ACADEMIC SUPPORT SERVICES AND PROGRAMS

A CADEMIC A DVISING

T RADITIONAL B ACHELOR ’ S D EGREE P ROGRAM S

Wingate University is committed to providing individual academic advising and guidance for all undergraduate students. Each student is assigned to a Faculty Advisor or Staff Advisor. The Faculty or Staff Academic Advisor assists the student in planning his/her academic program and meets with the student periodically regarding academic and co-curricular issues, including the development of individual academic plans that include all degree requirements and reflect the student’s career and life goals. They are also available to answer questions about completing the university core curriculum, degree and graduation requirements, academic forms, policies/procedures, etc. While advisors are primary resources to assist students in academic degree planning, students are ultimately responsible for planning and completing the curriculum requirements of their specific degrees.

A DULT B ACHELOR ’ S D EGREE P ROGRAM

Wingate University Adult Bachelor Degree program is committed to providing academic advice and personal guidance for its students. The Director of Adult Bachelor’s Degree Program will help plan the student’s academic program and meet with the student periodically throughout the year. Advisors help students develop individual academic programs that include Wingate’s specific degree requirements and the student’s career objectives.

A CADE MIC R ESOURCE C ENTER (ARC )

The mission of the Academic Resource Center (ARC) is to support student learning through access to support programs, staff, and services. Located on the 2nd and 3rd floors of the Ethel K. Smith Library, students will find support with academic skills, subject area peer tutoring, peer writing assistance, supplemental instruction, disability support services, and more.

The ARC connects students with appropriate support systems and services to assist them in realizing their academic goals. The office facilitates communication between faculty, staff, and students, which leads to collaborative educational support.

C Ounseling S Ervices

The Office of Counseling Services is dedicated to providing a safe and confidential environment for students to discuss a variety of personal and interpersonal concerns. The goal of Counseling Services is also to provide a holistic wellness component to students’ educational experiences through the promotion of ways for students to achieve and maintain a healthy mind, body, and spirit. Please visit counseling.wingate.edu to learn more about counseling services and access additional mental health resources.

D ISABILITY S UPPORT S ERVICES (DSS)

Wingate University is committed to ensuring that no otherwise qualified individual with a disability is excluded from participation in, denied the benefits of, or subjected to discrimination in University programs or activities due to his or her disability. The University is fully committed to complying with all requirements of the Americans with Disabilities Act of 1990 (ADA) and its amendments and the Rehabilitation Act of 1973 (section 504) and to providing equal educational opportunities to otherwise qualified students with disabilities. Disability support services are available to otherwise qualified students with disabilities to ensure equal access to the University’s programs and services. Services may include making academic and/or non-academic accommodations for students. The University’s Office of Disability Support Services is the only designated department authorized to coordinate disability-related services. Students should contact the Office of Disability Support Services when seeking academic and/or non-academic accommodations. The office is located in the Academic Resource Center

(2nd floor of the Ethel K. Smith Library) Contact information: access@wingate.edu, 704-233-8271.

S Tudent D Isability G Rievance P Rocedure

Wingate University is committed to ensuring that no otherwise qualified individual with a disability is excluded from participation in, subjected to discrimination in connection with, or denied the benefits of any University programs or activities due to his or her disability.

The University has adopted this internal grievance procedure to provide for the prompt and equitable resolution of student complaints alleging any action prohibited by Section 504 of the Rehabilitation Act of 1973 (“Section 504”) or Title III of the Americans with Disabilities Act (“Title III”) or otherwise alleging disability-related discrimination or harassment. Section 504 prohibits discrimination on the basis of disability in any program or activity receiving Federal financial assistance, and Title III prohibits discrimination on the basis of disability by private entities (including Universities) that provide places of public accommodation. These laws and accompanying regulations may be examined in the office of the Executive Director of the Academic Resource Center, whom the University has designated to coordinate its efforts to comply with Section 504 and the ADA (“the Director”).

WHO MAY GRIEVE?

Any student currently enrolled at the University who believes he or she has been discriminated against or harassed on the basis of disability by a University employee (e.g., administrator, faculty, staff, adjunct faculty, or other agent of the University); University student; or, in certain circumstances, by a visitor to the University, may use this process to file a grievance.

WHAT MAY BE GRIEVED?

An action or decision may be grieved if it involves alleged discrimination or harassment by a University employee; University student; or, in certain circumstances, by a visitor to the University against a student on the basis of that student’s disability. Such actions may include, but are not limited to, denial of accommodations or lack of physical access to University facilities or programs.

Confidentiality And Prohibition Against Retaliation

The University will treat all information submitted in connection with a grievance as confidential. Subject to FERPA and other applicable privacy laws, however, the University official investigating the grievance will inform individuals with a legitimate need to know of the grievance and may provide them related information as necessary to allow the University official to conduct a meaningful and thorough investigation. The University official investigating the grievance will inform all involved parties of the need to maintain the confidentiality of such information.

Wingate University prohibits retaliation for submitting a grievance or participating in a grievance investigation. Retaliation includes threats, intimidation, reprisals, and adverse actions. The University official investigating the grievance will advise all involved parties of this strict prohibition against retaliation.

Informal Grievance Procedure

The Informal Grievance Procedure is designed to facilitate a satisfactory resolution of the grievance in an informal manner. The student has the option to forego the Informal Grievance Procedure and move immediately to the Formal Grievance Procedure.

A student initiates the Informal Grievance Procedure by contacting the Executive Director of the Academic Resource Center. If the Executive Director is the subject of the grievance, the student initiates the Informal Grievance Procedure by contacting the Vice Provost for Academic Success and Initiatives. The student may contact the appropriate official (the “Investigator”) by e-mail, phone, or in person

Ms. Kristin Wharton, Executive Director of the ARC

704-233-8366 | arc@wingate.edu | Office location: Ethel K. Smith Library, Academic Resource Center (second floor)

Dr. Brooke Mitchell, Vice Provost of Academic Success and Initiatives

704-233-8060 | bmclaugh@wingate.edu | Office location: Stegall Administration Building, Provost’s suite (second floor)

To initiate the Informal Grievance Procedure, a student is not required to submit the grievance in writing, but the Investigator may ask the student to do so or to submit other evidence, if necessary to facilitate a satisfactory resolution.

The Investigator will attempt to expeditiously facilitate a satisfactory resolution. The Investigator may meet in person with the student, confer with the individual(s) against whom the grievance is filed, attempt to arrange a meeting between the student and the individual(s), or take any other steps the Investigator believes will be useful in promoting resolution.

Within 21 calendar days after the student initially contacts the Investigator regarding the grievance, the Investigator will inform the student in writing of the outcome of the Informal Grievance Procedure.

Formal Grievance Procedure

If the student is not satisfied with the resolution reached using the Informal Grievance Procedure, or if the student chooses not to use the Informal Grievance Procedure, the student may initiate the Formal Grievance Procedure by submitting a written complaint to the appropriate Investigator. A student who chooses to initiate the Formal Grievance Procedure after participating in the Informal Grievance Procedure must do so within 14 calendar days of receipt of the Investigator’s written notification of the outcome of the Informal Grievance Procedure.

The written complaint must:

• be dated;

• state the problem or action alleged to be discriminatory and the date of the alleged action;

• state how the action is discriminatory (or how the decision is unreasonable if it a denial of a requested accommodation);

• name the individual(s) against whom the grievance is filed;

• state the requested remedy; and

• be signed by the student.

Within seven calendar days of receiving the written complaint, the Investigator will provide written notification of receipt of the complaint to the grievant and to the individual(s) against whom the grievance is filed. The Investigator will also conduct a thorough investigation of the complaint, affording all relevant persons an opportunity to submit evidence regarding the allegations. Within 30 days of receipt of the written complaint, the Investigator will provide the grievant and the individual(s) against whom the complaint is filed a written decision regarding the grievance. The decision will include findings of fact, a conclusion, and, if applicable, an explanation of remedies, which may include the imposition of disciplinary sanctions and / or referral to an individual’s supervisor or another administrator for the determination and imposition of disciplinary sanctions. The Investigator’s findings shall be based on the preponderance of evidence standard of proof.

Appeal

The student or the individual(s) against whom the grievance is filed may appeal within fourteen calendar days of receiving the Investigator’s written decision and / or any associated disciplinary sanctions by writing to the Provost’s office. The written appeal must clearly set forth the grounds for the appeal and must include all supporting evidence. Generally, the Provost will limit his or her review of the Investigator’s decision to determine whether the Investigator considered the proper facts and whether there were any procedural irregularities. Within 21 days of receipt of the appeal, the Provost will provide the grievant and the individual(s) against whom the complaint is filed a written decision regarding the appeal. The decision of the Provost is final, and the University will disregard any subsequent appeals (in any form) to any University representative, including the University President.

proximity of an event, the Investigator, the Vice Provost of Academic Success and Initiatives, or the Provost, at the request of the student, will determine if an expedited procedure can be created.

SUPPORT PERSONS/ADVISORS

The student who initiates the grievance may have one support person/advisor present to support and assist them during any meetings. The student is not limited in their choice of support person/advisor. The student may consult privately with their respective support person/advisor during meetings provided that such consultation is not disruptive. Support person/advisors, may not, directly participate in any meeting.

A support person/advisor may be required to leave a meeting if their presence is disruptive at the Investigator’s request. A support person must maintain confidentiality regarding any and all communications exchanged.

Interim Measures

If necessary while any grievance investigation is ongoing, the University may take interim measures to stop discrimination or prevent its recurrence. Such interim measures may include, but are not limited to, limiting interaction between the parties, arranging for the provision of temporary accommodations, or staying a course grade.

Confidentiality Of Records

Once the Investigator, Vice Provost of Academic Success and Initiatives, or Provost has made the final decision regarding the grievance, the records related to the grievance will be confidentially maintained in the Office of Disability Support Services for three years.

D Isability H Arassment P Olicy

Wingate University is committed to ensuring that no otherwise qualified individual with a disability is excluded from participation in, subjected to discrimination in connection with, or denied the benefits of any University programs or activities due to his or her disability. Harassment is a form of discrimination and, therefore, harassment directed toward an individual student with a disability is a violation of the University’s anti-discrimination policy as well as state and federal laws.

Disability harassment is defined as verbal (including written or electronic communication) or physical conduct that is directed at an individual because of his/her mental/physical disability that is sufficiently severe, pervasive, or persistent so as to have the purpose or effect of creating a hostile work or educational environment. A hostile environment may exist even if there are no tangible effects on the student, where the harassment is serious enough to adversely affect the student’s ability to participate in or benefit from the educational program. Disability harassment may occur in a variety of relationships, including faculty and student, supervisor and student employee, student and student, staff and student, and other relationships between students and other persons having business at or visiting the University.

To file a complaint of harassment students should follow the University’s Grievance Procedure for Students with Disabilities.

O Ne D Og 101

This one-credit-hour Core course facilitates the transition to college life and lays the foundation for the successful completion of each student's academic goals. This course is required for all students in their first semester, except for transfer students who enter with junior standing (57+ hours), an Associate's degree, or a comparable first year seminar credit.

O Ff Ice O F C Areer S Ervices

Dr. Jeff Frederick, Provost j.frederick@wingate.edu |

704-233-8123 | Office location: Stegall Administration Building, Provost’s suite (second floor)

Adjustment Of Deadlines

The Investigator, Vice Provost of Academic Success and Initiatives, or the Provost may change the above deadlines for good cause, such as semester or summer breaks. Likewise, if the application of time deadlines creates a hardship due to the urgency of the matter or the

Office of Career Services provides resources to assist students in exploring majors and career options. Through an emphasis on career development as a process requiring planning, the goal is to help students identify their interests and abilities early on and actively engage in preparation for their futures. The professional staff members provide students with career advising, self-assessment exercises, resume and cover letter guidance, job searches, graduate school preparation, mock interviews, on-campus employer recruiting/career fairs, and various career-related events. Students may take Gateway 301, a class offered by the office, which helps students with resumes, cover letters, job search techniques, and other career-related topics.

The office also offers students assistance in obtaining academic and cocurricular internships. As a part of preparing for career decisions following graduation, all students have the opportunity and are encouraged to participate in an internship during their time at Wingate University. Following the first year, students may pursue an internship for the summer term, fall semester, or spring semester. Internships may be either credit-bearing or non-credit-bearing.

Internships as well as on and off-campus employment opportunities are showcased on Handshake (online job database), a free service for currently enrolled students up through six months after graduation. All students will be able to access Handshake with their Wingate University username and password.

Tions

S Pecial C Ollections

Wingate University Special Collections is comprised of physical holdings related to Wingate School/Junior College/College/University, providing researchers information about the education community and traditions of Wingate University. To learn more about using the materials contact Wingate University’s Special Collections Archivist at the Jesse Helms Center, (704) 233-1776, extension 6.

LIBRARY MISSION

In keeping with the Wingate University mission to develop educated, ethical, and productive citizens at home and abroad, the Ethel K. Smith Library serves as a gateway for all students, faculty, and staff to access, explore, and evaluate a variety of traditional, multi-media, and electronic resources, which support the University’s curriculum and facilitate academic inquiry. Fostering a foundational sense of lifelong learning for all constituents is paramount to the librarians and the library staff.

LIBRARY GOALS

In keeping with the EKS Library mission, the librarians and library staff endeavor to:

• Offer a welcoming, research-oriented, and engaging environment which fosters academic inquiry.

• Provide access to collections, resources, and programming services in a variety of formats, physical and virtual

• Encourage faculty members to actively participate in collaborative collection development practices supporting the foundations of academic freedom by developing a diverse collection of materials which present differing perspectives

• Encourage faculty members to actively participate in collaborative collection development practices supporting the foundations of academic freedom by developing a diverse collection of materials which present differing perspectives

• Instill the elements of information literacy including information access, evaluation, and the ethical use of information and intellectual property through reference transactions and library instruction sessions cooperatively designed by librarians and faculty

The Library houses more than 85,000 print volumes in the facility, as well as database subscriptions which provide students online access to a variety of scholarly journal and newspaper titles. Additionally, the Library’s InterLibrary Loan Department enables students to research supplementary materials not held in the collection. For students attending our satellite campuses, Library materials can be supplied through the Library’s Bulldog Delivery system in which materials are delivered from the Library via professors or others traveling between campuses.

A variety of study options are available in the Library including individual study carrels in the Quiet Room, several group study spaces, and general areas for individual or group work. For those who bring their laptops to the Library, Wireless LAN access and wet carrels are available in several areas of the facility. The building also includes an electronic instruction lab equipped with computers for interactive teaching.

The Ethel K. Smith Library is staffed with highly trained, professional librarians available to assist students in their research endeavors and to instruct individuals or entire classes in the most effective and efficient research applications available in today’s academic library. The computer commons in the Reference Department is specifically designed for the purpose of such instruction, with the goal of cultivating a basic, inter-disciplinary, transferable skill set regarding applied research. In person, phone, and online reference help is available to all Wingate students, and library instruction sessions can be scheduled at our satellite campuses as well.

Please visit https://www.library.wingate.edu for more information on the Ethel K. Smith Library.

W Riting C Enter

The Christa Helms Austin Writing Center is located on the second floor of the Ethel K. Smith Library, in the Academic Resource Center, and offers students, staff, and faculty an opportunity to improve and strengthen their writing skills. Students from all majors and classes are encouraged to visit the Writing Center. Consultants can help students work on specific writing assignments as well as helping with any of the “stages” of writing brainstorming topic ideas, shaping a thesis, revising, learning to better edit your own work, or understanding style demands for papers in different disciplines.

The Writing Center is staffed by faculty-recommended student consultants who have been trained to help other students improve as writers. Students may schedule ongoing tutorial sessions, make appointments for specific writing assignments, or drop-in for a session with an available consultant. Students may also benefit from writing tutorial handouts and checklists available in the Writing Center and through the Center’s website.

S Tudent R Esearch

It is the policy of Wingate University that all research involving human participants or animals must be reviewed by the Research Review Board (RRB). In most circumstances, data collected before or without RRB approval cannot be used.

If a student is undertaking research, it is their responsibility to discuss the specific requirements for their proposed research with their project advisor. The project advisor must review all completed documents before submission to the RRB. Documents can be accessed here: https://wingate.instructure.com/courses/15912.

All students conducting research must complete Collaborative Institute Training Initiative (CITI) training to receive a certificate and number. Students who have not completed the training or if the training has expired, can go to the following site and register with CITI to complete the training. https://about.citiprogram.org/. You can reach out to the RRB with any questions via email: rrb@wingate.edu.

U Ndergraduate Degrees

U NDERGRADUATE C URRICULUM

University education at its best transforms students through daily participation in active learning under the supervision of highly qualified professors. A bachelor’s degree is composed of classes from three areas the core curriculum, the major, and electives.

Wingate University offers five bachelor’s degrees to meet the varied needs of students on the main campus in Wingate. Though similar, they have distinct differences. Some majors allow students to choose one of these degrees based on personal interests and career plans. The Bachelor of Arts includes training in speaking a second language, while the Bachelor of Science stresses mathematical and empirical studies. The Bachelor of Music Education prepares students to be licensed for teaching in public schools, and the Bachelor of Science in Nursing prepares students for a career in nursing. The Bachelor of Liberal Studies (taught in the evening and designed for degree completion)is offered through the Adult Bachelor’s Degree Program within the Thayer School of Education.

G Eneral E Ducation

Vice Provost: Brooke M. Mitchell

Wingate University’s General Education program, also called the “Core Curriculum”, reflects the mission and vision of Wingate University by helping students to develop the knowledge and faith perspectives they need to make valuable contributions in service to communities and employers. It is designed to provide students with a solid foundation of knowledge and essential skills, such as communication, problem solving, intercultural understanding, ethical and faith engagement, creativity, and wellness engagement, which are transferable to a wide range of careers and life pathways. The Core Curriculum helps students to develop the following competencies: collaboration and teamwork mindset, communication, creativity, critical thinking, entrepreneurial spirit, ethical and civic engagement, global perspectives, historical understanding, managing change, physical well-being, personal and professional responsibility, and problem solving. The following tables outline the General Education requirements for each type of undergraduate degree.

B Achelor Of A Rts

Global Perspectives

One course (3 credit hours) in History chosen from:

HIST 114: The South in Black & White

HIST 116: Colonial Latin America

HIST 117: Modern Latin America

HIST 126: Middle East

HIST 130: Ancient and Early World History

HIST 131: A Survey of the Modern World

HIST 210: Latinos in the United States

HIST 212: Revolutions in Modern Latin America

HIST 215: Modern East Asia

HIST 318: The United States & Latin America

One course (3 credit hours) in Philosophy or Religion chosen from:

BUS 209: Business Ethics

PHIL 110: The Good Life

PHIL 209: Global Perspectives in Ethics

Two classes (6 credit hours) chosen from:

BUS 209: Business Ethics

ENG 205: Global Perspectives in Literature

FREN 340: Introduction to French and Francophone Civilization

FREN 440: Advanced Francophone Studies

HIST 114: The South in Black & White

HIST 116: Colonial Latin America

HIST 117: Modern Latin America

HIST 126: Middle East

HIST 130: Ancient and Early World History

HIST 131: A Survey of the Modern World

HIST 210: Latinos in the United States

REL 110: Global Perspectives in Scripture

REL 126: World Religions

REL 140: Food & Faith

HIST 212: Revolutions in Modern Latin America

HIST 215: Modern East Asia

HIST 318: The United States & Latin America

HIST 320: The Making of the Modern World

HIST 321: Culture and History of Japan

HIST 323: Southeast Asia: Crossroads of Cultures

PSCI 220: Comparative Politics

PSCI 340: Global Issues: Race, Ethnicity & Gender

PHIL 110: The Good Life

PHIL 209: Global Perspectives in Ethics

REL 110: Global Perspectives in Scripture

REL 126: World Religions

HIST 320: The Making of the Modern World

HIST 321: Culture and History of Japan

HIST 323: Southeast Asia: Crossroads of Cultures

REL 209: Global Perspectives in Ethics

REL 216: Gender and the Bible

REL 220: Religion & Ecology

REL 140: Food & Faith

REL 209: Global Perspectives in Ethics

REL 216: Gender and the Bible

REL 220: Religion & Ecology

SPAN 310: Introduction to Literature

SPAN 312: Business Spanish I

SPAN 313: Business Spanish II

SPAN 330: Culture and Civilization of Latin America

SRMT 111: Sport and Recreation in Modern Society

SRMT 370: Globalization of Sport in the 21st Century

Classes only count once to meet the Global Perspectives Requirement and cannot be used to meet a University Foundations requirement. They cannot be counted twice.

Second Language

Four courses or proficiency through the intermediate level. Twelve (12) credit hours (replaced by elective credits for each semester of proficiency)

University Foundations

GATE 101: OneDog101 (1 credit hour)

ENG 110: University Writing & Research (3 credit hours)

Fine Arts

One course (2-4 credit hours) chosen from:

Any ART course

COMM 202: Introduction to Theatre

COMM 350: Dramatic Performance of Literature

COMM 351: Theatrical Improvisation

MUS 155: Hands-On Music

MUS 156: Global Influences on Music in the USA

Or two music ensembles (2 credit hours) Note: Entry into music ensembles requires an audition.

Literature and Writing

ENG 335: Fiction-Writing

PSCI 341: Music and Politics

One course (3 credit hours) of English literature courses at or above the 200-level or other courses specified in the catalog

Laboratory Science

One course in biology, chemistry, physics, general science or earth science. (3-4 credit hours)

Mathematics

One course (3-4 credit hours) in Math 112 or higher.

Wellness One course (2-3 credit hours) chosen from:

Any WELL course

IPE 100: Foundations of Health & Wellness

Social or Behavioral Science

HETH 210: Introduction to Holistic Care Concepts

MUS 285: Introduction to Alexander Technique

One course (3 credit hours) in Psychology, Sociology, Political Science, Economics, or History.

Lyceum

SRMT 200: Wellness Through Leisure