Prerequisite: POL 201 or 212 or permission of the instructor. Offered Fall 2013 and alternate Fall semesters. POL 331 - United States Foreign Policy (3) Introduction to individual, domestic, and foreign influences on the making of international security and economic policies; study of decision making from World War II to the post-Cold War era; frequent discussion of current issues in light of historical and analytical perspectives developed in the course. Prerequisite: POL 201 or 212 or permission of the instructor. Offered Spring 2013 and alternate Spring semesters. POL 347 - International Political Economy (3) Examines how states and markets interacted globally in the modern era, from the â&#x20AC;&#x153;rise of Europeâ&#x20AC;? to the present day, tracing the emergence of global finance, international trade, industrial production, domestic economic development, and ecological issues. Prerequisite: POL 201 or 212 or permission of the instructor. Cross-listed with ECON 347. Offered Fall 2013 and alternate Fall semesters.

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POL 356 - History and Politics of the Modern Middle East (3) An overview of the modern Middle East, focusing on the historical roots of conflict, the formation of modern states, the Arab- Israeli conflict, economic development issues, political Islam, and the role of women. Prerequisite: HIST 111 or 112 or permission of the instructor. Cross-listed with HIST 356. Offered Spring 2014 and alternate Spring semesters. POL 357 - International Law and Organization (3) An introduction to legal and organizational manifestations of the impulse toward “world order.” Although the contemporary United Nations is the main focus, attention will also be paid to historical sources and regional and functional organizations. Prerequisite: POL 201 or 212 or permission of the instructor. Offered Fall 2012 and alternate Fall semesters. POL 358 - History and Politics of East Asia: China and Japan (3) In the last quarter of the 20th Century, the nations of East Asia – China, Japan, North and South Korea, and Taiwan – emerged as major political and economic players on the global stage. The course surveys the history and cultural traditions of East Asia, with particular emphasis on China and Japan. It will focus on imperial China and the shogunates of Japan, the rise of nationalism in post- Qing China and post- Tokugawa Japan, revolution and modernization, recurring tensions between China and its East Asian neighbors, the rise of “tiger economies,” and an introduction to East Asian culture from feng shui to manga. Prerequisite: HIST 111 or 112. Cross-listed with HIST 358. Offered each Fall. POL 363 - Political Theology (3) This course seeks to explore the biblical and non-biblical theological foundations of civil society, law, and international relations. The course contains both a historical element, focusing on the history of Christian thinking about the political realm, and a normative element, focusing on the current debates and issues concerning Christianity and politics. Cross-listed with THEO 363. Offered Fall 2012 and alternate Fall semesters. POL 367 - Comparative Politics (3) Introduces non-western political structures, cultures, and agents through comparative study of Asia, Africa, Latin America, and the Middle East. Attention will be paid to debates over economic development, state formation, and post-colonial cultural identity. Prerequisite: POL 201 or 212 or permission of the instructor. Offered Spring 2013 and alternate Spring semesters. POL 430 - Internships (1-3) The application of academic skills in an off-campus setting. Arrangements must be made with the course instructor. POL 440 - Bliss Institute Internship (7-12) An applied internship in a political setting tailored to the student’s interest in cooperation with the Bliss Institute for Applied Politics at The University of Akron. POL 450 - Advanced Topics (1-3) An opportunity for the superior student to pursue, under supervision, an area of special interest either on his/her own initiative or in a small group. Open to juniors or seniors who are majors in this area and who have completed or are taking regularly scheduled courses. Enrollment by permission of the Department Chair. POL 460 - Political Science Senior Seminar (3) A seminar that engages a specific topic in the discipline of political science and that affords students the opportunity to explore and utilize research methods in the design and prosecution of a research project of their choosing. The course will be shaped by both theoretical and practical considerations, and will explore how the Christian faith relates to the particular topic. Required of all political science majors and minors. Prerequisite: Senior standing or permission of the instructor. Offered each Spring.

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Social Science SOSC 200 - World Cultural Geography (3) A study of people and cultures in relation to environment. Offered each Spring. SOSC 211 - Cross-Cultural Experience (1) An off-campus experience in a culture significantly different from the studentâ&#x20AC;&#x2122;s own. This fulfills the Cross-Cultural Encounter component in the general education curriculum. Prior to the experience the student is required to undergo preparatory work set by the Cross-Cultural Experience Committee. After the experience the student engages in follow-up sessions and is required to write a paper. Details available from the Cross-Cultural Experience Coordinator in the Department of History, Philosophy, and Social Sciences. Offered each semester. Sociology SOC 201 - Principles of Sociology (3) An introductory study of cultural heritage, social nature, group relationships, social institutions, and social change. Offered each semester. SOC 202 - Problems in Society (3) The nature and treatment of social problems such as race, population, crime, mental illness. Offered each Spring. SOC 256 - Sociological Research Methods (3) Examines the methods sociologists use to study the social world. It compares the rationale behind the adopting of quantitative and qualitative research techniques. Special attention will be given to research design, sampling, data collection, and the ethnographic approach. The question of ethics within the research process will also be considered. Offered on demand. SOC 310 - American Minorities (3) A study in the strains experienced by various minorities in the United States, particularly the black population, within both historical and contemporary contexts. Emphasis is upon understanding the limitations in practice of the American democratic ideal. A further purpose is to promote an awareness of recent changes in the status and attitudes of minorities in light of that ideal. Prerequisite: SOC 201 or SWK 222. Offered each Fall. SOC 340 - Sociology of Gender (3) The course focuses on perceptions of gender and uses sociological analysis to examine issues related to male/female interaction and identity. Theoretical perspectives will be explored along with a focus on gender roles. A section on media representations of masculinity and femininity will be included. Prerequisite: SOC 201. Offered each Spring. SOC 355 - Sociology of Religion (3) Examines the major sociological theories of the nature and role of religion in society and charts a progression of sociological thought. This course considers the classical work of Durkheim, Weber and Marx, secularization theory, and rational choice theory. It also explores organizational/denominational typologies. Prerequisite: SOC 201. Offered Fall 2012 and alternate Fall semesters. SOC 362 - The Sociology of Crime and Deviance (3) This course examines sociological perspectives of deviant and criminal behavior within contemporary society. The objective of this course is to survey the current information and research on selected types of deviance in society in order to understand the personal and social structural dimensions of the behavior, including the implications for social policy and control. Emphasis will be placed on individualistic versus sociological explanations of criminal behavior, crime data and research methods, patterns of criminality and victimization, and criminal justice and the search for solutions. Prerequisite: SOC 201. Offered Fall 2013 and alternate Fall semesters. SOC 450 - Advanced Topics (1-3) An opportunity for the superior student to pursue, under supervision, an area of special interest either on his/her own initiative or in a seminar group. Open to juniors or seniors who are majors in this area and who have completed or are taking regularly scheduled courses. Enrollment by permission of the Department Chair.

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Department of Language and Literature Faculty: J. Brownlee (Chair), D. Chambers, J. Estes, S. Jensen, R. Pahlau, C. Parsons, C. Flood Ries, G. Summers, J. Villaseñor The Department of Language and Literature houses five majors: English, Creative Writing, Integrated Language Arts, Spanish, and Spanish Education, and four minors: English, Creative Writing, Writing, and Spanish. Language—read or written, spoken or unspoken—is among the most basic elements of our humanity. Through it we establish community, come to self-understanding, and seek divine revelation. Our students are provided many opportunities to develop their creative, interpretative, and linguistic skills. But above all, we pursue the study of language, literature, and writing because we are convinced that in cultivating our imaginations, in contemplating the world and our places within it, we please God insofar as it helps us become more fully, more realistically, human. Students in the English, Creative Writing, and Spanish majors enter a variety of careers, particularly those valuing creativity, writing and communication skills, and critical thinking. Some graduates go directly into business and government, while others pursue graduate degrees in law, ministry, or the humanities. The Integrated Language Arts (ILA) and Spanish Education majors prepare students for teaching in grades 7-12 for ILA and K-12 for Spanish. Minors in English, Creative Writing, Writing, and Spanish provide personal enrichment and the development of language skills that complement a variety of academic programs and career aspirations.

Mission Statement In the department of Language and Literature we cultivate the gifts of language and story. These gifts are close to the heart of our humanity; they are tools by which we process our own experiences, understand other people and cultures, hear God’s word, and act within the world each day. By helping students grow in their facility with language and literature, we prepare them for thoughtful and effective lives, better serving Christ’s kingdom in the communities where they live, worship, and work.

Special Programs University Writers Series The University Writers Series brings accomplished writers of poetry, fiction, and non-fiction to campus each semester to read from their work or work-in-progress and as often as possible to conduct workshops on elements of craft. Through the Writers Series Seminar (ENG 325) students read the works of visiting writers and have opportunities to meet with them. Writing Center The Writing Center @ Malone trains and employs departmental majors as peer tutors helping fellow students with their writing across the disciplines. Work in the Writing Center not only helps hone tutors' teaching and communication skills, but has shown to make them better writers as well. Credit can be earned working at the Writing Center through ENG 397. Sightlines Sightlines is the student Art and Literary Journal at Malone. The aim of this online magazine is to cultivate and showcase diverse forms of art on campus, from writing to fine art and music, to photography and multi-media. The staff hosts an Open Mic each semester as well as other special programs. Credit can be earned working for the journal through ENG 396.

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Writers Prize Each spring the Creative Writing Program sponsors a University-wide writing contest with nationally known authors judging entries in poetry, fiction, and non-fiction. Internships and Study Abroad Many of our students pursue off-campus academic and professional experiences. Many Off-Campus and Study Abroad Opportunities exist for students to explore, and the department assists interested students in finding local internship positions in fields aligned with their interests. Festivals and Conferences Many opportunities exist for students to travel to local and regional conferences. Trips are regularly planned to the Calvin Festival of Faith and Writing, the Stratford Shakespeare Festival, and to see plays, films, and literary readings around the region.

English Studies Goals and Learning Outcomes Reading Goal: Become a reader. Study canonical and contemporary works of literature; gain facility in reading with both greater attention and pleasure. Learn to value literary and intellectual history and to attune oneself to truthfulness in everything that is read. Outcomes: As a reader, a graduate of the English program should be able to: 1.

Demonstrate range and competence as a literary reader: Be conversant with a broad cross-section of British, American and non-Western literatures and show an understanding of the interplay among form, history and culture, authorial innovation, and literary tradition at work in the creation of literary works. Demonstrate proficiency with a variety of ways of responding to written texts: Recognize how the collaborative processes of interpretation and response can yield critical insight and spawn creative work.

Writing Goal: Become a writer. Gain confidence in oneâ&#x20AC;&#x2122;s ability to employ language that achieves the desired purpose with cogency, force, and precision. Know how to write for exploration, for artistic, and for practical ends. Experience the creative process and come to enjoy the difficulty and reward of writing well. Outcomes: As a writer, a graduate of the English program should be able to: 3. 4.

Demonstrate rhetorical effectiveness across multiple situations and discourses, whether critical, exploratory, professional, or creative. Demonstrate the skills of an independent writer: Engage multiple voices, generate ideas, organize research, experiment with form and style, and revise effectively.

Reflection Goal: Become a more thoughtful person. Strive to better understand, to ask good questions with openness to and respect for divergent points of view. Desire to be a person who seeksâ&#x20AC;&#x201D;through study and meditation, through conversation and actionâ&#x20AC;&#x201D;to challenge the self and know the world. Outcomes: As a thoughtful person, a graduate of the English program should be able to: 5.

Assess personal growth as a reader and writer: Reflect upon classroom experiences, personal reading, extracurricular, and professional activities; and consider how these experiences are shaping current and future character development.

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Explore complex issues with increasing maturity and clarity, integrating academic ideas and critical perspectives into individual thinking.

Devotion Goal: Be a person of commitment. Practice intelligent belief, and discover how the liberal arts can inform, widen, and strengthen personal faith. Live and work with integrity. Outcomes: As a person of commitment, a graduate of the English program should be able to: 7. 8.

Develop a niche within the department and campus community: Reflect upon the ways this work, service, and play intersects with coursework and contributes to the overall educational experience. Document experiencesâ&#x20AC;&#x201D;both curricular and co-curricularâ&#x20AC;&#x201D;where personal faith has been challenged, informed, or tested in ways ultimately fruitful for both conceptual understandings and practice.

Spanish Studies Goals and Learning Outcomes Language Goal: To acquire/enhance proficiency in Spanish in all four skill areas: listening, speaking, reading, and writing. Goal: To develop competency to communicate effectively and creatively in the spoken and written word in Spanish. Goal: To gain an understanding of the differences and commonalities in the forms and functions of the Spanish language from one community of speakers to another. Related Outcomes: 1. 2. 3.

Graduating Spanish majors will speak and write understandable Spanish, will understand oral language at normal native speed, and will be able to comprehend everyday literary written Spanish. Graduating Spanish majors will demonstrate significantly improved speaking, listening, reading, and writing skills by the end of the program of study. Graduating Spanish majors will be able to demonstrate an understanding of the linguistic elements of the Spanish language and how they compare/contrast with the English language.

Culture and Civilization Goal: To gain a greater understanding of, and appreciation and respect for, the cultures and civilizations of the Spanish-speaking world through a study of representative fiction and non-fiction. Goal: To demonstrate critical and creative thinking and an enhanced awareness of our own linguistic, cultural, and religious heritage through a cross-cultural examination of linguistic and cultural phenomena. Goal: To develop a broader worldview and become better equipped for oneâ&#x20AC;&#x2122;s future profession and for Christian service as an active participant in a global society. Related Outcomes: 4. 5. 6. 7. 8.

Graduating Spanish majors will demonstrate an understanding of and respect for other cultures and people. Graduating Spanish majors will be able to speak and write knowledgeably about literature. Graduating Spanish majors will be able to demonstrate an understanding of the linguistic elements of the Spanish language and how they compare/contrast with the English language. Graduating Spanish majors will demonstrate an understanding of and respect for other cultures and people. Graduating Spanish majors will be able to relate their faith to issues of cross-cultural understanding.

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Creative Writing The major is 42 hours of coursework in writing across multiple genres, required and elective courses in literature, plus professional practice. Foundations Core (12 hours) ENG 206, 230, 240, 472 Creative Writing Core (14 hours) ENG 231, 331, 332, 431, 435 Advanced Prose Writing (6 hours) ENG 311, 315 Professional Practice (4 hours) ENG 325 (2 hours), ENG 396 (2 hours; may substitute ENG 397 or ENG 398 for 1 of the 2) Literature Electives (6 hours) Choose two of the following: ENG 352, 360, 365, 395, 440, 460 The minor is 20-21 hours of writing and literature coursework plus professional practice. Creative Writing Core (12 hours) ENG 231, 331, 332, 431, 431 Professional Practice (2 hours) ENG 325, 396 Writing Elective (3 hours) Choose one of the following: ENG 311, 315; THEA 431 Literature Elective (3-4 hours) Choose one of the following: ENG 230, 240, 352, 360, 365, 395

English The major consists of 37-39 hours including 12 hours of required core courses in literature, required coursework in writing, language study, and cross-cultural literary studies, 3 hours of 400-level coursework, 1-3 hours of practical experience, and 12 hours of electives. Foundations Core (12 hours) ENG 206, 230, 240, 472 Writing (3 hours) Choose one of the following: ENG 231, 311 Language Study (3 hours) Choose one of the following: ENG 381 or foreign language at the 200 level or higher Crossing Cultural Boundaries (3 hours) Choose one of the following: ENG 322, 390, 395 Upper-level Coursework (3 hours) Choose one of the following: ENG 440, 460 Practical Experience (1-3 hours) Choose one of the following: ENG 396, 397, 398, 399; JOUR 240, 340 Electives (12 additional hours) Choose additional courses from the above menus or from among the following options: - Literature courses: ENG 352, 360, 365 - Language and writing courses: ENG 260, 315, 331, 332, 431; THEA 431

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A minor in English consists of a minimum of 19 hours as listed below. Students are encouraged to develop coherent concentrations of courses that complement their interests and career goals. Foundations Core (7 hours) ENG 200 and ENG 230 or 240 Upper-Level Literature (6 hours) Choose two of the following: ENG 322, 352, 360, 365, 390, 395, 440, 460 Writing Elective (3 hours) Choose one of the following: ENG 231, 311, 315 Upper-Level Elective (3 hours) any one ENG 300- or 400-level course not taken above A minor in Writing consists of a minimum of 18-19 hours as listed below. This minor is designed to meet the needs of students in other disciplines who would like to improve their writing. It is flexible enough for students to emphasize either creative or professional writing. Composition and Style (6 hours) ENG 145, 315 Writing Core (6 hours) Choose two of the following: ENG 231, 260, 311; THEA 431 Upper-level Literature (3 hours) Choose one of the following: ENG 322, 352, 360, 365, 390, 395 Writing or Literature Elective (3 hours) Choose one of the following: Any additional 300- or 400-level English course; JOUR 431, 471; THEA 431

Integrated Language Arts This major is designed to prepare individuals for teaching learners in grades seven through twelve in English and in such subject areas as Speech, Journalism, and Communications. Those choosing this major will complete: General Education requirements (See General Education), 38 hours in Professional Education EDUC 112, 232, 262, 312, 357, 405, 415, 437, 460, 497; SPED 243), 48 hours in Integrated Language Arts course work according to the program listing which follows: Required English Courses (24 hours) ENG 206, 230, 240, 306, 311, 352, 381, 472 Required Ancillary Courses (9 hours) COMM 230; EDUC 305; JOUR 220 Literature, Language, and Writing Electives (12 hours) Global Perspectives (3 hours) - Choose one of the following: ENG 322; THEA 330 Other Voices (3 hours) - Choose one of the following: ENG 390, 395 Writing (3 hours) - Choose one of the following: ENG 231, 315; JOUR 320 Oral Communication (3 hours) - Choose one of the following: SPCH 220, 340, 342; COMM 220 Upper-level Courses (3 hours) Choose one of the following: ENG 440, 460 Students pursuing the Integrated Language Arts major must maintain a minimum 2.75 major and cumulative GPA to progress through the teacher licensure program. To register for education courses at the 300 level or above, acceptance into Teacher Education is required. See details of the assessment requirements and criteria for teacher licensure programs in the School of Education and Human Development.

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Spanish (Bachelor of Arts) The major consists of 30 hours of Spanish above the intermediate level (above SPAN 202) including the following courses: SPAN 211, 321, 342, 361, 371, 415, 421, and 451. Six hours of field experience must be included and may be met with 6 hours of SPAN 460 or a total of 6 hours from combining 1-3 hours of SPAN 430 (Internship) with 3-5 hours of SPAN 460 (Immersion). In addition to the above requirements, all students must complete SPAN 101, 102, 201, 202 or demonstrate equivalent proficiency. All students majoring in Spanish are required to participate in a study-abroad semester in a Spanish-speaking country. Students may choose from among CCCU’s Latin American Studies Program in Costa Rica; Brethren Colleges Abroad programs in Barcelona, Spain or Quito, Ecuador; or Trinity College's Semester in Spain. Additional information is available in this catalog (see Educational Options and Enhancements) and from the Director of Global and Off-Campus Programs. For students placed at SPAN 201 or above, bypass credit for foundation courses can be awarded with successful completion (“C” or higher) of the following courses (see Academic Policies and Procedures for more details): Completed course 201 202 211

Courses approved for Bypass Credit 102 (4 hours) 102/201 (7 hours) 102/201/202 (10 hours)

A minor in Spanish consists of 18 hours in Spanish above the intermediate level (above SPAN 202) including the following courses: SPAN 211, 342; one from among SPAN 321, 361, or 371; one from among SPAN 415, 421, or 451; and one 3-hour elective (excluding SPAN 430, 460). Three hours of field experience must be included and may be met with either SPAN 430 (Internship) or SPAN 460 (Immersion). The minor is designed to enable majors in related fields such as business and economics, health care, social work, Christian ministries, and fine arts to add multicultural training and experience, and thereby increase their marketability. In addition to the above requirements, all students must complete SPAN 101, 102, 201, 202 or demonstrate equivalent proficiency. For students placed at SPAN 201 or above, bypass credit for foundation courses can be awarded with successful completion (“C” or higher) of the following courses (see Academic Policies and Procedures for more details): Completed course 201 202 211

Courses approved for Bypass Credit 102 (4 hours) 102/201 (7 hours) 102/201/202 (10 hours)

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Spanish Education (Bachelor of Science in Education)

Multi-Age Licensure Program (PreK-12) This program leads to the Ohio Provisional Multi-Age License valid for teaching learners, pre-kindergarten through grade 12, in Spanish. The curriculum includes General Education requirements (see General Education), 41 hours in Professional Education (EDUC 112, 232, 245, 262, 312, 357, 405, 415, 439, 460, 495; SPED 243); EDUC 300 or EDUC 305; and 30 hours in Spanish above the intermediate level (above SPAN 202) including the following courses: SPAN 211, 321, 342, 361, 371, 415, 421, and 451. Six hours of field experience must be included and may be met with 6 hours of SPAN 460 or a total of 6 hours from combining 1-3 hours of SPAN 430 (Internship) with 3-5 hours of SPAN 460 (Immersion). In addition to the above requirements, all students must complete SPAN 101, 102, 201, 202 or demonstrate equivalent proficiency. All students majoring in Spanish Education are required to participate in a study-abroad semester in a Spanishspeaking country. Students may choose from among CCCU’s Latin American Studies Program in Costa Rica; Brethren Colleges Abroad programs in Barcelona, Spain or Quito, Ecuador; or Trinity College's Semester in Spain. The option to do student teaching abroad is available through the Christian College Teacher Education Coordinating Council (CCTECC) which has locations around the world. Additional information is available in this catalog (see Educational Options and Enhancements) and from the Director of Global and Off-Campus Programs. For students placed at SPAN 201 or above, bypass credit for foundation courses can be awarded with successful completion (“C” or higher) of the following courses (see Academic Policies and Procedures for more details): Completed course 201 202 211

Courses approved for Bypass Credit 102 (4 hours) 102/201 (7 hours) 102/201/202 (10 hours)

Students pursuing the Spanish Education major must maintain a minimum 2.75 major and cumulative GPA to progress through the teacher licensure program. To register for education courses at the 300 level or above, acceptance into Teacher Education is required. See details of the assessment requirements and criteria for teacher licensure programs in the School of Education and Human Development.

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Course Descriptions English ENG 120 - Elements of English (3) Emphasizes writing as a recursive process and the interconnected nature of reading and writing. Offers practice with organizing and developing ideas, and provides opportunities to refine drafting, revising, and editing skills through in-class workshops and one-on-one tutoring sessions in the campus writing center. Grading is limited to A through C- and No Credit. Open to all students; required for those with below average score on English examination (ACT score or other test). Offered each semester. ENG 145 - English Composition (3) Emphasizes writing as a recursive process and offers practice in reading and responding to expository essays. Students explore language as a means of discovering and communicating truth. Grading is limited to A through Cand No Credit. Prerequisite: ACT English score 20 (SAT-Critical Reasoning 500), or departmental permission, or grade of C- or higher in ENG 120. Offered each semester. ENG 200 - Literature in Society (3) Examination of enduring issues through the evaluation and interpretation of a variety of literature from different critical approaches. Prerequisite: ENG 145 (Not available for credit/proficiency by exam). Offered each semester. ENG 206 - Language and Literature Seminar (1) In this seminar students will examine how the disciplinary tools developed during a study of language and literature can be used to pursue an integrated understanding of their lives, faith, and world. In addition, students will explore ways to engage fully in their studies and how their discipline will prepare them for lifelong learning and growth, and of career and calling. Offered each Fall beginning Fall 2012. ENG 230 - Foundations of American Literature (4) This course studies important works, movements, and contexts of American literature, and explores the purposes and methods of literary study. Prerequisite: ENG 200. Offered each Spring. ENG 231 - Introduction to Creative Writing (3) An exploration of imaginative writing and the writing life: literary art and the creative process, techniques of poetry and narrative fiction, readings in modern and contemporary literature. Offered each semester. ENG 240 - Foundations of British Literature (4) This course studies important works, movements, and contexts of British literature, and explores the purposes and methods of literary study. Prerequisite: ENG 200. Offered each Fall. ENG 260 - Professional Writing (3) Emphasizes the rhetorical principles and writing practices necessary for producing effective business letters, memos, reports, and collaborative projects in professional contexts. Prerequisites: ENG 145, 200. Offered Fall 2013 and alternate Fall semesters. ENG 270 - World Cinema(3) Students will view and analyze western and non-western movies, taking narrative cinema as the principal conduit into the lives, times, and cultures of other persons. As a foundation for film studies, we will explore the artistic and technical components of the cinema: narrative, mise en scĂ¨ne, cinematography, editing, and so on. Through this engagement with world cinema, the course will underline the connection between analyzing our experiences of film

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and a richer, more sophisticated enjoyment of it. Prerequisite: ENG 145. Cross-listed with COMM 270. Offered each semester. ENG 306 - Teaching Grammar and Composition (3) An overview of composition theories, with consideration given to major pedagogical approaches, research on English Language Learners (ELL), "basic" writers, constructivist and collaborative learning, and issues pertaining to the teaching of revision and the conventions of the English language. Prerequisite: ENG 200. Offered each Spring. ENG 311 - Essay Writing (3) An advanced writing course designed to use essay writing as a means of inquiry, exploration, and dialogue with sources. Students will analyze and critique the rhetorical strategies and techniques used by both classical and contemporary essayists and then apply these in a variety of forms such as the narrative, analytical, and persuasive essay. Prerequisite: ENG 200. Offered each semester. ENG 315 - Style and Usage (3) A writing-intensive course that focuses on assisting the writer in developing an effective style and gaining control over the conventions of the language. Prerequisite: ENG 200. Offered each Spring. ENG 322 - World Literature (3) This course emphasizes a close reading of texts from diverse historical, cultural, and religious contexts. Through this literature we can explore the key institutions and social dynamics that link the nations and communities of our world so that we can understand our commonalities and come to terms with those with whom we share this world. Prerequisite: ENG 200. Offered each Fall. ENG 325 - Writers Series Seminar (1) Read and study the works of writers visiting campus with the University Writers Series. Opportunities to meet with the writers for discussion and instruction will be arranged whenever possible. Repeatable to 6 hours. Creative Writing majors must repeat to 2 hours. Offered each semester. ENG 331 - Poetry Writing (3) A writing workshop focused on poetic craft and tradition. Readings in modern and contemporary poetry as well as criticism and theory combine with intensive work in the practice of writing poems. Prerequisite: ENG 231. Offered each Fall beginning Fall 2013. ENG 332 - Fiction Writing (3) A writing workshop devoted to the art of fiction. Diverse readings across the spectrum of narrative prose—classic stories, experimental forms, craft essays by writers—augment student writing. Prerequisite: ENG 231. Offered each Spring beginning Spring 2014. ENG 350 - Advanced Topics (1-3) Individual or small group study. Open only to junior or senior majors in this area who have completed or are taking regularly scheduled courses. Enrollment by permission of the Department Chair. ENG 352 - Shakespeare (3) A representative sampling of Shakespeare’s plays and poetic verse. Prerequisite: ENG 200. Offered Spring 2014 and alternate Spring semesters.

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ENG 360 - Genre Studies (3) Intensive study of a specific literary genre such as poetry, drama, short story, the novel, or autobiography. Subtitle will indicate course content. Repeatable, maximum 6 credits under different subtitles. Prerequisite: ENG 200. Offered Fall 2013 and alternate Fall semesters. ENG 365 - Author Studies (3) Intensive study of an author or group of authors. Subtitle will indicate course content. Repeatable, maximum 6 credits under different subtitles. Prerequisite: ENG 200. Offered Spring 2013 and alternate Spring semesters. ENG 381 - Introduction to Linguistics (3) A study of the historical, social, and biological aspects of language to discover the commonalities among all languages of the world, including speech sounds, word formations and meanings, and grammar. Prerequisite: ENG 200. Offered each Fall. ENG 390 - African American Literature and Culture (3) This course examines a selection of literature written by African Americans in an effort to gain greater understanding of various aesthetic, cultural, political, and social issues. Students will explore several central motifs: the African roots of African-American culture, the importance of literacy and â&#x20AC;&#x153;telling lives,â&#x20AC;? the journey toward freedom and equality, and the inter-relationship between African- American cultural traditions and the larger landscape of American culture. Prerequisite: ENG 200. Offered each semester. ENG 395 - Women Writers (3) An examination of literature written by women with emphasis on cultural, aesthetic, and theoretical issues. Prerequisite: ENG 200. Offered Fall 2012 and alternate Fall semesters. ENG 396 - Applied Writing: Literary Publishing (1) Study and practice elements of small press publishing including editing, design, and work for the literary magazine. Grading is limited to credit or no credit. Repeatable to 6 hours. If repeated, a maximum of 2 hours may be counted toward the requirements for the Creative Writing major; a maximum of 3 hours may be counted toward the requirements for the English major. Creative Writing majors must repeat to 2 hours, but may substitute ENG 397 or 398 for 1 of the 2 hours. Creative Writing minors must take 1 hour. Offered each semester. ENG 397 - Applied Writing: Writing Center (1) Study current approaches to peer tutoring across the disciplines while working in the Writing Center. Grading is limited to credit or no credit. Repeatable to 6 hours. If repeated, a maximum of 1 hour may be counted toward the requirements for the Creative Writing major; a maximum of 3 hours may be counted toward the requirements for the English major. Offered each semester. ENG 398 - Applied Writing: On-Campus Internship (1) Professional, on-campus experience employing writing, editing, and other language arts skills. Grading is limited to credit or no credit. Repeatable to 6 hours. If repeated, a maximum of 1 hour may be counted toward the requirements for the Creative Writing major; a maximum of 3 hours may be counted toward the requirements for the English major. Prerequisite: Enrollment is limited to students with job offers from on-campus entities whose assigned duties meet the stated criteria. See the Department Chair for details. Offered each semester. ENG 399 - Internship (1-3) Practical, off-campus experience using writing, editing, and other language arts skills. Grading is limited to credit or no credit. Prerequisite: Junior standing. Enrollment is limited to students with a signed contract with a company or organization outside of Malone University. See Department Chair for details. Offered each semester.

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ENG 431 - Advanced Creative Writing Workshop (3) Advanced writing workshop that presents a single theme or craft issue with common readings while students write in a chosen genre. Repeatable to 6 hours. Prerequisites: ENG 231, 331, 332. Offered each Spring beginning Spring 2013. ENG 435 - Creative Writing Senior Portfolio (2) Independent writing project and senior workshop: create new and revise work from earlier courses into a coherent collection, accompanied by a critical introduction. Explore professional and avocational issues such as publishing, graduate school, and writing after college. Culminates in a public reading. Prerequisites: ENG 231, 331, 332, 431. Offered each Fall beginning Fall 2013. ENG 440 - Advanced Studies in a Literary Period (3) An intensive study of a literary movement or period, with an emphasis on historical contexts and their significance for literary understanding. Prerequisites: ENG 230, 240, and 6 credits of 300- level literature Repeatable, maximum 6 credits under different subtitles. Offered Fall 2012 and alternate Fall semesters. ENG 450 - Advanced Topics (1-3) Individual or small group study. Open only to junior or senior majors in this area who have completed or are taking regularly scheduled courses. Enrollment by permission of the Department Chair. ENG 460 - Advanced Studies in Literature (3) An intensive study of a select literary topic or theme, drawing from a broad spectrum of literary movements or periods. Repeatable, maximum 6 credits under different subtitles. Prerequisites: ENG 230, 240, and 6 credits of 300level literature. Offered Fall 2013 and alternate Fall semesters. ENG 472 - Applied Literary Theory (3) An intensive study of contemporary literary theory and its application to diverse texts ranging in chronology and genre. Prerequisites: ENG 230, 240, and 6 credits of 300-level literature. Offered Spring 2013 and alternate Spring semesters. Spanish SPAN 101 - Elementary Spanish I (4) An introductory course to the Spanish language that emphasizes a communicative approach to the teaching of listening comprehension, speaking, reading, and writing. Course work includes brief cultural readings and is supplemented with audio tapes and a lab manual/workbook. Prerequisite: None. Offered each Fall. SPAN 102 - Elementary Spanish II (4) Continuation of SPAN 101: an introductory course to the Spanish language that emphasizes a communicative approach to the teaching of listening comprehension, speaking, reading, and writing. Course work includes brief cultural readings and is supplemented with audio tapes and a lab manual/workbook. Prerequisite: SPAN 101. Offered each Spring. SPAN 201 - Intermediate Spanish I (3) Building upon the concepts introduced during the first year, this course promotes continued development in all four skill areas: oral comprehension, verbal production, reading comprehension and the mechanics of writing in Spanish. Emphasis is on grammar acquisition and vocabulary development. Prerequisite: SPAN 102 or equivalent. Offered each Fall.

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SPAN 202 - Intermediate Spanish II (3) Building upon the concepts introduced during the first year, this course promotes continued development in all four skill areas: oral comprehension, verbal production, reading comprehension and the mechanics of writing in Spanish. Emphasis is on grammar acquisition and vocabulary development. Prerequisite: SPAN 201 or equivalent. Offered each Spring. SPAN 211 - Introduction to Spanish/Spanish American Literature (3) An introductory course into contemporary Spanish and Spanish American writers to familiarize students with enduring themes and issues in literature, the various literary genres, and the analytical skills necessary in the study of Spanish and Spanish American thought and culture. Prerequisite: SPAN 202 or equivalent. Offered each Spring. May be taken concurrently with SPAN 202. SPAN 321 - Hispanic Culture in the United States (3) A study of the history and culture of Hispanic groups in the United States, focusing on their political, social, and religious institutions as well as their value systems. This course is planned to assist students in understanding the cultural contributions of each Hispanic group within the broader American culture. Reading materials include literary and non-literary sources. Prerequisite: SPAN 202 or equivalent. Offered Spring 2013 and alternate Spring semesters. SPAN 342 - The Art of Writing in Spanish (3) A writing workshop that focuses primarily on various writing styles. This course offers practice in several expository modes and requires a final paper. The main emphasis is placed on the process of writing. Peer editing and revisions are essential components of this course, resulting in more effective and targeted writing skills in Spanish. Prerequisite: SPAN 202 or equivalent. Offered each Fall. SPAN 361 - Spanish Culture and Civilization (3) A comprehensive study of the many influences that make up the collage that is Spain today, from the drawings of Altamira to contemporary life. Focus is placed on the development of the arts, major ideologies, religious traditions, and geographical divisions. Prerequisite: SPAN 202 or equivalent. Offered Fall 2013 and alternate Fall semesters. SPAN 371 - Spanish American Culture and Civilization (3) An inquiry into the cultural and historical development of the main countries that comprise present-day Latin America. Starting with the pre-colonial civilization through their struggle for independence to present-day issues, the impact of culture will be analyzed as represented in the arts, government and societal norms. Prerequisite: SPAN 202 or equivalent. Offered Fall 2012 and alternate Fall semesters. SPAN 415 - Advanced Studies in Spanish/Spanish American Literature (3) Intensive study of a selected topic, genre, author or group of authors in Spanish/Spanish American literature. Subtitle will indicate course content. Prerequisite: SPAN 211 or equivalent. Offered Spring 2014 and alternate Spring semesters. SPAN 421 - Translation and Stylistics (3) An advanced-level course to develop greater understanding of Spanish syntax, complex morphological and semantical structures, and idiomatic expressions through a comparative study of English and Spanish. Stress is on the correct application of grammar principles, fundamentals of stylistics, and appropriate vocabulary use in both written exercises as well as in translation assignments. Prerequisite: SPAN 342. Offered Spring 2014 and alternate Spring semesters.

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SPAN 430 - Internship in Spanish (1-3) A practical, on- or off- campus experience in which a student assists a professional in a field appropriate to the studentâ&#x20AC;&#x2122;s area of interest, such as conducting oral and written translations, preparing and presenting lessons and sermons, participating in music and art productions, working with Spanish speakers through health care and social agencies, or conducting conversational practice with those who need language help. The student is expected to participate in thirty clock hours for each hour of credit. Prerequisite: Junior or senior standing. Offered on demand. SPAN 450 - Advanced Topics in Spanish (1-3) An examination and analysis of a particular genre, movement, author, work, or theme. Prerequisite: Junior or senior standing. Offered at department discretion. SPAN 451 - Spanish Linguistics (3) An introduction to the study of linguistics through an examination of the historical development of the Spanish language with particular emphasis on phonetics and phonology. Includes a discussion of regional dialects and other sociolinguistic issues. Prerequisite: SPAN 342. Offered Spring 2013 and alternate Spring semesters. SPAN 460 - Immersion Experience in Spanish (3-6) A supervised experience in a Spanish-speaking environment that provides an advanced language experience through time spent in a Spanish-speaking country or local Hispanic community, and/or enrollment in an overseas study program. Emphasis is on the use of the Spanish language in the every day affairs of the culture. The student is expected to maintain 120 consecutive hours of immersion for each hour of credit. Prerequisite: Junior or senior standing. Offered on demand. American Sign Language ASL 111 - American Sign Language I (4) Instruction in the basics of American Sign Language (ASL) grammar/ structure and vocabulary, expressive and receptive skills, and development of real-life conversational skills. Prerequisite: None. Offered each Fall. ASL 112 - American Sign Language II (4) Continuation (from ASL 111) of instruction in the basics of American Sign Language (ASL) grammar/ structure and vocabulary, expressive and receptive skills, and development of real-life conversational skills. Prerequisite: ASL 111. Offered each Spring.

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Department of Mathematics and Computer Science Faculty: H. Ban, K. Calderhead, J. Glasgow, D. Hahn (Chair), E. Rodd Certainly the impact of mathematics and computer applications has revolutionized the manner in which our daily lives proceed. We believe that it is important to provide students with a sound foundation in the discipline of mathematics and to offer the latest advances in the technological art of computer science. The Department of Mathematics and Computer Science offers majors in Computer Science (Business Information Systems Track, Information Technology Track, Web Development Track) and Mathematics. In conjunction with the School of Education, the Department of Mathematics and Computer Science offers a licensure program in Integrated Mathematics. This area of specialty prepares students for secondary teaching licensure for grades 7-12. Students pursuing the Integrated Mathematics licensure program must maintain a minimum 2.50 major gpa and a 2.75 cumulative gpa to progress through the teacher licensure program. To register for education courses at the 300 level or above, acceptance into Teacher Education is required. See details of the assessment requirements and criteria for teacher licensure programs in the School of Education and Human Development.

Computer Science The mission of the Computer Science program is to train competent, ethical computer scientists who are educated within the Christian liberal arts tradition from which future career and academic opportunities can emerge. This philosophy of education places life-long learning as the key to a fulfilling and meaningful life. Student Learning Outcomes 1. 2. 3.

Students will develop a knowledge base in a breadth of computer science genres. Students will understand and apply ethics in computer science. Students will appreciate and be capable of life-long learning in computer science.

Mathematics The mission of the mathematics program is to provide students with a mathematical education which prepares them to understand, communicate, and apply mathematics. As a result, our graduates will be able to continue their mathematical education in graduate school, become effective secondary school mathematics teachers, or apply their mathematical knowledge and thinking ability in service or industry. Student Learning Outcomes 1. 2. 3.

Students will understand a spectrum of mathematical concepts. Students will effectively communicate mathematics. Students will demonstrate an ability to apply mathematical thinking to solve problems.

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Computer Science Computer Science majors are able to emphasize Business Information Systems, Information Technology, or Web Development by selecting a track within the major. All computer science majors, regardless of track, must take the following core courses (30 hours): CPSC 130, 131, 231, 290, 301, 304, 322, 341, 430, 460. The Business Information Systems Track consists of the 30-hour core plus the following: ACCT 211; BUS 240 or MATH 140; BUS 342; MATH 210; any two courses from among: BUS 311, 332, 337, 371, 423; and any two upper-level electives (approved by the department) in computer science or related areas. The Information Technology Track consists of the 30-hour core plus the following: CPSC 313; MATH 140 or 303; MATH 201, 202, 210; and any two upper-level electives (approved by the department) in computer science or related areas. The Web Development Track consists of the 30-hour core plus the following: ART 113, 271; CPSC 346, 347, 411; MATH 140, 210; MDCM 210 or COMM 230; MDCM 321; and any two upper-level electives (approved by the department) in computer science, art, or communications. A minor in computer science will be awarded to students who complete the following 18 hours of courses and meet the University required minimum cgpa of 2.25 in those courses. All candidates for the minor must take CPSC 130, 131, 231, 301, 304, and one additional course at the 300/400 level.

Mathematics A major in mathematics includes the following: MATH 201, 202, 303, 311, 432, 460, and five additional mathematics courses at the 200-400 level. Supporting courses are recommended in chemistry, physics, computer science, or business. Recommended preparation for graduate study in mathematics: same as major requirements. MATH 331, 422 and 435 should be included in the five additional courses; physics and/or chemistry enrichment courses are suggested. For graduate study in statistics, MATH 210, 304, 331, 422 are recommended. The mathematics major meets the requirements for secondary teaching licensure in Integrated Mathematics when the 38 hours of Professional Education requirements are met (EDUC 112, 232, 262, 312, 357, 405, 415, 424, 460, 497; SPED 243); and MATH 210, 331, 341, 343, and 352 are included in the program. If the requirements for secondary teaching licensure in integrated mathematics are met, the requirements for the major in mathematics will also be satisfied. Bypass Credit - The following courses have been approved for bypass credit upon successful completion (â&#x20AC;&#x153;Câ&#x20AC;? or higher) of the listed courses (see Academic Policies and Procedures for more information): Completed Course

Course(s) Approved for Bypass Credit

MATH 201 MATH 202 MATH 331

MATH 150 MATH 150, 201 MATH 150, 201, 202

A minor in mathematics will be awarded to students who complete the following nineteen hours of courses and meet the University required minimum cgpa of 2.25 in those courses. All candidates for the minor must take MATH 201, 202, 311, and 6 additional hours of post-calculus courses.

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Course Descriptions Computer Science CPSC 130 - Introduction to Computer Science (3) This course provides an introduction to computer science. The course is designed to be taken as either the first course in the Computer Science major or as a general interest course. Topics will include computer components, operating system concepts, files, and an introduction to computer programming using tools and languages designed for easy learning. Extensive lab work will be used to provide practical experience for classroom concepts. Corequisite: MATH 130 or proficiency. Offered each Fall. CPSC 131 - Computer Programming and Computer Science Concepts I (3) This course provides an introduction to computer programming and key computer science concepts including variable typing, major control structures, input/output formatting, and functions. Information concerning career opportunities and future computer science course requirements is discussed. Programming is a primary emphasis in this course. Prerequisite: CPSC 130 or permission of instructor. Offered each Spring. CPSC 231 - Computer Programming and Computer Science Concepts II (3) A continuation of CPSC 131 including concepts of programming development environments, object-oriented programming, files, events and other topics. Prerequisite: CPSC 131 or permission of instructor. Offered each Fall. CPSC 290 - Data Structures (3) Development and application of static and dynamic data structures including lists, stacks, queues, and binary search trees. Each data structure's purpose, properties, methods and associated algorithms, and applications are discussed. Prerequisite: CPSC 131 or permission of the instructor; MATH 210 is recommended. Co-requisite: CPSC 304 is recommended. Offered each Fall. CPSC 301 - Computer Architecture (3) Concepts associated with computer organization and architecture are discussed. Topics include computer history, digital logic, processor structure, instruction sets, the memory hierarchy, input/output, and parallelism. Students have hands-on experience with computer hardware. Prerequisites: CPSC 231, 290 or permission of the instructor; MATH 210 recommended. Offered each Spring. CPSC 304 - Operating Systems (3) Students will learn the fundamental functions and concepts of operating systems in the context of studying several current operating systems. The course will include both internal and external views of operating systems. Prerequisites: CPSC 231, 290; MATH 210 is recommended. Offered each Spring. CPSC 313 - Analysis and Design of Algorithms (3) Topics include the design and analysis of algorithms and the development of programs to implement various algorithm designs. Algorithms for searching, sorting, and maintaining advanced data structures are presented. Experiments are conducted to explore algorithm efficiency when processing large data sets. Prerequisites: CPSC 290, 304, or permission of the instructor; MATH 210 is recommended. Offered Fall 2013 and alternate Fall semesters. CPSC 322 - Software Engineering (3) This is a study of software engineering principles including development methodologies, system design, implementation, and testing. Both technical and management issues will be addressed. Prerequisites: CPSC 290, 304 or permission of the instructor. Offered each Fall.

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CPSC 340 - Visual Programming (3) This course provides an introduction to a visual programming language and associated application development environment. This environment enables the creation of GUI user-interfaces. Topics include visual design and application development, event-driven programming, and Web/database integration. Prerequisites: CPSC 290, 304 or permission of the instructor. Offered Spring 2013 and alternate Spring semesters. CPSC 341 - Networking (3) An introduction to Networking concepts and practice. Theory is introduced beginning with the major network layers. At each layer, the theory is applied to current Internet technology. Actual experience in the advanced CS lab with networking is an integral part of the course. Prerequisite: Letter grade of C or better in MATH 150 or permission of the instructor. Offered each Fall beginning Fall 2012. CPSC 346 - Web Programming: Client Side (3) This course covers the programming of the client (end user) side of a web application. Students will learn several technologies and languages used to program the client side of web applications with extensive lab experience in the CPSC labs. Prerequisites: CPSC 290, 304. Offered Spring 2014 and alternate Spring semesters. CPSC 347 - Web Programming: Server Side (3) This course covers the underlying architecture and programming of web servers. Students will learn the protocols used, how to configure a specific web server, and how to write server-based programs in one or more languages. Prerequisites: CPSC 290, 304. Offered Spring 2013 and alternate Spring semesters. CPSC 401 - Programming Languages (3) This course covers concepts underlying the design of computer programming languages. Topics include language history, describing syntax, names, data types, scopes, bindings, control structures, subprograms, object-oriented programming, concurrency, exception handling, functional programming, and logic programming. Given the fundamental concepts, students compare and contrast various programming languages. Prerequisites: CPSC 290, 304 or permission of the instructor; MATH 210 is recommended. Offered Fall 2012 and alternate Fall semesters. CPSC 411 - Server Operating Systems: LINUX Systems (3) This course will cover the basic concepts of current LINUX and UNIX systems and will include extensive lab work using a version of LINUX. Students will learn operating system concepts, system administration, script creation, and other programming concepts. Prerequisites: CPSC 290, 304. Offered Spring 2014 and alternate Spring semesters. CPSC 414 - Server Operating Systems: Enterprise Systems (3) In this course, students will study a specific operating system used in large scale enterprises. The course will include the architectural and design issues unique to large scale systems and provide practical lab work on using the operating system. Prerequisites: CPSC 290, 304. Offered Spring 2013 and alternate Spring semesters. CPSC 430 - Database Design and Implementation (3) This course investigates the design, creation, modification, and production of a database. A major database system is used. The student will learn the features of a typical database system and the language associated with the system necessary to create and use a database. A significant project will be completed that incorporates many of the features of a typical database. Database design theory will be addressed. Prerequisites: CPSC 290, 304 or permission of the instructor. Offered each Fall. CPSC 450 - Advanced Topics (1-3) Selected topics from any of the areas offered in computer science. Open to students with advanced standing in computer science. Enrollment by permission of the Department Chair.

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CPSC 460 - Senior Seminar (3) Students in this course will participate in the investigation of one or more topics that cannot be treated in the normal structure of the schedule of courses for the major, but which will be very beneficial for the student. Topics include such items as computer ethics, the current state of computer technology, the Internet, and information systems. Prerequisites: Completion of nine hours of computer science courses at the 300/400 level and senior status. Offered each Spring. CPSC 490 - Internship (1-3) A variable-credit course for professional, off-campus internship experience. The credit may vary from 1-3 hours depending upon the number of hours worked in the professional environment and extent to which those hours represent computer science topics. Details for each specific case will be arranged with an instructor. Prerequisite: 12 hours of computer science courses. Enrollment by permission of instructor. May be repeated for a maximum total of 3 credit hours. Offered each semester. Mathematics MATH 112 - Fundamentals of Math (3) Covers the basics of mathematical skills and knowledge needed to proceed into further educational mathematics courses. This course will review and emphasize the prerequisite manipulative skills involved in basic arithmetic. It will also cover the basic knowledge of mathematics (such as exponents; square roots; Pythagorean Theorem; area, perimeter, and volume formulas) and mathematical terminology. (Required for Early Childhood, Middle Childhood, and Intervention Specialist licensure areas. This course is for students in areas of elementary education only.) Offered each Spring. MATH 125 - Introductory Algebra (3) Topics in sets, whole numbers, integers, rational and real numbers, linear equations and inequalities, and systems of equations. Grading is limited to A through C- and F. Open to all students; required for those with ACT Math score 17. Offered each semester. MATH 130 - Intermediate Algebra (3) Topics in algebra such as quadratic equations, exponents, radicals, polynomial expressions, and rational expressions. Required for students with ACT Math score of 18-19 or upon successful completion of MATH 125. Offered each semester. MATH 132 - Fundamental Mathematical Concepts (3) Designed to provide the prospective teacher with an understanding of fundamental arithmetic and algebraic concepts and basic problem- solving skills. Emphasis is placed upon a problem-solving approach which requires students to be active participants in the examination of numerical concepts typically covered in the K-9 curriculum. (Required for Middle Childhood Math Concentration.) Prerequisite: MATH 112 or proficiency. Offered Fall 2012 and alternate Fall semesters. MATH 140 - Introduction to Statistics (3) An introduction to statistics with a primary focus on problem solving and statistical literacy. Designed to provide students with the conceptual foundation and quantitative skills needed to analyze and interpret data and to meaningfully interpret statistical results reported in research articles and in popular media. Includes topics such as the quantification of variables, sources of data, sampling procedures, graphical representation of data, measures of central tendency and variability, probability, correlation and regression, confidence intervals, and significance tests. Prerequisite: MATH 130 or equivalent proficiency. Cross-listed with PSYC 140. Offered each semester. MATH 145 - Quantitative Reasoning (3) The purpose of this course is to develop critical thinking and quantitative reasoning skills. Topics of study will include logic and set theory, problem-solving techniques, number â&#x20AC;&#x153;senseâ&#x20AC;?, an introduction to probability and statistics, graphs, and modular arithmetic. Applications of mathematics in other fields will be studied, including art

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(symmetry, perspective, patterns, golden mean and ratio), politics (voting methods, polling practices), and business (networks, scheduling, finance). Special emphasis will be placed on collaborative learning. Offered each semester. MATH 150 - Precalculus (4) A rigorous study of the concepts of algebra and trigonometry as functions. Emphasis is on examining functions symbolically, numerically, graphically, and verbally. The course is designed to prepare students for MATH 201. Graphing calculator required; TI-83(/84) preferred. Prerequisite: ACT math score 20 (SAT-Math 500) or a grade of C- or higher in MATH 130. Offered each semester. MATH 201 - Calculus I (5) A review of analytic geometry, functions, and graphs. Concept and definition of limit, techniques of finding limits, derivatives, differentials, implicit differentiation, Newtonâ&#x20AC;&#x2122;s Method, applications including asymptotes and maxima/minima problems. Antiderivatives, Fundamental Theorem of Calculus, definite integrals, indefinite integrals, change of variables and numerical integration. Trigonometric functions are incorporated throughout. Exponential and logarithmic functions are introduced. Prerequisites: Three years of high school college-preparatory mathematics and an ACT math score of 26 or higher; or a grade of C or higher in MATH 150. Offered each semester. MATH 202 - Calculus II (5) Applications of the definite integral, solids of revolution, volumes by slicing, arc length, logarithmic and exponential functions, laws of growth and decay, inverse trigonometric functions, hyperbolic and inverse hyperbolic functions, integration by parts, partial fractions, trigonometric substitutions and other techniques of integration, indeterminate forms and improper integrals, infinite sequences and series, and an introduction to partial derivatives. Prerequisite: a grade of C- or higher in MATH 201 or proficiency. Offered each semester. MATH 210 - Discrete Mathematics (3) A survey of discrete mathematical concepts. Topics will include sets, logic, relations, combinatorics, graph theory, trees, mathematical induction and Boolean Algebra. Offered each Spring. MATH 241 - Concepts in Geometry and Measurement (3) Students will extend and expand their knowledge and understanding of both measurement and geometry. This will include an understanding of the attributes of length, capacity, weight and mass, area, volume, time, temperature, and angles and the constructing of formulas and procedures for determining these measures. Students will also explore transformation of geometric figures. This course does not count toward the hours required for a major or minor in mathematics. Prerequisite: MATH 132 or permission of the instructor and the Department Chair. Offered Spring 2013 and alternate Spring semesters. MATH 303 - Probability and Statistics I (3) Probability, use of tables and graphs, frequency distribution, correlation and related topics. Prerequisite: MATH 201 or permission of the instructor. Offered Fall 2012 and alternate Fall semesters. MATH 304 - Probability and Statistics II (3) A continuation of MATH 303 with an emphasis in application of sound statistical techniques for estimation, test of hypothesis, various linear and nonlinear regression models. The role of data analysis, probability, and decision making will be examined from a systems view. Prerequisite: MATH 303. Offered Spring 2013 and alternate Spring semesters. MATH 311 - Linear Algebra (3) An introductory course in the algebra and geometry of vectors, matrices, and linear transformations. Finitedimensional vector spaces are presented with applications and examples of all topics covered. Prerequisite: MATH 202 or permission of the instructor. Offered each Spring.

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MATH 313 - Differential Equations (3) Differential equations of the first and second orders with their solutions and applications. Includes the use of the Laplace transforms, series solutions, and an introduction to partial differential equations. Prerequisite: MATH 331 or permission of the instructor. Offered Fall 2013 and alternate Fall semesters. MATH 331 - Multivariable Calculus (3) Concepts of modern real analysis, further application of partial differentiation and multiple integration, parametric equations, vector functions and fields, line and surface integrals, Green’s Theorem and Stokes’ Theorem. Prerequisite: MATH 202. Offered each Fall. MATH 341 - Modern Geometry (3) Advanced topics of Euclidean geometry, including properties of axiomatic systems and introduction to nonEuclidean geometries. Prerequisite: MATH 311 or permission of the instructor. Offered Fall 2012 and alternate Fall semesters. MATH 343 - History of Mathematics (3) An introduction to the history of mathematics, particularly in relation to the development of topics through calculus. Designed to provide the student with an understanding of the interrelationship of the branches of mathematics study and to give enrichment material for the future teacher of mathematics. Prerequisite: MATH 201 or permission of the instructor. Offered Fall 2013 and alternate Fall semesters. MATH 352 - Number Theory (3) A study of properties of the integers including divisibility, primeness, congruences, factor theory, numeration systems, Diophantine problems and others. Prerequisite: MATH 201. Offered Spring 2014 and alternate Spring semesters. MATH 420 - Research (1-3) An investigation of a topic of the student’s choice in consultation with a faculty member. Enrollment by permission of the Department Chair. MATH 422 - Mathematical Modeling (3) This course emphasizes the scientific approach in decision making. A systems approach will be taken in the structuring of various mathematical models. Subjects to be covered include linear programming, network analysis, dynamic programming and other operations research-oriented techniques. Prerequisites: MATH 303, 311. Offered Spring 2014 and alternate Spring semesters. MATH 432 - Algebraic Structures (3) A study of the basic algebraic properties of groups, rings and fields and their extensions by the axiomatic approach. Prerequisite: MATH 311. Offered Fall 2013 and alternate Fall semesters. MATH 435 - Real Analysis (3) A study of real analysis topics including the topology of the real line and Rn, sequences and series, functions, continuity, uniform continuity, differentiation and theory of integration. Prerequisite: MATH 331. Offered on demand. MATH 450 - Advanced Topics (1-3) Selected topics from any of the areas offered in mathematics. Open to students with advanced standing in mathematics. Enrollment by permission of the Department Chair. MATH 460 - Mathematics Seminar (1) A series of colloquia featuring mathematics faculty, mathematics students and guests as speakers. Students are expected to attend and participate in discussions and to prepare and present a seminar talk. Prerequisites: Acceptance as a mathematics major and Senior standing or permission of the instructor. Offered each Fall.

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Department of Music Faculty: J. Ayers, J. Ballard (Chair), M. Benson, D. Donelson, A. Rose, C. Wohlschlager The faculty of the Department of Music, realizing the importance of the preservation of the arts, is committed to providing all Malone students with educational opportunities designed to stimulate an increasing awareness and interest in music. Because much of the essence of a culture is reflected in its music we attempt to enhance cultural awareness through a variety of experiences in music. Study of music should cultivate an appreciation for music, encourage participation and employment in music, and provide opportunities for the development of the necessary skills for creation and evaluation of specific types of music. Experiences in music are available to both majors and non-majors as essential components of a liberal arts education. All students are encouraged to take courses in music as elective or supporting courses. Malone University attempts to meet the varying needs of music students through four different curricula: a Bachelor of Arts degree in music, music ministry, or music production, and a Bachelor of Science degree with multi-age teaching licensure in music education. A music minor is also offered. Students selecting majors in music, music education, music ministry, or music production should declare this upon entering Malone University or at the earliest possible date. They must take placement tests in music theory, aural skills, and keyboard skills. Those students not placing into Music Theory I, Aural Skills I, and Keyboard Harmony I (MUS 155, 165, 153) are required to enroll in Music Theory Fundamentals and Keyboard Fundamentals (MUS 121, 131), which adds four credit hours to the total program requirements. Prospective majors in music, music education, and music ministry also must audition in the principal applied area. Auditions and examinations are scheduled through the department's administrative assistant and must be completed by July 1. All majors in music, music education, music ministry, and music production must participate in recital attendance each semester of enrollment. Music and music education majors must also participate in an approved ensemble each semester of enrollment. (Music education majors are exempt from the ensemble requirement during their student teaching semester.) Music production and music ministry majors must participate in approved ensembles for four semesters. Music, music education, music ministry, and music production majors must also enroll in MUS 250 Studio Class during any semester in which applied music study is undertaken. A handbook with the description of these and other requirements is available in the department office. The Department of Music requires a grade of C- or higher in all courses in the music majors, minor, or cognate. Music, music education, music ministry, and music production majors receiving a grade lower than C- will be permitted a one-time repeat of a course. Students pursuing the Music Education major must maintain a minimum 2.75 major and cumulative GPA to progress through the teacher licensure program. To register for education courses at the 300 level or above, acceptance into Teacher Education is required. See details of the assessment requirements and criteria for teacher licensure programs in the School of Education and Human Development. Music Education majors must also pass the piano proficiency, be approved for applied study at the 300 level, and pass the sophomore review to be accepted into the major. Student Learning Outcomes Students should comprehend the central concepts that emphasizes the elements and principles of the fine arts and the historical context of music and come to an understanding on how to prepare themselves to be performers, teachers, church musicians, and entrants into music industry positions. Students should apply the principles of inquiry and experimentation that give way to understanding, knowledge, and application for a variety of musical styles.

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Students should participate in experiences that are characterized by musical excellence, and solidify musical skill and aesthetic expression in order to provide musical events which enhance the cultural life of the Malone community, the greater Canton community and the broader Malone constituency. Students should gain an understanding of their responsibility for stewardship in the fine arts and learn to use their musical talent to express their Christian faith.

Music (Bachelor of Arts) In addition to the University requirements listed in Majors and Minors, acceptance into the Music major requires passing the piano proficiency, being approved for applied study at the 300 level, and passing the sophomore review. The major in Music consists of the following: 30-31 hours of course work: MUS 153 (or proficiency), 154, 155, 156, 165, 166, 253*, 255, 261, 262, 265, 356, 358, 371, 372 and - For piano majors: MUS 341, 342 - For voice majors: MUS 351, 352 - For instrumental majors: 4-5 hours of MUS 450 18 hours of applied music at the following levels with concurrent enrollment in 250 at all levels and a minimum of 2 semesters at each level: - 2 hours at the 100 level and - 4 hours at the 200 level and - 6 hours at the 300 level and - 6 hours at the 400 level 4 hours of supporting applied music at the 100 level or above 4 hours of approved ensemble credit (minimum). Ensemble participation is required each semester of enrollment. 3 hours of music electives Recital attendance each semester of enrollment Half recital, 2nd-semester, Junior year Full recital, 2nd-semester, Senior year * If the student does not pass the entire piano proficiency examination at the conclusion of MUS 253, applied piano must be taken each semester until the exam is passed. A minor in music consists of a minimum of 18 hours. Requirements include MUS 153, 155, 165, and one music history course chosen from among: CMUS 314; MUS 371, 372.The remaining hours are to be selected from the music curriculum in consultation with an adviser from the music faculty. A minimum of four of the required hours must be taken at the 300 or 400 level.

Music Education (Bachelor of Science in Education) Students who complete the following comprehensive major in music education will receive a Bachelor of Science in Education degree with multi-age licensure for teaching music to learners ages 3-21 and PreK-12. In addition to the University requirements listed in Majors and Minors, acceptance into the Music Education major requires an overall gpa of 2.75, a major gpa of 2.75, passing the piano proficiency, being approved for applied study at the 300 level, passing the sophomore review, and a minimum ACT score of 20 in Reading, English, and Mathematics (or SAT equivalent score). Remedial courses are available if ACT scores are below 20 in Reading, English, or Mathematics.

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The major in Music Education consists of the following: 26 hours of the following music core: MUS 153 (or proficiency), 154, 155, 156, 165, 166, 253*, 255, 261, 262, 265, 356, 358, 371, 372 23 hours of the following music education core: MUS 211, 212, 222, 231, 322, 332, 362, 367, 421, and 6 hours of approved music education electives 29 hours of the following professional education courses: EDUC 112, 232, 357, 405, 415, 460, 495; SPED 243 10 hours of applied music at the following levels with concurrent enrollment in 250 at all levels and a minimum of 2 semesters at each level - 2 hours at the 100 level and - 2 hours at the 200 level and - 2 hours at the 300 level and - 4 hours at the 400 level 4 hours of supporting applied music at the 100 level or above. (vocal majors: 4 hours in piano; instrumental majors: 1 hour in voice; 3 hours in one instrument or instrument family) 4 hours of approved ensemble credit (minimum). Ensemble participation is required each semester of enrollment, except for the student teaching semester. 5th/6th-year seniors are not excluded from ensemble participation even if 4-hr. minimum has been met. Recital attendance each semester of enrollment including the semester of student teaching Piano proficiency (Students must pass the piano proficiency examination before being accepted into the major.) Participation in OCMEA is required each semester of enrollment (fee required). Half recital, semester prior to student teaching * If the student does not pass the entire piano proficiency examination at the conclusion of MUS 253, applied piano must be taken each semester until the exam is passed.

Music Ministry (Bachelor of Arts) The Music Ministry degree is designed to prepare students as church musicians and worship leaders. This includes an individually designed practicum of observation, planning, and teaching in a church setting under the supervision of a qualified church musician. In addition to the University requirements listed under Majors and Minors, acceptance into the Music Ministry major requires passing the sophomore review. The major in Music Ministry consists of the following: 19 hours of course work from the Department of Theology: BIBL 309; EDMN 101, 434; THEO 331, 332; an upperlevel New Testament course, an upper-level Old Testament course 22-24 hours of course work from the Department of Music: MUS 153, 154, 155, 156, 165, 166, 261, 362, 383, 435; CMUS 314 3 hours of MUS 463 10 hours of electives chosen in consultation with the faculty adviser from among: MUS 330, 332, 334, 341, 342, 351, 352, 356, 358, 367, 371, 372, 374, 450; 300/400-level applied piano, voice, or instrument 8 hours of applied music in voice, piano, organ, or guitar at the following levels with concurrent enrollment in 250 at all levels and a minimum of 2 semesters at each level: - 2 hours at the 100 level in the primary applied area and - 2 hours at the 200 level in the primary applied area and - 4 hours at the 100 level or above in the secondary applied area

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2 hours of approved ensemble credit (minimum) Recital attendance each semester of enrollment

Music Production (Bachelor of Arts) The Music Production degree is designed to equip the graduate to successfully develop musically oriented skills in the field of commercial music. It is a liberal arts program for the music student which is classroom and projectdriven from composition to finished product execution. This blending of technology and art in an entrepreneurial context creates an audio portfolio for the graduate seeking entry-level participation in the music business industry. In addition to the University requirements listed on Majors and Minors, acceptance into the Music Production major requires passing the sophomore review. The major in Music Production consists of the following: 49 hours of course work: MUS 153, 154, 155, 156, 165, 166, 374; CMUS 121, 122, 241, 251, 313, 314, 321, 331, 341, 411, 412, 433, 471 1 hour of Electroacoustic Music Ensemble (CMUS 210) 2 hours of additional approved ensemble credit (not counting CMUS 210) 1-4 hours of Internship (CMUS 430) 1 hour of Audio Portfolio (CMUS 420) Recital attendance each semester of enrollment

Piano Pedagogy Certificate The certificate in piano pedagogy is a 25-hour course of study designed to instruct the pianist in the art of studio teaching. The certificate is available to both music majors and non-music majors. An audition/conference is required before acceptance into the program. The certificate program consists of the following: 17 hours of course work: MUS 156, 154, 166, 220 (piano ensemble), 253, 255, 265, 341, 342, 372 8 hours of applied music at the 200 level or above A 30-45 minute lecture recital A year of teaching a minimum of four students per term in the Malone Piano/Voice Preparatory Program

Voice Pedagogy Certificate The certificate in voice pedagogy is a 25-hour course of study designed to instruct the vocalist in the art of studio teaching. The certificate is available to both music majors and non-music majors. An audition/conference is required before acceptance into the program. The certificate program consists of the following: 17 hours of course work: MUS 154, 156, 166, 253, 255, 265, 332, 351, 352, 372 8 hours of applied music at the 200 level or above A 30-45 minute lecture recital A year of teaching a minimum of four students per term in the Malone Piano/Voice Preparatory Program

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Course Descriptions Music Production CMUS 121 - Introduction to Music Industry Principles (2) Introduction to the basics of commercial music, including music business; publishing; careers and philosophy; review of popular and classical music styles and cultures as used in the CD, performance, and film industries; plus an overview of technology, MIDI, recording, and live sound reinforcement. Co-requisites: MUS 121, 131 or proficiency. Offered each Fall. CMUS 122 - Music Technology (3) Music synthesis, using analog and digital synthesizers, advanced MIDI applications and software within the context of music pre- and post-production. Prerequisites: CMUS 121; MUS 121, 131. Co-requisites: MUS 153, 155, 165. Offered each Spring. CMUS 210 - Electroacoustic Music Ensemble (Â˝) A flexible ensemble consisting of electronic and acoustic instruments. Performances will be created using computer and/or hardware based sequencing in conjunction with live performances. A variety of styles will be performed with an emphasis on popular music. Regular attendance is required. Offered each semester. CMUS 230 - Commercial Music Practicum (1) An internship in commercial music which requires 45 hours in the field. Enrollment by permission of the department. Repeatable up to 2 credit hours. This course does NOT replace CMUS 430, the required internship course in the music production major. CMUS 241 - Introduction to Recording and Sound Reinforcement (3) Basic recording, including studies in equipment, signal flow, effects, and recording techniques. Live recording and sound reinforcement emphasized. Offered each Fall. CMUS 251 - Jazz Theory and Songwriting (3) An approach to music theory as used in the music industry, including extended chords and voicings, polyrhythm and hemiolae, and popular song crafting and lyric writing. Prerequisites: MUS 154, 156, 166; CMUS 122. Offered at department discretion. CMUS 313 - Studio Theory, Physics of Sound, and Acoustics (3) A study of the technical characteristics of recording studio components including equipment maintenance, studio acoustics, microphone design, and electronic and acoustic sound generation. Prerequisites: MUS 154, 156, 166; CMUS 122. Offered Fall 2012 and alternate Fall semesters. CMUS 314 - The History and Philosophy of Christian Music in Worship (3) A study of Christian music as the basis for exploring the role of music in todayâ&#x20AC;&#x2122;s worship, tracing its evolution from earlier times. Prerequisites: MUS 154, 156, 166; CMUS 122 or permission of department chair. Offered Spring 2013 and alternate Spring semesters. CMUS 321 - Advanced Music Technology (3) Advanced MIDI techniques, sample theory, application and manipulation; introduction to SMPTE and other synchronization methods. Prerequisite: CMUS 122. Offered each Fall.

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CMUS 331 - Music Production (3) Work in production from the perspective of the commercial recording studio, including basic commercial arranging, budgeting, song development and form for various styles and mixed media, such as rock, jazz, orchestra, and ensemble. Prerequisites: CMUS 122, 251. Offered Spring 2014 and alternate Spring semesters. CMUS 341 - Introduction to Multi Track Recording (3) Introduction to multi-track techniques, using 8-track analog recording equipment. Concentration will be on live studio microphone usage and recording. Prerequisite: CMUS 241. Offered each Spring. CMUS 411 - Advanced Recording Techniques I (3) 24-track techniques, including operation of digital recording equipment, and mastering. Prerequisite: CMUS 341. Offered each Fall. CMUS 412 - Advanced Recording Techniques II (3) Continuation of CMUS 411. Prerequisite: CMUS 411. Offered each Spring. CMUS 420 - Audio Portfolio (1) The student will create an audio portfolio appropriate for application to entry-level positions in the music business industry. Prerequisite: Senior standing. Offered each semester. CMUS 430 - Internship (1-4) A variable-credit course, providing credit for professional, off-campus, supervised internship experience. The credit may vary from 1 to 4 semester hours depending upon the number of clock hours worked in a professional environment. Prerequisite: Senior standing. Offered each semester. CMUS 433 - Music Business Survey (3) An entrepreneurial approach to the study of the commercial music industry including recording companies, publishing, and the role of the independent commercial musician. Prerequisite: Junior standing. Offered Fall 2013 and alternate Fall semesters. CMUS 471 - Audio for Video Techniques (3) A course designed to use music/sound technology in post-production and multimedia applications, including sound effects and music scoring for film. The student will be expected to develop and write sound and music tracks to a dramatic or other time-line presentation, such as film or radio drama, using audio, sample, and MIDI techniques. Prerequisite: CMUS 321. Offered Spring 2014 and alternate Spring semesters. Music MUS 121 - Music Theory Fundamentals (3) A preparatory music theory course including the fundamentals of pitch and rhythm notation, major and minor scales and key signatures, and beginning chords. Beginning sight singing, rhythm reading, and ear training are included. The course is a preparation for Music Theory I. This course does not count toward any of the degrees in Music. Prerequisite: None. Co-requisite: MUS 131. Offered each Fall. MUS 131 - Keyboard Fundamentals (1) An introductory class instruction in basic keyboard skills for music majors and minors. Includes notation, rhythm keyboard technique, beginning piano literature, and sight-reading. Co-requisite: MUS 121. Offered each Fall.

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MUS 141 - Voice Class (1) This course is designed to teach the basics of vocal production. Along with this, the student will learn basic music reading skills and general music concepts. This course is intended for students who wish to take Applied Voice but require rudimentary instruction necessary for applied study. Prerequisite: None. Offered at department discretion. MUS 153 - Keyboard Harmony I (1) This course is designed to assist the student in the development of the necessary keyboard skills required for the successful completion of the keyboard proficiency exam. Prerequisites: MUS 121 or minimum score on theory placement test, and 131 or proficiency. Co-requisites: MUS 155, 165. Offered each Spring. MUS 154 - Keyboard Harmony II (1) Continued preparation for developing the necessary keyboard skills required for successful completion of the keyboard proficiency exam. Prerequisites: MUS 153, 155, 165. Co-requisites: MUS 156, 166. Offered each Fall. MUS 155 - Music Theory I (2) Beginning music theory including scales, key signatures, meter, intervals, triads, basic melodic construction, beginning Roman numeral analysis, and cadences. Prerequisites: MUS 121 or minimum score on theory placement test, and 131 or proficiency. Co-requisites: MUS 153, 165. Offered each Spring. MUS 156 - Music Theory II (2) A continuation of Music Theory I, including seventh chords, inversions, figured bass, non-harmonic tones, harmonization, part writing, advanced melodic analysis, secondary functions, and modulations. Prerequisites: MUS 153, 155, 165. Co-requisites: MUS 154, 166. Offered each Fall. MUS 165 - Aural Skills I (1) Beginning sight singing and ear training using diatonic materials; 2:1 and 4:1 rhythms, dotted rhythms, and ties in simple and compound meters; and error detection in single voice examples. Prerequisites: MUS 121 or minimum score on theory placement test, and 131 or proficiency. Co-requisites: MUS 153, 155. Offered each Spring. MUS 166 - Aural Skills II (1) Intermediate sight singing and ear training including decorative chromaticism and altered scale degrees, alto and tenor clefs, rhythms employing triplets and duplets, syncopations, and quintuple meters. Also included are melodic transcriptions, diatonic chord progressions including inversions, and error detection two-voice examples. Prerequisites: MUS 153, 155, 165. Co-requisites: MUS 154, 156. Offered each Fall. MUS 210 - Vocal Ensembles (½) Vocal ensemble participation is open to all Malone University students having an appropriate musical background. Opportunities are available to perform on campus and in the community. Regular attendance is required. Specific descriptions follow. Chorale is a choir of mixed voices selected by audition. The Chorale performs a variety of choral literature from all style periods. Outside performance expectations include a spring tour and concerts in local churches. Offered each semester. Women’s Concert Choir is a choir of women’s voices selected by audition. The choir performs a wide range of sacred and secular women’s choral music. Offered each semester. Chamber Choir is a small mixed group of voices selected by audition. Chamber Choir performs a variety of musical styles both sacred and secular. Concurrent enrollment in Malone Chorale or Women’s Concert Choir is required. Offered each semester. Chapel Choir provides a choral opportunity for any student wishing to participate in campus chapel services. No

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audition is required for membership. Repertoire for this course will consist of a wide variety of sacred literature. No outside performances will be required. Offered at department discretion. MUS 211 - String Methods (1) Laboratory experience in pedagogical techniques as well as beginning through intermediate level performance techniques. Offered Fall 2013 and alternate Fall semesters. MUS 212 - Percussion Methods (1) Laboratory experience in pedagogical techniques as well as beginning through intermediate level performance techniques. Offered Fall 2012 and alternate Fall semesters. MUS 220 - Instrumental Ensembles (Â˝) Instrumental ensemble participation is open to all Malone University students having an appropriate musical background. Opportunities are available to perform on campus and in the community. Regular attendance is required. Specific descriptions follow. Brass Ensemble is a flexible ensemble consisting of brass instruments. A variety of works from the literature is studied based on the proficiency of the participants. Offered at department discretion. Flute Ensemble studies and performs a variety of works from the literature based on the proficiency of the participants. Flutists selected by audition. Offered each semester. Jazz Band rehearses and performs various styles of jazz from music of the big band era to contemporary jazz. Smaller groups can be organized from the larger group according to need and availability. Audition is required. Offered each semester. Marching Band is an ensemble of woodwinds, brass and percussion that performs contemporary and traditional repertoire. The Marching Band performs at home football games, selected away games, and exhibitions. The band also performs for the Christmas concert at the end of the semester. Audition is required. Regular attendance for the entire semester is required. Required of instrumental music majors. Offered each Fall. Piano Ensemble studies and performs piano duet (four hand) and piano duo (two piano) repertoire in a wide variety of styles including classical, pop, and sacred. Prerequisite: 200 level in piano. Offered at department discretion. String Ensemble is a flexible ensemble of string instruments also utilizing woodwinds, brass and percussion as needed. A variety of works from the literature is studied based on the proficiency of the participants. Offered at department discretion. Symphonic Band is a concert band consisting of woodwinds, brass, and percussion. The Symphonic Band performs a wide variety of traditional and contemporary wind band music. Audition for participation is required. Offered each semester. Wind Ensemble is an ensemble of woodwinds, brass, and percussion selected by audition. The Wind Ensemble performs more difficult traditional and contemporary wind band music. Offered at department discretion. Woodwind Ensemble is a flexible ensemble of woodwind instruments and french horn. A variety of works from the literature is studied based on the proficiency of the participants. Offered at department discretion. MUS 222 - Brass Methods (1) Laboratory experience in pedagogical techniques as well as beginning through intermediate level performance techniques. Offered Spring 2014 and alternate Spring semesters. MUS 231 - Woodwind Methods (1) Laboratory experience in pedagogical techniques as well as beginning through intermediate level performance techniques. Offered Spring 2013 and alternate Spring semesters.

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MUS 253 - Keyboard Harmony III (1) Final preparation for the completion of the keyboard proficiency exam. Prerequisites: MUS 154, 156, 166. Corequisites: MUS 255, 265. Offered each Spring. MUS 255 - Music Theory III (2) A study of chromatic harmony and twentieth century techniques. Emphasis will be on a thorough analysis of complete shorter-to medium length compositions. Prerequisites: MUS 154, 156, 166. Co-requisites: MUS 253, 265. Offered each Spring. MUS 261 - Choral Conducting (2) Basic conducting technique is developed in a laboratory setting for practical application with choral ensembles. Enrollment by permission of department chair. Prerequisites or co-requisites: MUS 154, 156, 166. Offered Fall 2012 and alternate Fall semesters. MUS 262 - Instrumental Conducting (2) Basic conducting and baton technique are developed in a laboratory setting for practical application in instrumental conducting. Includes the study of elements of instrumentation, score study, and transposition as they apply to instrumental conducting. Enrollment by permission of department chair. Prerequisite or Co-requisite: MUS 261. Offered Spring 2013 and alternate Spring semesters. MUS 265 - Aural Skills III (1) Advanced sight singing and ear training including chromatic melodies, irregular meters, changing meters, jazz syncopations, transcriptions of popular idiom songs, and error detection three-voice examples. Prerequisites: MUS 154, 156, 166. Co-requisites: MUS 253, 255. Offered each Spring. MUS 271 - Diction I (1) This course is designed to introduce the student to the International Phonetics Alphabet (IPA) and its applications for the singer and choral conductor with particular regard to the English and Italian languages. While not intended as a substitute for proper study of a language, this course is designed to aid the student in producing clarity, accuracy, ease, and uniformity in the singing of these languages. This course is particularly helpful for the pre-service teacher to develop expertise needed for advanced choral and vocal instruction at the high school level. Offered at department discretion. MUS 273 - Diction II (1) A continuation of Diction I, with particular regard to the German and French languages. Prerequisite: MUS 271. Offered at department discretion. MUS 310 - Musical Instrument Repair (2) This course is designed to provide the pre-service teacher with the opportunity to learn proper repair and maintenance of wind and percussion instruments appropriate for the school band director. Offered at department discretion. MUS 322 - Band Methods (2) This course is designed to prepare the pre-service teacher to direct concert, marching, jazz, and other school band organizations. Emphasis will focus on rehearsal techniques, programming, fund raising, and administrative issues for beginning, intermediate, and advanced ensembles. Field experience is included. Prerequisite: MUS 262 or permission of department chair. Offered Spring 2013 and alternate Spring semesters.

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MUS 324 - Band Literature (2) Study of band literature for elementary, middle school, high school, and college instrumental ensembles. Areas covered include the criteria for selection of music, understanding various systems of difficulty ratings, aesthetic concerns in the selection of music, concert programming to achieve aesthetic performances, developing appropriate lesson plans utilizing concepts within band music, and contemporary educational techniques and their use of band music as a means to educational goals. Prerequisite: MUS 322. Offered at department discretion. MUS 330 - Hymnology (2) A study of the origins and development of the Christian hymn and the part it plays in Christian worship. The materials presented will acquaint the student with the scope of Christian hymnody, its historical patterns, the environment from which it emerged, the contribution of significant individuals, and specific collections of hymns and tunes. Offered at department discretion. MUS 332 - Choral and Vocal Methods (2) This course is designed to prepare the pre-service teacher to direct all types of choral ensembles at the elementary, middle school, and high school levels. Course content will focus on vocal warm ups, sight-singing instruction, rehearsal techniques, programming, assessment, choreography, and administrative issues such as auditioning, touring, and scheduling. Field experience is included. Lab required. Prerequisites: MUS 261, one semester of voice (class or applied). Offered Spring 2014 and alternate Spring semesters. MUS 334 - Choral Literature (2) This is the study of choral literature for elementary, middle school, high school, and college vocal/choral ensembles. Areas covered include the criteria for selection of music, understanding various systems of difficulty ratings, aesthetic concerns in the selection of choral music, concert programming to achieve aesthetic performances, developing appropriate lesson plans utilizing concepts within choral music, and contemporary educational techniques and their use of choral music as a means to educational goals. Prerequisite: MUS 261. Offered at department discretion. MUS 341 - Piano Pedagogy (3) A course in the teaching of piano to beginning students of all ages. Includes a survey of teaching methods and materials, pedagogical theories and principles, studio organization and procedure, and a practicum in individual and group instruction. Practicum: Each student is required to teach two beginning piano students for a 12-week period. Prerequisite: 200 level in piano. Offered at department discretion. MUS 342 - Piano Literature (2) A survey course of the teaching methods and materials for piano students intermediate through early advanced levels. Special attention will be given to teaching editions, repertoire selection, memorization, technique as it applies in the literature, contest and recital preparation, practice techniques, individual and group instruction, and music organizations. Practicum: Continue to teach two students per week for fourteen weeks. Prerequisite: MUS 341. Offered at department discretion. MUS 351 - Vocal Pedagogy (2) An introduction to the teaching of solo vocal technique. Participants will learn to identify and teach proper breath management, resonation, phonation, and articulation. Practicum: Each student is required to teach a beginning voice student for a ten-week period. Prerequisite: 200 level in Applied Voice. Offered at department discretion. MUS 352 - Vocal Literature (2) This course is designed to familiarize each student with a broad range of song literature. Special emphasis will be

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given to songs useful for teaching voice. Practicum: Each student is required to teach a voice student for a 10-week period utilizing the techniques and repertoire studied in class. Prerequisite: 200 level in Applied Voice. Offered at department discretion. MUS 356 - Form and Analysis (2) A study of the more common forms in tonal music including simple and complex binary, simple and complex ternary, rounded binary, theme and variations, the Classical sonata-cycle, and fugue. Attention will be given to extended works with thorough analyses of complete movements, including works scored for orchestra. Prerequisites: MUS 253, 255, 265. Offered each Fall. MUS 358 - Orchestration (2) Introduction to scoring for the orchestra and the band, including scoring exercises for each instrument family, making piano reductions, transcribing piano works, score engraving, and part extraction. Students will be required to use music notation software. Prerequisites: MUS 154, 156, 166. Offered Spring 2013 and alternate Spring semesters. MUS 362 - Instructional Music Technology (3) A survey of current music technology and its application in the classroom. Includes keyboards/synthesizers, sequencing, notation, and other educational software and hardware. Prerequisites: MUS 154, 156, 166 or permission of the department chair. Offered Spring 2013 and alternate Spring semesters. MUS 367 - Music for Early and Middle Childhood Education (3) This course will cover the fundamental procedures, methods, and materials of teaching music in the early and middle childhood setting. Topics include age-related musical development, Orff, Kodaly, and Dalecroze techniques, and different learning styles. Field experience is included. Prerequisites: MUS 253, 255, 265. Junior standing recommended. Offered Fall 2012 and alternate Fall semesters. MUS 371 - Music History and Literature I (3) An historical survey of the development of music from ancient music to the classical period through a study of the composers and their works. Includes non-European music. Prerequisites: MUS 153, 155, 165. Offered Fall 2013 and alternate Fall semesters. MUS 372 - Music History and Literature II (3) An historical survey of the development of music from the classical period to present day through a study of the composers and their works. Includes non-European music. Prerequisites: MUS 153, 155, 165. Offered Spring 2014 and alternate Spring semesters. MUS 374 - Survey of World Music (3) The course is designed to offer opportunities to explore music of various cultures. In addition to receiving an overview of music from non-Western cultures, students will develop new understanding of other cultures and explore ways in which musical traditions help to elucidate cultural differences. Offered Fall 2013 and alternate Fall semesters. MUS 383 - Church Music Administration (2) Principles of the structuring, developing, organizing, and administration of a church music program including budget, equipment, and facility considerations. Training in the selection and presentation of various musical styles within the context of different worship traditions. Includes an internship of 45 clock hours. Junior standing recommended. Offered at department discretion.

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MUS 421 - Teaching Music in the Secondary School (3) This course will cover the fundamental procedures, methods, and materials of teaching music classes, performance and non-performance, in the secondary school. Field experience is included. Prerequisite: MUS 356. Junior standing recommended. Offered Fall 2012 and alternate Fall semesters. MUS 435 - Music Ministry Practicum (2-3) An individually designed practicum of observation, planning, and teaching in two of three worship settings â&#x20AC;&#x201C; traditional, contemporary, or blended â&#x20AC;&#x201C; under the supervision of a qualified church musician. Specific guidelines will be determined. Two consecutive semesters of enrollment in the practicum are required during Fall and Spring of the senior year. Application must be made during the Spring semester of the junior year. Prerequisites: Senior standing and approval of the department chair. Offered each semester. MUS 441 - Marching Band Techniques (2) This course is designed to provide the pre-service teacher with the knowledge and skills required to design and implement marching band shows. Topics covered include marking styles, 8 to 5 drill design, pinwheels and special moves, curvilinear drill design supplies, computer drill design software, and musical implications for field performance. Prerequisite: Junior standing. Offered at department discretion. MUS 450 - Advanced Topics (1-3) Group or individual studies in areas such as orchestral and choral literature, composition, contemporary music, pedagogy, counterpoint, and repertoire. Open only to juniors and seniors who are majors in this department and who have completed or are taking regularly scheduled courses. Enrollment by permission of Department Chair. MUS 463 - Integrating Music and Ministry (3) Students will study how biblical and theological principles provide essential foundations for ministry through music and worship. Students will develop a personal theology for music ministry which has theological integrity and programmatic quality. Prerequisite: Junior or senior standing. Cross-listed with EDMN 463. Offered at department discretion. MUS 100 - Applied Music (1-2 each semester) A minimum of two semesters of applied lessons at each level and concurrent attendance in Studio Class at all levels is required for all music, music education, and music ministry majors. MUS 100P - Applied Music-Preparatory Level (1 each semester) Instruction in the rudiments of the chosen area. Does not count as music major credit. Elective credit for non-music majors. One each semester or until able to pass the qualifying examination. MUS 200 - Applied Music (1-2 each semester) A minimum of two semesters of applied lessons at each level and concurrent attendance in Studio Class at all levels is required for all music, music education, and music ministry majors. MUS 300 - Applied Music (1-2 each semester) A minimum of two semesters of applied lessons at each level and concurrent attendance in Studio Class at all levels is required for all music, music education, and music ministry majors. MUS 400 - Applied Music (1-2 each semester) A minimum of two semesters of applied lessons at each level and concurrent attendance in Studio Class at all levels is required for all music, music education, and music ministry majors.

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Department of Natural Sciences Faculty: D. Chen, S. Diakoff, J. Goff (Chair), L. HaySmith, K. Huisinga, C. Johnson, N. Rogers, S. Wirick The Malone University Department of Natural Sciences exists to engage students in the study of God’s majesty and character by exploring His handiwork as it is revealed in nature, both animate and inanimate; to promote the wise and thoughtful stewardship of the natural resources He has entrusted to us; and to encourage students to demonstrate God’s love in their respective communities by using the knowledge and skills they acquire here. The Bible claims that the universe is the product of God’s creativity; it is ultimately the work of His hands (Psalm 19). Although Christians may disagree about the details, they agree that the universe serves as an incessant and eloquent testimony of God’s power. Mainstream science, although it may not give God credit for the universe, still rightfully recognizes the wonders and beauties of the earth and of the heavens beyond. Studying the Natural Sciences helps us understand God’s majesty (Romans 1:20), our own relative insignificance (Romans 8:3, 4), and God’s love for us in spite of our insignificance (Luke 12:27, 28; Matthew 10:29, 31). In light of the powerful testimony to God’s character revealed in the universe, we have a moral responsibility to appreciate the splendor of God’s works. The Bible goes further. Although the Earth is the Lord’s (Psalm 24:1), He has entrusted it to us (Genesis 1:26, Psalm 8:6); we have a moral responsible to care for the earth on God’s behalf. It is impossible to fulfill this mandate without studying the intricacies of the creatures we care for and understanding both how they impact the environment and how the environment impacts them. There are also practical reasons for studying the Natural Sciences. Our individual lives and society in general are being increasingly affected by science and technology. Therefore, a significant goal during collegiate years should be to acquire a working knowledge of this growing field, an appreciation of the methods by which such knowledge is obtained and classified, and increased skills in problem solving related to scientific inquiry. In addition to the wonders seen in the world around us, the psalmist has written that we ourselves are marvelous and wonderfully complex creations of God (Psalm 139:14). The apostle Paul teaches us that we are obligated to glorify God in our bodies (I Corinthians 6:19, 20) and calls our bodies His sanctuary. One of the ways we glorify God in our bodies is by living lifestyles that support healthy bodies. The Wellness Center at Malone provides an opportunity for students, faculty, and staff to glorify God in this way by fostering a lifelong love of activity and physical fitness.

Wellness Center In addition to being a beautiful facility that enhances campus life and improves the wellness of students, faculty, and staff, the Wellness Center provides academic opportunities as well. The cardio floor includes a high-tech, computerized program that assesses many components of fitness including blood pressure, body composition, cardiovascular fitness, and upper-body strength and flexibility. Many faculty and staff members have already taken advantage of this fitness assessment and have used it as a motivator to begin workout programs in the Wellness Center. Along with the assessment, an orientation describing proper use of the cardio and weight equipment and personal training suggestions is available. Twenty-eight Life Fitness cardio machines are available including total body trainers, steppers, treadmills, upper-body ergometer, recumbent and upright bikes, and cable machines. In addition, dumbbells, fitness balls, and a stretch area are available for the workout enthusiasts.

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Assessment The Department of Natural Sciences regularly assesses the learning outcomes that are intended by its various programs. Several assessment instruments have been embedded into required coursework for each major (i.e., internal assessments), but a few assessments must be completed by each student independently of specific coursework (i.e., external assessments). One such external assessment tool employed by the department is an ETS major field test in biology or chemistry. A comprehensive list of these assessments and a timeline for their completion may be obtained from the chair of the Department of Natural Sciences. Each student must complete all of the internal/external assessment instruments employed by the department in order to be eligible for graduation. Therefore it is essential to meet with the chair of the Department of Natural Sciences to arrange a schedule for completing all external assessments. By March 1 of the final spring semester prior to intended graduation, each Senior should inform the department chair that he/she has applied for graduation so that the appropriate test can be ordered and received with sufficient time for its completion. The department has developed 20 Program-Intended Learning Outcomes (PILOs) that are distributed over its programs in unique combinations delineated in the table following the list below: A. Demonstrate a comprehension of the central concepts of chemistry including the major theories and laws which govern chemical phenomena. B. Demonstrate an understanding of the relationships between structure and behavior of the chemical elements in their various forms and combinations. C. Demonstrate safe laboratory practices and an environmental ethic as it pertains to chemical use and disposal. D. Demonstrate an ability to analyze various kinds of experimental data used in the chemical disciplines including the output of various instrumental techniques. E. Demonstrate an understanding of the biological characteristics of each of the major kingdoms. F. Demonstrate an understanding of the fundamental concepts of molecular biology and genetics. G. Demonstrate an understanding of the various factors that impact biological populations. H. Demonstrate the capability of integrating data and assessing phenomena within a Christian paradigm. I. Demonstrate an ability to properly relate biological structure and function. J. Demonstrate the capability of working with animals in safe and ethical ways that conform to state and national guidelines. K. Demonstrate the capability of analyzing and reporting empirical data from the biological sciences. L. Demonstrate a balanced concept of molecular, micro, and macro levels of biological phenomena in the context of human systems. M. Demonstrate the ability to properly relate biological structure and function in the context of human systems. N. Demonstrate the level of content mastery required for potential successful performance in graduate school biology programs or professional schools. O. Demonstrate the level of content mastery required for potential successful performance in secondary science education. P. Demonstrate the level of content mastery required for potential successful performance in chemical industry, graduate school chemistry programs, or professional schools. Q. Demonstrate understanding of anatomical, kinesiological, and physiological concepts of exercise science. R. Demonstrate knowledge of the prevention, care, treatment, and rehabilitation of injuries. S. Demonstrate ability to assess fitness needs of individuals and groups. T. Demonstrate ability to plan effective exercise prescriptions for various populations.

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Major, Program, or Concentration

Appropriate Student Learning Outcomes

Biology (General Track)

A, B, F, G, H, I, K, N

Biology (Pre-Medicine Track)

A, B, C, E, F, G, H, I, K, L, N

Biology (Pre-Optometry Track)

A, B, C, E, F, G, H, I, K, L, M, N

Biology (Pre-Physician Assistant Track)

A, B, C, E, F, G, I, K, L, M

Biology (Pre-Veterinary Medicine Track)

A, B, C, E, F, G, I, J, K, L, M, N

Biology-Clinical Laboratory Science

A, B, C, D, G, K, L, M, N

Chemistry (Forensic Chemistry Track)

A, B, C, D, E, P

Chemistry (Graduate School Track)

A, B, C, D, E, P

Chemistry (Pre-Dentistry Track)

A, B, C, D, E, F, L, M, N, P

Chemistry (Pre-Medicine Track)

A, B, C, D, E, F, P

Chemistry (Pre-Pharmacy Track)

A, B, C, D, E, F, G, L M, P

Integrated Science Education (life science emphasis)

A, B, C, D, F, G, H, I, J, K, N, O

Integrated Science Education (chemistry emphasis)

A, B, C, D, E, F, H, I, J, K, O

Life Science/Chemistry Education

A, B, C, D, E, F, G, H, I, J, K, N, O

Life Science Education

A, B, D, F, G, H, I, J, K, N, O

Physical Science Education

A, B, C, D, E, J, O

Zoo and Wildlife Biology

A, B, F, G, H, I, J, K, N

Exercise Science (Pre-Physical Therapy and Exercise Physiology Concentrations)

B, L, M, Q, R, S, T

Exercise Science (Fitness Promotions and Personal Training Concentration)

Q, R, S, T

Majors The Department of Natural Sciences offers majors in Biology (General Biology Track, Pre-Medicine Track, PreOptometry Track, Pre-Physician Assistant Track, Pre-Veterinary Medicine Track), Biology-Clinical Laboratory Science, Chemistry (Forensic Chemistry Track, Graduate School Track, Pre-Dentistry Track, Pre-Medicine Track, Pre-Pharmacy Track), Exercise Science (Pre-Physical Therapy Concentration, Exercise Physiology Concentration, Fitness Promotions and Personal Training Concentration), and Zoo and Wildlife Biology. A unique Biology & Community Health Education - Epidemiology program is also offered which prepares the student to pursue a

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Masters of Science in Epidemiology (M.S.) or a Masters of Public Health (M.P.H.). All Natural Sciences majors are required to meet a minimum 2.25 major GPA and complete all of the internal/external assessment instruments employed by the department in order to be eligible for graduation. A comprehensive list of these assessments and a timeline for their completion may be obtained from the chair of the Department of Natural Sciences. In conjunction with the School of Education and Human Development, the Department of Natural Sciences offers majors and licensure programs in Integrated Science Education, Life Science/Chemistry Education, Life Science Education, and Physical Science Education. These areas of specialty prepare students for secondary teaching licensure for grades 7-12. Periodic assessment of students pursuing these majors/programs is crucial for the purposes of obtaining/maintaining accreditation by NCATE (National Council for Accreditation of Teacher Education). Several assessments have therefore been built into the required coursework for each of these majors, either in specific education classes (EDUC 443, 460, and 497) or specific content classes (CHEM 201, SCI 360). However, two assessments must be completed by each teacher education major independently of specific coursework in collaboration with a natural sciences instructor. A comprehensive list of these assessments and a timeline for their completion may be obtained from the chair of the Department of Natural Sciences. Notes: 1) Students pursuing any of the above-mentioned teacher education programs must maintain a minimum 2.75 major and cumulative GPA to progress through the teacher licensure program. To register for education courses at the 300 level or above, acceptance into Teacher Education is required. See details of the assessment requirements and criteria for teacher licensure programs in the School of Education and Human Development. 2) A $50 laboratory fee is assessed for each laboratory course within this department. 3) Students wishing to pursue the Forensic Chemistry track will need to receive a series of three Hepatitis B vaccinations prior to their internships at the Canton-Stark County Crime Lab. The immunization series is administered over a 6-month period, so students should visit the Health Center in their sophomore year. AuSable Institute for Environmental Studies Malone participates in the Environmental Studies extension program available through AuSable Institute in three different locations: AS-Great Lakes in the Great Lakes Forest, Michigan; AS-Pacific Rim on Puget Sound, Washington; and AS-India in Tamil Nadu, South India. There is also a May-term course, Tropical Agriculture and Missions, located in Costa Rica. Courses are offered primarily during the summer. Interested students should contact the Chair of the Department of Natural Sciences. Complete course descriptions for available courses can be found in the AuSable Institute of Environmental Studies Official Bulletin. Additional information is available at www.ausable.org. Enrollment in any of the AuSable courses is by permission of the Chair of the Department of Natural Sciences.

Biology All biology majors (General Biology Track, Pre-Optometry Track, Pre-Medicine Track, Pre-Physician Assistant Track, Pre-Veterinary Medicine Track) take the following core courses: BIOL 144, 145, 200, 253, 254, 371, 372. Supporting core courses include CHEM 131, 132. The General Biology Track courses include the above Biology core courses, supporting core courses, MATH 150 or 201; BIOL 381, and two Biology electives at the 300/400 level, one of which must be a laboratory course. A student can pursue a Biology major and a Community Health Education minor with a focus in Epidemiology. The student should elect the General Track with the following modification: BIOL 313 must be selected as one of the two Biology electives at the 300/400 level. The student should also complete the requirements for the minor in Community Health Education with the following caveat: HED 342, 372, 431, and 442 must be selected as the four upper-level courses. When these requirements are met as well as other requirements for the Bachelor of Arts degree,

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the student is eligible to pursue a Masters of Science (M.S.) in Epidemiology or a Masters of Public Health (M.P.H.). A student who is also interested in pursuing the National Certified Health Education Specialist (C.H.E.S.) examination must take two additional courses (7 credit hours) above the 18-hour Community Health Education minor for a total of 25 semester hours for eligibility: HED 382 and BIOL 131 or 132 or 173. The Pre-Medicine Track courses include the Biology core courses, supporting core courses, and the following courses: BIOL 313, 375, 381; CHEM 221, 322, 374; MATH 201; PHYS 213, 214. The Pre-Optometry Track courses include the Biology core courses, supporting core courses, and the following courses: BIOL 131, 132; CHEM 221, 322, 374; MATH 140, 201, 202; PHYS 213, 214. Most optometry programs require psychology at the undergraduate level. Students selecting the pre-optometry track should therefore take PSYC 121 in order to fulfill the “Understanding Persons” menu of the General Education program. The Pre-Physician Assistant Track courses include the Biology core courses, supporting core courses, and the following courses: BIOL 131, 132; CHEM 221, 322, 374; MATH 140; PHYS 213; PSYC 344. The majority of MS programs in Physician Assistant studies require introductory psychology and abnormal psychology (or an equivalent) at the undergraduate level. Students selecting the pre-physician assistant track should therefore take PSYC 121 in order to fulfill the “Understanding Persons” menu of the General Education program. The Pre-Veterinary Medicine Track courses include the Biology core courses, supporting core courses, and the following courses: BIOL 131, 132, 313, 342, 375; CHEM 221, 322, 374; MATH 140; PHYS 213, 214. A minor in biology will be awarded to students who complete the following 19-21 hours of courses and meet the University required minimum cgpa of 2.25 in those courses. All candidates for the minor must take BIOL 144, 145, 200, 253 or 254, and two 300/400-level courses, one of which must be a laboratory course.

Biology - Clinical Laboratory Science A Biology-Clinical Laboratory Science major is offered through affiliation of Malone University with the Cooperative Medical Technology Program of Akron* or the Cleveland Clinic School of Medical Technology. Both are accredited by the National Accrediting Agency of Clinical Laboratory Sciences. Malone University students who are pursuing a career in Clinical Laboratory Science (Medical Technology) are eligible to apply to the Cooperative Medical Technology Program of Akron or the Cleveland Clinic School of Medical Technology after 90 semester hours of study at Malone. Acceptance into the program is competitive. Although a minimum cumulative gpa of 2.70 with a minimum of 2.00 in chemistry and biology courses is required, a 3.00 cgpa or higher is strongly recommended. Students who are accepted into either program and successfully complete the full-year curriculum of the program will receive academic credit of 30-38 hours toward the bachelor’s degree from Malone University. Assuming that all other Malone University requirements for graduation have been met, the student will receive a Bachelor of Arts from Malone University which will be awarded at the Malone commencement following satisfactory completion of the medical technology program (the clinical laboratory rotation). The student will also be awarded a certificate of completion from the respective medical technology program. Graduates are then eligible to take national certification examinations such as those offered by the American Society of Clinical Pathologists Board of Registry (ASCP) and the National Certification Agency for Medical Laboratory Personnel (NCA). The 90 hours of study at Malone includes the following courses from the Department of Natural Sciences which must be completed prior to entering either of the above full-year medical technology programs. The required courses

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are as follows: BIOL 131, 132, 144, 145, 200, 253, 254, 313, 371, 372; CHEM 131, 132, 201, 221, 374; MATH 140, 150. *The Cooperative Medical Technology Program of Akron is a joint clinical laboratory science educational program of Akron General Medical Center, Childrenâ&#x20AC;&#x2122;s Hospital Medical Center of Akron, and Summa Health System (Akron City Hospital and St. Thomas Hospital).

Chemistry All chemistry majors, regardless of track, must take the following core courses: CHEM 131, 132, 201, 221, 312, 322, 335, 374, 401; MATH 201, 202; PHYS 213, 214. The Forensic Chemistry Track required courses include the 54-hour Chemistry core and the following 10 additional hours for a total of 64 credit hours: CHEM 336, 430, 431. Students wishing to pursue the Forensic Chemistry track will need to receive a series of three Hepatitis B vaccinations prior to their internships at the Canton-Stark County Crime Lab. The immunization series is administered over a 6-month period, so students should visit the Health Center in their sophomore year. Recommended additional courses are BIOL 144, 372; CHEM 375. The Graduate School Track required courses include the 54-hour Chemistry core and the following 8 additional hours listed below for a total of 62 credit hours: CHEM 403, 411, 460. MATH 331 is also recommended. The Pre-Dentistry Track required courses include the 54-hour Chemistry core and the following 19 additional hours for a total of 73 credit hours: BIOL 131, 132, 144, 145, and 371. The Pre-Medicine Track required courses include the 54-hour Chemistry core and the following 15 additional hours for a total of 69 credit hours: BIOL 144, 145; CHEM 375, 431. Recommended additional courses are BIOL 131, 132, 313, and 371. The Pre-Pharmacy Track required courses include the 54-hour Chemistry core and the 26 additional hours listed below for a total of 80 credit hours: BIOL 131, 132, 144, 145, 371, 375; MATH 140 Students wishing to teach chemistry in secondary schools should refer to the Integrated Science Education, Life Science/Chemistry Education, or Physical Science Education majors. A minor in chemistry will be awarded to students who complete the following 16 hours of courses and meet the University required minimum cgpa of 2.25 in those courses. All candidates for the minor must take CHEM 131, 132, 221, and one additional course from among: CHEM 312, 322, 335, 374. Note: Biology majors who are pursuing a chemistry minor must complete 9 hours of chemistry beyond the chemistry requirements required as supporting courses for the major. This will vary depending on the particular track chosen (e.g., for the Pre-Medicine Track, 9 hours of chemistry in addition to CHEM 221, 322, 374).

Exercise Science (Bachelor of Arts) Students who complete the Exercise Science requirements will be prepared for future careers in a variety of areas dependent upon which concentration is pursued. The Pre-Physical Therapy Concentration prepares students for graduate admissions to most physical therapy programs. Additional courses may be necessary to fulfill admission requirements of certain physical therapy programs. This concentration is suggested for students interested in sports medicine, occupational therapy, physical therapy, and other allied health fields. The Exercise Physiology Concentration will prepare students for a variety of graduate programs in biomechanics, exercise physiology, motor

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control, and sports medicine. The Fitness Promotions and Personal Training Concentration is specifically designed for students wishing to enter the personal training profession working as exercise practitioners. All three concentrations provide students with the theoretical and practical training skills necessary to prepare them to sit for the Certified Personal Trainer (CPT) certificate exam from the American College of Sports Medicine (ACSM). Students entering the job market with the undergraduate degree in exercise science (without further graduate study) will be prepared for entry-level employment with corporate and community fitness programs, fitness clubs, and similar fitness-related industries. The core requirements for the major include: BIOL 190; EXSC 212, 313, 334, 413, 435, 461; HED 300, 382, 442; PE 100, 215, 265, 332, and 345. Students must choose one of the following concentrations to complete the degree requirements: Exercise Physiology Concentration: BIOL 131, 132, 371; CHEM 131, 132, 221; EXSC 386, 433; and BIOL 254 or CHEM 374. Fitness Promotions and Personal Training Concentration: BIOL 173; EXSC 211, 386; HED 431; PE 210, 231; SMGT 290, 301. Pre-Physical Therapy Concentration: BIOL 131, 132; CHEM 131, 132; MATH 150; EXSC 433; PHYS 213, 214; PSYC 344. Athletic Training Minor (16 hours) A minor in athletic training includes the following: EXSC 211, 214, 310, 314, 433, 435. Note: This minor will not lead to NATA certification. Fitness Promotions and Personal Training Minor (19 hours This minor is designed to provide students with a framework of academic and practical training skills necessary to prepare them to sit for the Certified Personal Trainer (CPT) certificate exam from the American College of Sports Medicine (ACSM). The minor includes the following: EXSC 212, 313, 386, 413, 461; HED 431; PE 215. Wellness Center The Wellness Center at Malone fosters a lifelong love of activity and physical fitness. In addition to being a beautiful facility that enhances campus life and improves the wellness of students, faculty, and staff, the Wellness Center provides academic opportunities as well. The cardio floor includes a high-tech, computerized program that assesses many components of fitness including blood pressure, body composition, cardiovascular fitness, and upperbody strength and flexibility. Many faculty and staff members have already taken advantage of this fitness assessment and have used it as a motivator to begin workout programs in the Wellness Center. Along with the assessment, an orientation describing proper use of the cardio and weight equipment and personal training suggestions is available. Twenty-eight Life Fitness cardio machines are available including total body trainers, steppers, treadmills, upper-body ergometer, recumbent and upright bikes, and cable machines. In addition, dumbbells, fitness balls, and a stretch area are available for the workout enthusiasts.

Integrated Science Education The Integrated Science Education major is designed to prepare students for secondary science teaching licensure. Upon completing this program, 38 hours of Professional Education requirements (EDUC 112, 232, 262, 312, 357, 405, 415, 443, 460, 497; SPED 243), and other requirements for the Bachelor of Arts degree, students will be licensed to teach life science, chemistry, physics, and earth science in grades 7-12. Because of the broad scope of this major, most students should expect to take at least five years to complete the requirements for this degree. Students must choose to emphasize either life science or chemistry in this major.

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A major in integrated science with a concentration in life science requires the following courses: BIOL 144, 145, 200, 253, 254, 372, 381; CHEM 131, 132, 201, 221, 374; PHYS 213, 214, 401, 403; SCI 120, 123, 142, 360; MATH 201. A major in integrated science with a concentration in chemistry requires the following courses: BIOL 144, 145, 200, 253, 254, 381; CHEM 131, 132, 201, 221, 312, 335, 374; PHYS 213, 214, 401, 403; SCI 120, 123, 142, 360; MATH 201.

Life Science Education This major prepares students to be licensed to teach life sciences. Upon completing this program, 38 hours of Professional Education requirements (EDUC 112, 232, 262, 312, 357, 405, 415, 443, 460, 497; SPED 243), and other requirements for the Bachelor of Arts degree, students will be licensed to teach life science in grades 7-12. A major in life science education requires the following: BIOL 144, 145, 200, 253, 254, 371, 372, 381; CHEM 131, 132, 201; MATH 201; PHYS 100; SCI 120, 360; and two courses from among the following: BIOL 353, 354, 362, 410.

Life Science/Chemistry Education This major prepares students to be licensed to teach life science and chemistry. Upon completing this program, 38 hours of Professional Education requirements (EDUC 112, 232, 262, 312, 357, 405, 415, 443, 460, 497; SPED 243), and other requirements for the Bachelor of Arts degree, students will be licensed to teach life science and chemistry in grades 7-12. Because of the dual nature of this major (life science and chemistry), this major requires more than the standard number of hours and thus could take an additional semester to complete. A major in life science/chemistry education requires the following: BIOL 144, 145, 200, 253, 254, 372, 381; CHEM 131, 132, CHEM 201, 221, 312, 335, 374; PHYS 100; SCI 120, 360; MATH 201.

Physical Science Education This major is a combination of chemistry and physics. Upon completing this program, 38 hours of Professional Education requirements (EDUC 112, 232, 262, 312, 357, 405, 415, 443, 460, 497; SPED 243), and other requirements for the Bachelor of Arts degree, students will be licensed to teach chemistry and physics in grades 712. Students taking this major and the professional education sequence should note that one or two additional semesters may be needed to complete all the requirements. A major in physical science includes the following courses: CHEM 131, 132, 201, 221, 312, 322, 335, 374; PHYS 213, 214, 401, 403; BIOL 144, 145; SCI 120, 360; MATH 201, 202.

Zoo and Wildlife Biology The Zoo and Wildlife Biology major is specifically designed to prepare students for careers working with animals and is offered in collaboration with the Cleveland Metroparks Zoo. Theoretical and applied coursework and integrated experiential opportunities are combined in this intensive degree program, which includes several summer school courses, an internship, and a research experience. In addition to CMZ, Malone University has professional partnerships with several local institutions including, but not limited to, Stark Parks Sanders Wildlife Rehabilitation Center, William McKinley Presidential Museum Discover World, Wolf Timbers and Quail Hollow State Park. Malone also maintains an exotic animal collection consisting of a variety of reptiles and several native and exotic mammals.

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The required courses for the Zoo and Wildlife Biology major include the Biology core courses: BIOL 144, 145, 200, 253, 254, 371, 372; the supporting core courses: CHEM 131, 132; and the following courses: BIOL 150, 332, 342, 353, 354, 381, 391, 410, 413; MATH 140, 150; PSYC 272, 330, 440; and one of the following: BIOL 420 or 430.

Pre-Professional Programs Pre-Dentistry, Pre-Medicine, Pre-Veterinary Medicine, Pre-Optometry, Pre-Pharmacy, PrePhysician Assistant Entrance into professional study requires significant preparation in science and mathematics. Professional schools are not usually interested in the particular major a student has obtained, but they are extremely interested in the individual coursework a student has completed. All professional schools have specific course prerequisites for admission. The various tracks contained within the biology, chemistry, and exercise science majors have been designed to prepare students in such a way that they will have met these curricular prerequisites for the vast majority of professional schools. The tracks have been named accordingly. Nevertheless, professional schools periodically adjust their course prerequisites and a specific professional school might therefore require a course that has not been included in the relevant track described in this catalog. A student planning to complete entrance requirements for professional study should therefore confer with the pre-professional committee for the most up-to-date curricular requirements of particular programs. Entrance into professional study is also extremely competitive. In most cases, a studentâ&#x20AC;&#x2122;s cumulative GPA must be very high (3.5-4.0) to be considered for acceptance into a professional school. Most professional schools also require that each applicant take a standardized exam such as the MCAT, DAT, OAT, GRE, or PCAT. Competitive scores on these standardized tests are required for admission into these professional schools. While Malone students have historically performed very well on these tests and Malone graduates have a proven record of acceptance into professional schools, a degree from Malone does not guarantee acceptance into one of these programs. However, students that meet certain criteria are guaranteed interviews with the College of Pharmacy at NEOMED in Rootstown, Ohio. Pre-Physical Therapy Please see Exercise Science with Pre-Physical Therapy Concentration.

Course Descriptions Biology BIOL 100 - Biological Principles (4) This course is designed to provide an appreciation for life and its complexities. It will explore the structure and function of cells and the mechanisms of gene expression, heredity, ecology and evolutionary biology. Current issues topics such as cloning, stem cell research, and conservation biology will be explored throughout the course. This course does not fulfill the science requirements for any Malone major or minor. Includes one 2-hour lab per week. Offered each Fall. BIOL 131 - Human Anatomy and Physiology I (4) This course is designed to acquaint the student with the structure and function of the human body. The topics covered are basic chemical principles related to biology, cell structure and function, homeostasis, the basic tissue types, the integumentary system, skeletal system (axial and appendicular, bone growth), muscular system (muscle tissue, sliding filament theory, muscle metabolism and muscle groups) and central nervous system (special senses, sensory-motor integration added). Includes one 2-hour lab per week. Prerequisites: High school biology and chemistry. Offered each semester.

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BIOL 132 - Human Anatomy and Physiology II (4) This course is designed to acquaint the student with the structure and function of the human body. The topics covered are cardiovascular system (blood, heart, vessels, hemodynamics), immunity/lymphatics, respiratory system, digestive system, metabolism, urinary system, reproductive system. Includes one 2-hour lab per week. Prerequisites: High school biology and chemistry. Offered each Spring. BIOL 144 - General Biology I (4) An introduction of biological principles with an emphasis on sub-cellular structure, metabolism, reproduction, growth, inheritance, and adaptation. Includes one 2-hour lab per week. Offered each Fall. BIOL 145 - General Biology II (3) An introduction to biology at the organism, population, and community levels. Comparative approach to anatomy and physiology of organisms as well as trophic interaction within communities. Includes one 2-hour lab per week. Offered each Spring. BIOL 150 - Zoo Biology and Management (2) This is a foundational course so that the student will understand all aspects of zoo operations including, but not limited to, research, conservation management, development of captive breeding programs, diet formulation, administration, education, and the ethics of keeping animals in captivity. Contemporary zoos will be used as models to explore these issues. This course is open to Zoo and Wildlife Biology majors only. Prerequisites: BIOL 144, 145. Offered at Cleveland Metroparks Zoo each Summer (Session I). BIOL 173 - Introduction to Human Biology (4) Provides understanding of human structure and function of all body systems. Focus will be given to beginning chemistry principles, cells, and tissues. This course is for the student who has little or no background in human anatomy and physiology. The laboratory component will solidify the theoretical knowledge gained in lecture through hands-on experiments and dissection. Includes one 2-hour lab per week. Offered each Spring. BIOL 190 - Nutrition (3) A study of basic principles of normal nutrition with application to overall nutritional status of individuals. Conceptual focus is on the role of nutrients in maintenance of the structure and function of man for promotion of health. Offered each Spring. BIOL 200 - General Botany (4) Study in the structure and function of plants with emphasis on flowering plants. Laboratory studies will cover the macro and microstructure of plants as well as their growth and development. Includes one 2-hour lab per week. Prerequisite: BIOL 145. Offered each Fall. BIOL 253 - Invertebrate Zoology (3) This course is designed as an extrapolation into the basic structure, function, and ecology of invertebrates. It utilizes the knowledge gained from Organismal Biology to explore intricate mechanisms employed by invertebrates. In addition, potential evolutionary theories and mechanisms that may bring about diversity within populations are discussed. Weekly laboratories combined with a student invertebrate collection provide the student with firsthand experience of the invertebrates with which we live. Includes one 2-hour lab per week. Prerequisite: BIOL 145. Offered each Fall. BIOL 254 - Vertebrate Zoology (3) This course focuses on animals with backbones (vertebrates). Structure, function, and potential evolutionary connections are discussed throughout the semester. Laboratories focus primarily on anatomy and physiology. Includes one 2-hour lab per week. Prerequisite: BIOL 131 or 132 or 145. Offered each Spring.

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BIOL 313 - Principles of Immunology (4) Presents theories of how the immune system works, genetic basis for immune function, immunological response to disease, diseases of the immune system with emphasis on auto- immune disorders and AIDS, and immunological techniques applied to diagnosis and research. Includes one 2-hour lab per week. Prerequisites: BIOL 144; CHEM 132. Offered Spring 2013 and alternate Spring semesters. BIOL 332 - Creation and Evolution (3) A course relating to the philosophy of biology, comparing the views of creation and evolution. An attempt to understand and properly appreciate both views as theories and to integrate them into a holistic world view. Prerequisites: BIOL 100 or 144 or 145; junior standing. Offered Fall 2012 and alternate Fall semesters. BIOL 342 - Comparative Vertebrate Anatomy and Physiology (4) This course will thoroughly survey the anatomical and physiological differences between the various vertebrate classes by use of lectures and laboratory dissections, and will examine the evolutionary trends and phenomena and other models that give rise to the variation we see within this subphylum of chordates. Includes one 3-hour lab per week. Prerequisite: BIOL 254. Offered Spring 2014 and alternate Spring semesters. BIOL 353 - Ornithology (4) A study of the classification of birds and the interrelationships to their life histories of their anatomy, physiology, and development. Emphasis on field acquaintance and identification of local species. Includes one 2-hour lab per week. Frequent field trips. Prerequisite: BIOL 254. Offered Spring 2014 and alternate Spring semesters. BIOL 354 - Herpetology (4) This course will provide students with foundational knowledge of the biology of amphibians and reptiles. Students will gain the ability to critically review published research and independently design, conduct, and interpret their own research on amphibians and reptiles. Concepts taught in this course will have broad applicability to other areas of natural science including systematics, developmental biology, neurobiology, ecology, and endocrinology. Other topics include phylogenetic relationships, species diversity, morphology and physiology, ecological relationships, and conservation aspects. Includes one 3-hour lab per week. Prerequisite: BIOL 254. Offered Fall 2013 and alternate Fall semesters. BIOL 362 - Virology (3) This course covers the study of the structure and life cycles of prokaryotic, plant, animal, and human viruses focusing on the viral protein structures and the host cell's molecular mechanisms. Emphasis will be placed on virus families related to human pathology including oncogenic viruses. Host immunological responses, development of vaccines and anti-viral medications as well as the socioeconomic and historic impact of sporadic, seasonal, epidemic, and pandemic viral infections will also be covered. Prerequisite: BIOL 144; CHEM 132; or permission of the instructor. Offered Spring 2014 and alternate Spring semesters. BIOL 371 - Microbiology (4) Emphasizing the morphology and physiology of micro-organisms with application both in beneficial processes and in disease. Includes two 2-hour labs per week. Prerequisite: BIOL 144 or CHEM 115 or 131. Offered each semester. BIOL 372 - Genetics (4) A study of general principles of genetics as applied to both plants and animals. Includes one 2-hour lab per week. Prerequisites: BIOL 144; CHEM 131. Offered each Spring. BIOL 375 - Molecular Biology (4) Topics of study include but are not limited to nucleic acid structure, information transfer, protein synthesis, and

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signal transduction. Includes one 2-hour lab per week. Prerequisites: BIOL 144 and CHEM 132; or CHEM 374. Cross-listed with CHEM 375. Offered Spring 2014 and alternate Spring semesters. BIOL 381 - General Ecology (4) A study of the relationships between plants and animals and their environment. Involves field survey, field trips, and some statistical treatment of data. Includes one 2-hour lab per week. Prerequisites: BIOL 145; MATH 130. Offered Fall 2013 and alternate Fall semesters. BIOL 391 - Animal Population Management (3) This course will thoroughly investigate the mechanisms and technologies required to manage primarily vertebrate animals in captive conditions. The course emphasis will be to integrate natural ecosystem functions towards the design and maintenance of animal exhibits for the ultimate purpose of conservation management and education. This course is open only to Zoo and Wildlife Biology majors. Prerequisites: BIOL 150, 254, 381. Offered Summer. Includes frequent off-campus experiences. BIOL 410 - Animal Behavior (4) This course will introduce the student to the field of animal behavior. Basic principles derived from natural selection and other evolutionary mechanisms, ecology, ethology, and development will be examined and used to explain how (proximate questions) and why (ultimate questions) animals behave as they do in particular situations. Many important biological activities such as foraging, communication, migration, predator-prey interactions, mating, and parental care will be considered. Includes one 3-hour lab per week. Prerequisites: BIOL 253, 254. Offered Spring 2013 and alternate Spring semesters. BIOL 413 - Neural Basis of Behavior (3) An overview of the neural mechanisms underlying natural behaviors of various organisms. Prerequisites: BIOL 144. Offered Spring 2014 and alternate Spring semesters. BIOL 420 - Research (1-4) A laboratory investigation of a topic of the studentâ&#x20AC;&#x2122;s choice in consultation with a faculty member. Enrollment by permission of the Department Chair. BIOL 430 - Biology Internship (1-4) This course is designed to provide the student with a practical hands-on experience in biology. Prerequisites: BIOL 144, 145. Enrollment by permission of Department Chair. BIOL 450 - Advanced Topics (1-4) Selected topics from any of the areas offered in biology. Open to students with advanced standing in biology. Enrollment by permission of the Department Chair. BIOL 460 - Seminar (2) Literature topics selected and presented in seminar format; biology journal writing format taught. Enrollment by permission of the Department Chair. BIOL 472 - Cell Biology (4) The study of the biology of cells including organization, ultrastructure, energy interrelationships, genetic expression, and immune system. Includes one 3-hour lab per week. Prerequisite: Advanced standing in biology or permission of the instructor. Offered Fall 2013 and alternate Fall semesters.

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Chemistry CHEM 104 - Uses of Chemistry in Society (4) This is a basic chemistry course designed to develop an understanding of the history, philosophy, and major theories of chemistry and how this material relates to global issues such as air and water pollution, acid rain, ozone depletion, global warming, nutrition, drugs, alternative energy, and genetic engineering. This course meets the laboratory science General Education requirement for students not majoring in science or related fields of study. It does not fulfill the science requirements for any Malone major or minor. Includes one 2-hour lab per week. Offered each Spring. CHEM 115 - Basic Physiological Chemistry (4) A presentation of inorganic, organic, and biochemical principles with emphasis on application to living systems. Topics include, but are not limited to, electrolyte balance, water balance, gas laws and respiratory gases, acid-base balance, metabolic pathways, structure and function of hormones, drugs, and enzymes. Intended for nonscience majors. Especially suitable for Nursing majors. May be used to fulfill the general education science requirement. Includes one 2-hour lab per week. Prerequisites: High school science and algebra recommended. Offered each semester. CHEM 131 - General Chemistry I (4) A non-calculus-based introduction to the fundamentals of modern chemical practice; nuclear, electronic, and physical structure of matter; periodicity of the elements; dynamics of chemical reactions and equilibria. Includes one 3-hour lab per week. Prerequisite: Two years high school algebra or MATH 130. Offered each Fall. CHEM 132 - General Chemistry II (4) Introduction to chemical kinetics, electrochemistry, application of thermodynamics to chemical systems, coordination compounds, and qualitative analysis. Includes one 3-hour lab per week. Prerequisite: CHEM 131 or equivalent. Offered each Spring. CHEM 201 - Stewardship and Safety in Chemical Practice (2) A course designed to familiarize students with the OSHA Laboratory Standard and NFPA, ANSI, and NIOSH guidelines and regulations pertaining to safety in chemical laboratories. Specific topics include proper labeling; maintaining chemical inventories; acquiring, dispensing, and disposing of chemicals; spill cleanup; safety equipment monitoring; and prudent practices. Specific attention will be given to minimizing the health risks associated with careers in chemistry and the environmental impact of chemical use and disposal. Prerequisite: CHEM 132. Offered Fall 2013 and alternate Fall semesters. CHEM 221 - Organic Chemistry I (4) A survey of the basic structure, nomenclature, reactivity, and practical importance of carbon compounds. Includes one 3-hour lab per week. Prerequisite: CHEM 132 or equivalent. Offered each Fall. CHEM 312 - Inorganic Chemistry (4) Theories relating to atomic structure, chemical bonding, acid-base concepts, and coordination chemistry. Includes organometallic chemistry and study of main group elements. Includes one 3- hour lab per week. Prerequisite: CHEM 221 or permission of instructor. Offered at department discretion. CHEM 322 - Organic Chemistry II (4) A survey of reactions, syntheses and qualitative tests for the various groupings of atoms displayed in carbon compounds. Includes one 3-hour lab per week. Prerequisite: CHEM 221 or equivalent. Offered each Spring.

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CHEM 335 - Analytical Chemistry (4) Theory and application of gravimetric and volumetric quantitative analyses, with special emphasis on laboratory techniques, supplemented with contemporary instrumental techniques including UV, visible, IR, Fluorescence and NMR Spectroscopy. Includes two 3-hour labs per week. Prerequisite: CHEM 221 or permission of instructor. Offered Fall 2012 and alternate Fall semesters. CHEM 336 - Environmental Chemistry (4) A course designed to study the chemistry of the environment, the impact of the chemicals on the environment, and management of these effects. Topics include chemical composition of earth, water and atmosphere, the ozone layer, acid rain, water supply, water purification, toxic waste, industrial energy waste, nuclear energy waste, and greenhouse effect. Includes one 3-hour lab per week. Prerequisite: CHEM 132. Offered Spring 2014 and alternate Spring semesters. CHEM 374 - Biochemistry I (4) Course content includes study of structure and importance of water to biological systems; bioenergetics; pH, physiological buffers; acid-base balance, structure, and functions of molecules of life (carbohydrates, proteins, lipids, and nucleic acids); enzyme kinetics; and metabolic pathways. Includes one 3-hour lab per week. Prerequisite: CHEM 132. Offered Fall 2013 and alternate Fall semesters. CHEM 375 - Biochemistry II (4) Topics of study include but are not limited to nucleic acid structure, information transfer, protein synthesis, and signal transduction. Includes one 2-hour lab per week. Prerequisites: BIOL 144 and CHEM 132; or CHEM 374. Cross-listed with BIOL 375. Offered Spring 2014 and alternate Spring semesters. CHEM 401 - Physical Chemistry I (4) This course is a study of the underlying theories of thermodynamics and reaction kinetics and their applications to physical and chemical systems such as phase equilibria, chemical equilibria, gases, solids, and solutions. Includes one 3-hour lab per week. Prerequisites: CHEM 221; MATH 202 or permission of instructor; PHYS 212. Cross-listed with PHYS 401. Offered Fall 2012 and alternate Fall semesters. CHEM 403 - Physical Chemistry II (3) This course is a study of introductory quantum mechanics, electronic structure of atoms, molecular structure and bonding, spectroscopy, and statistical thermodynamics. Prerequisite: CHEM 401. Cross-listed with PHYS 403. Offered Spring 2013 and alternate Spring semesters. CHEM 411 - Computation and Visualization in Chemistry (3) This course is designed for students who are interested in pursuing careers in chemistry, biology, medicine, biotechnology, and computer science. The class will touch on advanced topics such as molecular mechanics and quantum chemistry. Students will learn to use computational chemistry, molecular modeling, and simulation and visualization software. Includes one 2-hour lab per week. Prerequisite: CHEM 401 or permission of instructor. Offered Spring 2013 and alternate Spring semesters. CHEM 420 - Research (1-4) Topics of special interest to upper level chemistry majors such as organic structural analysis, organometallic or macromolecular chemistry. Enrollment by permission of the Department Chair. CHEM 430 - Chemistry Internship (1-4) This course is designed to provide the student with a practical hands-on experience in chemistry. Enrollment by permission of the Department Chair. Some internship locations (e.g., Canton-Stark County Crime Lab) require

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immunizations that need to begin at least 6 months prior to the internship. Students considering internships should consult their advisers at least two semesters prior to the intended internships. Prerequisite: CHEM 132. CHEM 431 - Forensic Chemistry (4) This course acquaints the student with the types of crime scene evidence that are useful to forensic chemists and the physical/chemical techniques used to analyze this evidence. The types of crime scene evidence discussed in this course include drugs, alcohol, arson residue, gunshot residue, and glass fragments. Presumptive and confirmatory tests for scheduled drugs and quantitation of their biological metabolites are also examined. The analytical techniques of gas chromatography, infrared spectrophotometry, and mass spectrometry are studied in the context of their utility in forensics. Includes one 3-hour lab per week. Prerequisite: CHEM 322. Offered Spring 2013 and alternate Spring semesters. CHEM 450 - Advanced Topics (0.5-3) Selected topics from any of the areas offered in chemistry. Open to students with advanced standing in chemistry. Enrollment by permission of the Department Chair. CHEM 460 - Writing and Presenting in Chemistry (2) Students learn literature researching techniques, American Chemical Society journal writing format, and attend and present seminars. Open to junior and senior chemistry majors. Offered each Spring. Exercise Science EXSC 211 - Care and Prevention of Athletic Injuries (3) The care and prevention of athletic injuries and the physical conditioning of the athlete. Designed for the athletic trainer, the coach, the physical therapist, and the athlete. Offered each Fall. EXSC 212 - Human Fitness Assessment (2) Practical laboratory class teaching human fitness assessment in cardiovascular, muscular strength, endurance, flexibility, and body composition. Offered each Spring. EXSC 214 - Taping Skills Laboratory (2) The course includes the teaching of specialty tapings for the upper and lower extremities. Emphasis is placed on common athletic injury situations. Offered Spring 2014 and alternate Spring semesters. EXSC 310 - Advanced Athletic Training (3) An advanced course designed to expand on the knowledge and evaluative skills of musculoskeletal injuries. Prerequisite: BIOL 131 or 273 or PE 215. Offered on demand. EXSC 313 - Kinesiology (3) An analysis of human motion based on anatomical, physiological, and mechanical principles. Basic motor and sport skills, as well as resistance training, are studied in a hands-on laboratory setting. Offered each Fall. EXSC 314 - Evaluation Skills Laboratory (2) The course provides the student athletic trainer with hands-on skills in evaluating athletic injuries. Attention is also given to proper record keeping in the training room. Co-requisite: PE 310. Offered on demand. EXSC 334 - HHP Practicum (1) This course will allow students to bridge the gap between classroom learning and practical application in an exercise or health. Each major must complete this 30-hour practicum experience working in the Malone University Wellness

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Center. This practicum must be completed before a student can participate in an internship. Prerequisite: Sophomore standing. Offered each semester. EXSC 386 - Teaching Group Exercise (2) This course is designed to provide students with an overview of the educational concepts, performance techniques, program design, and leadership skills needed to teach group-led exercise programs and design personal training programs. The course will include basic analysis and application of safe and effective exercise procedures for all fitness levels. Offered Fall 2013 and alternate Fall semesters. EXSC 413 - Physiology of Activity (3) A critical analysis of the physiological basis of muscular activity and the general effects of exercise on body function. Special emphasis is given to topics of significance to the physical educator and coach, including the energy systems, the effects of altitude on training, resistance training, gender-specific concerns, and the effect of stressful exercise on youths, beginning at age three. Offered each Spring. EXSC 433 - Rehabilitation and Modalities in Sports Medicine (3) This course is recommended for those Exercise Science students pursuing concentrations in Pre-Physical Therapy or Exercise Physiology. The course focuses on the rehabilitative programs for major joint injuries and the modalities used in conjunction to treat such injuries. Prerequisite: BIOL 131 or 273 or PE 215. Offered Spring 2013 and alternate Spring semesters. EXSC 435 - Internship in Human Performance (1 or 3) Designed to give the student hands-on experience within the discipline of exercise science. Offered each semester. Enrollment by permission of the Exercise Science adviser. EXSC 461 - Fitness Programming and Prescription (3) This course is designed, through lecture and laboratory sessions, to provide the student with a specific basis and practical application for exercise prescription for resistance training, cardiovascular conditioning and flexibility programs, health risk appraisal, aspects of fitness leadership, and special populations. This course is designed to help prepare the student for the exercise prescription related knowledge, skills, and abilities required for the ACSM Health/Fitness Instructor Certification. Offered each Spring. Physics PHYS 100 - Physical Science Survey (4) An introduction to the scientific view of the physical world with emphasis on an understanding of science and its uniqueness among the intellectual disciplines. Concepts and principles are primarily from the fields of physics and chemistry. Includes one 2-hour lab per week. Prerequisite: MATH 130 or proficiency. Offered each Spring. PHYS 213 - General Physics I (4) Physics designed for the student who has had one year of high school physics. Suggested for biology, chemistry, and mathematics majors and pre-engineering students. Includes one 2-hour lab per week. Prerequisite: MATH 150 or permission of the instructor. Offered Fall 2013 and alternate Fall semesters. PHYS 214 - General Physics II (4) Physics designed for the student who has had one year of high school physics. Suggested for biology, chemistry, and mathematics majors and pre-engineering students. Includes one 2-hour lab per week. Prerequisite: PHYS 213. Offered Spring 2014 and alternate Spring semesters.

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PHYS 221 - Introduction to Electronics (3) Basic concepts of AC and DC circuits including an introduction to transistors, vacuum tubes, and amplifiers. Includes one 2-hour lab per week. Prerequisite: MATH 150 or equivalent. Offered on demand. PHYS 340 - Electricity and Magnetism (4) A unified study of electric charge, forces, field and potential; capacitance and dielectrics; moving charges and magnetic fields; Maxwellâ&#x20AC;&#x2122;s equations and electromagnetic waves. Includes one 2-hour lab per week. Lab experiences emphasize electrical measurements and optics. Prerequisites: PHYS 212; MATH 202. Offered on demand. PHYS 401 - Thermodynamics (4) This course is a study of the underlying theories of thermodynamics and reaction kinetics and their applications to physical and chemical systems such as phase equilibria, chemical equilibria, gases, solids, and solutions. Includes one 3-hour lab per week. Prerequisites: CHEM 221; MATH 202 or permission of the instructor; PHYS 212. Crosslisted with CHEM 401. Offered Fall 2012 and alternate Fall semesters. PHYS 403 - Modern Physics (3) This course is a study of introductory quantum mechanics, electronic structure of atoms, molecular structure and bonding, spectroscopy, and statistical thermodynamics. Prerequisite: PHYS 401. Cross-listed with CHEM 403. Offered Spring 2013 and alternate Spring semesters. PHYS 450 - Advanced Topics (1-3) An investigation of a topic of the studentâ&#x20AC;&#x2122;s choice in consultation with a faculty member. Enrollment by permission of the Department Chair. Science SCI 120 - Earth Science (4) A course considering topics selected from physical geology, astronomy, meteorology, oceanography, and space science. The course promotes an awareness and understanding of our environment and the forces which impinge upon it. Includes one 2-hour lab per week. Prerequisite: MATH 130 or proficiency. Offered each Spring. SCI 123 - Environmental Geology (3) This course is oriented toward students who are not well versed in science or mathematics. Subjects covered include earth materials (minerals, rocks, soils, glacial deposits), groundwater and streams, ground movement, volcanism, and energy resources and alternatives. Much course material may be of interest to homeowners (water supply and septic, ground movement, freeze-thaw, energy resources and conservation, etc.). Field trips included. Offered Fall 2013 and alternate Fall semesters. SCI 142 - Astronomy (4) This is an introductory course to the structure and origin of the universe. Includes the study of the solar system, stars, galaxies, black holes, quasars, etc. Laboratory introduces the student to various techniques used in astronomical studies. Includes one 2-hour lab per week. Offered Fall 2012 and alternate Fall semesters. SCI 360 - Current Issues in Science (3) Emphasis is placed on contemporary issues related to the sciences with their ethical implications and our stewardship response. This course is part of the old general education requirements for most majors. Prerequisites: Junior standing and completion of all natural science general education requirements (Not available for credit/proficiency by exam). Offered each Spring.

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Department of Psychology Faculty: E. de Oliveira, D. Entwistle, M. Phelps, L. Seifert The faculty members in the Department of Psychology are committed to a full and deep understanding of human beings. We believe that such an understanding can be gained by drawing upon the resources of the Christian faith and the academic discipline of psychology. Therefore, we are serious about our faith in Jesus Christ and our callings as academic psychologists. The mission of the Department of Psychology is to promote the development of students who can understand, critique, and apply theories, research findings, and methodologies across a broad range of areas within psychology. Furthermore, we provide a supportive context for such development that encourages students to contemplate connections among Christian faith, learning, and living. We are committed to our studentsâ&#x20AC;&#x2122; growth in knowledge, wisdom, and compassion so that they will succeed and serve in their future educational, career, and personal endeavors. The department offers a major, a minor, and a liberal arts concentration in psychology. Students who are fascinated by human thought, emotion, and behavior are encouraged to take some of our courses and to sit down with us to discuss how the study of psychology may fit into their educational and vocational plans.

Student Learning Outcomes Students will evidence a satisfactory level of knowledge of key theories, findings, and methods across a broad range of the primary subdisciplines in psychology. Students will demonstrate familiarity with the ethical guidelines and procedures involved in developing, performing, and reporting psychological research. Students will demonstrate a satisfactory ability to comprehend, synthesize, and critique psychological knowledge presented in primary journal articles which are judged by the departmental faculty to be accessible to undergraduate students. Student writing intended to reflect these abilities should evidence quality, clarity, and mechanics consistent with the current Publication Manual of the American Psychological Association. Students will articulate an informed position on the relations between Christianity and the discipline of psychology, including consideration of worldview, epistemic, and other key foundational issues. Students will evidence reflection upon their reasons for studying psychology, their short- and long-term educational and career goals, and their intellectual, personal, and interpersonal strengths and weaknesses. They will also evidence the ability to reflect back on their undergraduate careers and describe continuity and change in these areas as well as plans for the future. Students' reflections on these areas will exhibit an understanding of relations among faith, learning, and living. The psychology major provides: an excellent foundation for graduate study in psychology, counseling, pastoral ministry, and related fields a liberal arts degree that opens the doors to many different careers (community/social services, human resources, management/business, and more) an educational experience that promotes intellectual, personal, and interpersonal growth.

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A major in psychology consists of 41 hours of psychology courses beyond PSYC 121. The 41 hours must include: PSYC 140 - Introduction to Statistics PSYC 220 - Psychology of Human Development PSYC 272 - Psychological Research Methods I PSYC 273 - Psychological Research Methods II PSYC 330 - Psychology of Learning or PSYC 333 - Human Memory and Cognition PSYC 342 - Psychology of Personality PSYC 351 - Social Psychology

PSYC 344 - Abnormal Psychology or PSYC 380 - Introduction to Counseling and Guidance PSYC 410 - Integrative Approaches to Psychology and Christianity PSYC 440 - Physiological Psychology PSYC 480 - Senior Seminar in Psychology In addition to traditional course offerings, the department provides opportunities for practica in applied settings, participation in faculty research projects, and independent study of advanced topics. Psychology majors must take at least twelve hours of electives chosen from 300- or 400-level psychology courses. Students may earn a cumulative maximum of twelve credits of PSYC 420, six of which may be counted toward the psychology major and the other six toward overall graduation requirements. PSYC 420 - Research Practicum (A maximum of six hours) PSYC 430 - Psychology Practicum (A maximum of three hours) Students planning for graduate study in psychology are advised to take as many upper-level psychology electives as their schedules permit and as their particular areas of anticipated graduate study dictate. The psychology minor is designed for students who wish to augment their major fields of study with a selection of psychology courses. Students pursuing a minor in psychology are required to complete at least 18 hours of coursework which must include PSYC 121, 220, and either PSYC 140 or BUS 240. The remaining 9 hours may be selected from among any other psychology offerings with the exception of PSYC 273, 430, and 480. Students should also be aware of the general requirements for minors as detailed in the section titled Majors and Minors. Liberal Arts majors who elect psychology as one of their cognates must take PSYC 121, 220, 272, and either PSYC 140 or BUS 240. A cognate in psychology requires at least 12 hours of upper-level coursework. (See the catalog section titled Majors and Minors for policies governing the Liberal Arts major.)

Study Abroad and Service Learning in Brazil The department provides an opportunity for students to travel to Brazil for a few weeks during the summer for an experience that combines study abroad and service learning. Students enroll in PSYC 225, Cultural Psychology, which fulfills the Global Connections component of the general education curriculum. In addition, students can receive credit for SOSC 211, Cross-Cultural Experience, which fulfills the Cross-Cultural Encounter component. See Dr. Eb de Oliveira in the Department of Psychology for more information.

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Course Descriptions PSYC 121 - Introduction to Psychology (3) An introduction to psychology as the science of behavior and mental processes. Includes the exploration of diverse areas of psychology. An understanding of the major findings in these areas as well as the research methodologies used to discover them is fostered in this course. It includes the application of psychology to various spheres of human functioning and experience. Prerequisite to all other courses in education and psychology. Offered each semester. PSYC 140 - Introduction to Statistics (3) An introduction to statistics with a primary focus on problem solving and statistical literacy. Designed to provide students with the conceptual foundation and quantitative skills needed to analyze and interpret data and to meaningfully interpret statistical results reported in research articles and in popular media. Includes topics such as the quantification of variables, sources of data, sampling procedures, graphical representation of data, measures of central tendency and variability, probability, correlation and regression, confidence intervals, and significance tests. Prerequisite: MATH 130 or equivalent proficiency. Cross-listed with MATH 140. Offered each semester. PSYC 220 - Psychology of Human Development (3) Intensive study of growth and development through the entire life span in terms of physical, mental, social, and cultural as well as emotional and spiritual factors. The approach is eclectic and the objective is to understand the problems of the developing person in contemporary society. Prerequisite: PSYC 121. Offered each semester. PSYC 225 - Cultural Psychology (3) An examination of how culture influences human behavior and mental processes, including perception, aesthetics, intelligence, memory strategies, emotions, language, work, and mental health. An interdisciplinary approach is taken and the goal is to develop a cross-cultural perspective on human behavior and mental processes through reflection and hands-on activities in another country. Prerequisite: PSYC 121. Offered in selected Summers. PSYC 272 - Psychological Research Methods I (2) Survey of the techniques, methods, and tools of research in psychology. Includes discussions of reliability, validity, research design, artifacts, and types of experimental control. This course also emphasizes the use and mastery of APA writing style. Prerequisite or Co-requisite: PSYC 140. Offered each Fall. PSYC 272 and 273 must be taken in the same academic year. PSYC 273 - Psychological Research Methods II (2) Application of experimental methodology to specific content areas. Planning, execution, analysis, and interpretation of an individual project are included. Open only to psychology majors. Prerequisite: PSYC 272 Note: PSYC 272 and 273 must be taken in the same academic year. Offered each Spring. PSYC 330 - Psychology of Learning (4) An introduction to classical and instrumental learning phenomena. Emphasis on experimental findings with consideration of theoretical foundations that apply to learning. Laboratory experience included as a component of the course. Prerequisite: PSYC 121. Offered each Spring. PSYC 333 - Human Memory and Cognition (4) An information-processing approach to human thought and memory, focusing on the processes used to encode, transform, store, manipulate, and retrieve sensory input. Topics include attention, pattern recognition, memory, language, problem solving, and reasoning. The course includes a laboratory component. Prerequisite: PSYC 121. Offered each Spring.

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PSYC 342 - Psychology of Personality (3) An introductory course in the field of personality, emphasizing the dynamics, development, and assessment of normal personality. Prerequisite: PSYC 121. Offered each Spring. PSYC 344 - Abnormal Psychology (3) The nature, etiology, diagnosis, and treatment of major and minor psychopathological conditions in both children and adults. Prerequisite: PSYC 121. Offered each Spring. PSYC 351 - Social Psychology (3) An introduction to the field of social psychology, the interaction of the individual in relation to society; attitude development and change, group dynamics, leadership, interpersonal attraction and exchange, aggression, altruism, etc. Prerequisite: PSYC 121. Offered each Fall. PSYC 380 - Introduction to Counseling and Guidance (3) An introduction to and evaluation of the basic theories and processes of counseling and psychotherapy with attention to existing research on both treatment outcome and process. Prerequisite: PSYC 121. Offered each Fall. PSYC 410 - Integrative Approaches to Psychology and Christianity (3) This course provides a survey of the primary approaches to and issues in the integration of psychology and Christianity in both the academic study of psychology and theology, and on a more personal, applied level. Open to junior and senior psychology majors or by permission of instructor. Offered each Spring. PSYC 420 - Research Practicum (1-4) Supervised research experience individually arranged. Designed to develop the skills necessary for psychological experimentation. Intended for students anticipating graduate work in psychology or related disciplines. Prerequisite: PSYC 272 Enrollment requires advance permission of the instructor. Offered each semester. PSYC 430 - Psychology Practicum (3) A practicum in psychology provides supervised field experience on an individual basis. Placements are made in social service agencies that will allow students to gain exposure to the needs of the populations they serve. Students will be able to perform limited tasks appropriate to their level of training with supervision provided by the community agency. Individual or group discussions about the experience will also be scheduled with the course instructor on a regular basis. This course is open to advanced psychology majors and requires advance permission of the instructor. Offered each semester. PSYC 440 - Physiological Psychology (3) An introduction to the physiological, biochemical and neuroanatomical foundations of behavior. Topics include the nervous and sensory systems. Special attention to the central nervous system and its relation to behavior. Prerequisite: junior or senior standing. Offered each Fall. PSYC 441 - Sensation and Perception (3) Influence of physiological, psychological, and environmental factors in reception, organization, and interpretation of sensory information. Topics include audition, vision and the â&#x20AC;&#x153;minorâ&#x20AC;? senses. Prerequisite: PSYC 121. Offered Fall 2013 and alternate Fall semesters. PSYC 442 - Child Psychology (3) An in-depth study of the variables underlying the development of children. Focus is on the current theories and significant concepts of child development. Topics include perceptual, cognitive, intellectual, personality, and social development. Prerequisite: PSYC 220. Offered each Fall.

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PSYC 443 - Adolescent Psychology (3) An in-depth study of the variables underlying the development of adolescents and emerging adults. Focus is on the interaction of the physical, cognitive, emotional, and social processes as they impact the individualâ&#x20AC;&#x2122;s transition into adulthood in different contexts. Both risk and protective factors are stressed. Prerequisite: PSYC 220. Offered each Spring. PSYC 446 - Psychological Measurement (3) Analysis of standardized achievement, aptitude and attitude tests and other measurement procedures used in educational and personnel settings. The student is expected to acquire skill in selecting, administering, scoring, and interpreting basic instruments. Prerequisite: PSYC 140. Offered on demand. PSYC 450 - Advanced Topics (1-3) Supervised library or experimental research for students who have completed the basic curriculum in psychology. Enrollment by permission of the Department Chair. PSYC 480 - Senior Seminar in Psychology (3) A required course for all senior psychology majors. It involves a review of core areas of psychology and application of such knowledge to current issues and topics in the field of psychology. Open only to senior psychology majors or by permission of instructor. Offered each Fall.

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Department of Social Work Faculty: J. Hoyt-Oliver (Chair), E. Patterson, K. Slovak The social work major prepares students for entry-level social work practice. The program is generalist in nature and is designed to prepare students to work with a wide variety of populations and client systems. Social work majors receive a strong grounding in the liberal arts through the completion of the Malone University General Education Curriculum and a number of required support courses in academic disciplines such as biology, political science, psychology, sociology, history, and language. These liberal arts courses serve as a foundation for the social work curriculum, which emphasizes the development of the knowledge, values, and skills necessary to practice effectively with at-risk populations. The Malone University Social Work Program is accredited by the Council on Social Work Education (CSWE). Graduation from a CSWE-accredited program is a requirement for social work licensure in Ohio and all other states. (However, please note that some states reserve licensure for individuals with a graduate degree in social work and do not license bachelor’s-level social workers.) Individuals who have completed the Malone University Social Work Program are eligible for Ohio licensure as a Licensed Social Worker (LSW), following completion of a national examination and application to the Ohio Counselor, Social Worker, and Marriage and Family Therapist Board. Because Malone’s Social Work Program is CSWE-accredited, graduates are also eligible for “advanced standing” status in many Master’s of Social Work (MSW) programs. Advanced standing status allows students to complete the MSW degree in approximately one year of full-time study, instead of the two years usually required to complete the degree. Program Mission Statement The Malone University Social Work Program draws on its unique context as an Evangelical Friends institution with access to urban, rural, and international practice opportunities to prepare entry-level social work practitioners who are capable of culturally competent practice with client systems of all sizes, who promote social justice, and who appropriately integrate Christian faith with social work practice. Social Work Program Goals The goals of the social work program are to: 1.

Prepare students for beginning generalist social work practice, which includes both meeting licensure requirements and developing an awareness of the importance of ongoing professional development. (Assists students to develop competencies 1, 2, 3, 4, 5, 6, 7, 8, 9, 10) Assist students to recognize their own heritage and traditions and to gain knowledge and perspective to engage people from cultures, ethnic groups, and religions different from their own. (Assists students to develop competencies 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11) Have students understand the interface between personal faith and social work, and to be able to make appropriate applications of each. (Assists students to develop competencies 1, 2, 3, 7, 11)

Social Work Program Student Learning Competencies Graduates of the Malone University Social Work Program will: 1. 2. 3. 4. 5.

Identify as professional social workers and conduct themselves accordingly. Apply social work ethical principles to guide professional practice. Apply critical thinking to inform and communicate professional judgments. Engage diversity and difference in practice. Advance human rights and social and economic justice.

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6. 7. 8. 9. 10. 11.

Engage in research-informed practice and practice-informed research. Apply knowledge of human behavior and the social environment. Engage in policy practice to advance social and economic well-being and to deliver effective social work services. Respond to contexts that shape practice. Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Appropriately integrate Christian faith with professional social work practice and recognize the importance of spirituality to the human experience.

Social Work A major consists of 41 hours including SWK 222, 242, 311, 312, 345, 347, 348, 372, 401, 440, 460. An additional 28-30 hours of social work support courses include BIOL 173; HIST 211, 212; POL 201; PSYC 121, 140, 220, SOC 310; and 6-8 hours of sequential language courses selected from among the following, based on placement: ASL 111, 112; SPAN 101, 102; SPAN 201, 202. To be eligible to enter the major, a student must complete an application packet, be interviewed by a faculty member and receive permission to continue in the major. The application process is completed by a second interview and review of the studentâ&#x20AC;&#x2122;s application as outlined in the Social Work Program Handbook. Students must maintain a 2.5 major GPA. To remain in the program, students must abide by the NASW Code of Ethics and by program policies as outlined within the Social Work Program Handbook. The sequence of courses is complemented with a 450-hour senior practicum. This practicum is usually completed during the spring semester of the senior year.

Course Descriptions SWK 211 - Community Based Cross-Cultural Experience (2) This course requires both classroom experience and a 30-hour community experience throughout the semester. It provides an opportunity for students to engage with cultures or sub-cultures that are outside their cultural milieu. Class meetings present information on the historic, cultural, economic, and political realities faced by those served by the agencies in which the students are assigned. Prior to the experience, each student is required to meet with the faculty member in charge of the course to ascertain best times and placements for the student. Offered each semester. Fulfills the Cross-Cultural Encounter component of the General Education Program, but is not required within the major. SWK 222 - Introduction to the Profession and Practice of Social Work (4) The purpose of this course is to provide students with an overview of the fields of practice in which social workers are employed, social work values, the nature of generalist practice, social welfare history and policies, populationsat-risk which are served by social workers, and professional social work ethics. A required 40-hour field practicum within a social service setting provides students with an introduction to professional social work. Prerequisite: PSYC 121. Offered each Fall. SWK 242 - Human Behavior and Social Environment (4) This course examines different social science theories about human growth and development. The intent is to look at these theories in relation to the generalist social work perspective and in relation to diverse ethnic, racial, gender, religious, and age-related groups. It provides an understanding of the interactions between and among human

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biological, social, psychological, and cultural systems as they affect and are in turn, affected by human behaviors. Prerequisites or co-requisites: PSYC 220; BIOL 173. Offered each Spring. SWK 311 - History of Social Welfare (3) This course examines the historical development of the social welfare institutions, the development of the profession of social work, and the basic philosophies which have molded the structure and provision of service to vulnerable citizens throughout history. Prerequisite: SWK 222 or permission of the Department Chair. Offered each Fall. SWK 312 - Social Welfare Policy Analysis (3) This course develops a framework for understanding and evaluating social welfare policy at the national, state, local and agency levels, for analyzing policies related to certain population groups, and for understanding methods of achieving change in social policy. Discussion of policy making from a generalist perspective is introduced. Techniques for advocacy, as well as NASW Policies as reflected in Social Work Speaks, are discussed and analyzed. Social justice for those who have faced historic oppression within the United States is emphasized. Prerequisite: SWK 311 or permission of the Department Chair. Offered each Spring. SWK 345 - Practice Skills I (4) This course introduces students to the stages of the social work helping process: assessment, goal planning, intervention, evaluation, and termination. This course also assists students to appreciate diversity, develop culturally competent practice skills, use theoretical models to guide social work practice, and practice according to professional social work ethics. The course combines experiential learning activities, such as role-playing and case study analysis, with lectures and class discussion. Prerequisite: SWK 242 or permission of the Department Chair, initiation of application to the major/or acceptance into the major. Offered each Fall. SWK 347 - Social Work Practice Skills II (2) The focus of this course is on applying the social work helping process learned in SWK 345 (Practice Skills I) to social work practice with families and small groups (i.e., mezzo-level practice). Diversity issues and culturally competent practice are explored in the context of mezzo-level practice. The course also emphasizes the use of theories from social work and related fields to guide practice. The course combines experiential learning activities with lectures and class discussions. Prerequisite: SWK 345. Offered each Spring. SWK 348 - Social Work Practice Skills III (4) The focus of this course is on applying the social work helping process learned in SWK 345 (Practice Skills I) to social work practice with communities and organizations (i.e., macro-level practice). Diversity issues and culturally competent practice are explored in the context of macro-level practice. The course also emphasizes the use of theories from social work and related fields to guide practice. The course combines experiential learning activities with lectures and class discussions. The course also includes a 60-hour practicum focused on macro-practice. Prerequisite: SWK 345. Offered each Spring. SWK 372 - Methods of Social Research (3) This course introduces the student to the logic and skills of social science research, especially as it applies to the practice of social work. Special emphasis will be placed on knowledge of research terms, developing a critical approach to research studies, application of research techniques to practical situations, and use of othersâ&#x20AC;&#x2122; research. Use of research and evaluation techniques to improve practice effectiveness will be emphasized. Prerequisite: PSYC 140 or permission of the Department Chair. Offered each Fall.

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SWK 401 - Professional Issues in Social Work (2) This course critically examines social work’s role in society and the basis for its knowledge, values, and skills. Students are sensitized to social work’s role in a culture rich with diversity, and are equipped with the necessary tools to develop reasoned responses to issues facing practice. The course focuses on application of professional social work ethics and the integration of these ethics with personal faith. Prerequisite: SWK 347, 348; or permission of the Department Chair. Offered each Fall. SWK 440 - Field Instruction in Social Work (10) This course gives students an opportunity to observe and practice generalist social work in a professional setting. Field sites are diverse – child and family services, mental health, legal aid, school social work, law enforcement, community development, settlement house, child protective services, medical social work, services for senior citizens, services for people diagnosed with HIV. Emphasis is on placements that offer opportunity to apply generalist theory and practice as taught at Malone University and that promote social work values in work with diverse ethnic, religious, age-related peoples. Co-requisite: SWK 460. Offered each Spring or by arrangement. SWK 450 - Advanced Topics (1-3) An opportunity for the student to pursue, under supervision, an area of special interest either on his/her own initiative or in a small group. Not required for the major. Open to juniors or seniors who are majors in this area and who have completed or are taking regularly scheduled courses. Permission of the Department Chair is necessary for enrollment. SWK 460 - Field Instruction Seminar (2) This course is designed to complement the student’s internship. It functions to provide a forum to discuss field experiences and to make systematic connections between theory and practice. Intended Outcome: Entry-level social workers whose practice is systematically guided by theory. Co-requisite: SWK 440. Offered each Spring or by arrangement. SWK 470 - Social Work Specialization Seminar (1-3) Provides students with an opportunity to study special topics within the domain of social work, dependent upon faculty availability. Not required for the major. Prerequisite: Junior or senior standing in Social Work.

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Department of Theology Faculty: B. Hollon, D. Melvin, S. Moroney (Chair), S. Nicholson, D. Phinney (Dean of the College of Theology, Arts, and Sciences), W. Quigley, L. Reinhart, J. Soza, D. Watson

Mission Statement Affiliated with the Evangelical Friends tradition, the Malone University Department of Theology is rooted firmly in the protestant evangelical heritage of the historic, ecumenical, and Trinitarian Christian faith. We affirm the authority of the Bible as God’s Word and are committed to the saving mission and ministry of Jesus Christ and his Church. Our distinctive mission is to provide theological education to women and men, enabling them to deepen and clarify their understanding of the Christian faith, cultivate and increase their love of God, and respond obediently to Christ’s call to faithfulness, discipleship, and ministry.

Goals and Learning Objectives Goal: Students will demonstrate a basic knowledge of and ability to interpret and articulate the biblical story. Learning Objectives: Specifically, students will demonstrate learning related to… 1. The “grand drama” of the biblical story including key persons, events, and themes 2. The historical, cultural, and literary contexts, which necessarily inform and guide biblical interpretation 3. The unity of the Christian biblical canon. 4. The ethical mandates of scripture in light of the gospel of Jesus Christ Goal: Students will demonstrate a basic knowledge of and ability to articulate central themes in Christian history, theology, and ethics. Learning Objectives: Specifically, students will demonstrate learning related to… 1.

The history and development of the classical theological tradition, including the development of the biblical canon 2. Key persons, events, and theological developments associated with each of the standard divisions of Christian history (early, medieval, reformation/modern) 3. The synthetic nature of the main foci of systematic theology, including the doctrines of scripture, revelation, God, creation, humanity, sin, Jesus Christ, the Holy Spirit, the Church, Salvation, End times, etc. 4. Engaging, profitably, with important thinkers and movements from the distant and more recent past when interpreting scripture, practicing theology, and promoting a distinctively Christian moral vision Goal: Students will demonstrate a basic understanding of and competence in the practice of Christian Ministry. Learning Objective: Specifically, students will demonstrate learning related to… 1.

The Church’s mission and manifold ministries from within the context of the mission of God the Father, Son, and Holy Spirit Additional Learning Objectives for Bible and Theology Majors: Specifically, students will demonstrate learning related to… 2.

A biblical theology acknowledging God as both subject and object of prayer and worship as foundational for the practice of Christian Ministry. 3. The rudiments of either Hebrew or Greek phonology and grammar, and the ability to apply biblical language tools to research, translation, and exegesis for sermon preparation Additional Objective for Youth, Sports, and Educational Ministry Majors: Specifically, students will demonstrate learning related to…

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The ability to develop, implement, lead, and evaluate a ministry in a specific context (youth, education, or sports ministries depending upon the studentâ&#x20AC;&#x2122;s major) giving attention to all aspects of personhood integrating spiritual growth with social, moral, psychological, cognitive and physical development Goal: Students will cultivate habits of careful reading, critical thinking, research, writing, and speaking Learning Objective: Specifically, students will demonstrate learning related toâ&#x20AC;Ś 1. 2. 3. 4. 5.

Cultivating a faith that intentionally seeks understanding Thinking, reading, and writing critically Evaluating texts and other scholarly sources for their quality Learning to appreciate and grow through an engagement of diverse interpretive traditions and theological perspectives Communicating clearly in written and spoken form in order to lead, faithfully, in various Christian ministries

Majors Seven majors are offered by the Department of Theology. These include Bible and Theology, Educational Ministries, Sports Outreach Ministries, Youth Ministry, and three combination majors: Sports/Educational Ministries, Youth/Educational Ministries, and Youth/Sports Ministries. The Bible and Theology major is designed to provide an understanding of the Bible, history of Christian thought, and theological doctrines. It provides excellent preparation for students who desire to pursue graduate studies in a seminary or university. Students following Godâ&#x20AC;&#x2122;s call to missionary service, pastoral leadership, preaching, and teaching are encouraged to pursue this major. The other six majors are designed to equip students for specialized ministries. The Educational Ministries major prepares students to become Directors of Christian Education and oversee all educational ministries of a local church. The Youth Ministry major prepares students to lead ministries which touch the lives of adolescents and young adults. The Sports Outreach Ministries major prepares students for innovative ministries involving sports as a tool to reach individuals for Christ. The remaining majors (Sports/Educational Ministries, Youth/Educational Ministries, Youth/Sports Ministries) provide students with broader preparation by offering combinations of the above majors. These combination majors prepare students for staff positions in local churches or in organizations such as Fellowship of Christian Athletes or Young Life. Upon entering the Department of Theology, each student will be assigned an academic advisor who will provide vocational guidance until graduation. Maintaining a major gpa of 2.5 is required for graduation from any undergraduate program in the Department of Theology. (See Graduation Requirements - Academic Policies and Procedures.) Each student pursuing a major in the Department of Theology must complete a senior comprehensive examination before graduation. Information may be acquired in the Office of the Department of Theology.

Combined Bachelor of Arts/Master of Arts 4 + 1 Program Qualified students may take advantage of the opportunity to pursue the combined Bachelor of Arts and Master of Arts in an accelerated manner through the Combined Bachelor of Arts/Master of Arts 4 + 1 Program. The primary objective of this program is to provide a seamless process whereby students may progress from undergraduate to graduate status and earn both degrees in the most efficient manner. Through this program it may be possible to complete both degrees within a five-year period.

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Admission Requirements 1. 2.

3. 4.

To be eligible for this program, an undergraduate student must be pursuing a Bachelor of Arts degree in one of the seven majors in the Department of Theology, or the Bible and Theology minor. During the freshman or sophomore year, the student must meet with a faculty adviser to determine if this program is appropriate. If so, a course of study which leads toward the accelerated acquisition of a Bachelor’s degree and a Master’s degree will be planned. The student must maintain a cumulative 3.0 g.p.a. and a 3.0 g.p.a. within the major to be eligible for admission into the combined BA/MA program. At the end of the junior year, the student must complete the Department of Theology’s application to the M.A.T.S. program. Admission decisions will be made by the Graduate Committee within the Department of Theology. A student accepted into this program will be advised by his/her current advisor in coordination with the Graduate Program Director.

Progression Requirements 1.

Within the last 36 semester credit hours before completing the requirements of the bachelor’s degree, a student accepted into the 4+1 program may be allowed to enroll for advanced standing in specified graduate courses for up to 12 hours. Tuition for these courses will be charged at the undergraduate rate. After completing all requirements for the undergraduate degree, the student will be awarded the Bachelor of Arts degree. Up to 12 hours of advanced standing hours with a 3.0 g.p.a. may be applied to the Master of Arts in Theological Studies. Applicable Financial Aid office graduation obligations must be met. The student will continue in the M.A.T.S. curriculum. Upon completion of all graduate program requirements, the student will be awarded the Master of Arts degree. Applicable Financial Aid office graduation obligations must be met.

Core Requirements for All Majors All students majoring in the Department of Theology are required to complete the following 24 credit hours: BIBL 309, BIBL 300-400 Old Testament (3 hours), BIBL 300-400 New Testament (3 hours); EDMN 101, 421; THEO 201, 331, 332, 460.

Bible and Theology The Bible and Theology major consists of the 24-hour core plus the following 27 hours, for a total of 51 credit hours: BIBL 300-400 Old Testament (3 hours), BIBL 300-400 New Testament (3 hours), THEO 342, 413; EDMN 430 (3 hours); GRK 211/212 or HEBR 211/212; 6 hours of electives in Greek, Hebrew; upper-level Bible, Theology, Philosophy; or Internship.

Educational Ministries The Educational Ministries major consists of the 24-hour core plus the following 26 hours, for a total of 50 credit hours: EDMN 102, 204, 205, 321, 331, 430 (6 hours), 434, 441; THEO 342.

Sports Outreach Ministries The Sports Ministry major consists of the 24-hour core plus the following 25 hours, for a total of 49 credit hours: SPMN 224, 225, 312, 313; EDMN 102, 430 (7 hours), 434.

Sports/Educational Ministries The Sports/Educational Ministries major consists of the 24-hour core plus the following 31 hours, for a total of 55 credit hours: EDMN 102, 204, 205, 430 (7 hours), 434, 441; SPMN 224, 225, 312, 313.

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Youth Ministry The Youth Ministry major consists of the 24-hour core plus the following 24 hours, for a total of 48 credit hours: EDMN 102, 234, 235, 321, 331, 430 (7 hours), 434.

Youth/Educational Ministries The Youth/Educational Ministries major consists of the 24-hour core plus the following 30 hours for a total of 54 credit hours: EDMN 102, 204, 205, 234, 235, 321, 331, 430 (7 hours), 434, 441.

Youth/Sports Ministries The Youth/Sports Ministries major consists of the 24-hour core plus the following 27 or 30 hours for a total of 51 or 54 credit hours: EDMN 102, 321, 430 (7 hours), 434; SPMN 225, 312; SPMN 224 or EDMN 331; EDMN 234/235 (6 hours) or SPMN 313 (3 hours).

Minors Eight minors are offered by the Department of Theology. These include Bible, Bible and Theology, Biblical Languages, Educational Ministries, Missions and Cross-Cultural Ministries, Sports Ministry, Theology, and Youth Ministry. Bible (15 hours) BIBL 111, 121, 309, and 2 upper-level Biblical Literature courses, with at least one class each in the Old and New Testaments Bible and Theology (21 hours) BIBL 300-400 Old Testament (3 hours), BIBL 300-400 New Testament (3 hours), BIBL 309; EDMN 430 (3 hours); THEO 201 or 211; THEO 331, 332 Biblical Languages (21 hours) BIBL 309; GRK 211, 212; HEBR 211, 212; and any 6 additional hours chosen from GRK 321, 322, 450; HEBR 321, 322, 450 Educational Ministries (15 hours) EDMN 102, 204, 205, 331, and 5 upper-level EDMN hours Missions and Cross-Cultural Ministries (18 hours) EDMN 412, 435, 461; THEO 325; THEO/HIST 366, THEO/HIST 461 Sports Ministry (15 hours) EDMN 102; SPMN 224, 225, 312, 313 Theology (15 hours) THEO 201 or 211; 331, 332, and 6 upper-level THEO hours Youth Ministry (15 hours) EDMN 102, 234, 235, 331, and 3 upper-level EDMN hours

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Course Descriptions Bible BIBL 111 - The Old Testament (3) A survey of the Old Testament in its Ancient Near Eastern contexts and as interpreted by modern scholarship, the synagogue, and the church. The transmission of the writings and major literary, theological, and ethical themes are explored in support of a holistic approach to the study of Scripture. Offered each semester. BIBL 121 - The New Testament (3) A survey of the New Testament in its Jewish and Greco-Roman contexts and as interpreted by modern scholarship. The major literary, theological, and ethical themes are explored with an eye to the development of skills for lifelong biblical study and interpretation. Offered each semester. BIBL 200 - Biblical Literature (3) An introduction to the Bible in light of its historical and cultural contexts. Emphasis is placed upon helping students develop skills which will facilitate a lifelong study and appreciation of the Bible. Attention is given to the following areas of study: content, message, significant people and events, literary features, and contemporary application. Only students in the nursing degree completion program may register for this course. Prerequisite: Completion of the first two semesters. BIBL 307 - The Synoptic Gospels (3) An understanding of the Synoptic Gospels within their historical contexts and in light of several methods of interpretation. The basic teachings of Jesus are examined within the broad outlines of his life and ministry. Prerequisites: BIBL 111, 121. Offered Fall 2014 and Fall 2017. BIBL 309 - Hermeneutics (3) A study of the history of the interpretation of the Bible, basic principles of biblical interpretation, and reference works for the biblical student will be explored. Emphasis is placed on the practical use of hermeneutics for ministry. Offered each semester. BIBL 313 - Romans (3) An in-depth study of the book of Romans with a view to understanding the basic theology of Paul. Particular attention will be given to both exposition and the major themes of the letter. Prerequisites: BIBL 111, 121. Offered Spring 2013 and Spring 2016. BIBL 314 - The Gospel and Epistles of John (3) The Gospel and Epistles of John will be studied in detail. The context presumed is the struggle of the Johannine churches in Ephesus in Asia Minor with their self-definition against Judaism and emerging gnosticism. Current understandings of the Johannine School and Community provide the interpretive framework. Prerequisites: BIBL 111, 121. Offered Fall 2012 and Fall 2015. BIBL 315 - The Prison Epistles of Paul (3) The Prison Epistles of Ephesians, Philippians, Colossians, Philemon, and II Timothy are studied together as the products of Paulâ&#x20AC;&#x2122;s two Roman imprisonments. Related issues especially pertinent to these epistles will also receive emphasis including the nature of first century imprisonment, gnosticism, and Christology. Prerequisites: BIBL 111, 121. Offered Spring 2015 and Spring 2018.

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BIBL 317 - The Corinthian Correspondence (3) The Epistles of Paul to the Corinthians are studied in their Greco- Roman milieu. Emphasis is placed on interpretation that acknowledges their historical, social, and cultural contexts while contextualizing that interpretation for current application. Prerequisites: BIBL 111, 121. Offered Spring 2014 and Spring 2017. BIBL 321 - Pentateuch (3) An analysis of the contents and basic spiritual concepts of each book, and their place in the development of Israelite institutions and theology. Study of the historical, geographical, and archeological aspects is emphasized. Prerequisites: BIBL 111, 121. Offered Fall 2014 and Fall 2017. BIBL 323 - The Prophets of the Old Testament (3) A study of the prophets and their messages with attention given to messianic prophecy; the political, religious, and social conditions of the times; and the relevance of their messages today. Prerequisites: BIBL 111, 121. Offered Spring 2015 and Spring 2018. BIBL 325 - The Historical Books (3) The Historical Books of the Old Testament are explored with special attention to historical reconstruction and theological themes used by the biblical writers to tell the history and story of Israel. Prerequisites: BIBL 111, 121. Offered Fall 2012 and Fall 2015. BIBL 332 - Major Prophets: (Name) (3) This course shall be a study of one of the following: Isaiah, Jeremiah, Ezekiel, or Daniel. The purpose is to give the student the opportunity for in-depth investigation into the life, context, and message of one of the more lengthy and substantive prophets of the Old Testament. Primary themes, depending on which prophet is studied, will include the meaning of justice, righteousness, repentance, messianic expectation, and the kingdom of God. The structure and literary movement of the book in question shall also be carefully analyzed. Prerequisites: BIBL 111, 121. Offered Fall 2013 and Fall 2016. BIBL 340 - Lands of the Bible Study Tour (1-3) A three- to five-week course of study in either Israel or Greece for students interested in the geography, history, and archeology of the Old and New Testaments. Offered on demand. BIBL 367 - Hebrews, James, I and II Peter, Jude (3) Hebrews and the Catholic Epistles of James, I and II Peter, and Jude are studied within the context of their associated early Christian communities. The focus is upon what they say for the development of early Christian doctrine and emerging struggles with libertinism, wealth, eschatological skepticism, and apostasy. Prerequisites: BIBL 111, 121. Offered Spring 2013 and Spring 2016. BIBL 423 - Poetical Books (3) Explored are the nature and characteristics of Hebrew poetry with attention to the background, theology, and teaching of Job, Psalms, Proverbs, Ecclesiastes, and Song of Solomon. Prerequisites: BIBL 111, 121. Offered Spring 2013 and Spring 2016. BIBL 427 - Theology of the Old Testament (3) This course introduces students to the milieu of Old Testament thought and theology by analyzing texts which capture the development and broad range of thinking about Israelâ&#x20AC;&#x2122;s God. Selections from each major genre of the Old Testament (Law, Prophets, History, Wisdom, Poetry) shall be investigated and compared. Also included is a survey of the history of scholarship in Old Testament studies with an emphasis on the contributions of key Old Testament scholars. Prerequisites: BIBL 111, 121. Offered Spring 2014 and Spring 2017.

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BIBL 432 - The Gospel of Luke (3) The Gospel of Luke is studied as one volume of the two-volume work of Luke-Acts written by Luke, co-worker of Paul the Apostle. The major themes of Luke are the focus, with special emphasis upon how these themes are developed through the construction of the gospel. Prerequisites: BIBL 111, 121. Offered Fall 2013 and Fall 2016. BIBL 435 - The Acts of the Apostles (3) The Book of Acts is studied for its use in reconstructing the history of the first century church and its theological contribution. To accomplish this, all aspects of the world with which Acts interacts will be studied, including religious, political, social, cultural, and ideological. Prerequisites: BIBL 111, 121. Offered Spring 2014 and Spring 2017. BIBL 442 - The Book of Revelation (3) The proposals for authorship, date, social situation, literary genres, and purpose of Revelation will be carefully assessed. The content of Revelation will be discussed in a verse-by-verse, chapter- y-chapter fashion, with special focus on disputed matters of interpretation. Prerequisites: BIBL 111, 121. Offered Fall 2014 and Fall 2017. BIBL 450 - Advanced Topics (1-3) An opportunity for superior students to pursue a subject of special interest on their own initiative or a seminar group. Open only to juniors or seniors who are majors in this area and who have completed or are taking regularly scheduled courses. Enrollment by permission of the Department Chair. BIBL 462 - The Social World of the New Testament (3) This course examines the primary documents of the Jewish, Greek, and Roman cultures of the first century CE and secondary analysis of them with an eye toward understanding the political, religious, social, cultural, and ideological arenas from which the books of the New Testament emerged. How these documents illumine specific texts throughout the New Testament and prevent anachronistic interpretation is the focus. Prerequisites: BIBL 111, 121. Offered Fall 2013 and Fall 2016. Educational Ministries EDMN 101 - Models of Christian Ministry (1) Spiritual and professional foundations for ministry within church and para-church organizations are studied. Students examine options related to ministry and begin to develop a personal theology related to their own spiritual development and ministry. Offered each semester. EDMN 102 - Foundations of Youth, Family, and Sports Ministry (3) An introduction to ministries within the church and para-church organizations. Students examine biblical, theological, philosophical, and psychological foundations, with the goal of establishing a personal theology of ministry. Curriculum, teaching methods and organization within the church are examined for all age groups. Students are required to be engaged in a practical experience while enrolled in this course. Prerequisite: EDMN 101 or permission of instructor. Offered each Spring. EDMN 204 - Ministry with Children (2) An examination of the social, emotional, cognitive, moral, and spiritual development of children with an emphasis on church ministry to children in the context of their relationships to the family. Resources available to childrenâ&#x20AC;&#x2122;s ministry will be evaluated with an emphasis on creative methods and ministries designed to meet the needs of children. Prerequisite or Co-requisite: EDMN 102. Offered Spring 2014 and alternate Spring semesters. EDMN 205 - Ministry with Adults and Families (2) A study of the characteristics of adults with a focus on encouraging spiritual maturity and Christian service. Non-

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traditional and traditional families will be studied with strategies developed to minister to adults in various life stages. Prerequisite: EDMN 102. Offered Fall 2013 and alternate Fall semesters. EDMN 234 - Evangelism of Youth (3) A study of how to appraise the youth culture and establish contact with youth with the goal of evangelization. An emphasis will be placed upon understanding various youth cultures found in urban, suburban, and rural settings. Students will be required to participate in a practicum. Prerequisite: EDMN 102. Offered each Fall. EDMN 235 - Discipleship of Youth (3) A study of spiritual formation and discipleship of contemporary youth through church and para-church organizations. Attention will be given to mentoring and small group discipleship. Methods for group Bible study and developing youth leadership will be examined. Students will be required to participate in a practicum. Prerequisite: EDMN 102. Offered each Spring. EDMN 321 - Creative Bible Teaching (2) A study of creative teaching methods designed to meet the needs of all age levels in the church. Special consideration will be given to communicating with adolescents. Offered each Fall. EDMN 331 - Models of Youth Ministry (3) A study of various models used in youth ministry by church and para-church organizations. Students will develop a conceptual framework for youth ministry including purpose, strategies, methods, and evaluation. Prerequisites: EDMN 234, 235. Offered each Fall. EDMN 353 - Church Organization and Administration (3) A study of the basic principles, patterns, and problems in the organization and administration of the total program of the church, including a consideration of new concepts in dynamics, lay leadership and responsibility, and principles of human interaction. Prerequisite: Junior or senior standing. Offered on demand. EDMN 412 - Cross-Cultural Ministries in the 21st Century (3) A study of principles, goals, strategies, and finances related to current practice in cross-cultural ministries. The course will introduce students to the complex issues related to the interdisciplinary process of entering a culture other than their own with the purpose of initiating an effective ministry. Students will study transcultural issues and examine their own commitment and preparation to make contextual adjustment required to accurately and effectively communicate biblical truth in culturally sensitive ways. Offered Spring 2013 and alternate Spring semesters. EDMN 421 - Communicating the Christian Faith (3) This is a workshop on communicating the gospel message. The history, structure, forms, and techniques of communicating through public prayer, liturgy, a variety of worship settings, and the sermon are studied and practiced. This course cannot be taken on a tutorial basis. Prerequisite: Junior or senior standing. Offered each semester. EDMN 422 - Recreational Ministry (3) The study of the outdoors as a means of facilitating spiritual, social, and physical growth. The emphasis is upon camping skills, but will also include topics such as canoeing, caving, and initiatives. Attention will be given to the organization and leadership of these activities. Prerequisites: EDMN 101, 102. Offered Spring 2014 and alternate Spring semesters. EDMN 430 - Christian Ministries Internship (1-3) This is a carefully supervised application of the content of the curriculum in the ministry of a church or para-church

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organization. Internship may begin at the sophomore level and with approval at the freshman level. Guidelines and procedures will be provided at the time that the internship is undertaken. Offered each semester. This graded internship is repeatable to 7 hours. EDMN 434 - Leadership and Staff Dynamics (3) A comprehensive examination of leadership principles and the dynamics, responsibilities, and relationships within the staff of a Christian ministry. Attention will be given to planning, organizing, budgeting, ethics, decision making, recruiting volunteers, conflict resolution, and evaluation. Prerequisite: Junior or senior standing. Offered each Fall. EDMN 435 - Cross-Cultural Practicum (3) Students are required to have direct engagement in a ministry being conducted in a culture other than their own. This transcultural ministry experience must include a three-part process. Students will study and write about the ministry and the culture before engaging in the ministry. After participating in the ministry, students will write a theological and cultural analysis of the ministry as it is conducted in the culture. Credits may be earned in any combination but limited to three. Offered Summers. EDMN 441 - Curriculum and Instruction (2) A study of curriculum theory, development, and evaluation as related to Christian education. Attention is given to instructional design based upon principles of human development and learning. Resources and teaching methods will be developed for the various ages within the Church. Prerequisite: Junior or senior standing. Offered Fall 2012 and alternate Fall semesters. EDMN 450 - Advanced Topics (1-3) An opportunity for superior students to pursue a subject of special interest on their own initiative or in a seminar group. Open only to juniors or seniors who are majors in this area and who have completed or are taking regularly scheduled courses. Enrollment by permission of the Department Chair. EDMN 461 - Ministries in an Urban Environment (3) This course in designed to help students understand relevant issues related to participating in a transforming ministry in an urban environment. The challenges of urbanization, multiculturalism, marginalization, and poverty will be examined with the purpose of helping students understand how the church can fulfill its mission in a global city. Students will be encouraged to develop a personal theology of urban ministry and develop skills related to urban analysis. Offered Fall 2012 and alternate Fall semesters. EDMN 463 - Integrating Music and Ministry (3) Students will study how biblical and theological principles provide essential foundations for ministry through music and worship. Students will develop a personal theology for music ministry which has theological integrity and programmatic quality. Prerequisite: Junior or senior standing. Cross-listed with MUS 463. Offered at discretion of Department of Music. Greek GRK 211 - Introductory New Testament Greek I (3) The vocabulary, grammar, and syntax of koine Greek are studied with a predominantly deductive approach. Selected passages of the New Testament comprise the supporting exercises. Offered Fall 2012 and alternate Fall semesters. GRK 212 - Intermediate New Testament Greek II (3) The continued study of the vocabulary, grammar, and syntax of koine Greek are studied with a predominantly deductive approach. The goal is facility in translation and beginning exegetical skills. Prerequisite: GRK 211. Offered Spring 2013 and alternate Spring semesters.

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GRK 321 - Intermediate New Testament Greek I (3) Review of the vocabulary, grammar, and syntax of koine Greek. Translation of the Gospel of John. Promotion of mature exegetical skills. Prerequisite: GRK 212. Offered Fall 2013 and alternate Fall semesters. GRK 322 - Intermediate New Testament Greek II (3) Translation of the Gospel of Mark and the Epistle to the Philippians and a major exegetical project. Prerequisite: GRK 321. Offered Spring 2014 and alternate Spring semesters. GRK 450 - Advanced Topics (1-3) Topics selected from textual criticism, readings from individual texts, etc. Open only to juniors and seniors who have completed one or both of the 300-level courses. Hebrew HEBR 211 - Introductory Hebrew I (3) The rudiments of Hebrew lexicology, morphology, and syntax will be studied. Some tools of Old Testament exegests will be introduced. The course will provide an integration of inductive and deductive approaches. Offered Fall 2013 and alternate Fall semesters. HEBR 212 - Introductory Hebrew II (3) A review and continuation of basic Hebrew grammar and vocabulary. The student will begin reading from the Tanak and applying a variety of critical tools and resources to Old Testament interpretation. Offered Spring 2014 and alternate Spring semesters. HEBR 321 - Intermediate Hebrew I (3) The student will work predominantly with the Tanak and shall demonstrate facility in translation, exegesis, and interpretation of Old Testament texts. Offered Fall 2012 and alternate Fall semesters. HEBR 322 - Intermediate Hebrew II (3) Mature and capable scholarship in working with a variety of genres from the Tanak, as well as developing competency in text criticism, is the goal of this final course in Hebrew curriculum. This course solidifies the skills gained in the first three Hebrew courses. Offered Spring 2013 and alternate Spring semesters. HEBR 450 - Advanced Topics (1-3) Topics selected from textual criticism, readings from individual texts, etc. Open only to juniors and seniors who have completed one or both of the 300-level courses. Sports Outreach Ministries SPMN 224 - Sports Outreach Ministry Models in the Contemporary Era (3) Contemporary sports outreach ministries will be explored in this course. Studies of ministries such as local church sports outreaches (CSRM, CSI, Rec Lab, Upward); para-sports ministries (YMCA, AIS, UW, FCA, AIA,) and sport outreach coalitions (ISC, SOA, CIS) will provide a solid basis for understanding the historical organizational models of sports outreach. Firm philosophical foundations and the stories of sport/faith pioneers and their organizations will provide personal inspiration for students to develop relevant contemporary expressions of outreach for present and future generations of nonchurched people. Students are required to take a sports outreach related internship in conjunction with this class. Prerequisites: EDMN 101, 102. Co-requisite: 1 hour of EDMN 430. Offered Fall 2012 and alternate Fall semesters.

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SPMN 225 - Christmanship – A Biblical and Ethical Basis for Sport and Competition (3) Designed to equip current varsity and recreational athletes and coaches with specific tools to aid them in living out their faith, including how to glorify and worship God in their athletic endeavors. It is also to inform future sports outreach ministers on how they can design and implement God-honoring sport outreaches. This course studies the primary sports-related biblical passages and athletic words in their original languages to establish a biblical basis for sport and competition from which a contemporary Christian ethic of competition – Christmanship – emerges. An athletic “lab” will enable students to experience how the Christmanship theory can be applied and practiced. Students are required to take a sports outreach related internship in conjunction with this class. Prerequisites: EDMN 101, 102. Co-requisite: 1 hour of EDMN 430. Offered Spring 2013 and alternate Spring semesters. SPMN 312 - Leading and Organizing a Sports Outreach Ministry (3) Course content includes organizational theory, principles, and practical tips for initiating, maintaining, and growing a sports outreach ministry. Foundational aspects such as leadership recruitment, training, and support; facility maintenance and supervision; budgeting, scheduling, organization, and implementation of specific leagues; outreaches and activities for all ages, genders, and sports. Students will learn the basics of day-to-day operations of a sports outreach ministry and become aware of the cutting-edge resources, equipment, services, and materials in the field. Students are required to take a sports outreach related internship in conjunction with this class. Prerequisites: EDMN 101, 102. Co-requisite: 1 hour of EDMN 430. Offered Spring 2014 and alternate Spring semesters. SPMN 313 - Current Practices in Sports Evangelism (3) Designed to inform and empower missionaries, evangelists, and ministers who desire to reach the world for Christ with a proven strategy: sports outreach. Students will learn why this strategy is so effective in opening previously closed doors to people, communities, and countries. In addition to the historical and theological studies of evangelism, students will personally participate in evangelism using sport and recreational strategies during the semester. Students are required to take a sports outreach related internship in conjunction with this class. Prerequisites: EDMN 101, 102. Co-requisite: 1 hour of EDMN 430. Offered Fall 2013 and alternate Fall semesters. THEO 201 - History of Christian Thought (3) A survey of the history of the Christian church from its inception to the twentieth century, with special emphasis on the most significant events, movements, personalities, and teachings which have influenced the development of the church. Offered each semester. THEO 211 - Introduction to Theology (3) This course introduces students to the main contours of Christian theology through an exploration of some of the central issues and doctrines of the faith. A chronological survey that provides an outline of Christian history, including the Evangelical Friends heritage, is included. A final focus is on the application of theological insights to students’ areas of advanced study and/or vocation. Prerequisites: BIBL 111, 121. Offered each semester. THEO 323 - The Quakers (3) A study of the origins of Friends, the early evangelistic and missionary movements, quietism, schisms, revivals, and modernization. Attention will be given to the place of Evangelical Friends Church-Eastern Region in the history of Friends. Prerequisites: HIST 111 or 112; 211 or 212. Cross-listed with HIST 323. Offered Spring 2013 and alternate Spring semesters. THEO 325 - Biblical and Theological Foundations of Missions and Cross-Cultural Ministries (3) This course will explore the biblical and theological underpinnings of missions and cross-cultural ministries. Biblical bases and models for cross-cultural ministries will be examined. The course will also investigate a wide variety of Christian theological perspectives on world missions and the destiny of the unevangelized. Offered Spring 2014 and alternate Spring semesters.

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THEO 331 - Christian Theology I (3) An introduction to the study of Christian theology and its major themes based on the Scriptures and in the context of historical Christian thought and philosophy. This course covers revelation, the nature of Scripture, the attributes of God, the Trinity, creation, providence, the spirit world, humanity, and sin. Offered each Fall. THEO 332 - Christian Theology II (3) A continuation of the study of Christian theology and its major themes based on the Scriptures and in the context of historical Christian thought and philosophy. This courses covers the person and work of Christ, the person and work of the Holy Spirit, the elements of salvation, the Church, and eschatology. Prerequisite: THEO 331. Offered each Spring. THEO 340 - War, Peace, and Revolution in Christian Tradition (3) This course explores the various historical positions relative to war and peace. It concludes with an examination of contemporary issues relative to peacemaking such as nuclear crisis, draft, peace movements, and civil disobedience. Offered on demand. THEO 342 - Spiritual Formation (3) This course will introduce the student to the nature of the spiritual life by examining the biblical, theological, and historical foundations for Christian spirituality. Assuming a holistic perspective of life, attention will be given to the expression and growth of our spirituality, and the role of the spiritual disciplines. Offered each Fall. THEO 343 - Philosophy of Religion (3) It is the purpose of this course to examine classical questions in philosophy of religion as well as to consider current trends in the discipline. The course will include an examination of theistic proofs, the nature and activity of God, talk about God, as well as other closely related topics. This design is intended to provoke thought and reflection as well as to hone philosophical skills. Prerequisite: PHIL 100. Cross-listed with PHIL 343. Offered Fall 2012 and alternate Fall semesters. THEO 362 - Apologetics (3) This course examines (1) the role of apologetics in the historic Christian faith, (2) schools of apologetics that have emerged among Christians, and (3) particular apologetic arguments used to defend and advance the Christian worldview. Students will be empowered to think through personal questions of faith and will investigate how apologetics may be used with skeptics as well as those who are seeking the truth in the post-modern world. Offered on demand. THEO 363 - Political Theology (3) This course seeks to explore the biblical and non-biblical theological foundations of civil society, law, and international relations. The course contains both an historical element, focusing on the history of Christian thinking about the political realm, and a normative element, focusing on the current debates and issues concerning Christianity and politics. Cross-listed with POL 363. Offered Fall 2012 and alternate Fall semesters. THEO 366 - History of World Missions (3) This course surveys the history of the Christian missionary movement from the time of the early church to the present. Historical topics include missionary movements in â&#x20AC;&#x153;barbarianâ&#x20AC;? Europe, colonial Latin America, and global efforts in the 19th and 20th centuries. Special attention will be given to issues of culture and authority that have emerged in the transmission of faith, as well as the implications of the recent shift of the center of Christianity from the northern to the southern half of the globe. Cross-listed with HIST 366. Offered Spring 2013 and alternate Spring semesters.

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THEO 407 - Faith and World Views (3) An exploration of the major world views and a review of the rich resources of the Bible for creative personal faith and life in the modern world. An opportunity to integrate faith, learning, and living within the nursing profession is the goal. Only students in the nursing degree completion program may register for this course. Prerequisite: Completion of the first 12 months or semesters I, II, and III. THEO 410 - Faith and Personal Ethics (3) This course is both a study of significant ethical theories and the factors involved in ethical decision-making as well as a study of several contemporary ethical issues from a Christian perspective. This course cannot be taken on a tutorial basis. Prerequisites: BIBL 111, 121; PHIL 100; junior or senior standing. Offered as needed. THEO 413 - Contemporary Theology (3) This course examines the thinking of the most influential theologians of the twentieth century, with a special focus on how their thinking has both reflected and shaped modern understandings of God. Prerequisites: THEO 331 and 332, or 201. Offered each Spring. THEO 421 - Current Controversies in Theology (3) The purpose of this course is to help students clarify and deepen their understanding of significant, controversial theological issues (e.g., God’s sovereignty and human freedom, miraculous gifts today, women in ministry, destiny of the unevangelized, etc.). By exploring important, widely disputed areas of theology students will enhance their capacities to dialogue positively with others in the process of formulating and articulating their own convictions. Prerequisite: THEO 201 or 331. Offered Spring 2014 and alternate Spring semesters. THEO 450 - Advanced Topics (1-3) An opportunity for superior students to pursue a subject of special interest on their own initiative or in a seminar group. Open only to juniors or seniors who are majors in this area and who have completed or are taking regularly scheduled courses. Enrollment by permission of the Department Chair. THEO 460 - Senior Seminar (2) A capstone course required of all majors in the Department of Theology. The course is designed to assess students' understanding and application of knowledge gained in the core theology curriculum through engaging a pressing contemporary issue faced by Christians serving the Church. Students will be required to write a major integrative research paper, pass a set of qualifying examinations, and finalize the assessment portfolio. Prerequisite: Senior standing. Offered each semester. THEO 461 - History of World Religions (3) A study of the history of the main religions of the world, with particular emphasis on Indigenous Religions, Hinduism, Buddhism, Confucianism, Daoism, Shinto, Judaism, Islam, and Ba’hai. This course will focus on the most important beliefs and practices of each religious tradition. Students will learn about the founders and key individuals as well as examine portions of the sacred text(s) of several major religious traditions. Experiencing sacred music and places of worship of the world’s major religions will enable the development of a deepened understanding of other religions. Also emphasized will be cross-cultural engagement and a Christian response to interaction with adherents of other religions. Cross-listed with HIST 461. Offered Fall 2013 and alternate Fall semesters.

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Department of Visual Arts Faculty: A. Coen, B. Drennan, C. Murray Adams, G. Spangler (Chair) The primary purpose of the Department of Visual Arts at Malone University is to provide students with an opportunity to acquire the skills and knowledge necessary to become competent artists and art educators. This process takes place in a Christian environment where serious art studies find common ground with the liberal arts and the practical demands of the profession. By providing a solid art curriculum, it is the intention of the Department of Visual Arts to prepare students for those life-long experiences they may encounter in art and as artists, art educators, and individuals who seek creative expression. The faculty of the Department of Visual Arts is committed to providing all Malone students with educational opportunities designed to stimulate an increasing awareness and interest in art. Because the essence of a culture is reflected in its art, we attempt to enhance cultural awareness through a variety of experiences in the arts. Study in the fine arts should cultivate an appreciation for the arts, encourage participation and employment in the arts, and provide opportunities for the development of the necessary skills for creation and evaluation of specific art forms. Experiences in art are available to both majors and non-majors as essential components of a liberal arts education. Malone University offers a Bachelor of Arts degree in art and a Bachelor of Science degree with multi-age teaching licensure in visual arts. An art minor is also offered.

Student Learning Outcomes 1.

2. 3. 4.

Students will be able to identify and utilize the basic ideas, forms, terminology, and processes that are from historical references to modern and contemporary art within the range of the disciplines offered in the department. Students will have knowledge of the ideas, forms, and significant works of art in the traditions of art forms developed by cultures from around the world. Students will be able to express in written form a reflection of the Junior Review process noting the positive and negative aspects of the process and the way they can utilize the feedback they have received. Students will be able to exhibit a body of work for their Senior Show that will be assessed by the department on the works created before and after their Junior Review. This exhibit with an accompanying reception represents their final evaluation from the department. Students will be able to articulate both in verbal and written form basic relationships between the Christian faith and the visual arts throughout each semester.

The Department of Visual Arts requires a grade of C- or higher in all courses in the art majors, minor, or cognate. Art or visual arts education majors receiving a grade lower than C- will be permitted a one-time repeat of a course. Students pursuing the Visual Arts Education major must maintain a minimum 2.75 major and cumulative GPA to progress through the teacher licensure program and to register for education courses at the 300 level or above. See details of the assessment requirements and criteria for teacher licensure programs in the School of Education and Human Development. Visual Arts Education majors must also pass the junior portfolio review and the Praxis I to be accepted into the major.

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Art (Bachelor of Arts) Incoming Freshmen who plan to major in Art or Visual Arts Education are required to submit a portfolio for review in the first semester of entrance to the art program. Art majors must submit another portfolio for review during their junior year as a requirement for acceptance into the major. Specifications for both the Freshman and Junior portfolios may be obtained from the department office or from the art faculty. The major in Art consists of the following: 32 hours in the following art core: ART 113, 122, 124, 212, 232, 251, 261, 303, 385, 430, 460 9 hours in an emphasis area: - Ceramics: ART 375, 376, 476 or - Drawing: ART 312, 342, 442 or - Fiber Arts: ART 381, 382, 483 or - Graphics: ART 271, 321, 323 or - Painting: ART 351, 451, 452 or - Photography: ART 363, 461, 462 9 hours in studio electives: Three additional studio courses which are not in the studentâ&#x20AC;&#x2122;s own area of emphasis and not in the art core. A minor in Art consists of the following 18 hours: ART 113,122 or 124, 212 or 232 or 303, 9 hours of studio electives. With regard to the 9 hours of studio electives, the following requirements apply: six of the nine elective hours must be in the same studio area at the 200 level or above; a minimum of three of the hours must be at the 300 or 400 level.

Visual Arts Education (Bachelor of Science in Education) Students who complete the following comprehensive major in visual arts education will receive a Bachelor of Science in Education degree with multi-age licensure for teaching visual arts to learners ages 3-21 and PreK-12. Visual Arts Education majors must submit a portfolio for review during their junior year. This mandatory review is a requirement for acceptance into the major. Portfolio specifications may be obtained from the department office or from the art faculty. In addition to the portfolio review and the University requirements listed on Majors and Minors, acceptance into the Visual Arts Education major requires an overall gpa of 2.75, a major gpa of 2.75, and a minimum ACT score of 20 in Reading, English, and Mathematics (or SAT equivalent score). Remedial courses are available if ACT scores are below 20 in Reading, English, or Mathematics. The major in Visual Arts Education consists of the following: 32 hours in the following art core: ART 113, 122, 124, 212, 232, 251, 261, 303, 385, 430, 460 6 hours of visual art education courses: ART 311, 421 38 hours of professional education courses: EDUC 112, 232, 262, 270, 312, 357, 405, 415, 460, 495; SPED 243 9 hours in an emphasis area: - Ceramics: ART 375, 376, 476 or - Drawing: ART 312, 342, 442 or - Fiber Arts: ART 381, 382, 483 or - Graphics: ART 271, 321, 323 or - Painting: ART 351, 451, 452 or - Photography: ART 363, 461, 462 6 hours in studio electives: Two additional studio courses which are not in the studentâ&#x20AC;&#x2122;s own area of emphasis and not in the art core.

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Course Descriptions Art ART 101 - Studio Experiences in Art (1) This class is designed to give non-art majors experience in visual communication. It will address hands-on expression and aesthetic opportunities for students to use God-given talents in the visual arts. This introductory class includes experiences in drawing, painting, and one other area of concentration (photography, fibers, or ceramics) with historical readings to supplement the production work. Materials fee. Offered each Fall. ART 113 - Art Fundamentals: Theory and Practice (3) Introduction to principles of art through a variety of concepts and media used in creative two-dimensional form organization. This course is the prerequisite required of art majors and minors and visual arts education majors. Can be taken with ART 212. Materials fee. Offered each semester. ART 122 - Art History I: Ancient, Medieval, and Non-European Art (3) A historical survey of art from ancient through Gothic, including some non-Western art: India, China, Japan, Native arts of the Americas, Africa, and the South Pacific. Offered each Fall. ART 124 - Art History II: Renaissance to the Present (3) A historical survey of art from the Renaissance through the twentieth century, including some non-Western art: India, China, Japan, Native arts of the Americas, Africa, and the South Pacific. Offered Spring 2013 and alternate Spring semesters. ART 212 - Drawing I (3) Introduction to the basic problems of drawing. Development of drawing skills through observation of natural objects to aid expressive draftsmanship and pictorial accuracy. Required of art majors and minors and visual arts education majors. Text required plus course materials. May be taken with ART 113. Enrollment priority given to art and visual arts education majors. Offered each Spring. ART 232 - Design I: 2D (3) An extension of ART 113, introducing a variety of two-dimensional media and collage in order to explore composition and design principles. Materials fee. Prerequisite: ART 113. Offered each Fall. ART 251 - Painting I (3) Introduction to the use of oil and/or water base media with an emphasis on pictorial structure. Three-hour lab includes lecture. Materials fee plus basic art supplies supplied by student. Prerequisite: ART 113. Offered each Spring. ART 261 - Introduction to Photography (3) A general history of historical and contemporary photographers and the development of the pinhole, 35 mm manual/automatic, and digital cameras. Students will learn darkroom procedures, develop black and white 35 mm film, print negatives and matt images. Composition, film, camera controls, and flash will be covered. Experimental surface techniques will be introduced. The digital camera and digital darkroom will be introduced. Text required. Materials fee. Student provides 35mm/digital cameras. Enrollment priority is given to art, visual arts education, and communication arts majors. Offered each semester.

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ART 271 - Graphics I: Visual Design(3) Visual Design is an exploration of the elements and principles involved in perception as it pertains to graphic design. Students will be introduced to the profession of graphic design, what functions designers perform for their clients, as well as the impact of graphic design on society from the past to the present. Students will create "real world solutions" to design challenges using current graphic design software and computer technology. Studio work will be reinforced with lecture and demonstration to understand the principal concepts of graphic design. Application of traditional artistic design principles and aesthetics to computer graphics. Includes hands-on use of Macintosh computers operating current graphics software, scanners, digital cameras, color laser printers, etc. Prerequisites: Sophomore status; ART 113 required for art majors and minors. Offered each Fall. ART 303 - Design II: 3D (3) An extension of ART 113, introducing a variety of three-dimensional media in order to explore volume, mass, and structure. This course is a foundation course for ceramics and sculpture. Materials fee. Prerequisite: ART 113. Offered each Spring. ART 307 - The History of Women Artists (3) A historical survey of women artists from the ancient through the contemporary, including a study of societal impact of women working in the visual arts and a study of how women have been pictured throughout western history. Offered Spring 2014 and alternate Spring semesters. ART 311 - Art for Early and Middle Childhood Education (3) A course designed to assist the pre-service teacher in formulating a philosophy of art education and training him/her in the fundamental procedures, methods, and materials of teaching art in the early and middle school setting. Includes 15 hours of field experience in public school art classes, formulation of age-appropriate lesson plans, and peer teaching opportunities. Participation in OAEA and student membership required. Materials fee. Prerequisites: EDUC 232, 270. Offered Fall 2013 and alternate Fall semesters. ART 312 - Drawing II (3) Further development of drawing skills through observation of natural objects to aid expressive draftsmanship and pictorial accuracy with the opportunity to experiment with various media and techniques. Materials fee. Prerequisite: ART 212. Offered each Spring. ART 321 - Graphics II: Typography (3) Typography is an introduction to the study of typographic letterforms and practices. Through studio exercises that employ design methods and computer work, the students will develop an understanding and appreciation for the creative possibilities that type offers for visual communications. Students will explore terminology, type design, typographical hierarchy, and syntax through studio exercises, projects, lectures, demonstrations, and critiques to understand the relationship between words and images as a tool for visual communication. Includes hands-on use of Macintosh computers operating current graphic design software. Prerequisites: Sophomore status; ART 113 required for art majors and minors, ART 271. Offered Spring 2013 and alternate Spring semesters. ART 323 - Graphics III: Computer-Assisted Design (3) Advanced computer image manipulation of vector and raster images. Includes problem-solving techniques specifically for photo editing (retouching and manipulation), 3-dimensional illustration, production-ready file set-up, and interactive design. Students will engage in creative, intelligent, purposeful, and appropriate visual decisions in design. Students will use Macintosh computers, focusing on the use of Adobe Illustrator, Adobe Photoshop, and Adobe Acrobat. Prerequisite: ART 271. ART 321 suggested. Offered Spring 2014 and alternate Spring semesters.

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ART 342 - Life Drawing (3) Principles and practices of creative and structural figure drawing; development of concepts and techniques for competent graphic expression related to drawing life forms. Materials fee. Prerequisite: ART 212 or permission of department chair. Offered each Fall. ART 351 - Oil/Acrylic Painting II (3) Further exploration of painting and technique from traditional to contemporary using oil and acrylic paint as a medium emphasizing individual artistic response. Materials fee. Prerequisite: ART 251. Offered each Fall. ART 363 - Advanced Photography (3) Students will continue their study of selected photographers, developing and printing 35 mm black and white film, and manipulating images in the digital darkroom. Written and oral critiques will accompany each assignment. Text required. Materials fee. Student provides 35mm/digital cameras. Prerequisite: ART 261 or permission. Offered each Spring. ART 371 - Sculpture: Clay (3) An introduction to sculpting and casting the figure and portrait in clay and plaster. Materials fee. Prerequisite: ART 113 for art and visual arts education majors; none for non-art majors. Offered on demand. ART 375 - Ceramics I (3) Hand-building and throwing on the potter's wheel will introduce the basic foundational skills in ceramics using medium-fire clay bodies; terminology, use of tools, glazing, and firing will complete this process. Review of historical and contemporary potters will be researched and discussed for design and construction techniques. Materials fee. Prerequisite: ART 113 or permission of department chair for art and visual arts education majors; none for non-art majors. Offered each Fall. ART 376 - Ceramics II (3) The intermediate ceramics course will strengthen the studentsâ&#x20AC;&#x2122; skills based on hand-building methods and on the potterâ&#x20AC;&#x2122;s wheel. Concentration will be on quality of construction, increased knowledge of terminology, firing, and the history of ceramics. Individual potters will be studied for design possibilities. Fee required. Prerequisite: ART 375. Offered Spring 2014 and alternate Spring semesters. ART 381 - Fiber Arts I: General (3) Experiences with a variety of fiber and dye processes aimed at helping the student to express ideas creatively. Tie and dye, batik, surface design, quilting, and stitchery will be covered. Other fiber media covered at the discretion of the instructor to include an introduction to weaving, felting, and papermaking. Research into traditional quilt techniques and the work of contemporary quilt artists is required. Materials fee. Prerequisite: ART 113 or permission of department chair. Offered each Fall. ART 382 - Fiber Arts II (3) Further exploration into the surface design techniques include silk screening, monoprinting, painting, various transfer processes, and/or callograph printing. Research into historical background and current application by contemporary artists who work with these techniques is also required. Materials fee. Prerequisite: ART 113 or permission of department chair. Offered Spring 2013 and alternate Spring semesters.

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ART 385 - Printmaking (3) Traditional and contemporary techniques in printmaking including monotype, relief, and intaglio processes using water and oil-based inks. Historical aspects, safety, and environmental concerns are discussed. Materials fee. Prerequisites: ART 212, 232. Offered Spring 2014 and alternate Spring semesters. ART 421 - Teaching Art in the Secondary School (3) This course is designed to provide the pre-service teacher majoring in visual arts education with specific practical classroom experience, developing various forms of assessments, and reviewing national and state Visual Arts standards before student teaching. Includes 15 hours of field experience in public school art classes, formulation of age-appropriate lesson plans, and peer teaching opportunities. Participation in OAEA and student membership required. Materials fee. Prerequisite: ART 311. Co-requisite: EDUC 405. Offered Spring 2014 and alternate Spring semesters. ART 430 - Senior Exhibit/Portfolio (2) Senior class exhibition of student work coinciding with portfolio review and oral examination that follows a sixweek, in-class instruction in résumé writing, artist statement, image preparation, and related professional issues. For Art Education majors, this class cannot be taken during the student teaching semester. It must be taken during the student’s final semester, either prior to or following student teaching. Prerequisite: Senior standing with concentration hours completed. Offered each Spring. ART 442 - Advanced Drawing (3) For the advanced student to pursue conceptual imagery in drawings as completed visual statements emphasizing personal interpretation. Materials fee. Prerequisite: ART 212. Offered each Spring. ART 450 - Advanced Topics (1-3) Group or individual studies in advanced techniques in painting, drawing, photography, fibers, ceramics, or graphics; individual internship in the arts area. Open only to juniors and seniors who have completed required courses in their areas of emphasis. Materials fee. Enrollment by permission of department chair. ART 451 - Oil/Acrylic Painting III (3) An opportunity for the student to experience various media and techniques, to pursue personal style and to concentrate on elements of personal significance. Materials fee. Prerequisite: ART 251. Offered each Spring. ART 452 - Advanced Painting (3) For the advanced student to pursue personal style and to concentrate on specific elements as determined by the student’s individual interest. Emphasis placed on individuality and arranged critiques. Materials fee. Prerequisite: ART 251. Offered each Fall. ART 460 - Issues in Contemporary Art (3) A course designed to explore a number of specific contemporary issues such as art education, visual culture, women in art, and Christian art. The format will include lectures, discussion, and research which will be taught from historical and contemporary perspectives. Prerequisite: ART 124. Offered each Fall. ART 461 - Fine Art Photography I (3) An introduction to the aesthetic, conceptual, and technical traditions of photography as a fine art form: traditional, non-traditional, and commercial formats. Refined wet-lab techniques and computer programs will produce quality images for matting. Lighting set-ups will be introduced. Studying selected photographers and vesting oneself in the

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assignment along with written and oral critiques will complete this process. Text required. Materials fee. Student provides 35mm/digital cameras. Prerequisite: ART 261. Offered each Fall. ART 462 - Fine Art Photography II (3) A continuation of Art 461. Lighting, wet-lab techniques, computer programs, and manipulating surface techniques will enhance the quality of each image. Assignments will focus on landscapes, portraits, and commercial products. Studying selected photographers will assist in this process. Text required. Materials fee. Student provides 35mm/digital cameras. Prerequisite: ART 261. Offered each Spring. ART 476 - Ceramics III (3) Advanced ceramics emphasizes aesthetic and professional development through personal artistic interpretation. Each piece will demonstrate a high proficiency in hand-building, throwing, glazing, and firing clay bodies. Through research in design and techniques, students will create traditional and non-traditional ceramics. Materials fee. Prerequisite: ART 375 or 376. Offered Spring 2013 and alternate Spring semesters. ART 483 - Fiber Arts III (3) For advanced fiber art students to further explore the surface design techniques of their choice with attention to working in a series. Emphasis on exhibiting, image preparation on CD, establishing a professional portfolio, and résumé. Materials fee. Prerequisites: ART 381, 382. Offered Fall 2013 and alternate Fall semesters. ART 490 - Internship (1-3) Practical hands-on experience in art: museum and/or gallery, graphics, photography, studio assistantships. May be repeated once. Enrollment is limited to students who have signed a contract (see department chair for contract). Signatures of the internship supervisor and the department chair are required. Prerequisite: Junior or senior standing. Fine Arts FA 120 - Exploring the Worlds of Art and Music (3) This course provides an opportunity to investigate the work of great artists and composers through discussion, viewing, and listening. Included is an exploration of the cultural backgrounds, European and non-European, in which the works were created, the development of the necessary vocabulary for understanding the works, and the critical skills to better evaluate and appreciate the creative process. “Experiencing” art and music is a major focus; hence, concert and museum attendance is required. It is hoped that the experiences of this class will promote a lifelong interest in the Arts. Offered each semester. FA 224 - Christianity through the Artist’s Imagination (3) This course explores the ways in which artists have interpreted religious experience through time. Emphasis is placed on the enormous influence Christianity has had on the world of art, as well as on the vast influence art has had on Christianity. The course will explore paintings, sculpture, architecture, and literature relating to the Christian experience. The cultural context in which these works of art were created will also be stressed, as will the question of their relevance in today’s world. Field trip fee required. Offered each semester.

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School of Business and Leadership The goal of the School of Business and Leadership is to provide both undergraduate and graduate degree programs that meet the diverse educational needs and professional goals of students seeking to integrate Christian values into their work worlds. The departments in the school include the Department of Business and the Department of Management Studies. The Department of Business offers majors in accounting, business administration, and sport management. The Department of Management Studies focuses on the nontraditional learner. This is done through the degreecompletion program. The Malone Management Program offers majors in organizational management, project management, marketing management, health services management, and environmental management. The School of Business and Leadership also offers two graduate programs: the Master of Business Administration (M.B.A.) and the Master of Organizational Leadership (M.A.O.L.). Details about these programs are available in the Malone University Graduate Catalog. All of the courses and pedagogy emphasize critical thinking, problem solving, and written and oral communication. The programs are enhanced by the tradition of the Christian liberal arts approach. Students are encouraged to look at the pluralistic world with open minds and servantsâ&#x20AC;&#x2122; hearts. The faculty members in the School of Business and Leadership share their academic and professional experience in ways which help students advance Christâ&#x20AC;&#x2122;s kingdom through purposeful development of career skills grounded in biblical faith. Malone University, including all programs within the School of Business and Leadership is authorized by the Ohio Board of Regents and accredited by the Higher Learning Commission of the North Central Association. Specific to the School of Business and Leadership, the Bachelor of Arts degree with majors in Accounting, Business Administration, and Sport Management; the Bachelor of Arts degree earned through degree completion in the Malone Management Program (MMP) with majors in Organizational Management, Project Management, Health Services Management, and Marketing Management; and the Master of Business Administration (MBA) degree are accredited by the Accreditation Council for Business Schools and Programs (ACBSP). The Master of Arts in Organizational Leadership (MAOL) is a cross-disciplinary program designed to meet the needs of students pursuing fields broader than business and industry and is not covered by ACBSP accreditation. ACBSP may be contacted at: Accreditation Council for Business Schools and Programs 11520 West 119th Street Overland KS 66213 913.339.9356

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Department of Business Faculty: B. Easlick, J. Frankland (Director of MBA), J. Harris, D. Kincaid, T. Kratzer (Chair), M. Lam, M. Ophardt, E. Postlewaite, R. Ramsaroop, A. Smith, J. Zietlow The Malone University Department of Business provides its students with an education that integrates coursespecific skills and knowledge with program-wide Christian values, including stewardship and integrity. This is accomplished by faculty with solid academic credentials who combine practical experience and applied theoretical tools and systems. Independent analytical thought and evaluation are encouraged in the classroom, in an atmosphere of mutual respect. The Department of Business offers three undergraduate majors: Accounting, Business Administration, and Sport Management. Within the Business Administration major, a student may pursue a concentration in Economics, Finance, Management, or Marketing. In addition, the department offers minors in the areas of Accounting, Business Administration, Economics, Finance, Management, Marketing, and Sport Management. Students with majors outside the department can add a business component to their education by obtaining one of the minors. Students within the department may consider a minor to increase their knowledge in a specific area. The departmental curriculum is augmented by the general education curriculum required of all Malone undergraduates. We believe that this liberal arts foundation will better equip graduates from the Department of Business with the knowledge and skills needed for positions of management and leadership in a diverse workplace environment. The faculty in the department is key to the quality of the education. The faculty has solid academic and professional credentials and includes people with Ph.D.s in the areas of Information Systems, Organizational Development, Economics, Operations Research, and Marketing, as well as a D.S.M., a J.D. degree, and professional certifications such as CPA and CMA. In addition, many of the faculty have considerable professional work experience and are able to combine real-world experience with theory in the classroom. A Christian worldview informs all courses and programs in the department. We strive to prepare students who can integrate Christian values such as integrity, stewardship, and justice with their business knowledge and thereby serve God in the business world.

Assessment of Student Learning Outcomes The Department of Business has adopted and seeks to achieve the following student learning outcomes for its accounting and business administration majors: Student ability to integrate course-specific skills and knowledge with the program-wide values of stewardship and integrity, Student knowledge of current business practice and theory, Student ability to identify and address major issues presented by a business problem, Student ability to identify ethical dilemmas and apply Christian values to resolve those dilemmas, while taking into consideration the impact on Godâ&#x20AC;&#x2122;s world. The department conducts assessment of student learning outcomes in order to continuously improve the curriculum. This assessment program for accounting and business administration majors includes two primary components. The first component is a comprehensive case study administered as a pre and post test in ECON 203: Principles of Microeconomics and BUS 453: Strategic Management, respectively. This case study is a required assignment in these courses and must be completed in order to receive final course grades. The second component is a

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standardized, nationally normed test administered in BUS 453: Strategic Management. Completing a scoreable test is required in order to complete a major in accounting or business administration. The Department of Business has adopted and seeks to achieve the following student learning outcomes for its sport management majors: Student understanding of the socio-cultural aspects of sport and appreciation of sport as a medium for integrating gender, ethnic, religious, and disabilities interests, Student ability to apply fundamental concepts of management, marketing, finance, and economics to sport organizations, Student ability to establish a code of personal and professional ethics to issues in sport from a Christian perspective, Student demonstration of skill in interpersonal and organizational communication. The assessment program for sport management majors is comprised of a pre-test/post-test; capstone projects in PE 345 Sociology of Sport, SMGT 301 Management of Sport, SMGT 442 Sport Marketing, SMGT 445 Ethical and Legal Issues in Sport, and SMGT 453 Governance; supervisor evaluation of SMGT 435 Internship, and a senior exit survey. Only aggregate scores of these instruments are used for assessment purposes. Individual scores are kept in strictest confidence. Details of the assessment program are available in the office of the chair of the department. Since student learning outcomes assessment is a dynamic process, the department reserves the right to make changes to this process.

Accounting A major consists of 66 hours of accounting, economics, and business administration courses. Required courses are ACCT 211, 212, 311, 312, 313, 371, 411, 412, 421, 422, 423; BUS 240, 302, 311, 330, 332, 342, 361, 423, 453; ECON 202, 203. A grade of C or higher is required in both ACCT 211 and ACCT 212 in order to be admitted into the major. Students must have a minimum major GPA of 2.25 to graduate with the accounting major. BUS 240 meets the Quantitative Reasoning requirement of the general education program. ECON 202 meets the American Cultures and Institutions and the Social Science requirements of the general education program. A student who is not familiar with the use of word processing, spreadsheet, and presentation software such as Microsoft Word, Excel, and PowerPoint, should take BUS 112: Fundamentals of Computer Applications. The accounting major is a combination of accounting and business administration courses that prepares the student to immediately enter the accounting profession and to seek professional certification. The major meets all educational requirements to become a candidate for the CMA and CFM certifications. The major contains the courses required by Ohio law to allow the student to pursue the CPA certification through further education as a graduate or undergraduate student or through the testing option. If a student wishes to meet the CPA candidacy requirements through 150 hours of education, he/she may do so by entering the Malone University MBA program or by following a program of undergraduate courses designed to meet the needs of the particular student. Admission as an undergraduate senior into the Malone University MBA program is possible by meeting the requirements set by the School of Business. The accounting major also meets the admissions requirements of many other business and accounting graduate programs.

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Business Administration A major consists of 48 hours of business, accounting, and economics courses. These are ACCT 211, 212; BUS 240, 302, 311, 330, 332, 342, 361, 371, 423, 453; ECON 202, 203, and six hours of 300- or 400-level business or economics electives. Students must have a minimum major GPA of 2.25 to graduate with the business administration major. BUS 240 meets the Quantitative Reasoning requirement of the general education program. ECON 202 meets the American Cultures and Institutions and the Social Science requirements of the general education program. A student who is not familiar with the use of word processing, spreadsheet, and presentation software such as Microsoft Word, Excel, and PowerPoint, should take BUS 112. Within the business administration major, four optional concentrations are available: Economics Concentration:

Three of the following five courses: ECON 347, 353, 380, 401; BUS 436 Finance Concentration:

Three of the following four courses: BUS 390, 433, 436; ECON 401 Management Concentration:

Three of the following four options: 1. 2. 3. 4.

BUS 337 BUS 422 BUS 443 One from among: COMM 320; SPCH 220; CMST 332

Marketing Concentration:

Three of the following four courses: BUS 337, 415, 417, 419 In any of the preceding concentrations, an appropriate BUS 450 course may by substituted for a course within the concentration if approved by the Department Chair. If a student chooses to pursue a concentration, the business and economics courses of a concentration may be used to satisfy the requirement for six hours of 300- or 400-level business or economics electives for the business administration major. Generally, a business administration major without a concentration will total 48 hours and a business administration major with a concentration will total 51 hours.

Sport Management A major in Sport Management prepares students for leadership in sport and recreational management with possible employment opportunities with professional sports teams, colleges and universities, government agencies, city recreation departments, private clubs, and YMCAs. The major consists of the following: ACCT 211; BUS 240, 302, 311, 332, 342, 371, 422; ECON 202; PE 265, 345; SMGT 272, 290, 301, 334, 347, 435, 442, 445, 453.

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Minors The department offers minors in Accounting, Business Administration, Economics, Finance, Management, Marketing, and Sport Management. In any of the minors (except Sport Management), an appropriate BUS 450 course may by substituted for a course within the minor if approved by the Department Chair. The University requires a minimum of a 2.25 cgpa in the courses required for a minor. The University requires that a minor contain at least 9 additional hours of coursework beyond those required as support for the major. Therefore a course used for a minor may also be used to satisfy the requirements for six hours of 300- or 400- level business or economics electives within the business administration major as long as the previously stated University requirement is observed. Please also see the general guidelines for minors found under Majors and Minors. Students who are majoring in Business Administration may not choose a concentration and a minor in the same area. They may not use the same course for both a concentration and a minor. (e.g., ECON 401 could not be used for both a finance minor and an economics concentration.) Accounting ACCT, 212, 311, 312, and any two of the following six courses: ACCT 313, 411, 412, 421, 422, 423 Business Administration ACCT 211; BUS 311, 332, 342; ECON 202, and one of the following nine courses: ACCT 212; BUS 302, 337, 361, 371, 380, 390, 422, 423 Economics ECON 202, 203, and any three of the following five courses: ECON 347, 353, 380, 401; BUS 436 Finance BUS 332 and four of the following five courses: BUS 390, 433, 436; ECON 401; SMGT 347 Management BUS 342 and four of the following seven options: 1. 2. 3. 4. 5. 6. 7.

BUS 301 BUS 337 BUS 371 BUS 422 BUS 423 BUS 443 One from among: CMST 332; COMM 320; SPCH 220

Marketing BUS 311 and four of the following five options: 1. BUS 415 2. BUS 417 3. BUS 419 4. BUS 442 5. One of the following two options: a. BUS 337 b. One from among: COMM 230, 312, 410 Sport Management SMGT 290, 301, 347, 442, 445, 453

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Course Descriptions Accounting ACCT 211 - Principles of Accounting I (3) Fundamental processes of accounting applied to proprietorships and corporations. An introduction to analyzing, classifying and recording business transactions, adjusting and closing records, and preparing financial statements. Offered each Fall. ACCT 212 - Principles of Accounting II (3) This course continues the presentation of financial accounting fundamentals and presents the fundamentals of management accounting including principles of product costing; activity- based costing; and techniques for planning, controlling, and decision making. Prerequisite: ACCT 211. Offered each Spring. ACCT 311 - Intermediate Accounting I (3) Extensive treatment of accounting statements, current and noncurrent accounts, accounting for ownership equity emphasizing the corporation, and analysis of financial statements. Prerequisite: A grade of C or higher in ACCT 212. Offered each Fall. ACCT 312 - Intermediate Accounting II (3) Continuation of ACCT 311 with special emphasis placed upon accounting for investment; capital investment; intangible assets; the current, contingent, and long-term liabilities of the business firm; and reporting income taxes and earnings per share. Prerequisite: ACCT 311. Offered each Spring. ACCT 313 - Cost Accounting (3) Deals with materials, labor and overhead, cost allocation and distribution. Special emphasis on control and making of business decisions by using cost data. Prerequisite: ACCT 312. Offered Fall 2013 and alternate Fall semesters. ACCT 371 - Management of Information Systems (3) This course examines the nature of information technology and its dynamic functions in organizations. Through applications of basic software tools (e.g., database technology, decision support systems), case studies, and examinations of relevant theory (e.g., reengineering), the student is able to develop a cohesive view of the management of information systems in todayâ&#x20AC;&#x2122;s organizations. Prerequisite(s): BUS 240 or MATH/PSYC 140; ability to use spreadsheet software (e.g., Microsoft Excel). Cross-listed with BUS 371. Offered each semester. ACCT 411 - Advanced Accounting I (3) Accounting for mergers, consolidations and parent company and subsidiary relationships, preparation of consolidated statements. Also coverage of segmental and interim reporting. Prerequisite: ACCT 312. Offered Fall 2012 and alternate Fall semesters. ACCT 412 - Advanced Accounting II (3) Accounting for governmental and other not-for-profit organizations, estates and trusts, personal and business insolvency, and foreign currency transactions and translation. Prerequisite: ACCT 312. Offered Spring 2013 and alternate Spring semesters. ACCT 421 - Tax Accounting I (3) Accounting problems and issues concerning the federal and state tax obligations of individuals, the self-employed, and small business organizations; also estate, gift, employment, and other taxes. Prerequisite: ACCT 312. Offered Fall 2012 and alternate Fall semesters.

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ACCT 422 - Tax Accounting II (3) Accounting problems and issues concerning the federal, state, and local tax obligations of partnerships and corporations; also property and other related taxes. Prerequisite: ACCT 421. Offered Spring 2013 and alternate Spring semesters. ACCT 423 - Auditing Theory (3) A presentation of the auditorâ&#x20AC;&#x2122;s role in business and society, including professional status and resultant responsibilities; impact on the auditor of legal liability; and detailed study of auditing theory, processes, procedures, and reporting. Prerequisite: ACCT 312. Offered Spring 2014 and alternate Spring semesters. ACCT 450 - Advanced Topics (1-3) An opportunity for the superior student to pursue, under supervision, an area of special interest either on his/her own initiative or in a seminar group. Open to juniors or seniors who are majors in the area and who have completed or are taking regularly scheduled courses. Enrollment by permission of the Department Chair. Business Administration BUS 112 - Fundamental Computer Applications (2) This course is designed to expose students to sufficient computing to become effective computer users. Using popular software packages (e.g., Microsoft Office), the emphasis will be on general and personal applications of the computer. Offered each Fall. BUS 120 - Introduction to Business (3) A survey course, for majors or non-majors interested in business, that examines all aspects of the business environment including human resources, production, management, marketing, entrepreneurship, and finance. The subject matter is examined through the text as well as with guest speakers, a coordinated video series, and student involvement through cases and exercises. Offered each Fall. BUS 200 - Personal Finance (2) A course that provides an examination of financial decision making, with an emphasis on Christian stewardship, for the individual or family. Topics covered will include charitable giving, use of debt financing, investment and savings options, budgeting, insurance, and estate planning. Offered at department discretion. BUS 240 - Statistics for Business (3) A study of basic statistics concepts including measures of central tendency, variance, testing experimental hypotheses, correlation, and regression analysis. Emphasis is placed on business applications such as market research, quality control, inventory control, estimation of account balances, etc. This course meets the quantitative reasoning requirement of the general education program. Prerequisite: MATH 130 or equivalent proficiency. Offered each semester. BUS 301 - Management of Sport (3) The nature of management is examined from a theoretical and practical perspective in a variety of sports settings. Managerial functions and skills are the focus of study and students will examine career opportunities, field experiences, human resource management, policy issues, facilities, marketing, economics, and finance of sport. Cross-listed with SMGT 301. Offered each Spring. BUS 302 - Business Law (3) An introductory study of the different kinds of law and the legal environment in which businesses operate. Includes

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contracts, agency, negotiable instruments, anti-trust, business organization, and labor- management relations. Prerequisite: Sophomore standing or permission of the instructor. Offered each semester. BUS 311 â&#x20AC;&#x201C; Marketing (3) A study of the methods of distributing products through manufacturer, wholesaler, jobber, and retail outlet. Prerequisite(s): ACCT 211; ECON 202 or permission of the instructor; BUS 240 or MATH/PSYC 140. Offered each semester. BUS 330 - Christian Ethics: Implications and Applications in Business (3) A course designed to explore the intricacies of business ethics through study of the basic philosophical theories of ethics and application of these theories to current case studies of business ethics problems. Prerequisite: Junior or senior standing. Offered each semester. BUS 332 - Business Finance (3) A study of methods of financing both small and large businesses through short-term and long-term financing; includes working capital management, corporation finance, and problems relative to financing different sizes of business. Prerequisite(s): ACCT 211 or permission of the instructor; BUS 240 or MATH/PSYC 140. Offered each semester. BUS 337 - Management Science (3) This course examines the development and application of quantitative models to assist in managerial decisions. Topics include resource allocation, waiting lines, scheduling, and transportation. Both optimization and heuristic models will be considered. Prerequisite: BUS 240 or MATH/PSYC 140. BUS 423 is recommended. Offered Fall 2012 and alternate Fall semesters. BUS 342 - Management Principles (3) A course in the fundamentals of management. Management principles and techniques will be examined through the use of cases, films, guest lecturers, and individual student contact with practitioners in the field. Prerequisite: Sophomore standing or permission of the instructor. Offered each semester. BUS 361 - International Business (3) A course which provides the student with the opportunity to develop an understanding of the global marketplace and the nature of international competition. Topics such as marketing, finance, and management are considered through the use of case studies, outside speakers, and field trips. In addition, culture, governmental impacts, and the nature of the multi-national organization are considered. Prerequisite(s): ECON 202, 203; Junior standing. Offered each semester. BUS 371 - Management of Information Systems (3) This course examines the nature of information technology and its dynamic functions in organizations. Through applications of basic software tools (e.g., database technology, decision support systems), case studies, and examinations of relevant theory (e.g., reengineering), the student is able to develop a cohesive view of the management of information systems in todayâ&#x20AC;&#x2122;s organizations. Prerequisite(s): BUS 240 or MATH/PSYC 140; ability to use spreadsheet software (e.g., Microsoft Excel). Cross-listed with ACCT 371. Offered each semester. BUS 380 - Free Enterprise (3) An investigation of the American Business System with emphasis on historical and current entrepreneurship opportunities. Includes the study of productivity in capitalistic markets and analysis of the steps necessary to start and maintain a business. Course includes readings, speakers, and activities to teach the concepts of free enterprise. Prerequisite: Sophomore standing or higher. Cross-listed with ECON 380. Offered each Fall.

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BUS 390 - Investments (3) This course examines how portfolio investments and speculative decisions can be made. It includes a discussion of institutions in the investment community, an analysis of investment theory, and presentations of the practical implications of investment theory. This course is strongly recommended for students intending to go to graduate school. Prerequisite: BUS 332. Offered Spring 2014 and alternate Spring semesters. BUS 415 - Consumer Behavior (3) Introduction to the study and analysis of the decision-making processes and behaviors consumers use in satisfying needs and wants in relation to the marketing environment shaped by marketing practices of organizations. Focus is from the viewpoint of the marketing manager and what he/she needs to know in order to be more effective in meeting consumer needs. Prerequisite: BUS 311. Offered each Fall. BUS 417 - Marketing Management and Strategy (3) Marketing from the viewpoint of the marketing manager. Focus is on strategic planning in marketing. The course will examine strategic marketing problems, as well as functional marketing problems faced by enterprises. Prerequisite: BUS 311. Offered Spring 2014 and alternate Spring semesters. BUS 419 - Sales Management (3) This course is concerned specifically with the management of an outside sales force and its activities. It includes the nature of personal selling; relationship selling; team selling; strategic planning at the sales force level and the marketing level; organizing, staffing, and training a sales force; directing sales force operations; sales planning; and evaluating sales performance. This course is strongly recommended for students who intend to have careers in the area of sales management. Prerequisite: BUS 311. Offered each Spring. BUS 422 - Human Resource Management (3) A study of human resource management and its role in the public and private sectors. Includes recruitment, selection, placement, training, compensation, safety, health, and employment planning. Prerequisite: BUS 342. Offered Spring 2014 and alternate Spring semesters. BUS 423 - Operations Management (3) A study of strategic and tactical decisions related to the design and management of operations in both manufacturing and service organizations. (The professor may choose to focus only on the service environment in some semesters.) Some of the topics to be included are quality management, forecasting, facilities location and layout, inventory management, and tools and techniques for decision making. Prerequisite(s): BUS 240 or MATH/PSYC 140; BUS 342. Offered each semester. BUS 433 - International Finance (3) This course gives the student an understanding of international business finance. Topics to be considered are the international monetary system, foreign exchange markets, foreign investment decisions, international financial markets, international banking, and import and export financing. Prerequisite: BUS 332. Offered Spring 2013 and alternate Spring semesters. BUS 436 - Short-term Financial Management (3) This course covers how to make decisions about cash and liquidity positions, credit extension and collections, payables, bank relations, short-term investing and borrowing, managing interest rate and foreign exchange risks, and developing near-term financial plans. Each of these issues is addressed with analytical routines, valuation analysis, and description and evaluation of current business practices. Financial spreadsheet modeling provides hands-on, usable skills. Prerequisite: BUS 332. Offered each Spring.

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BUS 442 - Sport Marketing (3) This course will examine the historical development, current practices, and future trends of marketing sport. An analysis of key marketing strategies and concepts will be studied from a sport managerâ&#x20AC;&#x2122;s perspective. Topics include promotions and public relations, sport consumer behavior, strategic market planning, marketing information management, marketing communications, and sponsorship. Prerequisite: BUS 311 or permission of the instructor. Cross-listed with SMGT 442. Offered Spring 2013 and alternate Spring semesters. BUS 443 - Organizational Behavior (3) This course will focus upon analysis of situations involving individual, group, and organizational behavior. Major topics will include small and large group theory, interpersonal relations, organizational culture, and achievement of the goals of the enterprise with and through people as individuals and groups. Areas of investigation include communication, motivation, leadership, and predicting and explaining human behavior within organizations. Prerequisite: BUS 342. Offered Spring 2013 and alternate Spring semesters. BUS 450 - Advanced Topics (1-3) An opportunity for the superior student to pursue, under supervision, an area of special interest either on his/her own initiative or in a seminar group. Open to juniors or seniors who are majors in the area and who have completed or are taking regularly scheduled courses. Enrollment by permission of the Department Chair. BUS 453 - Strategic Management (3) This course examines strategy formulation, implementation, and evaluation in both for-profit and not-for-profit organizations. It serves as a capstone course for the Business Administration major in which students should integrate the knowledge learned in the core business curriculum. Prerequisite(s): BUS 302, 311, 330, 332, 342, and ACCT/BUS 371. Prerequisites or co-requisites: BUS 361, 423. Offered each semester. Economics ECON 202 - Principles of Macroeconomics (3) A study of macroeconomics taking a broad view of the American economy, exploring topics such as money, total output and spending, national income, inflation, unemployment, and economic stabilization methods. This course meets the American Cultures and Institutions requirement of the general education program. Offered each semester. ECON 203 - Principles of Microeconomics (3) A study of microeconomics dealing with individual and social choices, economic analysis, supply and demand, and price determination. Theories of specialization, trade, income distribution, and the optimization decisions of business are also studied. Offered each Spring. ECON 347 - International Political Economy (3) Examines how states and markets interacted globally in the modern era, from the â&#x20AC;&#x153;rise of Europeâ&#x20AC;? to the present day. The course traces the emergence of global finance, international trade, industrial production, domestic economic development, and ecological issues. Special effort is made to discover how the assumptions of classical liberalism, globalism, and mercantilism show up in current events. Prerequisite(s): POL 201, 212 or permission of the instructor. Cross-listed with POL 347. Offered Fall 2013 and alternate Fall semesters. ECON 353 - Public Finance (3) A survey of the field of government finance; expenditures, revenues and debt management; and the effects of these governmental activities upon other segments of the economy. Prerequisite: ECON 202. Offered Fall 2013 and alternate Fall semesters.

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ECON 380 - Free Enterprise (3) An investigation of the American Business System with emphasis on historical and current entrepreneurship opportunities. Includes the study of productivity in capitalistic markets and analysis of the steps necessary to start and maintain a business. Course includes readings, speakers, and activities to teach the concepts of free enterprise. Prerequisite: Sophomore standing or higher. Cross-listed with BUS 380. Offered each Fall. ECON 401 - Money and Banking (3) A study of the development and function of American monetary and banking practices. Prerequisite(s): ECON 202, 203. Offered Fall 2013 and alternate Fall semesters. ECON 450 - Advanced Topics (1-3) An opportunity for the superior student to pursue, under supervision, an area of special interest either on his/her own initiative or in a seminar group. Open to juniors or seniors in this area who have completed or are taking regularly scheduled courses. Enrollment by permission of the Department Chair. Sport Management SMGT 272 - Indoor/Outdoor Practicum (2) This course will allow students to bridge the gap between classroom learning and practical application in a sport setting. Each sport management major must complete this 60-hour practicum experience working within the Malone University Athletics Department in the areas of indoor and outdoor game and facility management. This practicum must be completed in order for a student to participate in the PE 435 Internship during the senior year. Offered each semester. SMGT 290 - Facility and Event Management (3) The study of the processes in facility management and event planning as applied to sport and recreation areas. Topics include strategies for managing event logistics; steps for procuring and contracting for an event; all items necessary to administer a sport event; and planning, constructing, and equipping of sport and recreational facilities. Offered each Fall. SMGT 301 - Management of Sport (3) The nature of management is examined from a theoretical and practical perspective in a variety of sports settings. Managerial functions and skills are the focus of study and students will examine career opportunities, field experiences, human resource management, policy issues, facilities, marketing, economics, and finance of sport. Cross-listed with BUS 301. Offered each Spring. SMGT 334 - Media Practicum (1) This course will allow students to bridge the gap between classroom learning and practical application in a sport setting. Each major must complete this 30-hour practicum experience working in the Malone University Athletics Department. This practicum must be completed before a student can participate in an internship. Prerequisite: Junior or Senior standing. Offered each semester. SMGT 347 - Financial Aspects of Sport (3) This course provides students interested in pursuing a career in the sport management field a basic knowledge and understanding of principles, processes, and strategies related to the financial aspects of operating organizations whose missions involve the provision of sport-related services and products. The basic theory in finance and accounting is applied to managerial control of sport organizations. Included are forms of ownership, taxation, financial analysis, feasibility studies, and economic impact studies. Prerequisite: BUS 332 or permission of the instructor. Offered Spring 2014 and alternate Spring semesters.

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SMGT 435 - Internship in Sport Management (3) Designed to give the student hands-on experience in the sport management field. Enrollment by permission of the sport management adviser. Prerequisite: Junior or Senior standing. Offered each Fall. SMGT 442 - Sport Marketing (3) This course will examine the historical development, current practices, and future trends of marketing sport. An analysis of key marketing strategies and concepts will be studied from a sport managerâ&#x20AC;&#x2122;s perspective. Topics include promotions and public relations, sport consumer behavior, strategic market planning, marketing information management, marketing communications, and sponsorship. Prerequisite: BUS 311 or permission of the instructor. Cross-listed with BUS 442. Offered Spring 2013 and alternate Spring semesters. SMGT 445 - Ethical and Legal Issues of Sport (3) Examines legal concepts related to sport management, including athletic participation and eligibility; constitutional due process; anti-trust exemptions; facility, coaching, and employment contracts; tort law applications to participants and spectators; and concepts, models, and techniques to use in managing ethical dilemmas. Offered Fall 2013 and alternate Fall semesters. SMGT 453 - Governance in Sport (3) This course will examine the basics of both professional and amateur governance structures and policy development. Offered Spring 2014 and alternate Spring semesters.

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Department of Management Studies Faculty: M. Carlson Hurst (Dean), L. Foote, J. Krob, W. Poland, R. Savage, J. Thompson (Portfolio Coordinator), C. Wilson (Executive Director of Management Studies) The challenge and mission of the Department of Management Studies, which is part of the School of Business and Leadership, exists is to deliver dynamic, contemporary, faith-based programs to the lifelong learner. Our mission is to equip students with professional competencies based on management principles, Christian values, and ethical practices. Our students are individuals who excel in a wide variety of occupations and who extend the Malone University motto, “Christ’s Kingdom First” into their communities and places of employment.

Program Goals To develop critical thinkers who effectively manage and lead within an applied management context. To develop manager who effectively integrate Christian faith and values within multiple contexts. To develop managers who ethically lead others and serve their community. To develop learners who aspire to continued intellectual growth through research and problem solving. To develop leaders who demonstrate accomplished and applicable communication skills.

Program Intended Learning Outcomes The Department of Management Studies expects students to learn what they need to know to attain personal success and fulfill their public responsibilities in a global and diverse society. We define educational quality by how well we achieve our mission relative to program intended learning outcomes: Students will understand the basic concepts and theories of management. Students will be able to demonstrate an understanding of a Christian worldview and how it relates to management principles. Students will be able to communicate effectively in both an academic and business setting. Students will be able to apply the general skills of management used in business, health care, and the public sector. Students will develop research and problem-solving capabilities applicable to management. Students will be able to make educated/learned informed choices in both professional and personal areas of their lives that demonstrate understanding of Christian values. A focus of achieved student learning is critical. The Department of Management Studies uses four assessment tools; (1) Pre/Post Exam, (2) Pre/Post Ethical Dilemma, (3) Integrated Research Project, and (4) Student Worldview (Reflection/Service Learning). All are part of required assignments within applicable courses of the program.

Accelerated Bachelor of Arts Degree Completion The Malone Management Program first began to be offered by Malone University in 1984. The program is delivered via the “cohort” approach. A cohort is a group of up to 25 students which takes the entire 14-month program together. Each cohort attends classes the same weeknight (or Saturdays) at the same location throughout the program. The complete program description and requirements for MMP are found below. For an application or information, please direct inquiries to 330.471.8500; 800.257.4723; Fax 330.471.8343; gps@malone.edu; www.malone.edu/gps The accelerated Bachelor of Arts degree-completion program offers the following five majors:

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Organizational Management Project Management Marketing Management Health Services Management Environmental Management All five majors include an Integrated Research Project: MMP 441 [3 credit hours], and MMP 442 [2 credit hours]. The Integrated Research Project (IRP) is an ongoing and integrated problem-solving program component that spans twelve of the fourteen months of the program. The Environmental Management Major consists of the following 36 hours: MMP 203, 304, 305, 371, 372, 374, 407, 409, 410, 441, 442, and 471. The Health Services Management Major consists of the following 36 hours: MMP 203, 304, 305, 407, 409, 410, 441, 442; HED 300, 311, 316, 442. The Marketing Management Major consists of the following 36 hours: MMP 203, 304, 305, 323, 325, 327, 329, 407, 409, 410, 441, 442. The Organizational Management Major consists of the following 36 hours: MMP 201, 203, 304, 305, 308, 332, 406, 407, 409, 410, 441, 442. The Project Management Major consists of the following 36 hours: MMP 203, 304, 305, 341, 342, 345, 346, 407, 409, 410, 441, 442.

Certificate Offerings All five disciplinary areas listed above are also available in abbreviated certificate programs as non-credit, standalone Certificates of Completion. Students enrolling in the courses are initially part of existing/scheduled cohorts. Course descriptions are identical to the courses within the major programs; however, academic requirements for non-credit seekers differ from those for credit seekers. The certificate options are as follows: Environmental Management - MMP 371, 372, 374, 471 Health Services Management - HED 300, 311, 316, 442 Marketing Management - MMP 323, 325, 327, 329 Organizational Management - MMP 201, 304, 332, 406 Project Management - MMP 341, 342, 345, 346

Student Requirements for Admission Students applying for admission must meet the following: Have 40 to 88 credit hours of undergraduate coursework from regionally accredited colleges or universities Have a minimum cumulative GPA of 2.0 Have 5 years work experience Demonstrate writing proficiency through college/university English composition or a writing sample For any applicant that may not meet all of the admission requirements, the student may submit a letter requesting review by the Enrollment Committee.

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Course Requirements for Graduation A student must have a minimum of 124 semester credit hours including the general education, liberal arts, and management curriculum requirements to complete the Bachelor of Arts Degree with a major in management. The graduation plan should be confirmed with the Malone University adviser. A student pursuing the management major must meet the following course requirements for graduation, many of which are fulfilled by courses already listed above in the major requirements: one course each in communications (MMP 203), quantitative reasoning (MMP 305), English composition, mathematics (unless proficiency has been established by examination or a grade of C or higher in high school Algebra II), research writing (MMP 441 and 442), natural science, two courses in biblical studies/religion (MMP 407 and 409), MMP 410, and seven additional liberal arts courses from at least three of the following areas: fine arts, history, foreign language, literature, philosophy, psychology, natural science (one time only), and social science.

Transfer Credits Accredited college course work College Level Examination Program (CLEP) National testing program for awarding of college credit (maximum of 20) Credits recommended by the American Council of Education (ACE) Guides, The Military Guide, The National Guide, and other guides. Malone University reserves the right to set standards which may be higher than those recommended by ACE, CLEP, or other such agencies.

Additional Credit Options Offered through the Department of Management Studies Credit by Examination (maximum of 20) – CLEP and subject area exams at Malone University Portfolio (maximum of 30) – An assessment of prior learning from work/life experience and technical/professional training (GEN 111 - Portfolio Development) Online General Education Courses Science Workshops – Designed as 2-credit-hour field studies. The field trips and classroom lectures take place over 3 Saturdays. See Course Descriptions (FS 101, FS 103) Writing Skills – see Course Descriptions (GEN 105) Art Analysis Workshop – see Course Descriptions (FS 105) Business Survey of Algebra – see Course Descriptions (MMP 101) Supplementary Courses – After transferring credits, additional courses may be needed. Courses can be taken at Malone University or any regionally accredited school.

Credit Requirement for Graduation Total from transfer and additional credit options MMP Curriculum (14-month program) Total semester hours needed to graduate

88 36 124

Online Learning Online learning adds flexibility and availability by allowing students access to their courses twenty-four hours a day, seven days a week. Our goal is to create an active learning environment through thoughtful and engaged activity. This is accomplished through the collaborative efforts of discussion and exchange among students and the online professor. The result is an educational experience that breaks the mold of the traditional classroom. Educational opportunities over the Internet are offered in the following areas:

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Accelerated Bachelor of Arts Degree Completion (MMP) General Education Courses Graduate Courses Portfolio Development The accelerated degree-completion program, offering a bachelor of arts with majors in organizational management, project management, marketing management, health services management, and environmental management is available online with no residency requirement. Students who meet the credit hours, GPA, and work experience requirements will find this option designed to fit their â&#x20AC;&#x153;any-time, any-placeâ&#x20AC;? needs. A wide array of online general education courses that fulfill requirements in the humanities, liberal arts, math, and sciences is available. For a complete list of courses go to www.malone-online.org. Several courses within the graduate programs have also been developed as online courses. Other courses continue to be added into this flexible delivery system in order to provide helpful options for graduate students. Portfolio development offers adult students the opportunity to generate college credit from life experience and professional technical training.

Corporate Seminars The Department of Management Studies partners with community businesses to support the needs of the workplace. Customized workshops or seminars can be designed to meet a specific organization training or skill development area. Classes can be hosted at the University or at the organizationsâ&#x20AC;&#x2122; facilities. Seminar leaders can be a combination of full-time teaching faculty and subject matter experts practicing in a specific field. Topics include the following: Synergistic Decision Making Managing Conflict Help for Business Writing and Presentations Setting Goals and Expectation for Employees Returning to College

Malone Professional Studies Centers 800.867.6267 or 330.471.8242 Brecksville

Malone Professional Studies Center Grand Bay Corporate Center Building 2, Suite 104 6900 South Edgerton Road Brecksville OH 44141

Canton

Malone University 2600 Cleveland Avenue NW Canton OH 44709

MMP is online for anytime or anywhere degree completion.

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Course Descriptions FS 101 - Conservation Biology (2) A study of conservation practices in Ohio. This class involves field trips which cover topics such a green building, land usage, recycling and waste management, wastewater treatment, composting and wildlife conversation. Offered twice each year. FS 103 - Natural Areas of Ohio (2) A study of the relationships between plants and their environments in Ohio. The class involves field trips with an emphasis on the geology and flora of Ohio; a dichotomous key is used to identify tree and wildflower species. Offered twice each year. FS 105 - Art Analysis Workshop (2) This course takes place during four Saturday sessions and is designed to be an introduction to art through its social and historical functions. During the first session, art will be viewed in all its forms as it has moved from a ritualistic function of the Paleolithic communities to an instructional device of Egyptian, Greek, and Roman cultures. An understanding will be developed of the Renaissance periods of Romanticism and subsequent Impressionism to a broad array of diverse approaches of the 21st century. Two museum visits incorporate gallery tours viewing permanent collections, current exhibitions, and presentations by museum personnel and the workshop facilitator. The final session includes discussion of today's contemporary art world and class presentations during which students can share the new knowledge that has enriched their lives. Offered at least once per year (usually in the summer). Graded as credit/no credit. GEN 105 - Writing Skills (2) This workshop is designed for those who would like to sharpen their writing skills. The course focuses on academic writing and the objective is to provide students with the necessary writing skills to succeed in the academic environment. The course includes such topics as academic writing styles, research, and critical thinking; writing stages, strategies, and organization; writing and research; grammar and writing mechanics. Offered each semester. GEN 111 - Portfolio Development (3) The Portfolio Development course is designed to assist students with development of a portfolio of prior learning experience. Malone University recognizes that not all learning takes place in the classroom and awards college credit for learning in two ways: (1) learning through corporate professional and technical training, military and or non-military, and (2) experiential learning through work, home, community, and other environments. This course will help students identify learning that can be applied toward college credit and instruct students in the petitioning process. This course is a writing course that teaches students how to compile a portfolio with the necessary documentation to apply for college credit. Each student is required to meet with a student adviser before beginning the Portfolio Development course. The student must obtain an evaluation record of completed course work and what course work is still needed. The student will devise a graduation plan with the adviser to submit as a week-one assignment for the course. HED 300 - Community and Consumer Health (3) An overview of institutional health agencies and organizations, both official and non-official, at local, state, national, and international levels. Exploration of both purpose and function of agencies and institutions for promoting and maintaining health of the community, meeting needs of community members, and addressing community health problems. Consumer health choices will be explored. Legislative influences at the federal and state level, consumer health, advertising, and watchdog agencies will be discussed. HED 311 - Fundamental Principles of Health Services in the United States (3) This course provides an in-depth study of healthcare systems. Content focuses on describing the related industry

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institutions, examining various providers, scrutinizing delivery including both the pros and the cons, and analyzing the myriad reimbursement practices. Additionally, the course will explore issues regarding the integration of healthcare policy, politics, and the legislative process in this country. This course is open only to students registered in the MMP program. HED 316 - Legal Aspects of Healthcare Organizations and Management (3) The study of legal issues related to the health care delivery system in various settings such as managed care organizations, clinics, hospitals, home health care agencies, and emergency care facilities. This course will examine the law as it pertains to issues of informed consent, patient rights, hospital liability, and the delivery of health care services. Management topics including governing boards, medical staff appointments, and third-party reimbursement will also be explored. This course is open only to students registered in the MMP program. HED 442 - Biostatistics and Epidemiology (3) The study of distribution and determinants of disease and injury. Students will examine acute and chronic health problems in populations through use of morbidity and mortality data, bio-statistics, and investigative techniques for the purpose of preventing health problems and developing programs to meet the health needs of various populations. MMP 101 - Business Survey of Algebra (2) This course is designed to provide a stronger background in Algebra fundamentals in order to meet the MMP requirement. Topics include solving simultaneous equations, finding roots of quadratic equations, factoring polynomials, properties of exponents, slope of a line, graphing of linear functions, and summation notation. This course is open only to students registered in the MMP program. MMP 201 - Group and Organizational Behavior (3) A study of group behavior and how group functioning affects organizational effectiveness. Emphasis is placed on group decision making, conflict resolution, efficient and productive group management, and determining which tasks are best handled by groups or individuals. This course is open only to students registered in the MMP program. MMP 203 - Business Communications (3) An introduction to the business communication process with special attention given to building skills in public speaking, listening, small and large group presentations, and audio-visual usage. A review of the writing of business letters, memos, and brief reports is also included. (Presentations are required for classroom and online students. Online students will be provided several options from which to choose in order to fulfill the course requirements.) This course is open only to students registered in the MMP program. MMP 304 - Principles of Management and Leadership (3) This course introduces students to the study of managerial and leadership practices. Components of the functional areas of management and development of leadership theories will be analyzed. This course is open only to students registered in the MMP program. MMP 305 - Research and Statistical Methods (3) Investigation methods, experiment design, and results evaluation techniques are presented. Application of statistical methods for the research project is covered with two experiment design options: hypothesis testing and measurement of objectives. Specific statistical information covered includes data display, central tendency and dispersion measures, probability, significance testing, and linear data correlation. This course is open only to students registered in the MMP program. MMP 308 - Management Control Systems (3) A review of the basics of financial accounting, financial statement ratio analysis, budgeting, and computer applications, for use in information analysis and decision making. This course is open only to students registered in the MMP program.

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MMP 323 - Introduction to Marketing (3) This course is the study of the basic concepts of marketing. It is designed to view marketing from the perspectives of the consumer and the company. Students will explore the concept of the marketing mix (the four Ps: product, price, promotion, and place) through text, lectures, and case studies. Course work will include understanding consumer buying behavior, ethical marketing practices, and diversity issues in marketing. This course is open only to students registered in the MMP program. MMP 325 - Marketing Management (3) This course is designed to delve into the management decision-making process of marketing. Students will explore targeting and segmenting of markets. Discussions of branding, services, product life cycles, and channel distribution options will be linked to a firm’s competitive strategies. Focus will also include marketing communications, advertising, and customer relationships. Students will learn to identify the criticisms of marketing, the impact of consumerism, and the role of ethics in marketing strategy. This course is open only to students registered in the MMP program. MMP 327 - Media Marketing (3) Beginning with an overview of electronic commerce, students will become familiar with the processes of eBusiness. From electronic storefronts to B2B commerce, supply chain and value chains will be explored. Strategies that take an organization from the “mortar to click” operation will be examined. Emphasis will be placed on the use of new and emerging media technologies as a strategic component of the marketing mix. Casework and field studies of successful eBusinesses will focus on comparing and contrasting consumer behavior, customer relationships, promoting and selling, eTransactions, and the legal and ethical issues in eBusiness compared to the traditional marketplace. This course is open only to students registered in the MMP program. MMP 329 - Sales and Marketing (3) The purpose of this course is to introduce the student to the field of professional selling and its relationship to marketing. This course will develop the fundamental concepts of sales that students heading for a career in marketing must understand. The impact the organization’s sales function has on customer relationships will be addressed. Students will gain an understanding of the importance of ethics and Christian values in the world of professional selling. This course is open only to students registered in the MMP program. MMP 332 - Financial Management (3) A concise study and evaluation of finance performance, planning, and forecasting. The student will analyze the management of capital structures, cost of capital, and other related concepts. This course is open only to students registered in the MMP program. MMP 341 - Fundamentals of Project Management (3) This course introduces the project management framework, including the basic project management phases of initiating, planning, executing, and terminating. It defines what a project is and the importance of project management. It covers the history of project management and outlines basic project management terms and concepts. It focuses on the role of project management as a part of the strategic plan of an organization. This course is open only to students registered in the MMP program. MMP 342 - Scope and Time Management (3) This course focuses on developing the skills needed to by the Project Manager for scope and schedule management. Students will learn about the importance of developing a project program, organizational communication plans, and how project team dynamics are integral to managing project scope development including the human resources components of assembling a project team. Time management skill will include how to determine the critical path for a project, how to use mathematical analysis techniques, such as CPM and PERT, how to develop project schedules, how to incorporate project deliverables into a milestone schedule, how to monitor and manage that schedule and project processes for identifying and recovering from problem situations. This course is open only to students registered in the MMP program.

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MMP 345 - Cost and Risk Management (3) The course will focus on developing skills for establishing project cost models, managing costs and monitoring project cost impacts. The course will also include identifying, analyzing, and responding to risk throughout the project life cycle in order to minimize consequences of adverse events and maximize results of positive events. Identification and quantification of risks are critical to being able to develop and implement a risk management plan and include an analysis of the human resources constraints and assets required to execute the project. This course is open only to students registered in the MMP program. MMP 346 - Project Quality Management (3) The proficient applications of communication skills in an increasingly electronic realm of interaction in projects to achieve, monitor, and maintain quality management of a project is an emphasis of this course. This course will also develop skills in quality management that begin with identifying quality standards and expectations for a project, determining how those standards will be measured, and how the information captured can and should be used to assess performance and form the basis for corrective actions. The human relations component of the communication processes and project team integration for quality management is an integral part of this course. This course is open only to students registered in the MMP program. MMP 371 - Foundational Principles of Environmental Science (3) This course provides an introduction to the basic scientific principles governing ecosystems as they relate to the environmental consequences of resource development and industrial processes. The course will present an understanding of environmental science through exploration of basic principles in the natural, physical, and social sciences. Emphasis is placed on understanding how the atmosphere, hydrosphere, lithosphere, and biosphere function, and how these spheres interact with human consumption, production, and technological progress. This course will examine several of the natural sciences that influence the management of the earthâ&#x20AC;&#x2122;s environment. This course is open only to students registered in the MMP program. MMP 372 - Environmental Regulation, Policy, and Law (3) This course explores the structure, design, and components of various environmental regulations and application of the statutory and regulatory mandates fundamental to environmental management that compel design, planning, and daily operations at federal, non-federal, not-for-profit, and commercial job-sites. The course will focus on acquiring a basic knowledge of federal legislation. The course will include a survey of regulations and emphasize implementation at the practical level. This course is open only to students registered in the MMP program. MMP 374 - Environmental Conservation and Sustainability (3) This course will introduce students to current and future trends in resource conservation, policy, and sustainability. This course will address environmental economics, environmental innovation diffusion, resource sustainability, and the environmental impact of existing and emerging technologies. Topics will include source reduction, recovery, reuse, recycling, conservation, land use/reuse, material substitution, process modification, and waste minimization, with emphasis on pollution prevention, energy, and environmental sustainability techniques. Emphasis of this course is placed on the range of current and future environmental choices, and the role of energy choices in determining local environmental conditions and the global marketplace. This course is open only to students registered in the MMP program. MMP 403 - Strategic Quality Management (3) This course is designed to familiarize students with the conventional principles and methods associated with strategic quality management. The focus is on designing organizations that support a strategic quality focus, process management, and teamwork. This course is open only to students registered in the MMP program. MMP 404 - Project Management (3) The course is the study of basic project management principles and the project life cycle. The criteria for determining the success of a project is discussed. The course enables students to have an immediate impact on the

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successful completion of projects in which they are involved. This course is open only to students registered in the MMP program. MMP 405 - Corporate Strategy (3) This course is the capstone course of the project management concentration. The focus of the course is on how successful organizations design their strategy. Tools and techniques for strategy formulation are discussed. Case studies are used to support the student’s understanding of the importance of strategic decision making. This course is open only to students registered in the MMP program. MMP 406 - Human Resource/Personnel Management (3) An exploration of policies and practices regarding recruitment, selection, training, development, and compensation of employees including EEO and OSHA legislation. This course is open only to students registered in the MMP program. MMP 407 - Faith and World Views (3) An exploration of the major world views and a review of the rich resources of the Bible for creative personal faith and life in the modern world. An opportunity to integrate faith, learning, and living is the goal. This course is open only to students registered in the MMP program. MMP 409 - Personal Values and Business Ethics (3) This is a course designed to explore the intricacies of business and personal ethics. Ethical theories are applied to contemporary case studies about business and personal ethics problems. Corporate social responsibility is discussed and used to critically evaluate many organizations. This course is open only to students registered in the MMP program. MMP 410 - Capstone in Liberal Arts (4) This course presents and considers various works in art, literature, and music. The curriculum is organized thematically and historically to show how different artists, writers, and composers in different times have approached some major issues of humanity: Love, War, Death, Nature, Religion, and the Human Situation. This course is open only to students registered in the MMP program. MMP 441 - Integrated Research Project – Part I (3) Each student combines his/her research with practical implementation of theories and concepts and develops an individual project. The project examines a problem in a student’s occupation or avocation and is intended to create a positive change in the organization or community for which it is designed. Library research methods and resources are introduced to assist students in the development of this project. The total project is then presented in written and oral form. This course is open only to students registered in the MMP program. MMP 442 - Integrated Research Project – Part II (2) The continuation and completion of the Integrated Research Project. This course is open only to students registered in the MMP program. MMP 471 - Environmental Planning, Strategy, and Leadership (3) This course focuses on applying strategic management tools to incorporate considerations of environmental sustainability, conservation, and pollution control into leadership decision-making operations. Students will understand that some organizations incorporate environmentally sustainable practices because of an ethical conviction to do well for the environment; others are motivated by pressures from stakeholders to exploit environmental knowledge and experience for long-term sustainable advantage. This course will examine how organizations develop and implement environmental management strategies to promote efficient management and resource maximization. Leadership roles and responsibilities of strategic managers are examined and students learn how to apply the tools of strategic business management to the problems of environmental management. This course is open only to students registered in the MMP program.

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School of Education and Human Development â&#x20AC;&#x153;Educators Serving Togetherâ&#x20AC;? The mission of the School of Education and Human Development is to develop education and counseling professionals committed to service and advocacy for individuals, community, and the world. Programs provide an intensive knowledge base grounded in a Christian worldview, promote collaborative and reflective practice, and encourage ownership of professional growth. The School of Education and Human Development is organized into the Department of Education, Graduate Education, and Graduate Counseling and Human Development. It includes the Center for Professional Development, education student services, and field experiences. The School of Education and Human Development offers the Bachelor of Science in Education, the Bachelor of Arts, and the Master of Arts in Education. The School of Education and Human Development serves as the primary unit for all educator preparation programs and is accredited through the National Council for the Accreditation of Teacher Education. The mission of the unit, in collaboration with the liberal arts faculty and P-12 educational partners, is to provide a biblically based education which prepares knowledgeable, reflective, collaborative educators committed to serving others in order that all individuals may learn and develop to their fullest potential and interact with each other and their environment with respect, compassion, and fairness. The Teacher Education Program includes 21 state-approved programs leading to Ohio licensure. Consult licensure program requirements listed within specific departmental sections of this catalog (noted in parentheses in the list following) and program guides available upon request in the School of Education and Human Development; Mitchell Hall - Room 300. Requirements for undergraduate students in any of the licensure programs include a minimum 2.75 for the major and cumulative gpas; minimum ACT score of 20 in Reading, English, and Mathematics (or SAT equivalent score) or a score of 175 in the Praxis I basic skills tests of reading, mathematics, and writing; positive faculty recommendations; satisfactory field and student teaching experiences; BCI/FBI report; and TB test report. In addition, the Department of Education requires a cumulative gpa minimum of 2.75 to register for any education course at the 300 level or above. Remedial courses are available if ACT scores are below 20 in Reading, English, or Mathematics. Students meeting all degree and licensure program requirements and Praxis II requirements are eligible for an Ohio four-year resident educator license.

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Initial Teaching Licensure Areas: Early Childhood Education (PreK-3) Middle Childhood Education (4-9) Adolescence to Young Adult (7-12): o Integrated Language Arts o Integrated Mathematics o Integrated Science o Integrated Social Studies o Life Science o Life Science/Chemistry o Physical Science Intervention Specialist: Mild/Moderate (K-12) Health Education (PreK-12) Music Education (PreK-12) Physical Education (PreK-12) Spanish Education (PreK-12) Visual Arts Education (PreK-12) Other Licensure Areas: Administrative Specialist Intervention Specialist: Mild/Moderate; Graduate School Counselor Principal

(Education) (Education) (Language and Literature) (Mathematics and Computer Science) (Natural Sciences) (History, Philosophy, and Social Sciences) (Natural Sciences) (Natural Sciences) (Natural Sciences) (Education) (Nursing and Health Sciences) (Music) (Education) (Language and Literature) (Visual Arts) (see Graduate Catalog) (see Graduate Catalog) (see Graduate Catalog) (see Graduate Catalog)

Endorsements: Middle Childhood Endorsement (Grades 4-6) Reading Endorsement (K-12) Reading Endorsement; Graduate (K-12)

(Education) (Education) (see Graduate Catalog)

Teacher Education Candidate Proficiencies The Malone University Teacher Education Program prepares candidates who are committed to serving collaboratively and reflect the following proficiencies: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

Demonstrate ways in which a Christian worldview informs educational practice. Apply sound principles of teaching, learning, and advocacy. Master the content for which they have educational responsibility. Demonstrate competence in the process of planning developmentally appropriate practices. Exhibit effective techniques which promote learning for all students regardless of race, culture, gender, creed, or ability. Identify organizational and behavioral management strategies that create an educational environment conducive to effective learning and growth. Evaluate and support student learning and growth by utilizing varied assessments to inform instruction and interventions. Display professionalism and ownership of professional growth. Use technology as a tool for instruction, communication, collaboration, and creativity. Collaborate with family, teachers, community, and other stakeholders in student learning and growth. Initiate and sustain conversation in an organized, clear, and confident manner, using standard English, in written and oral form. Exhibit dispositions for educators committed to serving together by: a. providing service, b. practicing fairness, c. promoting stewardship, d. believing all students can learn and grow.

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Department of Education Faculty: J. Beine, A. Christie, B. Clark-Thomas, S. Doerschuk, S. Hamsher, M. Jakowski, P. Long (Chair), M. Rumano, R. Sommers (Dean), D. Williams The mission of the department of education at Malone University is to, in collaboration with the liberal arts faculty and PreK-12 educational partners, provide a biblically based education which prepares knowledgeable, reflective, collaborative educators committed to serving others in order that all individuals may learn and develop to their fullest potential and interact with each other and their environment with respect, compassion, and fairness. To accomplish the mission of the education department, Malone University seeks to prepare prospective teachers who are committed to strong academic standards and an intentional integration of faith and professional practice. The department of Education offers the following majors: Early Childhood Education (PreK-3), Middle Childhood Education (4-9), Intervention Specialist: Mild/Moderate Educational Needs (K-12), Physical Education (PreK-12), as well as a special program for reading endorsement and a middle childhood endorsement available for Middle Childhood Education majors. The department has developed Program-Intended Learning Outcomes (PILOs) for each of its four majors. These are in addition to the 12 Teacher Education Candidate Proficiencies which are listed under the School of Education and Human Development. Early Childhood candidates: Demonstrate competence in planning developmentally appropriate lessons for young learners with diverse needs. Demonstrate the ability to build family and community relationships. Middle Childhood candidates: Demonstrate their knowledge of the unique developmental characteristics of middle level students concerning their physical, emotional, social, and cognitive nature and needs. Demonstrate their knowledge of the philosophical foundations and programmatic structures of developmentally responsive middle level schools. Intervention Specialist candidates: Demonstrate their ability to use individualized strategies to enhance language development and teach communication skills to individuals with exceptional learning needs. Demonstrate their ability to use the results of assessments to help identify exceptional learning needs and to develop and implement individualized instructional programs, as well as to adjust instruction in response to ongoing learning progress. Physical Education candidates: Demonstrate their ability to develop and plan physical education curriculum (PreK-12) that includes developmentally appropriate instructional strategies targeting state and national standards. In addition to the University requirements for admission to the major, the above three Bachelor of Science programs require students to have both a major GPA and an overall GPA of 2.75. Admission to the above majors also requires passage of Praxis I in reading, mathematics, and writing. Students pursuing the Early Childhood Education, Middle Childhood Education, Intervention Specialist Education, or Physical Education majors must maintain a minimum 2.75 major and cumulative GPA to progress through the teacher licensure program. To register for education courses at the 300 level or above, acceptance into Teacher Education is required. See details of the assessment requirements and criteria for teacher licensure programs in the School of Education and Human Development.

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Early Childhood Education (Bachelor of Science in Education) This program leads to the Bachelor of Science in Education degree and the Ohio Provisional License in Early Childhood Education, valid for teaching children (PreK-3) who are typically developing, at-risk, gifted, or who have mild/moderate educational needs. Completing the Early Childhood Education major at Malone University also leads to the Reading Endorsement (PreK-12). Students expecting to be certified for teaching in other states should become aware of requirements in those states.

Early Childhood Education Provisional Licensure (Grades PreK-3) The major consists of course requirements in professional education (32 hrs.) and the early childhood education core (41 hrs.) as follows: Professional Education Course Requirements: EDUC 112, 232, 252, 262, 405, 415, 460, 492; SPED 243 Early Childhood Education Core: EDUC 245, 270, 293, 300, 305, 334, 357, 425, 445, 447; SPED 280, 352, 462 Additional Requirements: The following are also required in the program: PE 210 (or valid Red Cross First Aid & Safety Certification); Workshops on Communicable Diseases and Child Abuse.

Intervention Specialist Education (Bachelor of Science in Education) This program leads to the Bachelor of Science in Education degree and the cross-categorical Ohio Provisional License in Intervention Specialist: Mild/Moderate Educational Needs (K-12) valid for teaching learners who have mild or moderate educational needs. Completing the Intervention Specialist major at Malone University also leads to the Reading Endorsement (PreK-12).

Intervention Specialist: Mild/Moderate Educational Needs (K-12) The major consists of course requirements in professional education (29 hrs.) and the intervention specialist core (44 hrs.) as follows: Professional Education Course Requirements: EDUC 112, 232, 252, 262, 405, 415, 460; SPED 496 Intervention Specialist Core Requirements: SPED 243, 253, 293, 352, 357, 376, 405, 425, 441, 445, 447, 462; EDUC 300, 305 Additional Requirements: The following are also required in the program: PE 210 (or valid Red Cross First Aid & Safety Certification); Workshops on Communicable Diseases and Child Abuse. Note: Those students pursuing an Intervention Specialist: Mild/Moderate Educational Needs license may also earn an Early Childhood Education license by completing the following courses: EDUC 245, 270, 334; SPED 280

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Middle Childhood Education (Bachelor of Science in Education) This program leads to the Bachelor of Science in Education degree and the Ohio Provisional License in Middle Childhood Education, valid for teaching in grades four through nine in the curriculum areas named on the license. This program includes preparation in at least two of the following concentration areas: Mathematics, Science, Social Studies, and Reading/Language Arts. Each concentration area includes a minimum of 21 semester hours of course work. Requirements for each concentration area are listed in the Middle Childhood Education program guide available in the Department of Education Office.

Middle Childhood Education Provisional Licensure (Grades 4-9) The major consists of course requirements in professional education (41 hrs.), and the middle childhood core which includes 9 hrs. in middle childhood education and a minimum of two concentration areas. Professional Education Course Requirements: EDUC 112, 232, 252, 262, 293, 357, 405, 415, 425, 460, 493; SPED 243 Middle Childhood Core: EDUC 325, 385, and two methods courses which correspond with the chosen concentration areas from among: EDUC 452, 453, 454, 455. Select two of the following four concentrations: Reading and Language Arts: EDUC 305; COMM 110, 230; ENG 230, 306, 311, 381. Note: EDUC 252, 318, 357, and 425 from the Professional Education requirements are also required for the Reading and Language Arts Concentration. Social Studies: HIST 111, 112, 211, 212, 362; POL 201, 212; SOSC 200 Science: PHYS 100; SCI 120, 360; CHEM 131; BIOL 144, 145, 381 Mathematics: MATH 132, 140, 150, 201, 210, 241 Additional Requirements: Workshops in Communicable Diseases and Child Abuse; PE 210 or Valid Red Cross First Aid & Safety Certification

Endorsements Middle Childhood Generalist Endorsement The Middle Childhood Generalist Endorsement may be attached to any existing Middle Childhood license for any combination of the four areas of concentration, allowing teachers to teach one or two new areas in grades 4-6 only. The required courses per concentration are as follows: Mathematics: MATH 132, 241 Reading and Language Arts: EDUC 305; ENG 306 Science: PHYS 100; SCI 360 Social Studies: HIST 362; POL 201 In addition to completing the courses noted above, candidates are to pass the required Praxis II examination, as stated by the Ohio Department of Education, in order to add the Middle Childhood Generalist endorsement to a teaching license.

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Reading Endorsement The Reading Endorsement may be attached to any of the licensure areas. The courses (21 hrs.) which must be completed for the endorsement include the following: EDUC 252, 293, 300, 305, 357, 425; SPED 462 In addition to completing the courses listed above, candidates are to pass the required Praxis II examination, as stated by the Ohio Department of Education, in order to add the Reading Endorsement to a teaching license. Application for either of the above endorsements should be made through the Dean of the School of Education and Human Development and should include a transcript verifying credit for the required courses.

Physical Education (Bachelor of Science in Education) Students completing the following comprehensive major in physical education will receive a Bachelor of Science in Education degree and physical education licensure valid for teaching physical education in grades PreK-12. The major consists of the following: PE 215, 265, 282, 283, 284, 320, 332, 345, 383, 424; EXSC 313, 413; HED 220; BIOL 173. Professional education courses totaling 35 hours are also required for licensure: EDUC 112, 232, 262, 312, 357, 405, 415, 460, 472, 495; SPED 243. Valid Red Cross First Aid & Safety Certification is also required. Acquiring licensure in both Physical Education and Health Education is an option that may enhance employability, particularly in the state of Ohio. With the following additional courses, a student will receive health education licensure valid for teaching health education in PreK-12: HED 200, 300, 330, 342, 361, 425, 431, 442; EDUC 245, 436. Careful planning with the academic advisor is encouraged. Two additional semesters will be required in order to complete both licensure programs. Coaching Minor (18 hours minimum) This minor is designed for any student who anticipates coaching upon graduation and includes the following: EXSC 211, 313; PE 380, 410; SMGT 301, 453. In addition, the student must have collegiate varsity experience or community coaching experience. The latter requirement must be approved by the Education Department faculty. Outdoor Leadership Minor (17 hours) A minor in Outdoor Leadership includes the following: COMM 320; EDMN 422; EXSC 435; HED 431; PE 133, 231, 418, and one hour from: PE 105, 147, 171,183,193

Course Descriptions Education EDUC 112 - Foundations of Education (3) An introduction to the teaching profession including an intensive study of social, historical, philosophical, and economic factors affecting contemporary educational practices and problems in American society. A personal philosophy of education is developed including the relationship between a Christian world view and professional practice. Course fee. Includes 20 field hours. Prerequisite: PSYC 121; COMM 110 recommended. Offered each semester. EDUC 114 - Exploratory Field Experience (1) Required of all transfer students pursuing licensure. Course includes required content, field experience, and assessment tools not evidenced in the Foundations course accepted in transfer. Credit required as a prerequisite for enrollment in advanced education courses (EDUC 300 and above). Offered each semester. Grading is credit (CR) or no credit (NC).

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EDUC 232 - Psychology of Human Learning (3) A course which focuses on the psychology of human development and learning important to the understanding of those influences which affect when an individual is ready to learn and how learning is maximized. Cognitive and linguistic development, personal and social development, and diversity of development is addressed along with various learning theories to provide the basis for principles of effective instruction across developmental stages and educational needs. Prerequisite: PSYC 121. Offered each semester. EDUC 245 - Teaching the Young Child (3) An overview of appropriate practices which support physical, social, emotional, language, cognitive, and aesthetic development of all children from birth through age eight. The impact of classroom physical environment (including technology), schedule, routines, transitions, and external aspects such as family and cultural backgrounds are presented. Includes 20 field hours. Prerequisites: EDUC 112, 232. Offered each semester. EDUC 252 - Phonics (3) The introduction to and development of phonics skills including terminology, concepts, and an understanding of the essential role of phonics in the reading process. Emphasis is placed upon the application of phonemic awareness for effective reading instruction. Prerequisite: EDUC 112. Co-requisite: EDUC 232. Offered each semester. EDUC 262 - Instructional Technology (3) Designed to develop a working knowledge of how technology, including various forms of media, can be used in the classroom to serve the diverse needs of students. Understanding and skill is developed in using a variety of computer hardware and software, and integrating instructional media techniques into adaptable, usable teaching strategies for the elementary, middle, and secondary school classroom. Consideration is given to social, ethical, and human issues related to technology. Course fee. Prerequisite: EDUC 232. Offered each semester. EDUC 270 - Expressive Arts for Young Children (3) The exploration and application of creative and aesthetic expression across the early childhood education curriculum with emphasis on art, music, drama, and movement. The focus is on designing environments and teaching methods which value play, small group projects, openended questions, group discussion, problem solving, cooperative learning, and inquiry experiences. Course fee. Prerequisite for Early Childhood Education majors: EDUC 245. Offered each semester. EDUC 293 - Emergent and Early Reading Instruction (3) An overview of theories of language acquisition and development of reading. Emphasis is placed upon the development of a balanced literacy program including, but not limited to, teaching strategies for the sequential evolvement of spelling skills, grammar skills (oral and written), handwriting, and the use of various cueing systems to enhance reading comprehension. Attention is given to the reading and writing process and to the model/methods appropriate for reading instruction. Includes 20 field hours. Prerequisite: EDUC 252. Cross-listed with SPED 293. Offered each semester. EDUC 300 - Childrenâ&#x20AC;&#x2122;s Literature (3) This course is designed to provide a survey of literary genres, historical aspects, current trends, and critical stances related to childrenâ&#x20AC;&#x2122;s literature. Emphasis is placed on both the literary study of these bodies of work and their uses in educational settings. Assigned readings will relate to all major world cultures (African, European, Asian, Middle Eastern, Hispanic, and American), various age and ability groups, and to both male and female student readers. Prerequisite: EDUC 232. Offered each Fall. EDUC 305 - Adolescent Literature (3) This course deals with the critical evaluation of adolescent and young adult books and their appropriateness to the needs and interests of students at the middle and secondary school levels. Students complete assigned readings of

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various genre that are reflective of all major world cultures including African, European, Asian, Middle Eastern, Hispanic, and American. Students will read complete texts that appeal to both male and female adolescent and young adult readers. Prerequisite: EDUC 232. Offered each Spring. EDUC 312 - Principles of Secondary School Instruction (3) This course examines the physical, social, emotional, intellectual, and moral development of the late adolescent and young adult and the corresponding implications for curriculum, instruction, and school organization. An analysis of secondary school curriculum development and procedures involving planning, instructional strategies, and classroom management are addressed with attention given to critical issues in secondary school education. Effective principles related to motivation and self-analysis of teaching competencies are also included. Field experience (30 hrs.) is included. Prerequisite: EDUC 232. Offered each Spring. EDUC 325 - Nature and Needs of Adolescents (3) Examines the physical, social, emotional, intellectual, and moral development of early adolescents and the corresponding implications for curriculum, instruction, and school organization for middle childhood education. Prerequisite: EDUC 232. Offered each Fall. EDUC 334 - Communication and Collaboration in Early Childhood Education (3) Provides the teacher candidate with knowledge and skills for meeting the diverse needs of families through effective communication, decision making, as well as professional and community relationships. Avenues of advocacy for all children, ways to improve program quality and service, and the team player role in support of children and families are also included. Attention is given to the NAEYC Code of Ethics and resources for continued professional development in early childhood education. Prerequisite: EDUC 245. Offered each semester. EDUC 357 - Content Reading Strategies (3) This course provides a multidisciplinary support of reading development with an emphasis on content area reading. Attention is given to the development of skills in comprehension, vocabulary, word identification, the reading and writing process, grammar skills, and effective strategies for reading instruction across the content areas. Various speech and language patterns, dialects, and other issues of language diversity are considered. Includes 20 field hours. Prerequisite: SPED 243. Cross-listed with SPED 357. Offered each semester. EDUC 385 - Education and Issues in the Middle Grades (2) A study of the middle school concept, its philosophy, issues, and distinctive components and characteristics. Principles of curriculum development, classroom management, differential instruction, and effective communication and collaboration in middle school education are covered. Includes 20 field hours. Prerequisite: EDUC 325. Offered each Spring. EDUC 405 - Applied Instructional Technology (1) Project-oriented course designed to promote the utilization of technological tools at all teaching levels and integration within all content areas. The emphasis is upon the purposeful instructional use of technology integrated with media materials for an enriched classroom setting. Taken concurrently with a methods course. Prerequisite: EDUC 262. This course has a co-requisite methods course. Check the licensure area program guide for the designated methods course. Offered each semester. EDUC 415 - Assessment in Education (3) Principles and techniques of assessment in education, including descriptive statistics such as measures of central tendency, variability, and relationship are studied in the context of assessment, including statistical indices for test validity and reliability. Focus is on contemporary measurement and evaluation techniques including the interpretation of standardized test scores and the development of authentic assessment activities and appropriate

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scoring procedures. Social, legal, and ethical implications of testing are included. Prerequisites: EDUC 232 and Junior standing. Offered each semester. EDUC 424 - Teaching Integrated Mathematics in the Secondary School (3) A comprehensive methods course which integrates various branches of mathematics with applications for mathematics instruction at the secondary level. This course, along with EDUC 405, is taken with 40 hours of field and clinical experiences. Attends to NCTM standards and Ohio academic content standards for mathematics. Prerequisite: EDUC 312. Co-requisite: EDUC 405. Offered each Fall. EDUC 425 - Literacy Assessment and Instruction (3) An overview of standard and alternative assessments designed for the identification of reading difficulties with attention given to specific intervention strategies, including the use of technology. Strategies for assisting and accommodating readers with speech, linguistics, and cultural differences. Case studies, the development of individualized education plans (IEPs), and the 504 plan in reading is a significant focus for 20 field hours. Prerequisite: EDUC 293. Cross-listed with SPED 425. Offered each semester. EDUC 434 - Teaching Integrated Social Studies in the Secondary School (3) A comprehensive social studies methods course which integrates the broad areas of history, economics, political science, and sociology, with applications for instruction at the secondary level. This course, along with EDUC 405, is taken with 40 hours of field and clinical experiences. Attends to NCSS standards and Ohio academic content standards for social studies. Prerequisite: EDUC 312. Co-requisite: EDUC 405. Offered each Fall. EDUC 436 - Methods and Materials in Health Education (3) The identification of the fundamental processes, techniques, and instructional methods related to health education in the schools. Designed to prepare students to develop lesson plans, write measurable objectives and evaluate lessons for students PreK-12. This course, along with EDUC 405, is taken with 40 hours of field and clinical experiences. Prerequisite: EDUC 312. Co-requisite: EDUC 405. Offered each Fall. EDUC 437 - Teaching Integrated Language Arts in the Secondary School (3) A comprehensive methods course which integrates the broad areas of language, writing/composition, reading and literature, and media, with applications for instruction at the secondary level. Attends to NCTE standards and Ohio academic content standards for English/language arts. This course, along with EDUC 405, is taken with 40 hours of field and clinical experiences. Prerequisite: EDUC 312. Co-requisite: EDUC 405. Offered each Fall. EDUC 439 - Methods and Materials in Spanish Education (3) A comprehensive examination of effective strategies in Spanish Education (PreK-12) with specific practical classroom experience to identify the fundamental processes, techniques, instructional methods and materials for teaching Spanish in grades PreK through 12. This course, along with EDUC 405, is taken with 40 hours of field and clinical experiences. Prerequisite: EDUC 312. Co-requisite: EDUC 405. Offered each Fall. EDUC 443 - Teaching Integrated Science in the Secondary School (3) A comprehensive methods course which integrates the different subject areas contained within the sciences, with applications for science instruction at the secondary level. Attends to NSTA standards and Ohio academic content standards for science. This course, along with EDUC 405, is taken with 40 hours of field and clinical experiences. Prerequisite: EDUC 312. Co-requisite: EDUC 405. Offered each Fall. EDUC 445 - Integrated Social Studies and Language Arts for Children (4) Explores the principles, techniques, and resources for teaching language arts in the context of social studies to children pre-kindergarten through grade three, incorporating technology and other non-print media. Course work includes the examination of strategies for selecting, integrating, and translating knowledge and methods from

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history, geography, and social science disciplines appropriate for early childhood. Planning an integrated social studies curriculum and providing intervention for children with various educational needs, including the gifted, are emphasized. Includes 20 field hours. Attends to Ohio academic content standards for social studies and English/language arts. Prerequisite: EDUC 355. Co-requisites: EDUC 405, 447. Cross-listed with SPED 445. Offered each semester. EDUC 447 - Integrated Math and Science for Children (4) Presents the current developments and methods of teaching math and science to children pre-kindergarten through grade three, with content and learning activities reflecting national standards and the Ohio academic content standards for mathematics and science. Emphasis is placed upon materials, techniques, and research-based practice for effective instruction of content, process, and real-world applications. Intervention strategies for children who are at-risk, gifted, or those with mild/moderate educational needs, including the gifted, are practiced. Includes 20 field hours. Course fee. Prerequisites: MATH 112; general education science elective. Co-requisites: EDUC 405, 445. Cross-listed with SPED 447. Offered each semester. EDUC 452 - Teaching Mathematics in the Middle Grades (2) Examines effective strategies for instruction and evaluation in middle level mathematics and provides the opportunity to apply strategies to meet the diverse needs of students through middle school field experience. Attends to NCTM standards and Ohio academic content standards for mathematics. This course, along with EDUC 405, is taken with 30 hours of field and clinical experiences in the middle grades. Prerequisite: EDUC 385. Co-requisite: EDUC 405. Offered each Fall. EDUC 453 - Teaching Science in the Middle Grades (2) Examines effective strategies for instruction and evaluation in middle level science and provides the opportunity to apply strategies to meet the diverse needs of students through middle school field experience. Attends to NSTA standards and Ohio academic content standards for science. This course, along with EDUC 405, is taken with 30 hours of field and clinical experiences in the middle grades. Prerequisite: EDUC 385. Co-requisite: EDUC 405. Offered each Fall. EDUC 454 - Teaching Social Studies in the Middle Grades (2) This course examines effective strategies for instruction and evaluation in middle level social studies and provides the opportunity to apply strategies to meet the diverse needs of students through middle school field experience. Attends to NCSS standards and Ohio academic content standards for social studies. This course, along with EDUC 405, is taken with 30 hours of field and clinical experiences in the middle grades. Prerequisite: EDUC 385. Corequisite: EDUC 405. Offered each Fall. EDUC 455 - Teaching Language Arts in the Middle Grades (2) This course examines effective strategies for instruction and evaluation in middle level language arts and provides the opportunity to apply strategies to meet the diverse needs of students through middle school field experience. Attends to NCTE standards and Ohio academic content standards for English/language arts. This course, along with EDUC 405, is taken with 30 hours of field and clinical experiences in the middle grades. Prerequisite: EDUC 385. Co-requisite: EDUC 405. Offered each Fall. EDUC 460 - Student Teaching Seminar (1) The student teaching seminar meets once a week during the student teaching semester. The seminar encourages reflection and provides opportunities for students to interact regarding their student teaching experiences. Discussions on issues and trends affecting the profession and preparations for the professional role will occur. The professional portfolio and student teaching work sample capstones are developed and submitted. Offered each semester.

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EDUC 472 - Teaching Physical Education in the Secondary School (3) The identification of the fundamental processes, techniques, and instructional methods related to physical education at the secondary level. This course, along with EDUC 405, is taken with 40 hours of field and clinical experiences. Prerequisite: EDUC 312. Co-requisite: EDUC 405. Offered each Fall. EDUC 492 - Early Childhood Student Teaching (12) For those seeking the Early Childhood Education license. A full-time clinical experience providing opportunities to observe, plan, conduct, and evaluate instruction in a school setting and receive professional feedback from university supervisors and experienced cooperating teachers in the appropriate licensure area for a minimum of 15 weeks (minimum - 450 clock hours). Attendance at additional duties associated with the teaching role is expected (i.e., parent-teacher conferences, professional meetings, etc.). Those registering for student teaching must also register for EDUC 460 - Student Teaching Seminar. Application for student teaching should be made in November preceding the academic year in which student teaching is to be completed. Prerequisites: Acceptance as a candidate for clinical experience and satisfactory completion of all professional education course work. Co-requisite: EDUC 460. Offered each semester. EDUC 493 - Middle Childhood Student Teaching (12) For those seeking the Middle Childhood Education license. A full-time clinical experience providing opportunities to observe, plan, conduct, and evaluate instruction in a school setting and receive professional feedback from university supervisors and experienced cooperating teachers in the appropriate licensure area, equally divided between both concentration areas, for a minimum of 15 weeks (minimum - 450 clock hours). Attendance at additional duties associated with the teaching role is expected (i.e., parent-teacher conferences, professional meetings, etc.). Those registering for student teaching must also register for EDUC 460 - Student Teaching Seminar. Application for student teaching should be made in November preceding the academic year in which student teaching is to be completed. Prerequisites: Acceptance as a candidate for clinical experience and satisfactory completion of all professional education course work. Co-requisite: EDUC 460. Offered each semester. EDUC 495 - Multi-Age (PreK-12) Student Teaching (12) For those choosing from among multi-age licensure areas such as Health Education, Music Education, Physical Education, Spanish Education, or Visual Arts Education. A full-time clinical experience providing opportunities to observe, plan, conduct, and evaluate instruction in a school setting and receive professional feedback from university supervisors and experienced cooperating teachers in the appropriate licensure area, equally divided between two placements across the licensure area, for a minimum of 15 weeks (minimum - 450 clock hours). Attendance at additional duties associated with the teaching role is expected (i.e., parent-teacher conferences, professional meetings, etc.). Those registering for student teaching must also register for EDUC 460 - Student Teaching Seminar. Application for student teaching should be made in November preceding the academic year in which student teaching is to be completed. Prerequisites: Acceptance as a candidate for clinical experience and satisfactory completion of all professional education course work. Co-requisite: EDUC 460. Offered each semester. EDUC 497 - Adolescent to Young Adult Student Teaching (12) For those choosing from among Adolescent and Young Adult licensure areas such as Integrated Language Arts, Integrated Mathematics, Integrated Social Studies, Integrated Science, Life Science/Chemistry Education, and Physical Science. A full-time clinical experience providing opportunities to observe, plan, conduct, and evaluate instruction in a school setting and receive professional feedback from university supervisors and experienced cooperating teachers in the appropriate licensure area, equally divided between two placements across the licensure area, for a minimum of 15 weeks (minimum - 450 clock hours). Attendance at additional duties associated with the teaching role is expected (i.e., parent-teacher conferences, professional meetings, etc.). Those registering for student teaching must also register for EDUC 460 - Student Teaching Seminar. Application for student teaching should be made in November preceding the academic year in which student teaching is to be completed. Prerequisites: Acceptance as a candidate for clinical experience and satisfactory completion of all professional education course work. Co-requisite: EDUC 460. Offered each semester.

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Intervention Specialist SPED 243 - Inclusion and the Schools (3) Emphasis on the philosophical, historical, and legal foundations of special education with particular consideration given to the principles and practices of inclusion. A personal philosophy regarding the acceptance and professional commitment to individuals with exceptional learning needs will be developed. Includes 20 field hours. Prerequisites: EDUC 112, 232. Offered each semester. SPED 253 - Nature and Needs of Learners with Mild/Moderate Exceptionalities (3) An in-depth examination of the etiologies, identification criteria, characteristics, and needs of individuals with mild and moderate educational needs including those with learning disabilities, mild/ moderate mental retardation, emotional and behavioral disorders, and developmental disabilities. Emphasized are ways in which to plan and implement developmentally and individually appropriate curricula and instructional practices based on knowledge of individual children and their educational needs, the family, the community, and curricula goals and content. Prerequisite: SPED 243. Offered each Spring. SPED 280 - Children with Exceptionalities in Early Childhood Education (3) Designed to provide a thorough knowledge base related to the nature and needs of children, pre-kindergarten through third grade who are at risk, gifted, or who have mild/moderate educational needs. Participants use a variety of informal and formal assessment instruments and procedures, including observational methods, to make decisions about childrenâ&#x20AC;&#x2122;s learning and development. Emphasized are ways in which to plan and implement developmentally and individually appropriate curricula and instructional practices based on knowledge of individual children and their educational needs, the family, the community, and curricula goals and content. Prerequisites: EDUC 245; SPED 243 (Required only for Early Childhood Education Program). Offered each Spring. SPED 293 - Emergent and Early Reading Instruction (3) An overview of theories of language acquisition and development of reading. Emphasis is placed upon the development of a balanced literacy program including, but not limited to, teaching strategies for the sequential evolvement of spelling skills, grammar skills (oral and written), handwriting, and the use of various cueing systems to enhance reading comprehension. Attention is given to the reading and writing process and to the model/methods appropriate for reading instruction. Intervention strategies for children with mild/moderate educational needs are introduced. Includes 20 field hours. Prerequisite: EDUC 252. Cross-listed with EDUC 293. Offered each semester. SPED 352 - Management Strategies in Education (3) Course content focuses on conceptual models of discipline, management methods and strategies, systematic interventions, and classroom procedures/routines that lead all students, including students with mild to moderate educational needs, to make constructive social/behavior choices. Other topics include legal requirements and social/behavior planning in the IEP process, methods to teach socials skills, and strategies to motivate students. Ethical considerations inherent in behavior management are also considered. Prerequisite: SPED 243. Offered each semester. SPED 357 - Content Reading Strategies (3) This course provides a multidisciplinary support of reading development with an emphasis on content area reading. Attention is given to the development of skills in comprehension, vocabulary, word identification, the reading and writing process, grammar skills, and effective strategies for reading instruction across the content areas. Various speech and language patterns, dialects, and other issues of language diversity are considered. Includes 20 field hours. Prerequisite: SPED 243. Cross-listed with EDUC 357. Offered each semester.

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SPED 376 - Intervention Strategies for Learners with Disabilities in Middle and Secondary Schools (3) Focus is on general and specialized curriculum and methods used for teaching students with mild/moderate educational needs in the middle and secondary school, with adaptations that facilitate inclusion. Curricula and intervention strategies, including the use of technology, for the development of cognitive, academic, social, language, affective, career, and functional life skills necessary for independent, community, and personal living and employment are examined. IEP and lesson plans are developed in transition, academic, adaptive behavior, and vocational areas. Field and clinical experiences allow students to tutor middle or secondary students with mild/ moderate learning and/or behavior problems. Includes 20 field hours. Prerequisite: SPED 253. Offered each Spring. SPED 405 - Evaluation Strategies for Learners with Disabilities (3) An overview and analysis of the various evaluation strategies used to inform placement and intervention decisions for students with mild/moderate educational needs. Participants become familiar with a wide range of individual and group assessment tools including those used to diagnosis learning problems in the areas of math, science, social studies, and language arts. Particular emphasis is placed on the Intervention Based Multi-Factored Evaluation (IBMFE), along with assessment techniques such as life space interviewing. Course fee. Prerequisite: SPED 253. Offered each Spring. SPED 425 - Literacy Assessment and Instruction (3) An overview of standard and alternative assessments designed for the identification of reading difficulties with attention given to specific intervention strategies, including the use of technology. Candidates learn how to assist and accommodate readers with speech, linguistics, and cultural differences. Case studies, the development of individualized education plans (IEPs), and the 504 plan in reading is a significant focus for 20 field hours. Prerequisite: SPED 293. Cross-listed with EDUC 425. Offered each semester. SPED 441 - Communication and Collaboration in Special Education (3) Focus is on the factors that promote and strategies that lead to effective communication and collaboration with individuals who have exceptional learning needs, parents, support agencies, businesses, and other school and community personnel. Consideration is given to the various roles of those involved in planning an individualized educational program and the importance of fostering respectful and beneficial relationships between families and professionals. Ethical practices for confidential and responsible communication are also emphasized. Course fee. Prerequisite: SPED 253. Offered each Fall. SPED 445 - Integrated Social Studies and Language Arts for Children (4) Explores the principles, techniques and resources for teaching language arts in the context of social studies to children ages three through eight and kindergarten through grade three, incorporating technology and other non-print media. Course work includes the examination of strategies for selecting, integrating, and translating knowledge and methods from history, geography, and social science disciplines appropriate for early childhood. Planning an integrated social studies curriculum and providing intervention for children with various educational needs are emphasized. Attends to Ohio academic content standards for social studies and English/language arts. Includes 20 field hours. Prerequisite: SPED 253. Co-requisites: EDUC 405; SPED 447. Cross-listed with EDUC 445. Offered each semester. SPED 447 - Integrated Math and Science for Children (4) Presents the current developments and methods of teaching math and science to children, pre-kindergarten through grade three, with content and learning activities reflecting national standards and the Ohio academic content standards for mathematics and science. Emphasis is placed upon materials, techniques, and research-based practice for effective instruction of content, process, and real-world applications. Intervention strategies are developed and practiced to address the learning needs of children with mild/moderate educational needs across various placements, with consideration given to the challenge of providing individualized instruction in general education classes.

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Course fee. Includes 20 field hours. Prerequisites: MATH 112; SPED 253; general education science elective. Corequisites: EDUC 405; SPED 445. Cross-listed with EDUC 447. Offered each semester. SPED 462 - Language Development and Differences (3) This course is designed to prepare candidates to identify students with language differences and to effectively design and implement instruction for students with language disorders or differences. Topics include normal acquisition of speech and language from infancy through adolescence, developmental milestones, theories related to language acquisition, socio-cultural influences, differences in typical development, English Language Learners, and strategies and adaptations to facilitate language development and learner success. 20 hours of Reading Endorsement internship with a culturally/linguistically diverse population. Prerequisites: SPED 243; EDUC/SPED 293. Offered each semester. SPED 496 - Special Education (K-12) Student Teaching (12) For those seeking the Intervention Specialist license. A full-time clinical experience providing opportunities to observe, plan, conduct, and evaluate instruction in a school setting and receive professional feedback from university supervisors and experienced cooperating teachers in the appropriate licensure area, equally divided between two placements across the licensure area, for a minimum of 15 weeks (minimum - 450 clock hours). Attendance at additional duties associated with the teaching role is expected (i.e., parent-teacher conferences, professional meetings, etc.). Those registering for student teaching must also register for EDUC 460 - Student Teaching Seminar. Application for student teaching should be made in November preceding the academic year in which student teaching is to be completed. Prerequisites: Acceptance as a candidate for clinical experience and satisfactory completion of all professional education course work. Co-requisite: EDUC 460. Offered each semester. Physical Education PE 100 - Personal Wellness (2) Designed to be the introductory course in physical education, lifelong personal fitness, and wellness. Emphasis is placed on health-related physical fitness and current wellness issues, including those that are gender and agespecific. The concept of personal stewardship is stressed, relative to the integration of faith and learning. Special attention is given to fitness assessment and lifestyle modification. (Not available for credit/proficiency by exam.) Offered each semester. PE 140 - Adapted Physical Education Activities (½) For those physically unable to enroll in the regular physical education program. A physician’s description of physical disabilities and limitations is prerequisite. An appropriate physical education activity will be developed. Enrollment limited. May be repeated. Offered each semester. PE 199 - Varsity Sports and Cheerleading (½) Varsity athletes at Malone may register and receive 1/2 hour credit for each varsity sport in which they participate. Such credit is graded as Credit/No Credit. The student may enroll in PE 199 multiple times for elective credit only. The student must be eligible according to N.A.I.A. guidelines and complete the varsity season to receive credit. Offered each semester. PE 210 - First Aid and Safety (3) Theory and practice of the fundamentals of first aid necessary for the recognition and treatment of common first aid emergencies and injuries. Students analyze accident causation and prevention occurring in the home, school, wilderness, and workplace. Successful completion of CPR training in a laboratory setting leads to Red Cross certification. Course fee. Offered each semester.

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PE 215 - Anatomical Structure and Function (3) The anatomical and structural analysis of the nervous and cardiopulmonary systems. A special emphasis is placed on osteology, arthrology, and myology. Lecture and laboratory. Prerequisites: BIOL 173 or permission of the instructor. Offered each Fall. PE 231 - Initiative Games (2) Designed to teach students how to create and lead games and activities that help participants to increase their sense of personal confidence, improve mutual support within a group setting, and develop an enhanced level of agility and physical coordination. Offered each Spring. PE 265 - Introduction to Fitness, Physical Education, and Sport (3) A study of basic concepts and principles that form the foundation of fitness, physical education, and sport. Designed to acquaint the student with the organized body of knowledge in the disciplines and provide an understanding concerning the management of these programs. Offered each semester. PE 282 - Individual Sport Instruction (2) The theory, knowledge content, rules, skill analysis, practice procedures, and safety awareness of individual activities or sports. Offered Fall 2013 and alternate Fall semesters. PE 283 - Team Sport Instruction (3) The theory and practice in softball, soccer, speedball, volleyball, floor hockey, and basketball with special attention given to various teaching methods, skills, and rules. Offered Spring 2014 and alternate Spring semesters. PE 284 - Dual Sport Instruction (2) The theory and practice of dual activities or dual sports. Emphasis is on knowledge content, rules, skill analysis, practice procedures, and safety awareness. Offered Fall 2012 and alternate Fall semesters. PE 311 - Instructional Practicum (Â˝-1) Designed to give the student practical teaching experience in various activity courses. Prerequisites: Junior or senior classification; approval of the Department Chair. Offered each semester. PE 320 - Physical Education for Children (3) Approaches to teaching in Pre-K through elementary school physical education. The focus is on sequential curriculum development and on learning outcomes in three domains. Prerequisite: Junior or senior standing. Offered Spring 2013 and alternate Spring semesters. PE 332 - Motor Behavior (3) This course encompasses the broad spectrum of work related to human performance. The course is designed to study the processes and variables that influence the rate, level, and retention of motor skill acquisition. Theories and principles are covered with specific consideration to the application of cognitive and psychomotor knowledge of fundamental skills for physical education and sport activity. Prerequisite: PE 265. Offered each Fall. PE 345 - Sociology of Sport (3) A study of sport, the sporting process and the social influences and structures that have affected and exist within, between and among societies, nations and cultures. The course examines traditional institutions and structures, such as religion, education, politics, economy, and their relationship to sport. Offered each Fall. PE 350 - Teaching and Coaching Basketball (2) Coaching basketball, including analysis of strategy, philosophy, fundamentals, administrative responsibilities, and conditioning. Offered each Summer.

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PE 360 - Teaching and Coaching Baseball and Softball (2) Coaching techniques in softball and baseball, including analysis of basic skills, position play, and offensive and defensive strategies. Offered each Summer. PE 361 - Teaching and Coaching Golf (2) Coaching golf, including skill analysis, and organization of tournaments. Prerequisite: Varsity experience in golf or proficiency. Repeatable up to 6 hours; no more than 2 hours per semester. Offered each Summer. PE 370 - Teaching and Coaching Track and Field (2) A course designed to prepare teachers for coaching all track and field events, including methodology of training, nutrition, physiology, and motivational techniques. Offered each Summer. PE 371 - Teaching and Coaching Soccer (2) Coaching soccer, including analysis of skills, strategy, and administrative responsibilities. Offered each Summer. PE 372 - Teaching and Coaching Cross Country (2) A course designed to prepare teachers for coaching endurance events, including methodology of training, nutrition, physiology, and motivational techniques. Offered each Summer. PE 373 - Teaching and Coaching Football (2) Coaching football, including aspects of conditioning, film analysis, and offensive and defensive skills and systems. Offered each Summer. PE 380 - Theory and Practice of Coaching (3) This course studies the philosophy, theory, techniques, strategies, and organization as applied to coaching a sport. Topics include coaching objectives, styles, and philosophies; evaluating and developing communication skills; teaching sport skills; nutrition for athletes; and team, risk, and self management. Offered Spring 2013 and alternate Spring semesters. PE 383 - Curriculum and Instruction in Physical Education (3) Enables persons in physical education to understand and interpret the philosophy, principles, problems, policies, and procedures essential to the development of desirable programs. Students will develop a comprehensive physical education curriculum for teaching PreK-12. Offered Spring 2014 and alternate Spring semesters. PE 391 - Teaching and Coaching Volleyball (2) Coaching volleyball including aspects of conditioning, analysis of skills, offensive and defensive strategy, and administrative responsibilities. Offered each Summer. PE 410 - Psychology of Coaching (3) Psychological factors influencing the behaviors of those participating in athletics with an emphasis on practice factors, personality, motivation, and problem athletes. Offered each Spring. PE 418 - Outdoor Leadership (3) The theory and application of experiential education as applied in outdoor settings with emphasis on leadership, group work, evaluation, and adaptation to the participantâ&#x20AC;&#x2122;s own situation in order to promote physical, spiritual, and social growth. Offered Spring 2013 and alternate Spring semesters. PE 424 - Adapted Physical Education (2) An academic and practical approach to physical education for specific disorders. Offered Fall 2013 and alternate Fall semesters.

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PE 450 - Advanced Topics (1-3) Topics chosen to meet the needs and interests of students enrolled. Open only to juniors and seniors who are majors in this area and who have completed or are taking regularly scheduled courses. Enrollment by permission of the Department Chair. Activity Courses PE 102 - Power Volleyball (½) Offered each Fall. PE 103 - Beginning Tennis (½) Personal rackets required. Offered each Fall. PE 104 - Intermediate Tennis (½) Personal rackets required. Offered on demand. PE 105 - Spelunking (1) Fee required. Offered each Spring. PE 107 - Leisure Time Sports (½) Offered each Spring. PE 110 - Bowling (½) Fee required. Offered each semester. PE 112 - Softball (½) Offered on demand. PE 120 - Golf (½) Fee required. Offered on demand. PE 121 - Principles of Aerobic Exercise (1) Offered each semester. PE 130 - Archery (½) Offered each semester. PE 132 - Badminton (½) Offered on demand. PE 133 - Backpacking (1) Fee required. Offered each Fall. PE 135 - Advanced Backpacking (1) Fee required. Offered each Spring. PE 137 - Bicycling (½) Offered on demand.

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PE 141 - Racquetball (½) Fee required. Offered on demand. PE 142 - Pocket Billiards (½) Offered each semester. PE 143 - Walking for Health (½) Offered on demand. PE 147 - Technical Rock Climbing (1) Fee required. Offered each Fall. PE 160 - Creative Movement (1) Offered each Spring. PE 163 - Strength Conditioning (½) Offered each semester. PE 171 - Fundamentals of Canoeing (1) Fee required. Offered each Fall. PE 175 - Beginning/Intermediate Swimming (½) Fee required. Offered on demand. PE 183 - Snow Sports (1) Fee required. Offered each Spring. PE 185 - Advanced Aquatic Activities (½) Fee required. Prerequisites: PE 175 or equivalent. Offered on demand. PE 193 - Skin and Scuba Diving (1) Fee required. Offered on demand.

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School of Nursing and Health Sciences Nursing Faculty: D. Lee (Dean of the School of Nursing and Health Sciences) R. Adams-Weber, S. Burgess, K. Distelhorst, K. Flaherty (Director of MSN), C. Gallagan, C. Harrington, S. McDevitt, E. McVan, S. Reagan (Director of RN/BSN; Clinical Coordinator of BSN), E. Rettew (Director of BSN), J. Risko, S. Taylor, L. Wyss Caring for persons with needs through professional competence and Christ-like compassion is the foundation of the baccalaureate nursing curriculum. This type of caring is possible as one is accountable to God, self, and persons with needs. The Malone University School of Nursing and Health Sciences offers two programs whereby one may earn the bachelor of science in nursing degree (BSN). The Degree-Completion Program (BSNDC) is for registered nurses (RNs) who have completed either an associate degree program or a diploma program for their basic nursing education. The BSN Program is for all other persons interested in a nursing career. The BSN Program prepares a nurse generalist who is qualified to complete the National Council Licensure Exam (NCLEX-RN) once the program outcomes are fully met. Both programs allow the graduates to pursue specialized study in graduate programs leading to the MSN degree and to advanced practice certifications. The Malone University School of Nursing BSN Program is accredited by the Commission on Collegiate Nursing Education (CCNE), approved by the Ohio Board of Nursing, authorized by the Ohio Board of Regents, and holds memberships with the American Association of Colleges of Nursing (AACN) and the National League for Nursing (NLN). Philosophy The School of Nursing and Health Sciences is an integral part of Malone University and is in full support of the university mission statement and community responsibilities. The programs and policies of Malone University are founded upon a commitment to the evangelical Christian faith, the biblical principles of Godâ&#x20AC;&#x2122;s love, and accountability to self and others. All of this provides a solid foundation for the Malone University nursing student to study and practice professional nursing. Nursing is a professional discipline. It is practice oriented, based on nursing and related theory, and evaluated by ongoing research. The nursing process is the methodology used to attain, retain, and maintain system stability. The overall goal of the discipline is to improve the health care of society. The nurse, as a member of the profession, brings to the practice setting knowledge, skills, and attitudes from which holistic nursing care evolves. The professional nurse has a broad knowledge base and functions in a variety of nursing contexts and practice settings. The professional nurse has knowledge and skills related to current technology to support the practice and the delivery of nursing care. There are multiple roles of the nurse, all of which may be identified with at least one of the following roles: provider of care, coordinator of care, and the professional. Through the socialization process a sense of identity and commitment to the profession are developed. As a professional nurse, there is a commitment to the value of collegiality, the need for lifelong learning, and continual growth toward expert practice. Expert practice by the baccalaureate nurse is evident as critical thinking skills are fully realized in a selected area of specialty over a significant period of time. Expert practice is also evident as the nurse completes a graduate education in nursing and as an advanced nursing practice is established, grounded in theory, and based on empirical findings over a significant period of time.

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Nursing education at the baccalaureate level is based on a liberal arts education that includes courses in the arts, sciences, humanities, and religion. Emphasis is given to the development and application of critical thinking, therapeutic intervention, communication process, and scholarly practice. Nursing education at the graduate level is based on a baccalaureate nursing education and includes courses that address the scope of advanced practice nursing and the depth of related theory and practice interventions. Nursing education occurs in an environment which supports the integration of Christian faith, values, and ethics in the teaching and learning of nursing. During the educational process, nurse roles and functions are practiced in diverse clinical and community settings. Scholarly practice is an expected professional goal and includes the standards of the scholarship of discovery, teaching, practice, and integration. Responsibility and accountability are essential components that are integrated within the nursing curriculum and practiced throughout the nursing education program. They are realized as responsibility and accountability behaviors to God, self, and others are demonstrated. The above text is taken from the School of Nursing and Health Sciences Philosophy. Program (Student) Outcomes 1. 2.

4. 5.

Synthesize theoretical and empirical knowledge from the liberal arts, sciences, humanities, Christian faith, and nursing as a source for making nursing practice decisions in a variety of nursing contexts and settings. Demonstrate Christian values, ethics, and caring qualities in nursing practice in such a way that personal values are maintained while respecting the rights and dignity of persons with varying physiological, psychological, sociocultural, developmental, and spiritual needs. Assess health status and health potential, diagnose, plan, implement, and evaluate holistic nursing care in collaboration with clients (person, family, group, community, and society) and others in health care settings. Evaluate professional accountability and responsibility for the provision of quality nursing care including research, clinical decision making, and the achievement of outcomes. Utilize management and leadership skills in the provision of care for clients (person, family, group, community, and society) and in the interaction with others in health care settings.

Master of Science in Nursing (MSN) The Malone University MSN program is accredited by the Commission on Collegiate Nursing Education (CCNE). The program offers BSN nurses the option of a Family Nurse Practitioner (FNP) track or a Clinical Nurse Specialist (CNS) track. Information regarding admission to the MSN program is available through the School of Nursing (330.471.8166).

The BSN Program A student who meets at least one of the following criteria is eligible to enroll in pre-nursing courses: A minimum non-weighted cumulative high school gpa of 3.0 or greater; A composite ACT score (without the writing section) of 20 or greater; A combined SAT score (critical reading and math) of 940 or greater; Established proficiency in college-level science courses. Students must maintain a minimum overall cumulative grade point average (cgpa) of 2.5 to progress through the nursing program. A grade of C or higher is required for each of the 24 nursing courses and for each of the 6 support courses. Students must also maintain a minimum cgpa of 2.5 for selected nursing courses (NURS 211, 212, 221, 252, 311, 312, 353, 354, 411, and 412). Bureau of Criminal Identification and Investigation (BCII) and Federal Bureau of Investigation (FBI) background checks are required to enroll and maintain enrollment in clinical nursing courses. In addition, students are required to submit documentation of health exam, immunizations, and CPR

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certification. Students are referred to the School of Nursing Student Handbook for additional criteria regarding admission to Sophomore nursing courses, progression to Junior nursing courses, admission to the major, progression to Senior nursing courses, and requirements for program approval prior to application for the National Council Licensure Exam (NCLEX-RN). The nursing major curriculum for the basic program consists of 62 required semester hours of professional nursing courses. These courses include NURS 111, 112, 211, 212, 213, 214, 221, 252, 311, 312, 313, 314, 353, 354, 402, 411, 412, 413, 414, 420, 422, 432, 442, and 462. The support courses include BIOL 131, 132, 371; CHME 115; PSYC 121, 220. Nursing electives include NURS 450, 460, and 475. Also see General Education requirements.

Course Descriptions NURS 111 - Introduction to Professional Nursing I (1) Presents the Malone University School of Nursingâ&#x20AC;&#x2122;s philosophy, objectives, and organizing framework. The concepts of person, environment, health, nursing, nurse, and nursing education are discussed along with selected nursing theories. Introduces the research process, history of nursing, and nursing education practices. Students apply the nursing process for personal and professional situations. Accountability and responsibility to God, clients, and self are presented to assist students in identifying spiritual needs. Opportunities to gain insight in the role of nursing student as well as the nurse/client roles are provided. Offered each Fall. NURS 112 - Introduction to Professional Nursing II (2) Examines components of the provider of care role, the professional role, and coordinator of care role. As provider of care the student studies communication principles, medical terminology, and math for medications. Under professional role behaviors, principles of critical thinking are utilized as a foundation for the nursing process. Involvement in professional nursing student organizations is required. In the coordinator of care behaviors, health care settings and the various roles of the nurse such as change agent, leader, and patient advocate are introduced. Prerequisite: NURS 111 or School approval. Offered each Spring. NURS 211 - Foundations in Nursing: Theory (3) Identifies selected basic theoretical nursing concepts, knowledge, and scientific rationale with skills, attitudes, values, and behaviors which assist the professional nurse in the delivery of quality care. Considers selected basic needs and plans strategies toward meeting those needs to enhance optimal health need satisfaction. Presents the Neuman Systems Model as the theoretical framework and the nursing process as the methodology utilized to meet the needs of persons across the lifespan. NOTE: Transfer students must have School approval before registering for this course. Prerequisites: NURS 111, 112; BIOL 131, 132; two additional support courses from among PSYC 121, 220; CHEM 115; BIOL 371. NURS 212 - Nursing Across the Lifespan I: Theory (2) Stresses nursing strategies, pharmacology, critical thinking skills, nursing knowledge, concepts, and role behaviors utilized within the nursing process based on the Neuman Systems Model. Applies nursing knowledge in preparation for clinical practice. Prerequisites: NURS 211, 213, 221. Prerequisites or co-requisites: NURS 252; BIOL 371; PSYC 220. Offered each Spring. NURS 213 - Foundations in Nursing: Clinical (1) Incorporates nursing concepts and knowledge in laboratory and clinical practice of beginning nursing skills. Utilizes the nursing process, based on the Neuman Systems Model, to develop therapeutic interventions. The goal of these interventions is optimal health. Provides three clock hours of laboratory or clinical practice per week. The clinical setting is the long-term care facility. Transfer students must have School approval before registering for this course. Course fee. Offered each Fall

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NURS 214 - Nursing Across the Lifespan I: Clinical (2) Applies theoretical knowledge in the provider of care role with persons needing low and intermediate acuity care. Utilizes the nursing process, based on the Neuman Systems Model, to meet the needs of persons across the lifespan. Includes six hours of clinical practice per week. Clinical settings include adult medical and surgical units in acute care facilities. Course fee. Offered each Spring. NURS 221 - Health Assessment (3) Utilizes the nursing process with an emphasis on assessment, based on the Neuman Systems Model, to determine the health status of persons. Interviewing techniques, health history taking and physical exam skills are introduced. The integration of health assessment in clinical practice and documentation of data are implemented. Provides two hours of theory and one hour (three clock hours) of laboratory or clinical practice per week. Transfer students must have School approval before registering for this course. Offered each Fall. NURS 252 - Nutrition and Health (2) A study of the principles relating to normal nutrition. An emphasis is on the role of nutrients in the maintenance and promotion of health for persons across the lifespan. Individual nutritional analysis is included as planning and teaching about healthy nutrition are addressed. Prerequisite: Lab science course. Offered each semester. NURS 311 - Nursing Across the Lifespan II: Theory (4) Introduces the concepts of health promotion, disease prevention, and disease process for persons and families in various stages of development across the lifespan. Applies knowledge from the physical and social sciences within the context of planning nursing care. Prerequisites: BIOL 371; CHEM 115; NURS 212, 214, 252, 353; PSYC 121, 220; or School approval. Offered each Fall. NURS 312 - Nursing Across the Lifespan III: Theory (4) Stresses caring for persons, families, and groups across the lifespan who are experiencing a variety of acute and long-term health care problems. Integrates the concepts of adaptation and rehabilitation. Prerequisites: NURS 311, 313, 354. Offered each Spring. NURS 313 - Nursing Across the Lifespan II: Clinical (4) Applies the nursing process, based on the Neuman Systems Model, in the promotion of health, prevention of disease, and the integration of knowledge with disease processes. Client population includes persons and families in various developmental stages. The professional role of the nurse is developed as students practice in various clinical settings. Includes twelve hours of clinical practice per week. Clinical settings are in maternity and medical and surgical acute care facilities. Course fee. Offered each Fall. NURS 314 - Nursing Across the Lifespan III: Clinical (4) Focuses on the application of critical thinking and the integration of knowledge with disease processes, pharmacology, diagnostics, and nutrition to formulate and implement a nursing plan of care. The client population of concern is persons, families, and groups experiencing acute and long-term health care problems. Continues to expand the professional role of the nurse. Clinical settings include pediatrics, psychiatric, medical, and surgical units in acute and long-term care facilities. Includes twelve hours of clinical practice per week. Course fee. Offered each Spring. NURS 353 - Pathophysiology and Applied Therapeutics I (2) Part I of a comprehensive study of human pathophysiology with application in the areas of diagnostic studies, diet therapy, and pharmacotherapeutics. Students discuss the biologic basis for altered health in persons across the lifespan. Rationale for nursing care and teaching for the client undergoing diagnostic procedures will be examined.

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Pharmacologic agents and diet therapy are applied to case scenarios for maintenance and promotion of health. Prerequisites: BIOL 131, 132 or permission of the instructor. Offered each Spring. NURS 354 - Pathophysiology and Applied Therapeutics II (2) Part II of a comprehensive study of human pathophysiology with application in the areas of diagnostic studies, diet therapy, and pharmacotherapeutics which builds on knowledge acquired in NURS 353. Students will demonstrate a cumulative knowledge for the biologic basis of altered health in persons across the lifespan. Rationale for nursing care and teaching for the patient undergoing diagnostic procedures are examined. Pharmacologic agents, diet therapy, and knowledge from NURS 353 are applied to case scenarios for maintenance and promotion of health. Offered each Fall. NURS 402 - Cultural Nursing: Theory (2) Facilitates the study of personal cultural values, beliefs, and biases. Knowledge is gained about values, beliefs, and practices that influence the health practices of various cultural and ethnic peoples and groups. Modalities for assessment and intervention for attainment of high level wellness that are acceptable by ethnic and cultural groups are studied. Also includes cultural simulations, brief encounters with cultural/ethnic groups in the local area, and interactions with representatives from various cultural groups. Planning will take place for the 45-hour cultural encounter course (NURS 432). Offered each semester. NURS 411 - Nursing Across the Lifespan IV: Theory (4) Applies the nursing process, based on the Neuman Systems Model, to clients with emotional and preventive health care needs. Emphasizes mental health/illness from psychological, social, behavioral, cognitive, and spiritual perspectives. Addresses the health care needs of persons, families, groups, and communities from the perspective of primary, secondary, and tertiary levels of prevention. Theories pertaining to psychiatry, pediatrics, family, and community are presented. Prerequisites: NURS 312, 314, 402. Offered each Fall. NURS 412 - Complex and Critical Care Nursing: Theory (4) Applies the nursing process, based on the Neuman Systems Model, to clients (persons, families, groups, and communities) experiencing acute and complex care needs which may be life threatening. The specific needs of clients with acute systems alterations are considered. The focus is on the adult client although infants and children are included as well as the family and the community. Prerequisites: NURS 411, 413, 432. Offered each Spring. NURS 413 - Nursing Across the Lifespan IV: Clinical (4) Facilitates the wholeness of clients by focusing on optimal health and emotional health care needs within the home, pediatric, community and various health care settings. Includes twelve hours of clinical experience per week in psychiatric, mental health, pediatric, and extended health care facilities, home, school, public health, and other community settings. Course fee. Offered each Fall. NURS 414 - Complex and Critical Care Nursing: Clinical (4) Applies nursing process, based on the Neuman Systems Model to clients (persons, families, groups, and communities) experiencing acute and complex care needs which may be life threatening. Nursing care will be implemented for clients experiencing acute systems alterations. Provides experience in the complex nursing care of clients in step-down units, intensive care units and emergency departments. Includes twelve hours of clinical practice per week. Course fee. Offered each Spring. NURS 420 - Nursing Research (2) Provides the student with an overview of knowledge development, a focused study of the research process and quantitative methodology, as well as statistical applications. Selected nursing study reports are reviewed and

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critiqued. Student groups are assisted in a literature review and the formulation of a research problem. Prerequisites: NURS 312, 314. Offered each Fall. NURS 422 - Research Activity (1) A continuation of the NURS 420 course with student groups participating in the collection and/or analysis of data for a research project. The project, real or simulated, is reviewed and then attention is given to the collection and analysis of data as well as the communication of findings. Student groups work independently with a faculty member as facilitator and consultant. Students communicate data analysis/findings via a written report and the completion of a poster. Prerequisite: NURS 420. Offered each Spring. NURS 432 - Cultural Nursing: Application (1) Provides the student an opportunity to observe and utilize the nursing process, based on the Neuman Systems Model, in a culture outside the United States, or sub-cultures within the United States in accord with personal interest and professional goals. Includes 45 clock hours of cultural observation. Prerequisite or Co-requisite: NURS 402. Offered each semester. NURS 442 - Professional Nursing: Leading and Managing (3) Provides leadership and management theories as professional behaviors are examined and practiced. Students participate in clinical assignments with nurse preceptors in a variety of settings. Self-assessment activities help students identify styles, strengths, and weaknesses and plan for future development. Includes theory and clinical practice. Course fee. Offered each Spring. NURS 450 - Independent Study in Nursing (1-2) An elective study under the supervision of a faculty adviser. Permits exploration of special topics within or associated with the realm of nursing practice. Enrollment by permission of the Dean. Offered on demand. NURS 460 - Nursing Seminar (1-2) Presents a topic of interest requested by students or faculty. Topics will vary from semester to semester and will introduce new content or enlarge upon content introduced in a nursing course. Enrollment by permission of the Dean. Offered on demand. NURS 462 - The Professional Role (1) Addresses the role of the professional nurse and the practice of professional nursing. Special attention is given to the scope of practice at the state level and the responsibility and accountability of the student in preparation for licensure. Topics include the licensure process, career planning, certification, graduate study, role transition, testing, and self-directed study. Independent student assignments relate to NCLEX-RN preparation and test-taking strategies. Standardized testing provides reports as NCLEX-RN readiness is determined. This course consists of didactic content and assigned lab hours for self-directed study and standardized testing. Offered each Spring. NURS 475 - Caring Externship (2-4) Provides opportunity for students to increase their nursing skills and to obtain an involvement or commitment experience under the direction of a full-time or adjunct faculty member. Enrollment by permission of the Dean. Offered on demand.

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The RN/BSN Program (Degree Completion for RNs) The RN/BSN Program consists of 36 required semester hours with 30 semester hours in the nursing major. These courses are sequential and a lock-step approach is used for each entering class of students. The courses include NRN 202, 301, 306, 353, 391, 425, 430, 431, 461; BIBL 200; THEO 407. The following general education requirements also apply, many of which are fulfilled by courses already listed above in the major requirements: one course each in communications (NRN 391); English composition; research writing; quantitative reasoning (NRN 306); and cross-cultural studies (NRN 301, 391); two courses in biblical studies/religion (BIBL 200, THEO 407); and seven courses from at least three of the following areas â&#x20AC;&#x201C; English/literature; fine arts/art/music; history; economics/political science/sociology/social science; philosophy; psychology; and natural science. Interested RNs may contact the School of Nursing and Health Sciences for additional information (330.471.8166).

Course Descriptions NRN 202 - Nursing Perspectives (4) This course explores person, society, health, nursing education, environment, teaching, and learning as included in the Malone University School of Nursing and Health Sciences philosophy and as related to the Neuman Systems Model. The necessary development of characteristics that support nursing as a profession in research, education, and practice is discussed. Professional accountability is addressed through legal practice issues and ethical dimensions in nursing. The process of leadership, management, and dimensions of change as a basis for professional responsibility is introduced. Health promotion across the lifespan, cultural diversity, and use of nursing informatics are emphasized. NRN 301 - Health Assessment and Health Promotion (4) Participants utilize the nursing process, based on the Neuman Systems Model, as the methodology to promote health, manage care for health maintenance, and evaluate client outcomes. Emphasis is on health assessment in culturally diverse populations and the synthesis and generalization of nursing concepts for clients with needs. Clinical validation and application of nursing concepts and skills are provided in the nursing-clinical laboratory with the use of simulation. NRN 306 - Mathematics and Statistics in Health Care (3) This course provides a review and testing of mathematical skills and then focuses on descriptive and inferential statistics. A conceptual approach is used including terminology and the interpretation and utilization of statistics for research purposes. Opportunities are provided to analyze data and conduct selected statistical problems. A decision in made regarding statistics as the research proposal is completed. NRN 353 - Pathophysiology and Applied Therapeutics (3) This course is a comprehensive study of human pathophysiology with application in the areas of diagnostic studies, diet therapy, and pharmacotherapeutics. Simulated and actual case scenarios of persons across the lifespan who are experiencing single or multisystem disease processes are discussed. Diagnostic studies specific to disease processes are examined. Pharmacologic agents and nutrition therapy appropriate for maintenance and promotion of health are studied. Nursing care appropriate to the disease processes are discussed. NRN 391 - Communication and Group Theory (2) This course presents selected communication theories and facilitates the exploration of topics such as self-concepts, conflict, group process, and group culture. Application of theory is accomplished as students examine interpersonal

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relationships and communication principles as essential components for effective professional practice. Students analyze both a formal group and their own communication styles. The continued use of nursing informatics is emphasized. NRN 425 - Nursing Research (3) The development of nursing knowledge is necessary for the profession of nursing. Research supports this knowledge development and provides the professional with skills to advance the practice of nursing. This course provides the student with an overview of knowledge development and the research process. Selected nursing study reports are reviewed and critiqued. Students are assisted in a literature review and the formulation of a research problem. A research proposal is completed. NRN 430 - Community and the Nursing Process (4) This course applies the nursing process, based on the Neuman Systems Model, to persons, families, groups, and communities with a focus on primary, secondary, and tertiary levels of prevention. Selected theories pertaining to families and community are applied in homes, schools, public health, and other community settings. NRN 431 - Management and Leadership with Complex Populations or in Complex Environments (4) Management and leadership are addressed within the health care system. A theoretical-conceptual approach is used and applied to client populations with complex systems alterations in the practice setting. Total quality management and Quality and Safety Education for Nurses (QSEN) are discussed and related to the Neuman Systems Model. Evaluations of actual and hypothetical management and leadership situations are completed. Self-evaluations are completed relating to nurse manager roles and the continuation of professional nurse career plans. Clinical application of learned concepts occurs in selected health care settings. NRN 461 - Capstone: Liberal Arts and Nursing (3) A capstone course that assists students in the integration of previous liberal arts, science, and nursing education in order to formulate and implement a personal philosophy of nursing. This course emphasizes a professional commitment in the areas of accountability in personal practice, ensuring the quality of health care practices, and the promotion of nursing as a profession. Nursing professionals facilitate the exploration of current issues and trends in nursing.

Health Sciences Faculty: K. Hoalt, P. Hoalt The Malone University School of Nursing and Health Sciences offers two majors and two minors within its health services programs: the Community Health Education major, the Community Health Education minor, the Health Education major, and the School Health Education minor. Students completing the Community Health Education major receive a B.A. degree and are prepared for careers in health promotion, community health, public health, international health and wellness. Health educators may be employed in voluntary and private health agencies; and in local, city, state, and federal governmental agencies. Examples of employment opportunities include, but are not limited to, the Center for Disease Control, health departments, American Cancer Society, pharmaceutical representative, health communications, environmental agencies, and the Peace Corps. Upon completion of the degree, the community health educator is eligible to take the national Certified Health Education Specialist Examination (C.H.E.S.). The Community Health Education minor is designed for students who desire to augment their major field of study with a concentration in core health education courses.

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Students completing the comprehensive major in Health Education receive a Bachelor of Science in Education degree and the health education license valid for teaching health in PreK-12. Students are also eligible to take the national Certified Health Education Specialist Examination (C.H.E.S.). The School Health Education minor is designed for students who desire to augment their major field of study with a concentration in core health education courses. Students pursuing a minor in School Health Education are required to complete 21-22 hours of coursework. This minor DOES NOT qualify a student to be eligible for the Praxis II School Health Education Teaching Specialty Licensure Examination in the state of Ohio. Out of state students may choose to get the minor which may meet certification needs in other states. Students can pursue a Community Health Education major and a Biology minor with a focus in Epidemiology. Such students should complete all the requirements for the major in Community Health Education. In addition, the student should complete the requirements for the minor in Biology with the following caveats: BIOL 313 and 362 must be selected as the two 300/400 level courses and an additional two courses (CHEM 131; MATH 150 or MATH 201) must be included. When these requirements are met as well as other requirements for the Bachelor of Arts degree, the student is eligible to pursue a Masters of Science (M.S.) in Epidemiology or a Masters of Public Health (M.P.H.). A student completing this program of study will also be eligible to take the National Certified Health Education Specialist (C.H.E.S.) examination. Student Learning Outcomes Based on the 7 National Competencies of Health Educators 1. 2. 3. 4.

Assess individual and community needs for health education; plan health education strategies, interventions and programs. Implement health education strategies, interventions, and programs; conduct research and evaluation related to health education. Administer health education strategies, interventions, and programs; serve as a health education resource person. Communicate and advocate for health and health education.

Community Health Education (Bachelor of Arts) Students completing this program will receive a B.A. degree in Community Health Education and are prepared for careers in health promotion, community health, public health, international health and wellness. Health educators may be employed in voluntary and private health agencies, and in local, state, city, and federal governmental agencies. Examples of employment opportunities include, but are not limited to, the Center for Disease Control, health departments, American Cancer Society, pharmaceutical representative, health communications, environmental agencies, and the Peace Corps. Upon completion of the degree, the community health educator is eligible to take the national Certified Health Education Specialist Examination (C.H.E.S.). If a student is interested in pursuing a specialty area in public health and/or graduate school in public health (M.P.H.) in the areas of epidemiology, bio-statistics, environmental sciences, and public health practice and program development or is interested in pursuing a health-related field and/or graduate school (M.S.) in the areas of public health law, health care administration, community counseling, health education, health psychology, and health communications, consult the Community Health Education faculty for recommended minors and supporting courses. For descriptions of courses in epidemiology see Department of Natural Sciences. The major consists of the following: HED 200, 220, 300, 330, 342, 357, 361, 372, 373, 382, 425, 430, 431, 442; BIOL 131, 132.

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Community Health Education & Biology â&#x20AC;&#x201C; Epidemiology A student can pursue a Community Health Education major and a Biology minor with a focus in Epidemiology. The student is eligible to take the national Certified Health Education Specialist examination (C.H.E.S.) and is able to pursue a Masters of Science (M.S.) in Epidemiology or a Masters of Public Health (M.P.H.). The Community Health Education major requirements are HED 200, 220, 300, 330, 342, 357, 361, 372, 373, 382, 425, 430, 431, 442; BIOL 131, 132. The Biology minor requirements are BIOL 144, 145, 200, 253 or 254, 313, 362; CHEM 131; MATH 150 or 201. The preceding listing is a modification of the standard Biology minor based upon program requirements for entrance into a Master of Science (M.S.) in Epidemiology or a Masters of Public Health (M.P.H.). Community Health Education Minor (18 hours) The community health education minor is designed for students who desire to augment their major field of study with a concentration in core health education courses. Students pursuing a minor in community health education are required to complete HED 200, 300, and at least four courses from among HED 342, 357, 361, 372, 373, 382, 425, 431, 442. Students interested in pursuing the Certified Health Education Specialist (C.H.E.S.) must take HED 200, 300; the following electives: HED 342, 382, 425, 431, 442; and additional HED courses (excluding HED 430) for a total of 25 semester hours.

Health Education (Bachelor of Science in Education) Students completing the following comprehensive major in health education will receive a Bachelor of Science in Education degree and the health education license valid for teaching health in PreK-12. Students are also eligible to take the national Certified Health Education Specialist Examination (C.H.E.S.). The major consists of the following: HED 200, 220, 300, 330, 342, 361, 425, 431, 442; PE 215; BIOL 173. Professional education courses totaling 38 hours are also required for licensure: EDUC 112, 232, 245, 262, 312, 357, 405, 415, 436, 460, 495; SPED 243. Valid Red Cross First Aid & Safety Certification is also required. Students pursuing the Health Education major must maintain a minimum 2.75 major and cumulative GPA to progress through the teacher licensure program. To register for education courses at the 300 level or above, acceptance into Teacher Education is required. See details of the assessment requirements and criteria for teacher licensure programs in the School of Education and Human Development. Acquiring licensure in both Health Education and Physical Education is an option that may enhance employability, particularly in the state of Ohio. With the following additional courses, a student will receive physical education licensure valid for teaching physical education in PreK-12: PE 265, 282, 283, 284, 320, 332, 345, 383, 424; EDUC 472; EXSC 313, 413. Careful planning with the academic advisor is encouraged. Two additional semesters will be required in order to complete both licensure programs. School Health Education Minor (21-22 hours) The School Health Education minor is designed for students who desire to augment their major field of study with a concentration in core health education courses. Students pursuing a minor in School Health Education are required to complete 21-22 hours of coursework. This minor DOES NOT qualify a student to be eligible for the Praxis II School Health Education Teaching Specialty Licensure Examination in the state of Ohio. Out of state students may choose to get the minor which may meet certification needs in other states. The minor consists of the following courses: BIOL 173; EDUC 436; HED 200, 330, 361, 425; and one from among BIOL 190; HED 220; NURS 252; PE 100.

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Course Descriptions HED 200 - Philosophy and Foundations of Health Education (3) An introductory course addressing the basic philosophies, theories, and practices in health education. This course will trace the development of health education, and will examine the roles of the health educator including clinical, occupational, community, and school settings. Health promotion, professional competencies of the health educator, role delineation, organizations, careers, ethics, and future trends will be discussed. Offered each Fall. HED 220 - Core Concepts of Health (3) Dimensions of health and factors that contribute to personal health, disease prevention, and well-being will be studied. An overview of health-related content will be presented including the major health content teaching areas such as cardiovascular health, cancer, family life and sexuality education, mental and emotional health. Ways to deliver health information as well as the role of individual responsibility, selfcare, and informed choice. Offered each semester. HED 300 - Community and Consumer Health (3) An overview of institutional health agencies and organizations, both official and non-official, at local, state, national, and international levels. Exploration of both purpose and function of agencies and institutions for promoting and maintaining health of the community, meeting needs of community members, and addressing community health problems. Consumer health choices will be explored. Legislative influences at the federal and state level, consumer health, advertising, and watchdog agencies will be discussed. Offered each Fall. HED 330 - Organization of School Health: PreK-12 (3) Major consideration is given to implementing a comprehensive school health program. The eight components include: 1) a healthful school environment; 2) school health instruction; 3) school health services; 4) school physical education; 5) school nutrition and food services; 6) school-based counseling; 7) school site health promotion; and 8) school, family and community health promotion partnerships. Planning, administration, and evaluation will be addressed. Emphasis will also be placed upon administration of health appraisals, emergency programs, a safe school environment, ethical and legal concerns, and community resources and support. Offered each Spring. HED 342 - Introduction to Illness and Diseases (3) This course focuses on health promotion and prevention of disease. Basic information regarding communicable and non-communicable diseases common to children, adolescents, and adults will be covered. Medical terminology, clinical signs and symptoms, universal precautions, and preventive behaviors will be introduced. Offered each Fall. HED 357 - Death and the Human Experience (3) Explores the relationship between death and health. Physiological, medical, psycho-logical, and legal aspects of dying will be examined as well as consumer aspects of death and dying in contemporary America. Course content will also focus on the meaning of death, respite care and the caregiver, rituals involved in the dying process, cultural influences, grief, bereavement, and death education and counseling for persons of all ages. Offered Fall 2013 and alternate Fall semesters. HED 361 - Drug Education (3) Basic pharmacology and toxicology of common drugs, alcohol, and tobacco will be presented. Explores the physical, psychological, social, and legal consequences of drug use and abuse. Motivation for use and abuse of drugs is discussed as well as ways to address the problem. Offered each Spring.

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HED 372 - Environmental Health and Safety (3) Exploration of the interrelationship among humans and the environment and the basic principles of safety. Consideration of environmental health problems, ecological protection, and recognition of potentially hazardous situations will be given. Emphasis will be placed upon the promotion of environmental health and safety. Offered each Spring. HED 373 - Health and Aging (3) The dynamics of later life and the aging process with a specific emphasis on health will be addressed. Theories of aging, physiological, cognitive and behavioral dimensions of the aging process, and health promotion for the elderly will be discussed. Offered Fall 2012 and alternate Fall semesters. HED 382 - Health Psychology (3) This course will investigate the inter-relationship between psychology and health. Theoretical foundations, social networks, models and therapies, including cognitive and behavioral, and pharmacology will be explored. Behavioral research, interventions and coping mechanisms will be addressed as well as the impact the mind has on disease prevention and health promotion. In addition, a conceptual framework of health counseling will be introduced and applied to health related issues such as exercise, weight control, substance abuse, smoking cessation, sleep, and chronic pain. Self-responsibility and self-regulation will be examined. Offered each Spring. HED 425 - Health and Sexuality Education (3) A holistic and integrative approach in the exploration of personal issues related to sexuality and relationships including physical, psychological, and social aspects. Ethics and sexual responsibility will be addressed. Offered each Fall. HED 430 - Field Experience in Community Health (3) This course is intended for Community Health Education majors. It is a pre-professional field experience including observation and participation in a community health agency. The placement will include program development and/or program evaluation. Prerequisite or Co-requisite: HED 431. Senior standing is also required. Offered each Spring. HED 431 - Program Planning and Evaluation (3) An overview of community program planning and promotion. Specific issues and course focus will include examination of program models and theories, needs assessments, program development and promotion. Methods to implement and evaluate programs will be emphasized. Junior standing required. Offered each Spring. HED 442 - Biostatistics and Epidemiology (3) The study of distribution and determinants of disease and injury. Students will examine acute and chronic health problems in populations through use of morbidity and mortality data, bio-statistics, and investigative techniques for the purpose of preventing health problems and developing programs to meet the health needs of various populations. Junior standing required. Offered each Fall. HED 450 - Advanced Topics (1-3) Topics chosen to meet the needs and interests of students enrolled. Open only to juniors and seniors who are majors in this area and who have completed or are taking regularly scheduled courses. Enrollment by permission of the Dean.

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Directories Board of Trustees Officers of the Board STEVEN D. STEER, Chair STEPHEN T. WEINGART, Vice Chair DAVID P. MURRAY, Secretary GERALD L. SMELTZER, Treasurer

The Executive Committee MARK B. BENEDICT DANIEL D. CALE DAVID A. KING EDWARD C. MORRIS DAVID P. MURRAY GERALD L. SMELTZER STEVEN D. STEER DAVID R. VAN VALKENBURG STEPHEN T. WEINGART JOHN P. WILLIAMS, JR.

Trustees GARRY E. ANDERSON, D.M.D. General Dentist, Tulsa, Oklahoma STANLEY R. ANDERSON, M.D., F.A.A.F.P. Physician, Jackson Family Practice, North Canton, Ohio DEBORAH L. BARTLEY Homemaker, Hartville, Ohio MARK B. BENEDICT Attorney at Law-Managing Partner, Genesis Group LLC, Lovettsville, Virginia H. DAVID BRANDT, Ph.D. President Emeritus, George Fox University (OR) DANIEL D. CALE Pastor, Hughesville Friends Church, Hughesville, Pennsylvania JAMES E. CHARMLEY Director - Product Technology, The Timken Company, Canton, Ohio DALE E. CHRYST Officer of the Court-Lenawee County Sheriff â&#x20AC;&#x2122;s Department, Adrian, Michigan THOMAS L. CRAWFORD Senior Pastor, Morningside Friends Church, Port St. Lucie, Florida RICHARD W. DOUD, D.O. Physician, Community Health Center, Coldwater, Michigan CECILE E. FRANSMAN, Ed.D. Educational Consultant, North Canton, Ohio

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R. B. HOLMES, JR., D.Min. Pastor, Bethel Missionary Baptist Church, Tallahassee, Florida SHARON HUANG Evangelical Friends Church Minister; Elementary School Educator, Kent, Ohio DAVID A. KING, Ph.D. President, Malone University, Canton, Ohio DANIEL J. KORMAN Teacher, Rose City Area Schools, West Branch, Michigan DAVID K. LINTON Director, Corporate Development, Diebold, Incorporated, North Canton, Ohio MICHAEL G. MAY Commercial Real Estate Broker, San Marino, California DONNA J. McNATT Assistant Professor of Mathematics, Cuyahoga Community College, Cleveland, Ohio RHONDA J. MITCHELL, N.D. Homemaker, Beloit, Ohio EDWARD C. MORRIS President & CEO, ECM Chemicals, Wadsworth, Ohio A. DARLEEN MOSS Teacher (Retired), Canton City Schools, Canton, Ohio DAVID P. MURRAY, J.D. Partner, Willkie Farr & Gallagher LLP, Washington, D.C. RODNEY L. NEUENSCHWANDER Partner, The Ruhlin Group LLC, North Canton, Ohio FRANK R. RAYMOND, D.O. Physician/President, Marysville Obstetrics and Gynecology, Marysville, Ohio GERALD L. SMELTZER Chief Financial Officer, Formworks Systems, LLC, Akron, Ohio STEVEN D. STEER, CPA, CVA Principal, Hack, Steer & Company, Salem, Ohio GEORGE E. SUTTON Human Resources Manager/Educator (Retired), U.S. Departments of Treasury and Defense, Mechanicsville, Virginia WILLIAM H. THORLA Senior Vice President, The Golden 1 Credit Union, Sacramento, California DAVID R. VAN VALKENBURG Chairman, Balfour Associates, Inc., Greenwood Village, Colorado ROBERT J. WAFULA, Ph.D Instructor, Columbus State Community College, Columbus, Ohio STEPHEN T. WEINGART Manager, Business Development, FedEx Custom Critical, Uniontown, Ohio JOHN P. WILLIAMS, JR., Ph.D. General Superintendent, Evangelical Friends Church-Eastern Region, Canton, Ohio

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University Collegium David A. King, Ed.D. President (2012) B.S., Eastern Mennonite University; M.S., Villanova University; Ed.D., Temple University Donald L. Tucker, Ed.D. Provost (2009) B.A., Trinity College; M.A. and M.Div., Assemblies of God Graduate School; Th.M., Princeton Theological Seminary; Ed.D., University of Pennsylvania Howard E. Taylor, M.A. Vice President for University Advancement (1999) B.A., Taylor University; M.A., Ball State University Christopher T. Abrams, Ed.D. Vice President for Student Development (2004) B.A., Malone University; M.Ed., Alfred University; Ed.D., University of Arkansas Joy E. Brathwaite, M.S.A. Vice President for Finance and Business Affairs (2010) B.Sc., University of the West Indies (Barbados); M.S.A., Central Michigan University

Vice President for Enrollment Management and Marketing (2012)

Administrative Staff The year in parentheses indicates the year of original employment which is not, in all cases, the same as the beginning year for the position listed.

Admissions Jody A. Dimit (1991) Campus Visit Coordinator Jacob C. Jenks, B.A. (2011) Admissions Counselor Melissa A. Paciorek, M.A.O.L. (2007) Office Manager Robert L. Sampsel, B.A. (2006) Associate Director of Admissions Anissa D. Scott, B.A. (2006) Admissions Counselor Leslie M. Shaffer, B.A. (2009) Transfer Admissions Counselor Morgan L. Wagner, B.A. (2010) Admissions Counselor Beth A. Wright, B.A. (2000-01; 2002) Admissions Counselor

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Advancement/Alumni Esther A. Bardo, M.L.I.S. (2010) Manager of Development Research John C. Fehlman, B.S., CFRE (1990) Senior Development Officer for Intercollegiate Athletics F. Allen Fraley, B.A. (2001) Director of The Malone Fund Erica S. McKinney, B.S. (1997) Coordinator of Constituency Information Timothy G. Pitzer, M.A.O.L. (2008) Director of Church Relations Douglas C. Reichenberger, M.Ed. (1994) Director of Alumni Career Services Deborah M. Robinson, B.S. (2000) Director of Alumni and Parent Relations S. Jane Taylor (1993) Office Manager, University Advancement Nancy C. Wagner, B.A. (1996) Director of Estate Design and Advancement Research Athletics Charles R. Grimes, M.S. (1997) Athletic Director Mark W. Bankert, M.A. (1987) Associate Athletic Director Kelly N. Boyd, B.S. (2011) Head Cheerleading Coach Thomas T. Crank, M.A.Ed. (2003) Head Baseball Coach David H. Gramlich, M.B.A. (2008-09; 2010) Assistant Track & Field Coach/Men & Women Leta E. Gramlich, B.A. (2008) Head Soccer Coach/Women Heather M. Grovemiller, B.A. (2009) Head Golf Coach/Women Whitney N. Hartman, B.S. (2009) Head Softball Coach Jack B. Hazen, M.A. (1967) Head Cross Country Coach/Men & Women Director of International Sports Promotions Eric D. Hehman, M.A. (2010) Head Football Coach Tanya C. Hockman, M.A.C.M. (2008) Head Volleyball Coach/Women Senior Women's Administrator Kenneth G. Hyland, M.A.Ed. (1972) Head Golf Coach/Men

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Michael G. Leggett, B.A. (2006) Assistant Sports Information Director Mark A. McClure, M.S. (2008) Head Track & Field Coach/Men & Women Jason D. Mishler, B.A. (2011) Head Basketball Coach/Women Brian T. Mogus, B.A. (2011) Head Tennis Coach/Men & Women Joel G. Penner, M.A. (2012) Assistant Football Coach Brian A. Peresie, M.B.A. (2011) Head Swimming & Diving Coach/Men & Women John C. Russell, B.S. (1991) Associate Athletic Director for Compliance Coordination Cliff Schenk, B.S. (2006) Assistant Football Coach Kyle L. Schenk, M.A. (2007-08; 2010) Assistant Football Coach Troy A. Schenk, M.A.C.M. (2006) Assistant Football Coach Brian D. Stock, M.B.A. (2012) Head Soccer Coach/Men Timothy D. Walker, M.S.S. (2009) Head Basketball Coach/Men Business Office Rebecca E. Abel (1995) Bookstore Manager Elaine C. Arick (1994) Budget and Finance Analyst Norma K. Bardo, A.A.S. (2000) Business Office Supervisor & Information Coordinator Barbara A. Coburn (1993) Executive Secretary to the Vice President for Finance and the Controller Linda J. Simons, A.A.B. (1979) Assistant Controller Campus Ministries L. Randall Heckert, M.Div. (1997) University Chaplain Celia L. King, M.A. (1995-2000; 2007) Director of Service Learning Linda J. Leon, M.A. (1995) Director of Campus Ministries

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Distributed Learning John W. Koshmider III, M.A. (1989) Director of Distributed Learning Sharon M. Purvis, B.A. (1996) Program Manager Financial Aid Pamela S. Pustay, B.A. (1998) Director of Financial Aid Carolyn L. Bixler (1998) Financial Aid Information Coordinator Judith A. Haverstock (2001) Financial Aid Counselor/NCAA Athletic Coordinator Laura Klco, B.A. (1997) Assistant Director of Financial Aid Kim L. Overholt (2004) Loan Coordinator Graduate and Professional Studies Enrollment Deborah K. Craven (1994) Office Coordinator Dan DePasquale, M. A. (1985) Senior Recruiter/Adviser Cheryl A. Ford, B.A. (2007) Degree Completion Recruiter/Adviser Douglas L. Gregory, B.A. (2008) Recruiter/Adviser Mona J. McAuliffe, M.B.A. (2007) Coordinator of Enrollment Information/Recruiter Sharon L. McFarlane, M.B.A. (1998) Senior Recruiter/Adviser Human Resources Michael J. Fairless, B.A. (2008) Director of Human Resources Maureen J. Adams (1997) Director of Employee Benefits and Payroll Diann S. Koch (1991) Director of Campus Mail Services Debra D. Mittas, B.A. (2004) Coordinator of Administrative Services Janet S. Myers (1991) Director of Student Work Program

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Information Technologies Clark D. Hoopes, B.A. (1996) Director of Information Technologies Shawn M. Campbell, B.A. (1999) Systems Analyst Joshua J. Ervin, B.A. (2004) Applications Analyst Michael R. Felcyn (2011) Technical Support Specialist Lucas A. Jackson (2009) Technical Support Specialist M. Adam Klemann, B.A. (2003) Technology Services Coordinator Holly L. Krills, B.A. (2004) Applications Analyst Ryan M. Laux, B.A. (2012) Event Technical Services Coordinator Ryan A. Markley, A.A. (2012) Instructional Technology Specialist John D. Rivers (1992) Assistant Director of Information Technologies Carla A. Schillero (2002) Department Operations Analyst James M. Shaffer, A.A. (2001) Senior Network Engineer and Security Information Officer Kari A. Wittmer, B.A. (2011) Help Desk Specialist Alexander Yu, B.S. (1993) Senior Systems Engineer Library Rebecca L. Fort, M.A. (1981) Acting Director of Library Services; Public Services Supervisor Janice L. Anderson, M.L.S. (1972) Reference Librarian/Cataloger Blair J. Mercier, B.A. (2010) Assistant Administrator for Library Management Barbara J. Moginot, B.A. (1992) Periodicals/Gifts and Exchange Librarian Kristine A. Owens, M.L.I.S. (2000) Reference Librarian/Systems Office of the Registrar/Center for Student Success Gary L. Phelps, M.P.A. (1984) Registrar Deborah K. Black, B.A. (2002) Academic Adviser

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Tracie S. Cross, B.A. (1989) Assistant Registrar Emily C. Hicks, M.S. (2007) Academic Adviser Patricia L. Little, B.A. (1981) Director of Student Retention Anna M. Meadows, B.A. (2005) Director of Student Accessibility Services Colleen S. Winney, B.A. (2000) Assistant Director and Career Development Adviser Physical Plant James E. Palone, A.S. (1993) Director of Physical Plant David W. Burnip (2007) Director of Campus Safety Bonnie K. Schott (2005) Supervisor of Housekeeping Russell E. Thorn (1981) Service and Grounds Supervisor Kris G. Vincent (1992) Maintenance Supervisor Presidentâ&#x20AC;&#x2122;s and Provostâ&#x20AC;&#x2122;s Offices Diane M. Chambers, Ph.D. (1996) Director of the Honors Program Marcia K. Everett, Ph.D. (1990) Director of The College Experience Amy B. Green, B.A. (1996) Executive Secretary to the President John P. Harris II, Ph.D. (1991) Director of Global and Off-Campus Programs Charles R. Lartey, Ph.D. (2010) Director of Assessment Teresa L. Pittinger (1997) Executive Secretary to the Provost Andrew E. Rudd, Ph.D. (1999) Director of General Education Karen R. Warner, M.A.Ed. (1987) Assistant to the Provost College of Theology, Arts, and Sciences D. Nathan Phinney, Ph.D. (2004) Dean of the College of Theology, Arts, and Sciences James F. Brothers, B.A. (1998) Designer/Technical Director of the Theatre Program

248

James H. Brownlee, Ph.D. (1999) Chair of the Department of Language and Literature Joyce A. Byler, M.A. (2006) Director of the Wellness Center Jack D. Ballard, Ph.D. (2003) Chair of the Department of Music Malcolm Gold, Ph.D. (1999) Chair of the Department of History, Philosophy, and Social Sciences Jeffrey M. Goff, Ph.D. (1997) Chair of the Department of Natural Sciences David W. Hahn, Ph.D. (1999) Chair of the Department of Mathematics and Computer Science Jane Hoyt-Oliver, Ph.D. (1984-91; 1998) Chair of the Department of Social Work Tammie L. McKenzie (1994) Chair of the Department of Communication Arts Robert J. Moffitt, B.S. (1985) Chemistry Laboratory Coordinator Stephen K. Moroney, Ph.D. (1993) Chair of the Department of Theology D. Nathan Phinney, Ph.D. (2004) Acting Chair of the Department of Psychology Gary L. Spangler, M.S.E. (2005) Chair of the Department of Visual Arts School of Business and Leadership Marjorie F. Carlson Hurst, D.B.A. (2000) Dean of the School of Business and Leadership Julia A. Frankland, Ph.D. (1999) Director of the Graduate Program in Business Thomas A. Kratzer, Ph.D. (1997) Chair of the Department of Business Mary E. Quinn, D.B.A. (2006) Director of the Graduate Program in Organizational Leadership Joyce E. Thompson, M.A.Ed. (1996) Portfolio Coordinator Cynthia G. Wilson, E.M.B.A. (2007) Executive Director of Management Studies School of Education and Human Development Rhoda C. Sommers, Ph.D. (2007) Dean of the School of Education and Human Development Alice E. Christie, Ph.D. (1999) Director of the Graduate Program in Education Jennifer L. Hollinger, M.A. (2012) Director of Field and Clinical Experience Patrica L. Long (1978) Chair of the Department of Education

249

Susan R. Maioriello, M.A.Ed. (2012) Director of Weaver Child Development Center/Primary School Susan L. Steiner, Ph.D. (1996) Director of the Graduate Program in Counseling and Human Development Nancy A. Varian, Ph.D. (2005) Director of Center for Professional Development School of Nursing and Health Sciences Debra A. Lee, Ph.D., B.S.N., R.N. (2009) Dean of the School of Nursing and Health Sciences Kathleen M. Flaherty, Ph.D., M.S.N., R.N. (1991-2003; 2007) Director of MSN Program Julia A. Hooley, B.S., R.N. (1994) Director of Nursing Study Center Elizabeth A. Rettew, M.S.N. (1991) Director of BSN Program Paula A. Kurre, B.S.N., R.N. (1995) Director of Enrollment and Student Services Bridget M. McNulty, M.S.N., R.N. (2005) Director of Nursing Clinical Laboratory Stephanie A. Reagan, M.S.N., R.N. Director of RN/BSN Program; Clinical Coordinator of the BSN program Student Development Bethany J. Buchwalter, M.A. (2011) Residence Hall Director Rhett G. Edwards, B.S. (2009) Residence Hall Director Josephine E. Glover, M.Ed., LSW, LPCC-S (1992) Assistant Director of the Counseling Center Kathryn G. Gritter, B.S. (2009) Residence Hall Director Michael T. Hansen, B.A. (2008) Residence Hall Director Timothy T. Morber, M.Ed. (2005) Director of the Counseling Center Joshua L. Perkins, M.A.Ed. (2004) Associate Dean of Student Development Janet A. Perko, R.N. (1995) Health Center Director Anthony D. Schnyders, B.S. (2009) Residence Hall Director A. Rae Showen, M.A. (1994) Director of Student Activities Brenda D. Stevens, M.A.Ed. (1996) Director of Multicultural Services Stacy J. Utecht, B.A. (2008) Residence Hall Director Alison M. Walls, B.S. (2007) Residence Hall Director

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University Relations Suzanne W. Thomas, M.A., APR (1990) Director of University Relations Amber L. Balash, B.A. (2001) Content Manager for Publications and Web Jennifer E. Holloway, B.A. (2002) Graphic Designer Michael R. Miller, M.A. (2009) Web Administrator David L. Yakley, M.A. (1999) Director of Design

Faculty Year indicates appointment to full-time faculty.

ROBIN L. ADAMS-WEBER Assistant Professor of Nursing (2005) Diploma in Nursing, Massillon Community Hospital School of Nursing; B.S.N., University of Phoenix; M.S.N., Drexel University; D.N.P., Duquesne University JANICE L. ANDERSON Reference Librarian/Cataloger, Assistant Professor of Library Science (1972) B.S., Baldwin-Wallace College; M.L.S., Indiana University JESSE AYERS Professor of Music (1997) B.M. and M.M., University of Tennessee-Knoxville; D.M.A., University of Kentucky JACK D. BALLARD, JR. Chair, Department of Music, Professor of Music (2003) B.A., Central Washington University; M.M., Eastern Washington University, Ph.D., Kent State University HYUNJU BAN Assistant Professor of Mathematics (2011) B.S. and M.S., Chonnam National University (South Korea); Ph.D., Florida Atlantic University DAVID B. BEER Assistant Professor of Political Science (2012) A.B., Georgetown University; M.A., Catholic University of America JEFFREY R. BEINE Assistant Professor of Education (2008) B.A., Wheaton College; M.A., Grace Theological Seminary; Ph.D., Kent State University MICHAEL L. BENSON Assistant Professor of Music (2011) B.M., Rice University; M.M. and D.M.A., The University of Texas at Austin STEPHANIE L. BURGESS Instructor of Nursing (2011) Diploma in Nursing, Massillon Community Hospital School of Nursing; B.S.N., Kent State University; M.S.N., University of Phoenix JAMES H. BROWNLEE Chair, Department of Language and Literature, Professor of English (1999) B.A., Wheaton College; M.A. and Ph.D., University of Minnesota

251

KYLE D. CALDERHEAD Associate Professor of Mathematics (2007) B.Phil., University of Pittsburgh; Ph.D., University of Minnesota MARJORIE F. CARLSON HURST Dean, School of Business and Leadership, Assistant Professor of Business and Leadership (2000) B.A., Malone University; E.M.B.A., Baldwin-Wallace College; D.B.A., Nova Southeastern University JAY R. CASE Professor of History (1999) B.A., Taylor University; M.A. and Ph.D., University of Notre Dame DIANE M. CHAMBERS Director of the Honors Program, Professor of English (1996) B.S., Bimidji State University; M.A., University of Northern Colorado; Ph.D., The Ohio State University DONGHAI CHEN Professor of Chemistry (1990) B.S., Shanghai University of Science and Technology; M.S., Ji Ling University; Ph.D., University of NebraskaLincoln ALICE E. CHRISTIE Director of the Graduate Program in Education, Professor of Education (1999) B.A., Ursuline College; M.A., The University of Akron; Ph.D., Kent State University BETH A. CLARK-THOMAS Professor of Education (1995) B.S., The Pennsylvania State University; M.A.Ed., Malone University; Ph.D., The University of Akron ANNE C. COEN Instructor of Fine Arts (2004) B.A., Malone University; M.A., Kent State University; M.L., Middlebury College EBENEZER A. F. de OLIVEIRA Professor of Psychology (2001) B.Th., Seminario Presbiteriano do Norte; B.S., Philadelphia College of Bible; M.A., Westminster Theological Seminary; M.A. and Ph.D., University of Delaware STEPHEN J. DIAKOFF Professor of Biology (1979) B.S., University of Wisconsin-Oshkosh; Ph.D., Washington State University KAREN S. DISTELHORST Assistant Professor of Nursing (2006) Diploma in Nursing, Akron City Hospital School of Nursing; M.S.N., The University of Akron DAVID N. DIXON Professor of Communication Arts (2004) B.A., Messiah College; M.A., Wheaton College; Ph.D., Indiana University SHELLEY L. DOERSCHUK Instructor of Education (2006) B.S.Ed., Ohio University; M.S.Ed., University of Dayton DAVID W. DONELSON Professor of Music (2008) B.A., Bethel University; M.A., Bethel Theological Seminary; Ed.D., Nova Southeastern University BARBARA M. DRENNAN Professor of Visual Arts (1992) B.S., M.A., and Ph.D., Kent State University

252

BARBARA A. EASLICK Professor of Sport Management (1987) B.S., Kent State University; M.Ed., Ashland University; D.S.M., United States Sports Academy DAVID N. ENTWISTLE Professor of Psychology (1996) B.A., Taylor University; M.A. and Psy.D., Biola University JOHN C. ESTES Assistant Professor of English, Director of Creative Writing (2010) B.A., University of Evansville; M.A., Wheaton College; Ph.D., University of Missouri MARCIA K. EVERETT Professor of Communication Arts, Director of The College Experience (1995) B.S., Virginia Polytechnic Institute and State University; M.S., The Pennsylvania State University; Ph.D., Kent State University KATHLEEN M. FLAHERTY Director of the Graduate Program in Nursing, Professor of Nursing (1991-2003; 2007) B.S.N., Widener University; M.S.N., Kent State University; Ph.D., Widener University SHAWN D. FLOYD Professor of Philosophy (1999) B.A. and M.A., Baylor University; Ph.D., Saint Louis University LAURA S. FOOTE Instructor of Management Studies (2007) B.A., The Pennsylvania State University; M.A., The University of Akron JULIA A. FRANKLAND Director of the Graduate Program in Business, Professor of Business Administration (1999) B.A., Westminster College; M.A., The University of Akron; Ph.D., Kent State University CECELIA E. GALLAGAN Instructor of Nursing (2012) B.S.N., Malone University; M.S.N., Kent State University JAMES F. GLASGOW Associate Professor of Computer Science (1998) A.A.S., B.S. and M.S., The University of Akron; L.S.M., Kent State University; Ph.D., Union Institute & University JEFFREY M. GOFF Chair, Department of Natural Sciences, Professor of Chemistry (1997) B.A., Malone University, Ph.D., The University of Akron MALCOLM GOLD Chair, Department of History, Philosophy, and Social Sciences, Professor of Sociology (1999) BSocSc., Birmingham University; M.A. and Ph.D., University of Warwick STEVEN GRIMO Associate Professor of Music (2012) B.M. and M.M., New England Conservatory of Music; D.M.A., Catholic University of America KATHY A. HAAS Associate Professor of Physical Education (1991) B.A., Marshall University; M.A., The Ohio State University DAVID W. HAHN Chair, Department of Mathematics and Computer Science, Professor of Mathematics (1999) B.S. and M.S., The University of Akron; Ph.D., Colorado State University SARAH K. HAMSHER Assistant Professor of Education (2011) B.A., Grove City College; M.A.Ed., Malone University; Ph.D., The University of Akron

253

SARAH HANSSEN Associate Professor of Communication Arts (2011) B.A., State University of New York at Binghamton; M.F.A., Massachusetts College of Art CHRISTINE A. HARRINGTON Assistant Professor of Nursing (2012) B.S., Creighton University; M.B.A. and M.S.N., University of Iowa JOHN P. HARRIS II Director of Global and Off-Campus Programs, Professor of Business Administration (1991) B.A., The University of Akron; M.A. and Ph.D., Kent State University LESLIE A. HAYSMITH Associate Professor of Biology (2012) B.S., Western Washington University; M.S., University of Florida; Ph.D., University of Idaho JACK B. HAZEN Associate Professor of Physical Education (1967) B.A., Asbury College; M.A., The Ohio State University KENNETH N. HOALT Professor of Health Education (1999) B.S. and M.A., Central Michigan University; Ph.D., Southern Illinois University PAMELA N. HOALT Professor of Health Education (1994) A.A. and B.A., Anderson University; M.S., Butler University; M.A., Ball State University; Ph.D., Southern Illinois University BRYAN C. HOLLON Director of the Graduate Program in Theological Studies, Associate Professor of Theology (2006) B.A., Baylor University; M.Div., Fuller Theological Seminary; Ph.D., Baylor University JANE HOYT-OLIVER Chair, Department of Social Work, Professor of Social Work (1984-91; 1998) A.A., Pine Manor College; B.A. and M.S.W., Syracuse University; Ph.D., Case Western Reserve University KATHRYN L. HUISINGA Assistant Professor of Biochemistry (2011) B.S., University of Iowa; Ph.D., The Pennsylvania State University MARK E. JAKOWSKI Associate Professor of Education (2004) B.S., Bowling Green State University; M.S., Miami University; Ph.D., Indiana University STEVEN M. JENSEN Professor of English (2000) B.A., University of Cincinnati; M.S., M.A., and Ph.D., The Ohio State University CYNTHIA K. JOHNSON Lecturer in Natural Sciences (2005-06; 2007) B.A., Malone University KARA A. KAELBER Assistant Professor of Counseling and Human Development (2008) B.A., The University of Akron; M.A.Ed., Malone University; Ph.D., The University of Akron DENNIS D. KINCAID Professor of Business Administration (1988) B.A., Kent State University; M.B.A., University of Chicago; Ph.D., Kent State University DAVID A. KING President, Professor of Higher Education and Leadership (2012) B.S., Eastern Mennonite University; M.S., Villanova University; Ed.D., Temple University

254

DAKOTA L. KING-WHITE Assistant Professor of Counseling and Human Development B.A., Notre Dame College of Ohio; M.A., Heidelberg University; Ph.D., University of Toledo JOHN W. KOSHMIDER III Director of Distributed Learning, Associate Professor of Psychology (1989) B.A., Goshen College; M.A., Cleveland State University THOMAS A. KRATZER Chair, Department of Business, Professor of Business Administration (1997) B.A., Luther College; M.S. and Ph.D., The University of Iowa JAMILLEE L. KROB Instructor of Management Studies (2009) B.A., Malone University; M.P.H., Walden University MARIA LAI-LING LAM Professor of Business Administration (2001) B.B.A., M.B.A., and M.A., The Chinese University of Hong Kong; Ph.D., George Washington University CHARLES R. LARTEY Director of Assessment, Assistant Professor (2010) B.A., University of Ghana, Legon-Accra; M.A., International University of Japan; M.A., Carleton University; Ph.D., Old Dominion University ANN O. LAWSON Director of Forensics, Instructor of Communication Arts (2002) B.S., Geneva College; M.B.A., Youngstown State University DEBRA A. LEE Dean of the School of Nursing and Health Sciences, Assistant Professor of Nursing (2009) Diploma in Nursing, Akron General Medical Center School of Nursing; B.S.N., Malone University; Ph.D., Case Western Reserve University PATRICIA L. LONG Chair, Department of Education, Professor of Education (1978) B.A., Trinity College; M.A., Kent State University; Ed.D., The University of Akron SUSAN K. McDEVITT Assistant Professor of Nursing (2006) B.S.N., Ohio Wesleyan University; M.S.N., Bowie State University TAMMIE L. McKENZIE Chair, Department of Communication Arts, Director of Theatre, Professor of Communication Arts (1994) B.A., Grove City College; M.F.A., Ohio University ELIZABETH W. McVAN Associate Professor of Nursing (1988-2001; 2009) B.S.N., The Ohio State University; M.S.N., The University of Akron DAVID P. MELVIN Visiting Assistant Professor of Biblical Studies (2012) B.A., Evangel University; M.A., Washington University; Ph.D. candidate, Baylor University GREGORY J. MILLER Professor of History (2000) B.A., Oral Roberts University; M.A., University of Tulsa; Ph.D., Boston University STEPHEN K. MORONEY Professor of Theology (1993) B.A., Duke University; M.A., Wheaton College; M.A.T.S., Gordon-Conwell Seminary; Ph.D., Duke University

255

JASON R. MOYER Assistant Professor of Communication Arts (2012) B.A., Bluffton University; M.A., Bowling Green State University; M.A. and Ph.D., University of Iowa CLARE M. MURRAY ADAMS Professor of Visual Arts (1997) B.S., B.F.A., M.Ed., Kent State University; M.F.A., Vermont College SUZANNE B. NICHOLSON Associate Professor of Biblical Studies (2004) B.A., University of Minnesota; M.Div., Asbury Theological Seminary; Ph.D., University of Durham MICHAEL J. OPHARDT Professor of Business Ethics (1996) B.A., Allegheny College; M.Phil.F., Institute for Christian Studies; Ph.D., Duquesne University KRISTINE A. OWENS Reference Librarian/Systems, Instructor of Library Science (2003) B.A. and M.L.I.S., Kent State University RANDI C. PAHLAU Instructor of English (1997) B.S. and M.A., Kent State University CHERIE A. PARSONS Assistant Professor of English, Director of Composition (1995) B.A., Mount Vernon Nazarene College; M.A., The University of Akron; Ph.D., Kent State University ELIZABETH T. PATTERSON Associate Professor of Social Work (2007) B.A., Mount Vernon Nazarene University; M.S.W., Roberts Wesleyan College MATTHEW P. PHELPS Professor of Psychology (1998) B.S., Bowling Green State University; M.S. and Ph.D., The Pennsylvania State University D. NATHAN PHINNEY Dean, College of Theology, Arts, and Sciences; Associate Professor of Biblical Studies (2004) B.A., Taylor University; M.A.R., M.A., M.Phil., Ph.D., Yale University ALLEN M. PLUG Assistant Professor of Philosophy (2004) B.A., Calvin College; M.A. and Ph.D., University of Rochester WALTER F. POLAND Assistant Professor of Management Studies (2005) B.A. and M.B.A., Xavier University ELIZABETH A. POSTLEWAITE Instructor of Business (2012) B.A., The Ohio State University; M.B.A., Malone University WILLIAM P. QUIGLEY Assistant Professor of Youth Ministry (1998) B.A., West Liberty College; M.Div. and D.Min., Fuller Theological Seminary MARY E. QUINN Director of the Graduate Program in Organizational Leadership, Associate Professor of Organizational Leadership (2006) B.A., Malone University; E.M.B.A., Baldwin-Wallace College; D.B.A., Nova Southeastern University WILLIAM P. RACINE Associate Professor of Business and Leadership (2012) B.S., The University of Akron; M.B.A., Kent State University; Ph.D., Capella University

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ROY C. RAMSAROOP Professor of Business Administration (1996) B.S., St. Lawrence University; M.A., New School for Social Research; Ph.D., Saint Louis University STEPHANIE A. REAGAN Director of RN/BSN Program, Clinical Coordinator of the BSN program, Associate Professor of Nursing (2004) Diploma in Nursing, St. Elizabeth School of Nursing; B.S.N. and M.S.N., The University of Akron LARRY D. REINHART Chair, Department of Theology; Professor of Christian Education (1991) B.A. and M.A., Olivet Nazarene University; M.Div., Nazarene Theological Seminary; M.A., Governors State University; Ph.D., Trinity Evangelical Divinity School ELIZABETH A. RETTEW Director of the BSN Program, Associate Professor of Nursing (1991) B.S.N., Columbia University; M.S.N., University of Pennsylvania CINDY A. FLOOD RIES Associate Professor of English (1995) B.A., Malone University; M.A., The College of Mount Saint Joseph; Ph.D., The University of Akron JUDY L. RISKO Assistant Professor of Nursing (2012) B.S.N., Ursuline College; M.S.N., Kent State University EARL M. RODD Assistant Professor of Computer Science (2000) B.A. and M.ChE., Rice University NICHOLETTE ROGERS Assistant Professor of Biology (2008) A.A.S., Cuyahoga Community College; B.S., The University of Akron; Ph.D., Northeastern Ohio Universities College of Medicine/Kent State University ANGELA E. ROSE Lecturer in Music (2012) B.M., Kent State University; M.M., The University of Akron ANDREW E. RUDD Director of General Education, Professor of Communication Arts (1999) B.A., Cedarville College; M.A., Andrews University; Ph.D., Bowling Green State University MOSES B. RUMANO Assistant Professor of Education (2011) B.A., Africa University; M.A.E., Otterbein College; Ph.D., Miami University of Ohio RANDY D. SAVAGE Assistant Professor of Management Studies (2008) B.A., Geneva College; M.A., Greenville College; Ed.D., Indiana Wesleyan University LAUREN S. SEIFERT Chair, Institutional Review Board, Professor of Psychology (1994-97; 1999) B.A., The University of Akron; M.A. and Ph.D., The Ohio State University KAREN L. SLOVAK Associate Professor of Social Work (2012) B.A., Bowling Green State University; M.S.S.A. and Ph.D., Case Western University ALBERT H. SMITH, JR., CPA, CMA Associate Professor of Business Administration (1983) B.A., University of Mount Union; M.B.A., The Ohio State University

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RHODA C. SOMMERS Dean, School of Education and Human Development, Professor of Education (2007) B.A., Cedarville University; M.A., Grace Theological Seminary; Ph.D., Andrews University JOEL R. SOZA Professor of Biblical Studies (1998) B.S., Bowling Green State University; M.A.O.T. and M.A.N.T., Ashland Theological Seminary; D.Th., University of South Africa GARY L. SPANGLER Chair, Department of Visual Arts, Instructor of Visual Arts (2005) B.F.A. and B.S.E., Kent State University; M.S.E., The University of Akron SUSAN L. STEINER Director of the Graduate Program in Counseling and Human Development, Associate Professor of Counseling and Human Development (2006) B.S., Kent State University; M.A. and Ph.D., The University of Akron GREGORY S. SUMMERS Instructor of English (2000) B.A., The Ohio State University; M.A., John Carroll University SUSAN L. TAYLOR Associate Professor of Nursing (1989) B.S.N and M.S.N., The University of Akron DONALD L. TUCKER Provost, Professor of Christian Higher Education (2009) B.A., Trinity College; M.A. and M.Div., Assemblies of God Graduate School; Th.M., Princeton Theological Seminary; Ed.D., University of Pennsylvania NANCY A. VARIAN Director of the Center for Professional Development, Assistant Professor of Education (2009) B.S. and M.S., Mississippi State University; M.S., Ashland University; Ph.D., The University of Akron JULIA A. VILLASEﾃ前R Professor of Spanish (1989) B.A., University of the Americas; M.A., The University of Akron; Ph.D., Kent State University SCOTT T. WAALKES Professor of International Politics (1998) B.A., Calvin College; M.A. and Ph.D., University of Virginia DUANE F. WATSON Professor of New Testament Studies (1989) B.A., Houghton College; M. Div., Princeton Seminary; Ph.D., Duke University JACALYNN S. WELLING Professor of History (1999) B.A., Malone University; M.A., The University of Akron; Ph.D., Case Western Reserve University DONALD A. WILLIAMS Professor of Education (2003) B.S., Wayne State University; M.S., SUNY-Albany; M.A., Grace Theological Seminary; Ph.D., The Ohio State University MICHELE L. WILLIAMS Assistant Professor of Communication Arts and Management Studies (2000) B.A. and M.B.A., Malone University; Ph.D., Kent State University CYNTHIA G. WILSON Executive Director of Management Studies, Instructor of Management Studies (2007) A.A.S., The University of Akron; B.A., Malone University; E.M.B.A., Baldwin-Wallace College

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STEPHEN E. WIRICK Assistant Professor of Exercise Science (2003) B.S. and M.S.Ed., The University of Akron; Ph.D. candidate, The Ohio State University CYNTHIA L. WOHLSCHLAGER Lecturer in Music (2012) B.M. and M.M., The University of Akron LORA L. WYSS Associate Professor of Nursing (2001) Diploma in Nursing, Mercy School of Nursing; B.S.N. and M.S.N., George Mason University; Ph.D., The University of Akron JOHN T. ZIETLOW, CTP Professor of Finance (2005) B.S.B.A. and M.B.A., The Ohio State University; D.B.A., University of Memphis Adjunct Faculty in Study Programs through the CCCU PETER BAKER Director, American Studies Program (1999) B.A., Olivet Nazarene University; M.A. and Ph.D., University of Notre Dame MARK T. BARTELS Coordinator, Uganda Studies Program (2004) B.A. and M.A., Wheaton College ANTHONY B. CHAMBERLAIN Director, Latin American Studies Program (1990) B.A., Messiah/Temple University; M.A. and Ph.D., University of Maryland DAVID P. HOLT Director, Middle East Studies Program (2002) B.A., University of California-San Diego; M.A., Claremont Graduate School; Ph.D., University of Chicago JAY O. LUNDELIUS Director, China Studies Program (1999) B.A., West Chester University; B.A., Moody Bible Institute; M.A. and Ph.D., University of Illinois TERRY L. MATTINGLY Director, Washington Journalism Center (2006) B.A. and M.A., Baylor University; M.S., University of Illinois- Urbana/Champaign KIRK McCLELLAND Director, India Studies Program (2011) B.S., Gordon College; Ed.M., Boston University; doctoral student, Plymouth State University WARREN PETTIT Director, Contemporary Music Center (2001) B.M., University of Manitoba; M.M., University of Miami; A.R.C.T., Royal Conservatory of Toronto STANLEY P. ROSENBERG Director, CCCU Oxford Programmes (1999) B.A., Colorado State University, M.A. and Ph.D., Catholic University of America KIMBERLY R. SPRAGG Director, Australia Studies Centre (2005) B.A., Taylor University; M.A., Ball State University REBECCA VER STRATEN-McSPARRAN Director, Los Angeles Film Studies Centre (2004) B.A., Bethel University; M.Div., Fuller Theological Seminary

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Adjunct Faculty in Biology-Clinical Laboratory Science Note: the listings below are subject to change as periodic updates are provided by Cleveland Clinic School of Medical Technology and the Cooperative Technology of Akron

CYNTHIA DEYLING Director of Allied Health Education, Cleveland Clinic School of Medical Technology KANDICE KOTTKE-MARCHANT Chair, Division of Pathology and Laboratory Medicine, Cleveland Clinic School of Medical Technology JULIA SUTCH Program Director, Acting Cooperative Technology Program of Akron ROSE ANN CRAWFORD Education Coordinator, Akron General Medical Center (1993) B.S., College of Saint Teresa; M.S.M.T., Wayne State University BARBARA A. LEISINGER Education Coordinator, Point of Care Testing Coordinator, Summa Health System (2004) B.S., Kent State University; Certified Medical Technologist, Akron General Medical Center ROBERT W. NOVAK Medical Director, Cooperative Medical Technology Program of Akron (1993) B.S., Brown University; M.D., Duke University SHARON SHRIBER Program Director, Childrenâ&#x20AC;&#x2122;s Hospital Medical Center of Akron (1998) B.S. and M.B.A., The University of Akron Emeriti ALVIN L. ANDERSON Professor of Education and Psychology Emeritus (1969-1991) A.B., Cascade College; M.Ed. and Ph.D., University of Oregon ROGER K. BARRETT Professor of Psychology Emeritus (1966-1999) B.A., Wheaton College; M.Div., Fuller Theological Seminary; M.A., Pepperdine College; Ph.D., Kent State University JOHN F. BRICKER Associate Professor of Education Emeritus (1967-1995) B.A., Eastern Nazarene College; M.A., University of Pittsburgh JOSEPH L. BRIDGES Professor of Communication Arts Emeritus (1992-2008) A.B., Tabor College; M.S. and Ph.D., University of Southern California SANDRA L. CARNES Professor of Music Emerita (1981-2011) B.A., Malone University; M.M., The University of Akron MARTHA J. COOK Professor of Education Emerita (1981-2007) B.S., The Ohio State University; M.E., Kent State University; Ed.D., The University of Akron CHARLES B. CURETON Professor of Psychology Emeritus (1967-1996) B.R.E., Fort Wayne Bible College; M.A., Memphis State University; Ed.D., University of Tennessee MARTHA E. HORST Associate Professor of Nursing Emerita (1988-2008) Diploma in Nursing, Kansas City General Hospital School of Nursing; B.S.N., Eastern Mennonite College; M.S.N., Kent State University

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DANIEL J. HOSKINS Professor of Business Administration Emeritus (1970-2004) B.S., Ohio University; M.B.A., Roosevelt University; Ph.D., The University of Akron RONALD G. JOHNSON President Emeritus (1994-2007); Provost (1981-1994); Professor of Physics (1970-1981) A.B., Eastern Michigan University; M.S. and Ph.D., University of Kansas DALE B. KING Associate Professor of English Emeritus (1971-1995) B.A. and M.A., Bob Jones University; M.A., University of Michigan ZOVINAR N. LAIR Associate Professor of Education Emerita (1969-1995) A.B. and A.M., Bob Jones University; M.A., Middlebury College LYNN M. LEON Associate Professor of Nursing Emerita (1995-2010) Diploma in Nursing, Massillon City Hospital School of Nursing; B.S.N. and M.S.N., The Ohio State University GLENN E. LIPELY Associate Professor of Mathematics Emeritus (1967-1995) B.S., Yale University; M.Ed., Kent State University GERALD S. McFADDEN Associate Professor of Business Administration Emeritus (1986-2001) B.S. and M.Ed., Kent State University DONALD R. MURRAY Associate Professor of Music Emeritus (1967-2000) B.M., Chicago Evangelistic Institute; M.M., Indiana University MILLARD B. NIVER Professor of Mathematics Emeritus (1967-1996) B.S., Taylor University; M.A., Purdue University; Ph.D., Kent State University JOHN W. OLIVER Associate Professor of History Emeritus (1966-1998) A.B., Geneva College; M.A., University of Pittsburgh BURLEY G. SMITH Professor of English Emeritus (1960-1999) A.B., Olivet Nazarene University; M.A., Bowling Green State University; Ph.D., Kent State University JEANETTE R. SMITH Associate Professor of Education Emerita (1975-1999) B.S., Olivet Nazarene University; M.Ed, Bowling Green State University R. STANFORD TERHUNE, JR. Librarian Emeritus; Associate Professor of Library Science (1982-2010) B.A., Northwestern University; M.S., University of Illinois; M.T.S., Gordon-Conwell Theological Seminary DALE S. THOMSON Professor of Biology Emeritus (1967-1996) B.A., Cedarville College; M.S. and Ph.D., The Ohio State University HAROLD R. WALKER Professor of Education and Sociology Emeritus (1962-1994) B.A., University of Mount Union; M.Ed., Kent State University; Ph.D., The Ohio State University ROGER L. WOOD Professor of Education and Psychology Emeritus (1957-1982) Th.B., Marion College; A.B., Adrian College; A.M. and Ph.D., University of Michigan

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Accreditation/Consortia/Other Memberships Accreditation Accredited â&#x20AC;&#x201C; The Higher Learning Commission; Member â&#x20AC;&#x201C; North Central Association HLC/NCA 30 North LaSalle Street, Suite 2400 Chicago IL 60602-2504 1.800.621.7440 Commission on Collegiate Nursing Education CCNE One Dupont Circle NW, Suite 530 Washington DC 20036-1120 202.887.6791 Council on Social Work Education (Baccalaureate level) CSWE 1725 Duke Street, Suite 500 Alexandria VA 22314 703.683.8080 National Council for Accreditation of Teacher Education NCATE 2010 Massachusetts Avenue NW, Suite 500 Washington DC 20036 202.466.7496 Accreditation Council for Business Schools and Programs (Master of Business Administration, Bachelor of Arts in Business Administration, Accounting, and Sport Management) ACBSP 11520 West 119th Street Overland KS 66213 913.339.9356 Council for Accreditation of Counseling and Related Educational Programs (Master of Arts in Clinical Counseling and School Counseling) CACREP 1001 North Fairfax Street, Suite 510 Alexandria VA 22314 703.535.5990

Authorization Ohio Board of Regents (for granting degrees, Master of Arts in Christian Ministries, Master of Arts in Education, Master of Business Administration, Master of Science in Nursing, Bachelor of Arts, Bachelor of Science in Education, and Bachelor of Science in Nursing)

Approval State of Ohio Board of Nursing (for BSN pre-licensure program) State of Ohio Department of Education (for teacher education programs) U.S. Government for the education of international students

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Consortia The Christian College Consortium and the Council for Christian Colleges and Universities are associations of committed Christian colleges joined together to ensure that Christ-centered higher education remains available for tomorrowâ&#x20AC;&#x2122;s young people. Through the sharing of resources, programs, ideas and effort, the colleges of the Consortium and Council are working together. The members of the Consortium are: Asbury University, Wilmore, Kentucky Bethel University, St. Paul, Minnesota George Fox University, Newberg, Oregon Gordon College, Wenham, Massachusetts Greenville College, Greenville, Illinois Houghton College, Houghton, New York Malone University, Canton, Ohio

Messiah College, Grantham, Pennsylvania Seattle Pacific University, Seattle, Washington Taylor University, Upland, Indiana Trinity International University, Deerfield, Illinois Westmont College, Santa Barbara, California Wheaton College, Wheaton, Illinois

The Council for Christian Colleges and Universities is comprised of the above 13 Consortium institutions and 100 other intentionally Christian colleges and universities. There are also 73 affiliate institutions in 25 countries around the world. Each is committed to integrating the Christian faith with the academic disciplines and with daily life for students, faculty members, and administrators. Further information on these significant affiliations of Malone University and their programs can be obtained from the Provostâ&#x20AC;&#x2122;s Office or by writing to:

Christian College Consortium 321 Eighth Street NE Washington DC 20002

Council for Christian Colleges and Universities 255 Grapevine Road Wenham MA 01984

Other Memberships American Association of Colleges of Nursing American Association for Employment in Education Association of Governing Boards Association of Independent Colleges and Universities of Ohio Christian Stewardship Association Council for the Aid and Support of Education Council of Independent Colleges Friends Association for Higher Education Great Lakes Intercollegiate Athletic Conference Midwest Association of Colleges and Employers National Association of Clinical Nurse Specialists National Association of Colleges and Employers National Christian College Athletic Association National Collegiate Athletic Association- Division II National League for Nursing National Organization of Nurse Practitioner Faculties Ohio Association of Colleges for Teacher Education Ohio Association of Private Colleges for Teacher Education Ohio College Association Ohio Foundation of Independent Colleges

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Statements of Public Policy Admission or Readmission of Students with Prior Convictions and Disciplinary Records Malone University is committed to a policy of maintaining a safe environment for all members of the University community. Pursuant to that policy, the University requires applicants for admission or readmission who have received certain types of serious disciplinary action from educational institutions, or who have been convicted of any crime other than minor traffic violations, or who currently are under indictment or prosecution for any such crime, to disclose such information, as a mandatory step in the application process. Such disciplinary action, prior conviction, or current indictment or prosecution does not automatically bar admission to the University, but any such matter does require review and may result in rejection from admission or readmission. Catalog Disclaimer This catalog is intended to represent the academic programs, the financial charges, and the policies of the University for the academic year. It is expected that changes in the programs, policies, and financial charges will occur and will apply to the academic year. Therefore, the University reserves the right to change any provision, program, regulation, or requirement at any time. All information contained in this catalog, including statements of fees, course offerings, admission policies, graduation requirements, and all other policies, procedures, and quoted charges, is subject to change without notice or obligation. Computer Utilization Policy All computer use should be performed in a manner which promotes the mission of Malone and is consistent with all principles of Malone's Community Agreement, particularly with respect to practicing integrity and accountability. The Academic Integrity Policy, as stated in the Malone Catalog, applies to all computer usage. Malone expects students, faculty, and staff to utilize the Internet, other computer-related information, and computer games in a manner consistent with the mission and purpose of the University. Those in violation are subject to the normal judicial procedures specified for violations of the Malone Community Responsibilities. Crime Awareness and Campus Security Act Malone University is in compliance with the Crime Awareness and Campus Security Act of 1990. The Guide to Campus Safety is published in the Student Handbook. This guide, which is published annually, includes a three-year history of reported incidents, as well as general information about security measures. Copies of this guide are available to enrolled students, prospective students and parents upon request in the Office of Student Development. Drug-free Workplace Statement Malone University policies prohibit the unlawful manufacture, distribution, dispensing, possession, or use of a controlled substance in the workplace and specify actions that will be taken against employees or students found in violation. Family Educational Rights and Privacy Act Malone University adheres to the provisions of the federal Family Educational Rights and Privacy Act of 1974. For a copy of Malone’s policy, contact the Office of the Registrar. Each year, Malone University is required to give notice of the various rights accorded to parents or students pursuant to the Family Education Rights and Privacy Act (“FERPA’’). Parents and students, under FERPA, have a right to be so notified and informed. In accordance with FERPA, you are notified of the following: 1.

Right to Prevent Disclosures Students have the right to prevent disclosure of Education Records to third parties with certain limited exceptions. It is the intent of Malone University to limit the disclosure of information contained in students’ Education Records to those instances where prior written consent has been given for the disclosure, as an item of directory information for which students have not refused to permit disclosure, or under the provisions of FERPA which allow disclosure without prior written consent.

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Right to Inspect Students have the right to review and inspect all of their Education Records maintained by or at Malone University. Right to Request Amendment Students have the right to seek to have corrected any parts of any Education Record which they believe to be inaccurate, misleading, or otherwise in violation of your FERPA rights. This right includes the right to a hearing to present evidence that the record should be changed if Malone University decides not to alter the Education Records according to the request. Right to Obtain Policy Students have the right to obtain copies of the written institutional policy adopted by Malone University in compliance with FERPA. Copies may be obtained in person or by mail from the Office of the Registrar located in Founders Hall. Right to File a Complaint within the FERPA Office Students have the right to file complaints with the Family Educational Rights and Privacy Act Office at the Department of Education, 600 Independence Avenue S.W., Washington D.C. 20202-3887, 202.260.3887, FAX: 202.260.9001, concerning any belief that Malone University has failed to comply with the provision of FERPA.

Release of Directory Information while at Malone University The Family Educational Rights and Privacy Act of 1974 permits Malone University to release directory information about students. Directory (public) information includes the studentâ&#x20AC;&#x2122;s name, local (mailing) address, telephone listing, date of birth, major field of study, participation in officially recognized activities and sports, the studentâ&#x20AC;&#x2122;s photograph, weight and height of members of athletic teams, dates of attendance, degrees and awards received, and the most recent previous educational agency or institution attended by the student. If students do not wish to have Directory information released by Malone University, they must notify the Registrar's office more than (10) days prior to the starting date of the semester or summer session for the request/instructions to be effective for that semester or summer session. Written requests must be presented to the Office of the Registrar located in Founders Hall and must be renewed annually. Human Research Policy Research which involves members of the Malone University community (as investigators or participants) and makes use of human subjects is evaluated and approved by the Institutional Review Board (IRB) before data collection begins. The IRB exists to ensure the ethical treatment of human subjects by maintaining compliance with established ethical guidelines and federal regulations (e.g., The Belmont Report; guidelines put forth by the U.S. Department of Health and Human Services' Office for Human Research Protections; 45 CFR 46; and guidelines set forth by the FDA). Nondiscrimination Policy Malone University has an established policy of equal academic and employment opportunity. This policy is applied to all qualified students, employees, and applicants for admission or employment, in all University programs and activities, without regard to race, color, religion, national origin, sex, age, disability, or veteran status, as defined and required by law. Discrimination Complaint Procedure An internal complaint procedure has been established for the prompt and equitable resolution of complaints alleging any action prohibited by Section 504 of the Rehabilitation Act of 1973, as amended (involving disability discrimination), the Americans with Disabilities Act, as amended (to the extent applicable to the University), Title VI of the Civil Rights Act of 1964, as amended, the Age Discrimination in Employment Act of 1975, as amended, or Title IX of the Education Amendments of 1972, as amended (involving sex discrimination), If you believe you may have been discriminated against in violation of this policy or if you have any questions regarding this policy, please immediately contact the appropriate designated Discrimination Complaint Coordinator listed below. Printed copies of the Discrimination Complaint Procedure may be obtained from either of the designated individuals listed below, the Office of Student Development, or the Office of Human Resources.

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Students should contact the Vice President for Student Development at 330.471.8282, office location: Randall Campus Center or mailing address: Malone University, 2600 Cleveland Avenue N.W., Canton OH 44709. Employees should contact the Director of Human Resources at 330.471.8615, office location: Founders Hall or mailing address: Malone University, 2600 Cleveland Avenue N.W., Canton OH 44709. The Director of Human Resources also is the designated Title IX and Section 504 coordinator for the University. Privacy Practices Malone University is committed to protecting the health information our students share with us. This Privacy Statement will explain what type of information the University keeps, and how it will use and protect that information. Malone University reserves the right to change this Privacy Statement at any time, and will notify students of any changes required by law. What Health Information the University Keeps Malone University understands concerns regarding the confidentiality of health information. The University will keep health information shared with us during Health Center appointments, immunization information (if the immunization is received at the Health Center), and, occasionally, may keep health information sent from other health care providers that assist in health care. Malone collects this health information to accurately identify and understand students’ health needs, refer students to outside providers as necessary, and comply with federal, state, and University regulations. What the University May Disclose Unless students provide written consent, Malone University will not disclose any non-public personal health information about current or former students, or former patients, to anyone except as permitted by law. The University may use the health information shared with us internally to respond to or assist in improving our care or in audits conducted by our accrediting bodies. When necessary, with a student’s written consent, or to the extent permitted by law, the University may share the health information it keeps with non-affiliated health care providers, faculty, parents of students over 18 years of age, or other appropriate parties. Protecting Student Health Information Malone University takes the security of health information very seriously, and has established security standards and procedures to prevent unauthorized access of health information. Only authorized University personnel who need to service records, or who are involved in a student’s care, see his/her health information. These individuals are trained to properly handle confidential information. Former Students For students no longer enrolled at Malone University, the University will adhere to the same health information policies and practices to prevent unauthorized access to health information. A copy of the complete Malone University Notice of Privacy Practices is available online at our website. Student Right-to-Know Act Malone University is seeking to comply with the Federal Student Right-to-Know Act by publishing its completion or graduation rate as defined by this Federal Act. In 2009-10, the six-year completion or graduation rate for bachelor’s degree-seeking students who entered Malone University in Fall Semester 2004 on a full-time basis is 58.0%. The four-year average graduation rate is 57.9% (based on students entering each Fall from 2001 through 2004 and completing a bachelor’s degree within six years). Additional information specific to athletic graduation rates is available by clicking here. Students with Special Needs Statement Malone University welcomes all qualified students including students with special needs. Every possible effort is made at Malone University to accommodate all students. Malone University is not only maintaining, but also upgrading facilities as buildings are scheduled for remodeling or expanding to increase access for all students regardless of special needs. Since Malone University welcomes students with special needs, the University attempts to provide the necessary accommodations to assist with access, instructional materials, equipment, and other resources that enable all students to be involved in any area of their college experiences. Classrooms are scheduled to accommodate students with special needs. (See Student Accessibility Services)

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Contact Information 2600 Cleveland Avenue NW • Canton OH 44709 General Offices: 330.471.8100 • Admissions Center: 330.471.8145 TOLL FREE to Admissions Center: 1.800.521.1146 Admissions E-mail Address: admissions@malone.edu • www.malone.edu Academic advising Academic information Admissions Alumni relations Bequests, annuities, trusts Business matters

Career development Church and community relations, special events Credit for life experience, degree-completion, programs, online learning Credit/proficiency by exam Faculty appointments Financial Aid Gifts and endowments Graduate admissions Post-secondary enrollment options program Records and transcripts Special seminars, conferences Student services, housing, counseling Tours, speakers, news services

Center for Student Success / 330.471.8250 Office of the Provost / 330.471.8119 Admissions Center / 330.471.8145 Alumni and Parent Relations / 330.588.ALUM (2586) University Advancement / 330.471.8235 Office of the Vice President for Finance and Business Affairs / 330.471.8238 Center for Student Success / 330.471.8320 University Relations / 330.471.8434 Graduate and Professional Studies Enrollment 330.471.8242

Center for Student Success / 330.471.8250 Office of the Provost / 330.471.8119 Financial Aid / 330.471.8159 University Advancement / 330.471.8235 Graduate and Professional Studies Enrollment 330.471.8447 Admissions Center / 330.471.8145 Office of the Registrar / 330.471.8130 Graduate and Professional Studies Enrollment 330.471.8242 Student Development / 330.471.8273 University Relations / 330.471.8240

Campus Visit You are welcome to visit the campus at your convenience. Most offices are open from 8:00 a.m. to 5:00 p.m. Monday through Friday, except for special days and in the summer, when offices close at 4:30 p.m. The Admissions Center is also available other hours by appointment or Saturdays by special arrangement. (Note: The Office of the Registrar is open from 9:00 a.m. to 3:00 p.m.; Business Office is open from 9:00 a.m. to 4:00 p.m.)

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2012-13 Academic Calendar Fall Semester 2012 Aug. 27 Sept. 3 Sept. 4 Oct. 12 Oct. 18-19 Oct. 22 Oct. 25-31 Oct. 26-27 Oct. 29 Nov. 1-9 Nov. 21-25 Nov. 26 Dec. 7 Dec. 10-13

Mon. Mon. Tues. Fri. Thurs.-Fri. Mon. Thurs.-Wed. Fri.-Sat. Mon. Thurs.-(following) Fri. Wed.-Sun. Mon. Fri. Mon.-Thurs.

Classes Begin Labor Day Holiday Classes Resume Midpoint of the Semester Fall Midsemester Break Classes Resume; Term-B Classes Begin Faculty Assist with Student Scheduling Homecoming Last Day to Drop a Class Registration for Spring 2013 Thanksgiving Break Classes Resume Classes End Examinations

Jan. 10 Jan. 21 Feb. 27 Feb. 25 - July 15 Mar. 4-8 Mar. 11 Mar. 13-20 Mar. 18 Mar. 21-28 Mar. 28

Thurs. Mon. Fri.

Mar. 29 - Apr. 1 Apr. 2 Apr. 26 Apr. 29-30; May 1-2 May 3

Fri.-Mon. Tues. Fri. Mon.-Thurs. Fri.

Classes Begin Martin Luther King Day Observance â&#x20AC;&#x201C; No Classes Midpoint of the Semester Open Registration for Summer 2013 Spring Break Week Classes Resume; Term-B Classes Begin Faculty Assist with Student Scheduling Last Day to Drop a Class Registration for Fall 2013 Fri. class schedule runs on Thurs. (traditional programs only) Easter Break Classes Resume Classes End Examinations Baccalaureate

May 4

Sat.

Commencement

Spring Semester 2013

Mon.-Fri. Mon. Wed.-Wed. Mon. Thurs.-Thurs. Thurs.

Summer Sessions 2013* May 6 - Aug. 9 Summer Semester (14 weeks) May 6 - June 7 Summer Session I (5 weeks) May 27 Mon. Memorial Day June 10 - July 12 Summer Session II (5 weeks) July 4 Thurs. Independence Day (Observed) July 15 - Aug. 9 Summer Session III (4 weeks) Aug. 26 Mon. Fall 2013 Classes Begin *subject to revision; summer schedule may be adjusted to reflect a more flexible format

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2013-14 Academic Calendar (tentative) Fall Semester 2013 Aug. 26 Sept. 2 Sept. 3 Oct. 11 Oct. 11-12 Oct. 17-18 Oct. 21 Oct. 24-30 Oct. 28 Oct. 31 - Nov. 8 Nov. 28 - Dec. 1 Dec. 2 Dec. 6 Dec. 9-12 Spring Semester 2014 Jan. 9 Jan. 20 Feb. 26 Feb. 24 - July 14 Mar. 3-7 Mar. 10 Mar. 12-19 Mar. 17 Mar. 20-28 Apr. 17 Apr. 18-21 Apr. 22 Apr. 25 Apr. 28-30; May 1 May 2 May 3 Summer Sessions 2014 May 5 - Aug. 8 May 5 - June 6 May 26 June 9 - July 11 July 4 July 14 - Aug. 8 Aug. 25

Mon.

Classes Begin

Mon.

Labor Day Holiday

Tues.

Classes Resume

Fri.

Midpoint of the Semester

Fri.-Sat.

Homecoming

Thurs.-Fri.

Fall Midsemester Break

Mon.

Classes Resume; Term-B Classes Begin

Thurs.-Wed.

Faculty Assist with Student Scheduling

Mon.

Last Day to Drop a Class

Thurs.-(following) Fri.

Registration for Spring 2014

Wed.-Sun.

Thanksgiving Break

Mon.

Classes Resume

Fri.

Classes End

Mon.-Thurs.

Examinations

Thurs.

Classes Begin

Mon.

Martin Luther King Day Observance â&#x20AC;&#x201C; No Classes

Wed.

Midpoint of the Semester Open Registration for Summer 2014

Mon.-Fri.

Spring Break Week

Mon.

Classes Resume; Term-B Classes Begin

Wed.-Wed.

Faculty Assist with Student Scheduling

Mon.

Last Day to Drop a Class

Thurs.-(following) Fri.

Registration for Fall 2014

Thurs.

Fri. class schedule on Thurs. (trad programs only)

Fri.-Mon.

Easter Break

Tues.

Classes Resume

Fri.

Classes End

Mon.-Thurs.

Examinations

Fri.

Baccalaureate

Sat.

Commencement Summer Semester (14 weeks) Summer Session I (5 weeks)

Mon.

Memorial Day

Fri.

Independence Day (Observed)

Summer Session II (5 weeks) Summer Session III (4 weeks) Mon.

Fall 2014 Classes Begin

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