46 minute read
D EPARTMENT OF H ISTORY AND P OLITICAL S CIENCE
Professors: Joseph Ellis, Steven Hyland, Caroline Hoefferle, Magdalena Krajewska
Associate Professors: James Hastings, Abannik Hino, David Mitchell, Benjamin Thorne, Jacob Wobig
Assistant Professors: Chelsea Kaufman
Bachelor of Arts or Bachelor of Science
Asia (choose one of the following):
HIST 215: Modern East Asia
HIST 321: Culture and History of Japan
HIST 323: Southeast Asia: Crossroads of Cultures
HIST 394: Special Topics: Asian & Pacific History
HIST 494: Special Topics: Asian & Pacific History
Latin America (choose one of the following):
HIST 116: Colonial Latin America
HIST 117: Modern Latin America
HIST 318: The United States & Latin America
HIST 393: Special Topics in Latin American History
HIST 493: Special Topics in Latin American History
Middle East/Africa (choose one of the following):
HIST 124: Modern African History
HIST 126: Middle East
HIST 395: Special Topics African/Middle East History
HIST 495: Special Topics: African/Middle East History
Other History (choose one of the following):
HIST 308: Contemporary International Issues
HIST 390: Special Topics in Global History
HIST 490: Special in History
Social Science Required Courses
ECON 309: Found of Capitalism in US Econ History
PSCI 201: American Government
PSYC 101: General Psychology or SOC 101: Introduction to Sociology
Choose two of the following:
PHIL 301: Ancient & Medieval Philosophy
PHIL 302: Modern Contemporary Philosophy
PSCI 321: Western Industrial Democracies
PSCI 322: Developing Nations
International Studies
Group 1 – Core
PSCI 220: Comparative Politics
HIST 320: The Making of the Modern World
Group 2
Historical Studies (Choose two):
FREN 340: Intro to French & Francophone Civilization
HIST 103: Modern European History I
HIST 116: Colonial Latin America
HIST 126: Middle East
HIST 321: Culture and History of Japan
HIST 390: Special Topics in Global History
HIST 392: Special Topics in European History
HIST 393: Special Topics in Latin American History
HIST 394: Special Topics: Asian & Pacific History
HIST 395: Special Topics: African/Middle East History
MUS 156: Global Influences on Music in the USA
PSCI 330: Causes of Terrorism
REL 126: World Religions
SPAN 330: Culture & Civilization of Latin America
Group 3 – Contemporary Studies (Choose two):
BUS 405: Global Business
COMM 340: Intercultural Communication
ED 390: Teaching Citizenship/Global Issues (9-12)
FINA 420: International Finance
GEOG 201: Intro to Cultural/Human Geography
HIST 104: Modern European History II
HIST 117: Modern Latin America
HIST 124: Modern African History
HIST 215: Modern East Asia
HIST 318: The United States & Latin America
HIST 365: The Holocaust
PSCI 308: International Relations
PSCI 321: Western Industrial Democracies
PSCI 322: Developing Nations
PSCI 330: Causes of Terrorism
PSCI 331: US Foreign Policy
PSCI 390: Special Topics
SRMT 370:
*Must carry academic credit.
**Planning an international internship takes at least 3 months. Students should meet with the Office of International Programs and the Office of Career Services well in advance of the semester in which they will intern. International students will have additional, required paperwork for an internship in their home country or abroad.
Legal Studies
The minor in Legal Studies requires at least 18 hours in the following distribution: Requirements Credits
Group A (Skills) - At least three courses from the following (recommended to be completed by the end of the junior courses must include one introductory course and one advanced course in three of the following areas:
MATHEMATICS AND EDUCATION (SEE THAYER SCHOOL OF EDUCATION)
• Uphold the highest standards of musical and academic excellence.
Degree Program Goals
The Bachelor of Music Education curriculum is designed to prepare the student for licensure to teach in the areas of choral, instrumental, and/or general music in the public schools, grades K-12.
The Bachelor of Arts in Music is designed for the study of music within a liberal arts curriculum. Students may pursue an emphasis in performance. When course sequences are structured carefully, students in this degree program can fulfill requirements in music and may attain either a double major, a minor, or two minors in another discipline(s).
Requirements For Music Majors
Admittance Procedure For Music Majors
• Admittance to the University.
• Audition to gain approval to proceed with a degree program in the Department of Music. The audition process has three components: o Performance of two selections; o Interview with music faculty; and o Theory Assessment Exam written and aural theory (the Theory Assessment Exam includes the fundamentals of notation [pitch and rhythm], tonality, scales, intervals, and triad structures.)
Performance Study Examinations
Each music student enrolled in principal applied study will have a performance study examination at the end of each semester. Guidelines are available in the music student department handbook.
Recital Performance Requirements
All students in Principal Performance Study perform in student recitals each semester. Students in the Bachelor of Music Education program give a senior recital (Music 420B). Emphasis in Performance students give both junior and senior recitals (Music 320 and 420A). Emphasis in Church Music students and general Music majors complete a senior project (Music 420C).
Recital Attendance Requirement
Students pursuing music degrees at Wingate University are expected to attend recitals and concerts presented on campus. For specific attendance requirements for each program of study, see the description of the course, Recital and Concert Lab, Music 125. . . 426.
Elective Music Courses
For students studying other academic fields, electives in music are offered. Chamber Choir, Chamber Ensemble, Men’s Choir, Pep Band, Percussion Ensemble, University Singers, Wind Ensemble, and Women’s Choir give all students the opportunity to participate in performance ensembles. Other elective courses in music for the general student population include individual performance study in voice and various instruments.
Music Scholarship
Professors: Jessie Martin (Chair)
Associate Professors: David Brooks, Jennifer Hough, Melinda Lein, Annie Stankovic, Jordan Wilson, Nana Wolfe-Hill
Assistant Professor: Danté Webb
The Department of Music is an accredited institutional member of the National Association of Schools of Music.
GOALS AND OBJECTIVES
The Department of Music exists to provide music instruction of high quality to students enrolled in music degree programs and to general university students. The specific objectives of the department are to:
• Foster an engaging, nurturing, and active learning environment;
• Develop within our students a love of learning and a desire to positively engage with the community at large;
• Promote artistic creativity based on a solid academic foundation; and,
Music Majors holding a music scholarship must continue study on the principal instrument and participate in ensemble(s) each semester of matriculation.
MUS 238: Ear Training I
MUS 239: Ear Training II
MUS 317: Theory III
MUS 318: Theory IV
239:
MUS 317: Theory III
MUS 318: Theory IV
MUS 338: Ear Training III
MUS 339: Ear Training IV
MUS 343: Choral Conducting/Arrange/Comp or MUS 344: Inst Conducting/Arranging & Comp
MUS 356: Music History
MUS
MUS
Requirements
MUS 108, 308: Pep Band
MUS 109, 309: Chamber Choir
MUS 113, 313: Chamber Ensemble
MUS 119, 319: Cantar
MUS 140, 340: Viva Voce
Secondary Performance Study (all students except piano)
MUS 136: Class Piano I
MUS 137: Class Piano II
MUS 236: Class Piano III
MUS 237: Class Piano IV
Emphasis in Church Music Principal Instrument
MUS 162: Primary Performance Study (taken twice)
Music Courses
MUS 353: Choral Conducting II
MUS 371: Elementary Music Methods
MUS 374: Middle School Choral Methods
MUS 401: Choral Techniques
MUS 406: Congregational Song
MUS 410: Worship in the Modern Church
MUS 420C: Senior Project-Church Music (Recital)
Diction, Accompanying, Chamber Ensemble, or Class Voice (Dependent on principal instrument) MUS 205, 206: Lyric
215,
113, 313:
357:
MUS 217: Theory I
MUS 218: Theory II
MUS 238: Ear Training I
MUS 239: Ear Training II
MUS 317: Theory III
MUS 318: Theory IV
MUS 338: Ear Training III
MUS 339: Ear Training IV
MUS 343: Choral Conducting/Arrange/Comp or MUS 344: Inst Conducting/Arranging & Comp
MUS 356: Music History & Literature I
358:
MUS 125, 126, 225, 226, 325, 326, 425, 426: Recital
Performance Studies – Ensemble
Four semesters, chosen based on principal instrument:
MUS 103: University Singers
MUS 107: University Wind Ensemble
MUS 108: Pep Band
MUS 109: Chamber Choir
MUS 113: Chamber Ensemble
MUS 119: Cantar
MUS 140: Viva Voce
MUS 162: Primary Performance Study (taken twice)
Performance Studies – Secondary Performance Study (all students except piano principals)
Credits
MUS 262, 362, 462: Primary Performance Study (each course taken twice)
MUSIC EDUCATION (SEE THAYER SCHOOL OF EDUCATION)
Bachelor of Music Education
Program Coordinator: Nana Wolfe-Hill
D EPARTMENT OF P SYCHOLOGY
Professor : Patrick Young (Chair)
Associate Professors: Matthew Davis, Terese Lund, Jay Wilder
Assistant Professors: Chloe Beck, Christopher Breeden, Megan Deibel, Candace Lapan PSYCHOLOGY Bachelor
PSYC 210: Psychological Statistics
PSYC 406: Adv Research Design/Methodology
Psychology Electives
Developmental (choose two courses)
PSYC 308: Child Psychology
PSYC 309: Adolescent Psychology
PSYC 311: Adulthood and Aging
PSYC 340: Psychology of Women
PSYC 430: Social Development
Counseling Clinical (choose two courses)
PSYC 315: Psychopathologies
PSYC 322: Introduction to Counseling
PSYC 407: Psychotherapy: Theory & Method
PSYC 408: Psychological Testing
Social/Applied (choose two courses)
PSYC 321: Social Psychology
PSYC 332: Personality
PSYC 335: Health Psychology
PSYC 404: Performance Psychology
PSYC 426: Psychology of Intimate Relationships
Cognitive (choose two courses)
PSYC 303: Learning and Memory
PSYC 305: Sensation and Perception
PSYC 330: Physiological Psychology
PSYC 435: Cognitive Psychology
Electives (two courses)
Any other classes from restricted electives to complete 3 or 4 total courses in one area for specialization; OR
PSYC 490: Research Experience (must have a total of 3 hours to qualify); OR PSYC 499: Internship in Psychology (must have a total of 3 hours to qualify)
RACE AND ETHNIC STUDIES
Program Coordinator: David Mitchell
HIST
HIST 215: Modern East Asia
HIST 321: Culture and History of Japan
HIST 365: The Holocaust
HIST 395: Special
HIST 495: Special
MUS 413: Silenced Voices in North America
PSYC 321: Social Psychology
PSYC 475: Selected Topics in Psychology REL 126:
Choose 3 courses from:
HIST 116: Colonial Latin America
HIST 117: Modern Latin America
HIST 212: Revolutions in Modern Latin America
HIST 318: The United States & Latin America
HIST 393: Special Topics in Latin American History
HIST 493: Special Topics in Latin American History
PSCI 318: US & Latin America SPAN 310:
ED 304: Exploring Diversity in Education
HIST 126: Middle East
HIST 215: Modern East Asia
HIST 321: Culture and History of Japan
HIST 365: The Holocaust
HIST 395: Special Topics African/Middle East Hist
HIST 495: Special Topics: African/Middle East Hist
MUS 413: Silenced Voices in North America
PSYC 321: Social Psychology PSYC 475: Selected Topics in Psychology REL 126: World Religions
D EPARTMENT OF R ELIGION AND P HILOSOPHY
340: Intercultural Communication
ED 304: Exploring Diversity in Education
HIST 126: Middle East
HIST 215: Modern East Asia
HIST 321: Culture and History of Japan
HIST 365: The Holocaust
HIST 395: Special Topics African/Middle East Hist
HIST 495: Special Topics: African/Middle East Hist
MUS 413: Silenced Voices in North America
PSYC 321: Social Psychology
PSYC 475: Selected Topics in Psychology
REL 126: World Religions
SOC 330: Social Inequalities
SOC 335: Race in Society W’International, other applicable special topics courses approved by the Coordinator
Professors: Mark Roncace (Chair) Associate
Robert Prevost, Catherine Wright
D Epartment Of S Ociology
Professors: Mitchell Mackinem (Chair)
Associate Professors: Aaron Culley, Christi Sporl
Assistant Professor: Katherine Knop, Daya Patton
Criminal Justice
WOMEN’S
Choose 6 courses from:
WS 204: Marriage and the Family
WS 205: Gender Roles in Society
WS 312: Women in American History
WS 315: Women in Literature
WS 316: Women and the Bible
WS 340: Psychology of Women
WS 351: Gender and Health
WS 357: Sociology of Sexuality
WS 363: Human Ecology, Ecotheology, and Justice
WS 402: Special Topics/Women’s Studies
WS 403: Independent Study in Women's Studies
WS 499: Internship in Women's
P ORTER B. BYRUM SCHOOL OF BUSINESS
Dean: Sergio Castello
Assistant Dean: Mark Bryant
Professors: Sergio Castello, Barry Cuffe, Lisa Schwartz, Kristin Stowe
Associate Professor: Michael Geier, Ellis Hayes
Assistant Professors: Katlin Cundiff, Scott Lail, Tiffanie Turner-Henderson, Zhiyan Wang, James Watkins, Jennifer Zarzosa
Instructors: Mark Bryant, Richard Cook
Mission Statement Of The School Of Business
The Porter B. Byrum School of Business provides excellence in teaching and developing future business leaders to make a difference in the world. Accordingly, the School of Business has the following objectives:
• To develop and deliver a curriculum and to set educational standards consistent with those of a national accrediting body in business administration;
• To attract and retain faculty able to foster the mission of the University and the School and who will value teaching, applied scholarship, and professional experience;
• To encourage students to pursue academic and professional excellence;
• To provide opportunities for engagement with ethical issues, involvement with cultural events, and encountering of a global perspective.
Bachelor of Arts or Bachelor of Science degrees are offered in Accounting, Finance, Management, and Marketing. Bachelor of Science degree candidates will meet their requirements through additional intermediate level core curriculum requirements in mathematics and/or laboratory science. Bachelor of Arts degree candidates will meet their requirements through additional intermediate level core curriculum requirements in a second language.
All business school undergraduate majors are required to pass an exit examination in their major in the last academic semester before graduation.
All majors in the School of Business must complete a minimum of 120 credit hours to graduate, including the following requirements:
Students must choose to pursue either a Bachelor of Arts (B.A.) or a Bachelor of Science (B.S.) degree. The Bachelor of Arts Degree requires the following additional courses: (6) Second Language through the intermediate level. The Bachelor of Science requires the following additional courses: (6-8) Math/Science (Math must be 112 or above)
*American sign language is not allowed as a second language. If no 300/400 level courses in the second language, students can take 101/102 of another language. A second language placement test may satisfy the 101, 102, 201, and 202 but additional general elective credits will need to be taken for each exempted course.
**HIST 215: Modern East Asia or HIST 321: Culture and History of Japan
Marketing majors are encouraged to consider a minor in Art/Graphics, Entrepreneurship, Finance, International Studies, Public Relations, Psychology, or another complementary area.
MINORS
MINORS FOR BUSINESS MAJORS
No more than two courses, which are already required in the major/emphasis may be counted toward the minor. No more than two courses, which are already required in the minor/emphasis may be counted toward a second minor. Exception: Finance majors may minor in Accounting and/or Economics by only taking two additional Accounting or Economics courses, respectively.
MINORS FOR NON-BUSINESS MAJORS
Required to take the prerequisite principles courses to meet the requirements for a minor. However, course prerequisites and sequences may be waived by permission. Exception: Business-Mathematics may minor in Economics by only taking two additional Economics courses.
L Evine College Of Health Sciences
Six programs of study leading to degrees in health professions comprise the Levine College of Health Sciences. These programs include the School of Pharmacy, established in 2003; the Department of Physician Assistant Studies, established in 2008; the Department of Nursing, established in 2012; the Doctor of Physical Therapy Program, established in 2014; the Doctor of Occupational Therapy, established in 2019; and the Department of Public Health, established in 2021.
The overarching goal of the College is to educate and graduate the most practice-ready healthcare practitioners in the country. To that end, practice experience is incorporated into the curriculum of each program, and the collaborative practice model is emphasized through interprofessional education.
D EPARTMENT OF N URSING
Associate Professors: Kristen Barbee (Director), Michele Pfaff
Assistant Professors: Sheila Brown, Kay Edwards, Deborah Evans, D’Anna Helms
Nursing
Bachelor of Science in Nursing
The undergraduate Nursing Program provides a broad-based arts and sciences curriculum that prepares students as generalists to enter the profession of nursing. After successfully completing the program, students are eligible to take the NCLEX-RN licensure exam in order to obtain an RN license to practice nursing.
The Bachelor of Science in Nursing program is accredited by the Accreditation Commission for Education in Nursing and approved by the North Carolina Board of Nursing. The Baccalaureate Nursing Program at Wingate University received continuing accreditation by the Accreditation Commission for Education in Nursing (ACEN) in 2019, with renewal due in 2027 Any comments or concerns can be made in writing to: Accreditation Commission for Education in Nursing (ACEN); 3390 Peachtree Road NE, Suite 1400; Atlanta, GA 30326; P 404-9755000; F 404-975-5020; www.acenursing.org
Separate admission is required into the upper division program with application made during the spring semester of the sophomore year. Prerequisite courses required before admission into the program are taken during the first two undergraduate years. The nursing program only admits students each fall.
The BSN Nursing Program is currently approved by the NC Board of Nursing to maintain 59 students. Entry into the program is very competitive. In order to be considered for admission into the nursing program, the student must have achieved all of the following:
1. a cumulative GPA of 3.0 or higher at the end of spring semester
2. a GPA in all science courses of 2.3 or higher
3. a grade of C- or better in all science courses
4. a minimum TEAS score of 68
5. a minimum grade of B in HETH 210
No grade lower than “C-“will be accepted for the following courses: BIO 101, BIO 211, BIO 212, BIO 230, and CHEM 101. A grade earned lower than “C-“ will necessitate repeating the course. This requirement is in addition to the overall GPA requirement of 3.0 or higher. Students who earn less than a “C-” grade in any course, should contact their advisor and/or the nursing program director for guidance and possible change of major.
Qualified applications will be then weighted according to their individual TEAS scores. The student can take the TEAS up to six times in order to achieve the minimum score. The TEAS will be offered once in the fall semester and twice in the spring semester. Students must take the TEAS at Wingate; outside scores will not be accepted.
Completion of a CNA-1 course within the past two years is required prior to the first day of the nursing program. The CNA-1 course may be taken in NC or the state of residence. An active CNA-1 certification is not required to apply to the program, but may be desirable for internships available between junior and senior years. CNA programs completed over two years need the approval of the program director to meet this requirement
Below is a suggested plan of study showing recommended scheduling of the prerequisite math and science courses that will allow a student the best chance for successful prerequisite study. The required undergraduate core courses should also be completed during the first two years of enrollment.
Year 1
Fall
CHEM 101: Principles of Chemistry*
ENG 110: University Writing & Research*
MATH 116: Quantitative Reasoning*
Spring
BIO 101: Introductory Cellular Biology*
HETH 105: Medical Terminology*
PSYC 101: General Psychology*
Fall BIO 211: Principles of Anatomy & Physiology I*
MATH 209: Inferential Statistics*
PSYC 250: Developmental Psychology*
Spring
BIO 212: Principles of Anatomy & Physiology II*
BIO 230: Principles of Microbiology*
HETH 210: Intro to Holistic Care Concepts*
*NOTE: Courses must be completed successfully prior to entering the program.
DEPARTMENT GOALS
KNOWLEDGE: To provide high-quality student-centered education that increases public health knowledge and skills to address population health outcomes and achieve health equity.
SERVICE: To provide experiential learning that engages students in public health advocacy, leadership and partnerships to achieve health and well-being of all populations.
SCHOLARSHIP: To contribute to advancing public health knowledge and best practices through student and faculty scholarship.
VALUES
• Collaboration & Teamwork
• Student-Centered
• Diversity & Inclusion
• Integrity & Ethical
PUBLIC HEALTH
Bachelor of Science
• Innovation & Academic Excellence
• Professionalism
• Empathy
Public Health majors at Wingate must meet the requirements for a BS degree and major specific coursework. Specific public health coursework includes instruction on the public health framework, healthcare systems, global health, health education, disease prevention, epidemiology, environmental health, health policy and law, research methods, public health programming, and social/behavioral sciences. At the end of their studies students will also engage in a public health capstone/internship experience with Wingate University community partners.
Students should choose electives to meet career and educational goals as well as to meet the 33 hours of 300/400+ level courses.
308:
NURS 310: Nursing Process I: Adult I
NURS 312: Nursing Information Management: Safe Management of Health Information in an Electronic, Global Society
NURS 320: Nursing II: Care of Families & Children
NURS 325: Science Based Nursing
NURS 335: Pharmacology for Nurses
NURS 340: Nursing Process III: Caring for Communities
NURS 355: Nutrition for Nurses
NURS 390: Special Topics (taken twice)
NURS 430: Nursing Process IV: Emotional & Psych
Program Director: Suzanne Wolf
Professor: Shanta Dube
Associate Professor: Suzanne Wolf
Assistant Professors: Oyindamola Akinso Soremekun, Katherine Knop
Director, Master of Public Health Program: Shanta Dube
VISION
The vision of Wingate University’s Department of the Public Health is to attain the highest level of health and well-being for all.
MISSION
Our mission is to cultivate skilled and ethical public health professionals committed to achieving health equity and improving health outcomes for ALL populations.
REL 362: Religion and Science: Interdisciplinary Study
SOC 330: Social Inequalities
SOC 335: Race in Society
SOC 351: Gender and Health
SOC 352: Sociology of Death & Dying
SOC 355: Sociology of Mental Health & Illness
Licensure Area
Program Coordinator
Elementary Education (K-6) Brianne Johnson
Middle Grades Education (6-9)
Language Arts
Social Studies
Mathematics Science
Sarah Harrison-Burns
Biology Education (9-12) Eddie Case
English and Education (9-12) Melanie Keel
Mathematics and Education (9-12) Janet Jenkins
History and Education (9-12) Tarra Ellis
Total Minimum Hours 120
NOTES: 33 hours of degree total must be 300/400 level courses. Biology 101, 105, 115, 120, 160, 201, 211, 230 or Chemistry 100 recommended.
PUBLIC HEALTH (4+1 BSPH-MPH PROGRAM)
Bachelor of Science – Master of Public Health
The 4+1 program is a uniquely designed curriculum for students who want to obtain an undergraduate Bachelor of Science in Public Health degree and graduate Master of Public Health degree in an accelerated fashion. Students enrolled in Wingate’s University’s BSPH program are eligible to apply to the 4+1 program the semester before starting their senior year (typically spring of their junior year) Students should express interest with their undergraduate advisor in their sophomore year. Eligible students who intend to apply for to the 4+1 program must exhibit the following: (a) complete a minimum of 90 credit hours by end of junior year (b) acquire a GPA of 3.25 or higher on public health major coursework (core courses) as identified in the Academic Catalog, and (c) articulate and express personal intentions for enrolling in this academic program of study. The GRE is not required for this admissions process. Students will begin MPH course work in their undergraduate senior year. For a specific outline of the program, please see an advisor in the Department of Public Health.
Music Education (K-12) Nana Wolfe-Hill
Reading (K-12)/Elementary Education Melanie Keel
Health and Physical Education (K-12) Dan McLaughlin
The Wingate University Teacher Education Program is designed to meet the North Carolina Competencies and Guidelines for Approved Teacher Education Programs. The professional education programs at Wingate University are guided by the conceptual framework of The Effective Facilitator of Learning. This conceptual framework is consistent with the mission of Wingate University and with the motto of “Faith, Knowledge, Service.” Wingate University’s Teacher Education Programs are conceived in the context of a well-rounded liberal arts education. Courses are as follows:
Liberal Arts Foundation and Global Perspectives
L Loyd And G Eorgia T Hayer S Chool Of E Ducation
Interim Dean: Charlesa Hann
Assistant Dean: Janet Jenkins
Professors: Sarah Harrison-Burns
Associate Professors: Edward Case, Tarra Ellis, Melanie Keel (Undergraduate Chair), Darrel Staat
Assistant Professors: Danielle Edwards (Graduate Chair), Charlesa Hann, Abby Holland, Janet Jenkins, Brianne Johnson
The Thayer School of Education Teacher Education Program offers nine majors and 12 licensure areas:
Professional Knowledge
• Composition and literature
• Fine Arts
• Second Language
• Social and Behavioral Sciences
• Biological and Physical Sciences
• Mathematics
• Health and Physical Education
• Global Perspectives
• Psychology
• Diversity and Differentiation
• Foundations of Education
• Curriculum and Instruction
• Pedagogy
Applied Teaching and Leadership opportunities
• Required field experiences
• An intense semester of student teaching
Teaching experiences enable teachers to make Ethical and Informed Leadership Decisions as they:
• Design lesson plans
• Implement lesson plans
• Assess well-defined lesson plans while developing the flexibility to meet diverse classroom challenges
• Engage in leadership and collaborative activities
The Service component joins knowledge with action through outreach opportunities such as:
• Those provided by the first-year course (Gateway 101) and professional, social, academic, and service organizations and activities course requirements within field experience
The Teacher Education Program components provide the framework for the student to become an Effective Facilitator of Learning.
An Effective Facilitator of Learning is one who applies the components to design curriculum and create an effective learning environment guided by research and reflection. The goals of the conceptual framework are to develop teachers who have:
• A broad knowledge and understanding of the liberal arts, including language, literature, religion, fine arts, history and the social/behavioral sciences, world awareness and global perspectives, mathematics and the natural sciences, and physical fitness
• Moral, spiritual and ethical concerns of life and culture in America and internationally and demonstrate the ability to practice these values and ethics through thoughtful decisionmaking
• A broad and in-depth knowledge and understanding of the subject area(s) to be taught
• A knowledge and understanding of the historical and philosophical foundations of education, curriculum and instruction, theories of learning and child/adolescent growth and development, characteristics and needs of the special child, effective teacher behaviors and methods and techniques for instruction and evaluation to address the diverse needs of all children.
• Enhanced abilities and competencies in effective teaching and leadership behaviors and adaptive planning, instruction, and evaluation through supervised field experiences appropriate to subject and level of licensure
• Evidence of the ability to demonstrate and refine effective teaching and leadership behaviors and adaptive planning, instruction, and evaluation through a supervised sixteen-week teaching experience appropriate to the level of licensure.
Note: In the event that provisions of the Teacher Education Program are modified as a result of mandated changes by the North Carolina Department of Public Instruction, students will be required to meet the revised requirements even if not stated in this catalog.
T Eacher E Ducation P Rogram
DEGREE-SEEKING STUDENTS
Students may be admitted to the Teacher Education Program upon satisfying the following requirements and being approved by the Teacher Education Committee. Applications, including due dates and deadlines, for admission to Teacher Education are available in Hayes 308.
The student must:
• Submit a formal application to the Teacher Education Committee the semester that he or she is scheduled to complete 45 semester hours. A brief autobiography is required.
• Have a cumulative and specialty GPA of at least 2.70 at the time of application. A minimum 2.70 is required each semester until graduation to maintain an active status in the program.
• Have passed at least one Wingate University course in education with a field experience based project.
• Successfully meet the minimum score requirements of the PRAXIS CORE, SAT or ACT tests. Candidates must have passed the PRAXIS CORE or be exempt before being formally accepted into the program on or before the second Friday in December for spring admissions, on or before the second Friday in May for fall admissions. Please see an education professor for further information regarding minimum scores.
• Have a minimum grade of “C-” in English 110.
• Elementary Education applicants must have a minimum grade of “C-” in Math 118 and 119.
• Provide three (3) references from Wingate University professors. One recommendation must come from a core professor in education.
• Be interviewed by at least one education professor.
The Teacher Education Committee reserves the right to deny admission or continuance in the program to any student who has displayed deficiencies in the following areas/dispositions:
• academic performance
• sense of responsibility
• interpersonal and communication skills
• moral standards
Exceptions to the above policies may be recommended by the Interim Dean of the Thayer School of Education and approved by the Teacher Education Committee.
LICENSURE-ONLY STUDENTS
Students holding baccalaureate degrees who wish to seek initial licensure must be admitted to the Teacher Education Program before being allowed to student teach and before being recommended for licensure. A student may be admitted to the Teacher Education Program upon satisfying the following requirements and being approved by the
Teacher Education Committee. Applications, including due dates and deadlines, for admission to Teacher Education are available in Hayes 308.
The student must:
• Submit a formal application to the Teacher Education Committee after completion of 12 semester hours at Wingate University. A brief autobiography is required.
• Have a cumulative GPA of at least 2.70 on post-baccalaureate coursework taken at Wingate University at the time of application and the student must maintain a 2.70 through student teaching.
• Have passed at least one Wingate University course in education with a field experience based project
• Successfully meet the minimum score requirements of the PRAXIS CORE series tests.
• Have a minimum of “C-” in English 110 or equivalent.
• Elementary Education applicants must have a minimum grade of “C-” in Math 118 and 119.
• Provide three (3) references from Wingate University professors One recommendation must come from a core professor in Education.
• Be interviewed by at least one education professor.
The Teacher Education Committee reserves the right to deny admission or continuance in the program to any student who has displayed deficiencies in the following areas/dispositions:
• academic performance
• sense of responsibility
• interpersonal and communication skills
• moral standards
Exceptions to the above policies may be recommended by the Interim Dean of the Thayer School of Education and approved by the Teacher Education Committee. Program requirements for the student seeking only initial licensure will be determined by review of the student’s transcript(s) by the Interim Dean of the Thayer School of Education. One or two letters of recommendation from any source other than University professors may be included in the student’s file at the student’s request. These are in addition to the three recommendations that are required from university professors.
All requirements in Professional Studies, the Specialty Studies, and Human Communication must be met. In addition, the student may be required to take certain Core Curriculum as preparation for the Praxis Series tests. The Interim Dean of the Thayer School of Education reserves the right to require a student to retake an education course at Wingate University.
Note: Students entering the Post-baccalaureate Residency Program must meet the admissions criteria for the Post-baccalaureate Residency Program.
Adding An Area Of Licensure
A student wishing to add another area of licensure to a current or expired license will be required to meet:
• All requirements for the Specialty Studies.
• All requirements for the Professional Studies. Student Teaching will be required if the additional area of licensure is significantly different from the initial area of licensure as determined by the Assistant Dean of the Thayer School of Education.
• The minimum score on the Praxis Area Test(s).
Progression In The Teacher Education Program
Application to the Teacher Education program must be made no later than the junior year, or two semesters prior to student teaching. A student must satisfy all conditions for full admission no later than the end of the first semester following that in which initial application was made. This must be done no later than the junior year, or two semesters prior to student teaching.
Student Teaching
Typically, a student must have completed all program requirements in a satisfactory manner before student teaching begins. Students may not carry a grade of “incomplete” into the semester prior to student teaching. Students may not begin the semester of student teaching with an “incomplete” grade in a course. Under certain conditions, a student may complete one semester in his or her program following student teaching. See your advisor for specific information.
A student must have a cumulative GPA of at least 2.70 and at least a 2.70 in the specialty area(s) to student teach. The specialty area consists of the Professional Studies Core and the Specialty Studies Core. Other courses required for teacher education include psychology and human communication. A minimum grade of “C-” is required in each course. An application for permission to student teach is made to the Office of the Interim Dean of the Thayer School of Education during the semester before the anticipated student teaching. Students who meet the requirements outlined in the Teacher Education Handbook will be allowed to student teach. A health form is required. Applications, including due dates and deadlines, for student teaching are available in Hayes 308.
WORKING/ACTIVITIES DURING STUDENT TEACHING SEMESTER
Student teaching is a full-time commitment; therefore, a student should have no other major obligations during this period. Students may not participate in university athletics or cheerleading during the student teaching period.
Because of the responsibilities related to student teaching, a student is expected not to work full-time or part-time during student teaching. Any appeal to this policy regarding work must be made in writing to the Interim Dean of the Thayer School of Education and submitted with the application for student teaching. Requests received after the date cited in the University calendar for the particular semester will not be considered. A student who makes such an appeal must be able to demonstrate in writing that failure to work during student teaching will create financial and/or other hardships and must be willing to appear before the Teacher Education Committee, if necessary, to answer any questions. The Interim Dean of the Thayer School of Education will present the appeal to the Teacher Education Committee for consideration and action. The prospective student teacher will be notified accordingly.
The Wingate University’s Teacher Education Program does require a practicum experience for residency candidates to supply adequate documentation of effective teaching skills and experiences. There are required on-site supervision and visits by teacher education faculty.
Licensure Tests
Prior to student teaching all candidates must provide evidence of having taken the appropriate licensure exam(s) as required by the North Carolina Department of Public Instruction. Elementary Education candidates will take the Pearson Foundations of Reading and Pearson Mathematics Subtest or PRAXIS CKT Mathematics Subtest examinations. Candidates in all other licensure areas will take the Praxis II examinations required for their content area(s). Test scores must be received by the School of Education at least 30 days prior to the start of student teaching.
Registration information is available in the office of the Thayer School of Education. Students are responsible for registering and paying all associated fees.
Exit Examinations
Each student must pass an exit examination prior to graduation. This requirement can be met in either of two ways: verification of passing scores on all required licensure examinations (see previous section on North Carolina licensure tests) or obtain a passing score on the Wingate University exit examination. Students who do not pass either the licensure test(s) or the exit examination will not graduate.
Biology And Education
Bachelor of Science
Program Coordinator: Edward Case
The Biology and Education Program is a double major designed to prepare one to teach biology at the secondary level to students in grades 9-12.
Requirements
Core Curriculum
Must include:
BIO 101: Introductory Cellular Biology
ENG 110: University Writing & Research
MATH 209: Inferential Statistics
PSYC 309: Adolescent Psychology
Professional Core
ED 300: Education: The Profession
ED 301: Foundations of Education
ED 303: Educational Psychology
ED 304: Exploring Diversity in Education
ED 305: Intro Differentiated Learning
ED 306: Curriculum and Instruction
ED 326: Content Area Literacy
ED 335: Classroom Strategies for the Secondary Teacher Grades 9-12
ED 400: Student Teaching Seminar
ED 470A: (9-12) Science Student Teaching: Instructional Preparation
ED 470B: (9-12) Science Student Teaching:
ED 470C: (9-12) Science
Credits
Elementary Education
Bachelor of Science
Program Coordinator: Brianne Johnson
The Elementary Education Program is designed to prepare one to teach all subjects in grades K-6.
Requirements
Core Curriculum
Must include:
ENG 110: University Writing & Research
MATH 118: Math for Elementary Education I
MATH 119: Math for Elementary Education II
SCI 201: Integrated Science I and Lab
SCI 202: Integrated Science II and Lab
ENGLISH AND EDUCATION
Bachelor of Arts
Program Coordinator: Melanie Keel
The English and Education Program is a double major designed to prepare one to teach English at the secondary level to students in grades 9-12.
Requirements
Core Curriculum
Must include:
ENG 110: University Writing & Research
MATH 115: Precalculus (or higher level course)
Choose one course:
HIST 110: United States History I
HIST 111: United States History II
HIST 312: Women in American History
PSCI 201: American Government
Professional Core Courses
COMM 101: Public Speaking
ED 300: Education: The Profession
Credits
ED 300: Education: The Profession
ED 301: Foundations of Education
ED 303: Educational Psychology
ED 304: Exploring Diversity in Education
ED 305: Intro Differentiated Learning
ED 306: Curriculum and Instruction
ED 400: Student Teaching Seminar
ED 440A: (K-6) Elementary Education Student
ED 440B: (K-6) Elementary Education Student
Co-requisite Education Field Experience (FE)
ED 305FE: Field Experience: Differentiated Learning
ED 306FE: Field Experience: Curriculum & Instruction
ED 308FE: Field Experience: Reading Foundation K-8
ED 322FE: Field Experience: Content Literacy for Elementary and Middle Grades
ED 327FE: Field Experience: Literature for Children and Young Adults
ED 353FE: Field Experience: Science Inquiry in the Elementary Grades
ED 358FE: Field Experience: Problem Solving
ED 361FE: Field Experience: Promoting Healthy Lifestyles
ED 362FE: Field Experience: Integrating Fine Arts in the Elementary Curriculum.
ED 392FE: Field Experience: Teaching Citizenship K-6
ED 410FE: Field Experience: Teaching Writing and Communication Grades K-8
ED 411FE: Field Experience: Reading Assessment & Intervention
PSYC 308:
ED 308: Reading Foundation K-8
ED 322: Content Literacy Elementary/Middle Grade
ED 327: Literature for Children & Young Adults
ED 353: Developing Scientific Inquiry Elem Grade
ED 358: Teaching Prob Solving/Quantitative Reasoning
ED 361: Promoting Healthy Lifestyles Elem Grades
ED 362: Integrating Fine Arts Elem. Curriculum
ED 392: Teaching Citizenship/Global Issues (K-6)
ED 410: Teaching Writing and Communication
ED 411:
ED 301: Foundations of Education
ED 303: Educational Psychology
ED 304: Exploring Diversity in Education
ED 305: Intro Differentiated Learning
ED 306: Curriculum and Instruction
ED 322: Content Literacy Elementary/Middle Grade
ED 335: Classroom Strategies for the Secondary Teacher Grades 9-12
ED 400: Student Teaching Seminar
ED 465A: (9-12) English Student Teaching: Instructional Preparation
ED 465B: (9-12) English Student Teaching:
Presentation
ED 465C:
Co-requisite Education Field Experience (FE)
ED 305FE: Field Experience: Differentiated Learning
ED 306FE: Field Experience: Curriculum & Instruction
ED 322FE: Field Experience: Content Literacy for Elementary and Middle Grades
ED 324FE: Field Experience: English Methods for Secondary Teachers
ED 327FE: Field Experience: Literature for Children and Young Adults
ED 335FE: Field Experience: Classroom Strategies for the Secondary Teacher
ED 324: English Methods for the Secondary Teacher
ED 327: Literature for Children & Young Adults
ENG 203: Early American Literature
ENG 204: Modern American Literature
ENG 210: Major Brit Authors I
ENG 211: Major Brit Author II
ENG 255: Prof. and Technical Writing or ENG 256: Desktop Publishing or ENG 360: Advanced Composition
ENG 307: Jewish-American Literature or ENG 308: African-American Lit: A Survey or ENG 403: Contemporary American Literature
HEALTH AND PHYSICAL EDUCATION
Bachelor of Science
Program Coordinator: Daniel McLaughlin
The Health and Physical Education Program is a double major designed to prepare one to teach health and physical education to all students in Grades K-12. In addition to requirements for entrance to the School of Education, students must pass Biology 120 with a minimum of a CRequirements
Must
ED 301: Foundations of Education
ED 303: Educational Psychology
ED 304: Exploring Diversity in Education
ED 305: Intro Differentiated Learning
EXSC 255:
303:
HETH 101: Personal & Community Health
HPE 201: Introduction to Health & Physical Ed
HPE 220: Teaching Educ Dance, Gymnastics, Rhythms
HPE 221: Teaching Individual and Dual Sports
HPE 222: Teaching Team Sports
HPE 320: Methods of Health Instruction
HPE 380: Elementary Physical Education Methods
HPE 385: Middle/Secondary PE Methods PE
Requirements
Core Curriculum
Must include:
ENG 110: University Writing & Research
MATH 115: Precalculus (or higher level
Bachelor of Arts/Bachelor of Science
Program Coordinator: Tarra Ellis
The History and Education Program is designed to prepare one to teach the social sciences at the secondary level to students in grades 9-12.
MATHEMATICS AND EDUCATION
Bachelor of Science
Program Coordinator: Janet Jenkins
The Mathematics and Education Program is a double major designed to prepare one to teach mathematics at the secondary level to students in grades 9-12. Requirements
Must
CS 120: Introduction to Java (or higher level)
MIDDLE GRADES
Education
Bachelor of Arts/Bachelor of Science
Program Coordinator: Sarah Harrison-Burns
The Middle Grades Education Program is designed to prepare one to teach a subject to students in grades 6-9. The concentration of study is chosen from Language Arts, Mathematics, Science, or Social Studies. Note: A student may choose to pursue a BA degree in Middle Grades Education. The student will be expected to meet the additional requirements through summer school or an extra semester. Choices made in the advising recommendation will be dependent on the concentration a student has chosen. The student should work closely with the advisor to outline an appropriate sequence of courses.
LANGUAGE
ED 304: Exploring Diversity in Education
ED 305: Intro Differentiated Learning
ED 306: Curriculum and Instruction
ED 326: Content Area Literacy
ED 335: Classroom Strategies for the Secondary Teacher Grades 9-12
ED 400: Student Teaching Seminar
ED
ED
Co-requisite Education Field Experience (FE)
ED 305FE: Field Experience: Differentiated Learning
ED 306FE: Field Experience: Curriculum & Instruction
ED 326FE: Field Experience: Content Area Literacy
ED 335FE: Field Experience: Classroom Strategies
ED 300: Education: The Profession
ED 301: Foundations of Education
ED 303: Educational Psychology
ED 304: Exploring Diversity in Education
ED 305: Intro Differentiated Learning
ED 306: Curriculum and Instruction
ED 322: Content Literacy Elementary/Middle Grade
ED 400: Student Teaching Seminar
ED 444A: Middle Grades Student Teaching: Instructional Preparation
ED 444B: Middle Grades Student Teaching:
Co-requisite Education Field Experience (FE)
ED 305FE: Field Experience: Differentiated Learning
ED 306FE: Field Experience: Curriculum & Instruction
ED 308FE: Field Experience: Reading Foundation K-8
ED 322FE: Field Experience: Content Literacy for Elementary and Middle Grades
ED 327FE: Field Experience: Literature for Children and Young Adults
ED 331FE: Field Experience: Middle Grades Curriculum and Instruction
ED 410FE: Field Experience: Teaching Writing and Communication Grades K-8
ED 411FE: Field Experience: Reading Assessment & Intervention
Specialty Studies
COMM 101: Public Speaking
ED 308: Reading Foundation K-8
ED 327: Literature for Children & Young Adults
ED 331: Middle Grades Curriculum & Instruction
ED 410: Teaching Writing and Communication
ED 411: Reading Assessment and Intervention
401: Abstract Algebra II MATH 410:
ENG 203: Early American Literature or ENG 204: Modern American Literature or ENG 206: Contemporary Southern Fiction
ENG 210: Major British Authors I or ENG 211: Major British Author II
ENG 320: Linguistics
ENG 360: Advanced Composition
ENG 430: Literary Theory One English
*One English Literature course counted Core Curriculum
MATHEMATICS
Must include:
CS 120: Introduction to Java (or higher level) or CS 121: Introduction is Python
Professional
ED
ED 301: Foundations of Education
ED 303: Educational Psychology
ED 304: Exploring Diversity in Education
ED 305: Intro Differentiated Learning
ED 306: Curriculum and Instruction
ED 322: Content Literacy Elementary/Middle Grade
Co-requisite
ED 306:
ED 322: Content Literacy Elementary/Middle Grade
ED 331: Middle Grades Curriculum & Instruction
ED 395: Teaching Citizenship/Global Issues (6-9)
Co-requisite Education Field Experience (FE)
ED 305FE: Field Experience: Differentiated Learning
ED 306FE: Field Experience: Curriculum & Instruction
ED 322FE: Field Experience: Content Literacy for Elementary and Middle Grades
ED 331FE: Field Experience: Middle Grades Curriculum and Instruction
ED 395FE: Field Experience: Teaching Citizenship/Global Issues (6-9)
ED 410FE: Field Experience: Teaching Writing and Communication Grades K-8
PSCI 201: American Government
3 courses:
HIST 103: Modern European History I
HIST 104: Modern European History II
HIST 116: Colonial Latin America
HIST 117: Modern Latin America
HIST 124: Modern African History
HIST 126: Middle East
HIST 215: Modern East Asia
HIST 318: The United States & Latin America
Choose one course:
ECON 309: Found./Capitalism in US Econ Hist.
HIST 312: Women in American History HIST 390: Special Topics in Global
Requirements Credits or MUS 344: Inst Conducting/Arranging/Composition
MUS 353: Choral Conducting II or MUS 354: Instrumental Conducting II
MUS 356: Music History & Literature I
MUS 357: Music History & Literature II
MUS 358: Music History & Literature III
MUS 401: Choral Techniques or MUS 403: Instrumental Techniques
MUS 125, 126, 225, 226, 325, 326, 425: Recital and Concert Lab
Music Education
MUS 371: Elementary Music Methods
MUS 374: Middle School Choral Methods or MUS 376: Middle School Instrumental Methods
MUS 384: High School Choral Methods or MUS 386: High School Instrumental Methods
Performance Studies – Principal Instrument
MUS 162, 262, 362: Primary Performance Study (each taken twice)
MUS 462: Primary Performance Study
Performance Studies – Secondary Instrument
MUS 136: Class Piano I
MUS 137: Class Piano II
MUS 236: Class Piano III
MUS 237: Class Piano IV
ED 300: Education: The Profession
ED 301: Foundations of Education
ED 303: Educational Psychology
ED 304: Exploring Diversity in Education
ED 305: Intro Differentiated Learning
ED 306: Curriculum and Instruction
ED 326: Content Area Literacy
ED 400: Student Teaching Seminar
ED 305FE: Field Experience: Differentiated Learning
ED 306FE: Field Experience: Curriculum & Instruct
ED 326FE: Field Experience: Content Area Literacy
ED 371FE: Field Experience: Elementary Music Methods
ED 374FE: Field Experience: Middle School Choral Methods or ED 376FE: Field Experience: Middle School Instrumental Methods
ED 384FE: Field Experience: High School Choral
Methods or ED 386FE: Field Experience: High School
MUS 217: Theory I
MUS 218: Theory II
MUS 238: Ear Training I
MUS 239: Ear Training II
MUS 317: Theory III
MUS 318: Theory IV
MUS 338: Ear Training III
MUS 339: Ear Training IV
Vocal Majors
MUS 329: Instrumental Methods
Instrumental Majors
MUS 323: Class Woodwinds
MUS 324: Class Brass
MUS 328: Class Percussion
MUS 327: Class Strings
MUS 343: Choral Conducting/Arrange/Composition
Performance Studies – Ensemble – seven semesters, chosen based on principal instrument:
MUS 103, 303: University Singers
MUS 107, 307: University Wind Ensemble
MUS 108, 308: Pep Band
MUS 109, 309: Chamber Choir
MUS 113, 313: Chamber Ensemble
MUS 119, 319: Cantar
MUS 140, 340: Viva Voce
Diction, Accompanying, Chamber Ensemble, or Class Voice (Dependent on principal instrument)
MUS 205, 206: Lyric Diction for Singers I and II
MUS 215, 216: Collaborative Piano I and II
MUS 113, 313: Chamber Ensemble
MUS 130: Voice Methods
READING/ELEMENTARY EDUCATION
Bachelor of Science
Program Coordinator: Melanie Keel
The Reading/Elementary Education Program is designed to prepare one to teach reading to all students in grades K-12 and to teach all subjects to students in grades K-6.
Note: The Reading/Elementary Education Program is theoretically a four-year sequence; however, in practice, it may require additional time. Thus, the advising sequence is designed for four and one-half years.
Requirements Credits
Core Curriculum
Must include:
ENG 110: University Writing & Research
MATH 118: Math for Elementary Education I
MATH 119: Math for Elementary Education II
SCI 201: Integrated Science I and Lab
SCI 202: Integrated Science II and Lab
Choose one course:
HIST 201: United States Hist I
HIST 202: US Hist II
HIST 312: Women in American History
PSCI 201: American Government
ED 300: Education: The Profession
ED 301: Foundations of Education
ED 303: Educational Psychology
ED 304: Exploring Diversity in Education
ED 305: Intro Differentiated Learning
ED 306: Curriculum and Instruction
ED 400: Student Teaching Seminar
486A: (K-12) Reading/Elem. Ed. Student Teaching:
Instructional Prep
486B: (K-12) Reading/Elem. Ed. Student Teaching: Instructional Presentation
486C: (K-12) Reading/Elem. Ed. Student Teaching:
Co-requisite Education Field Experience (FE)
ED 305FE: Field Experience: Differentiated Learning
ED 306FE: Field Experience: Curriculum & Instruction
ED 308FE: Field Experience: Reading Foundation K-8
ED 322FE: Field Experience: Content Literacy for Elementary and Middle Grades
ED 327FE: Field Experience: Literature for Children and Young Adults
ED 353FE: Field Experience: Science Inquiry in the Elementary Grades
ED 358FE: Field Experience: Teaching Prob
Solving/Quantitative Reasoning
ED 361FE: Field Experience: Promoting Healthy Lifestyles Elem Grades
ED 362FE: Field Experience: Integrating Fine Arts
Elementary Curriculum
ED 392FE: Field Experience: Teaching
Citizenship/Global Issues (K-6)
ED 410FE: Field Experience: Teaching Writing and Communication Grades K-8
ED 411FE: Field Experience: Reading Assessment & Intervention
ED 420FE: Field Experience: Investigations in Reading
ED 421FE: Field Experience: Reading Programs:
Organization, Management, and Effective Strategies and Methods
Specialty Studies
COMM 101: Public Speaking
PSYC 308: Child Psychology or PSYC 309: Adolescent Psychology
Reading Studies
ED 308: Reading Foundation K-8
ED 322: Content Literacy Elementary/Middle Grade
ED 327: Literature for Children & Young Adults
ED 410: Teaching Writing and Communication
ED 411: Reading Assessment and Intervention
ED 420: Investigations in Reading
ED 421: Reading Programs: Organization, Management, and Effective Strategies and Methods
ENG 320: Linguistics
PSYC 206: Intro Critical Thinking/Research Design
Elementary Education Studies
ED 353: Developing Scientific Inquiry Elementary Grades
ED 358: Teaching Prob Solving/Quantitative
Reasoning
ED 361: Promoting Healthy Lifestyles Elementary Grades
ED 362: Integrating Fine Arts Elementary Curriculum
ED 392: Teaching
M ASTER OF A RTS IN E DUCATION (K - 6) 4 + 1 P ROGRAM
Bachelor of Science/Master of Arts in Education
Program Coordinator: Brianne Johnson
The 4 + 1 program offers Elementary Education majors an opportunity to complete their Master of Arts in Education (MAED) Degree within one year of having completed their bachelor’s degree. Applications are made during the spring semester of the junior year and are available in Hayes 308. MAED program details are available in the Wingate University Graduate Education Catalog.
P OST - B ACCALAUREATE RESIDENCY P
Ro Gram
The Post-baccalaureate Residency Program is an alternative pathway to initial teacher licensure.
The program offers coursework leading to the initial licensure in Elementary Education (K-6)
Candidates for the Elementary Education (K-6) Residency Model will complete 18 semester credit hours (or approved equivalents) of courses in The Master of Arts in Teaching (MAT) that are currently required for initial licensure:
Credits
ED 502: Literacy in the 21st Century
ED 540: Communication/Literacy Across Curriculum
ED 542: Teaching Prob Solving/Quant Reasoning
ED 544: Teaching Inquiry/Sci Literacy/Health
ED 546: Integrating Social Studies & Humanities
ED 595: Practicum
Total Minimum Hours 18
Candidates in a Post-Baccalaureate Residency Program must maintain continuous enrollment until all requirements are met. They may do so by enrolling in either ED 496: Critical Thinking Licensure Test Preparation or ED 596: Critical Thinking Licensure Test Preparation for up to six semesters until all program requirements are met.
Candidates must pass all state mandated licensure test requirements, including edTPA, in order to successfully complete the program and be eligible for recommendation for licensure. Candidates must maintain a 2.7 GPA or higher and be employed full time in a North Carolina public school to continue in the program.
Note: Effective June 30, 2019, North Carolina began phasing out the Lateral Entry Program for initial teaching licensure. Replacing the Lateral Entry Program is the Residency Model, which requires participants to associate with an Educator Preparation Program (EPP). N ON - L
Educational Studies
Bachelor of Science
Program Coordinator: Brianne Johnson
The Educational Studies major is non-licensure interdisciplinary major with an emphasis on educational foundations and liberal arts. It offers students an opportunity to pursue interests and careers related to education, but not necessarily K-12 teaching. Students have the option to take interdisciplinary coursework related to one of several concentrations (Health and Physical Activity, Humanities, Language and Literacy, Mathematics and Science), The major requires a minimum of 120 semester hours and includes 51-54 credits in the University Core Curriculum, 24 credits in the Professional Core, and 47-50 credits in Specialty Studies.
Students who earn this non-licensure degree will have the option of obtaining licensure post-baccalaureate through a Master of Arts in Teaching (MAT) degree or alternative process, working with students in a setting that does not require teacher licensure (e.g., private or religious schools, non-profit organizations, educational support services), or pursuing graduate work in a non-teaching field.
Students in the non-licensure, educational studies program may switch to a licensure program provided they have met all requirements for admission to Teacher Education prior to enrolling in ED 306 Curriculum and Instruction. Students in licensure programs (Elementary Education, K-12 programs, Middle Grades Education, or Secondary Education) may change to Educational Studies at any point.
HEALTH AND PHYSICAL ACTIVITY
Professional Core Courses
ED 300: Education: The Profession
ED 301: Foundations of Education
ED 303: Educational Psychology
ED 304: Exploring Diversity in Education ED 305: Intro Differentiated Learning ED 306: Curriculum
Requirements
ED 392: Teaching Citizenship/Global Issues (K-6)
ED 395: Teaching Citizenship/Global Issues (6-9)
HON 205: HONORS: Ideas in Fine Arts
HON 210: HONORS: Mathematical Masterpieces HON 300:
Credits
EXSC 205: Principles of Resistance Training
EXSC 230: Fitness Promotion and Assessment
EXSC 255: Applied Nutrition
EXSC 303: Motor Control & Motor Learning
HETH 101: Personal & Community Health
PE 145: CPR/AED Training
HPE 201: Introduction to Health & Physical Ed
HPE 220: Teaching Educ Dance, Gymnastics, Rhythms
HPE 221: Teaching Individual and Dual Sports
HPE 222: Teaching Team Sports
Professional Core Courses
COMM 101: Public Speaking
ED 300: Education: The Profession
ED 301: Foundations of Education
ED 303: Educational Psychology
ED 304: Exploring Diversity in Education
ED 305: Intro Differentiated Learning
ED 306: Curriculum and Instruction
ED 326: Content Area Literacy
ED 495: Pre Internship Seminar
ED 499: Educational Studies Internship
PSYC 250:
Psychology or PSYC 308: Child Psychology or PSYC 309: Adolescent Psychology or PSYC 311: Adulthood
Restricted Electives
Choose 12 credit hours from one of the following areas:
1. Art, Music, and Theater Arts
2. Communications and English
3. Second Languages (Spanish or French)
4. History, Geography, Political Science, Women and Gender Studies
5. Philosophy, Religion
6. Psychology, Human Services, Criminal Justice, and Sociology
Choose 6 credit hours from:
Any course available in the above six categories
ED 324: English Meth for Secondary Teacher
ED 327: Literature for Children and Young Adults ED 390:
COMM 101:
ED 300: Education: The Profession
ED 301: Foundations
• Must meet a minimum of 120 credit hours, including 33 credit hours at 300 level or above.
• Must maintain a minimum of a 2.0 GPA in the major and cumulative.
• Must complete the last 30 credit hours of the degree at Wingate University.
• Must fulfill the Lyceum requirement.
School Of Sport Sciences
Dean: Brandy Clemmer
Professors: John Acquaviva, Jennifer Bond, Travis Teague
Associate Professors: Brandy Clemmer, Christi DeWaele, Christopher Harrist, Ji-Ho Kim, Daniel McLaughlin, Traci Napolitano
Assistant Professor: Heather DeLangie, Nicholas DeLangie, William Steffen
FITNESS PROFESSIONAL TRACK Requirements Credits
Core Curriculum
Must include:
BIO 101: Introductory Cellular Biology or BIO 120: Human Biology
CHEM 100: Fundamentals of Chemistry or CHEM 101: Principles of Chemistry I
MATH 209: Inferential Statistics
PSYC 101: General Psychology
Recommended:
WELL 101: Personal Fitness and Wellness
Exercise Science Core*
EXSC 101: Introduction to Exercise
Bachelor of Science
Department Chair: Traci Napolitano
DEGREE REQUIREMENTS: EXERCISE SCIENCE MAJOR
Students completing a major in Exercise Science must meet the following criteria:
• A grade of “B-” or higher in EXSC 101: Introduction to Exercise Science
• A grade of “C-” or higher in all other Exercise Science Core courses
• For Pre-Professional Track, a cumulative GPA of 2.5 and a grade of “C-” or higher in Biology 101, 211 and 212
Any student receiving a grade lower than a “B-” in Exercise Science 101 must repeat the course. Any student receiving a grade lower than a “C-” in any other Exercise Science core class must repeat the course. If the particular course is a prerequisite for another course, the other course may not be taken until the required passing grade is achieved (“B-” for EXSC 101 and “C-” for all other courses).
*A
**A minimum grade of B- is required
NOTE: 33 hours of degree total must be 300/400 level courses.
PRE-PROFESSIONAL TRACK
Students in the Pre-Professional track must repeat Biology 101, 211, or 212 if they earn grades lower than a “C-.” Students in the PreProfessional track are required to maintain a minimum 2.5 cumulative GPA to remain in the program. Failure to maintain a 2.5 cumulative GPA will result in a one-semester probation and may also result in the loss of financial aid. Failure to improve to the minimum 2.5 cumulative GPA by the end of the probation period will result in removal from the program, and the student will be advised into a suitable major. In addition, any student who falls below a 2.5 cumulative GPA after earning 72 credit hours, including transfer hours, will be removed from the program and will be advised into a suitable major.
Requirements Credits Core
*A minimum grade of C- is required.
**A minimum grade of B- is required
NOTE: 33 hours of degree total must be 300/400 level courses.
EXERCISE SCIENCE (3.5+3 BS/DPT COMBINED PROGRAM)
Bachelor of Science
Doctor of Physical Therapy
This is a 3.5+3 competitive program available to qualified applicants. Upon successful completion of the first 3.5 years of study in exercise science, students who have achieved established benchmarks will be admitted seamlessly into the professional phase of the DPT program. Wingate’s Exercise Science curriculum offers students an excellent foundation in coursework applicable to their future career aspirations. Admissions pathways will be two-fold, offering exceptional high school students, who know they ultimately desire to be a physical therapist, the opportunity to apply as freshman, and a second track, for those less certain at that early juncture, to be admitted after their sophomore year in Exercise Science. Students admitted to this program will have opportunities for leadership, early socialization into their lives as future healthcare professionals, and enhanced research opportunities, among other offerings and activities. M
D Epartment Of S Port And R
Department Chair: Christopher Harrist
SPORT AND RECREATION MANAGEMENT
M Anagement
*These courses require EXSC 210: Human Structure and Function or BIO 211: Principles of Anatomy & Physiology I as prerequisites, which can also satisfy the core curriculum in
HEALTH
(SEE THAYER SCHOOL OF EDUCATION)
Bachelor
ADULT BACHELOR’S DEGREE (ABD) PROGRAM
Director: Charlesa Hann
The Adult Bachelor’s Degree Program offers three majors (Human Services, Organizational Communication and Management, and Educational Studies) leading to a Bachelor of Liberal Studies degree. This program offers a baccalaureate degree especially designed for adult students who are interested in a personal curriculum and for individuals whose college careers may have been interrupted. For many students who attended one or more institutions in the past, this allows for the application of previously-earned college credits toward a Wingate degree without having to start over in a different major.
A DMISSION TO THE ABD P ROGRAM
Admission to the Adult Bachelor’s Degree Program is rolling; there are six times throughout the year that new students may begin. To be admitted to the Adult Bachelor’s Degree Program, applicants should complete the application on the Wingate website: https://www.wingate.edu/academics/undergraduate/adult-bachelordegree
An application is considered complete after receipt of the following:
• Completed online application form
• Official high school transcript or GED certification (if applicable)
• Official transcripts from all institutions previously attended
• SAT or ACT scores for transfer students with fewer than 24 credit hours (SAT or ACT scores are not required for students who have been out of high school for five or more years).
Readmission
A student who wishes to be readmitted to Wingate University must complete a Readmission Application which is available from the Campus Office. If the student has attended other colleges after leaving Wingate University, official transcripts must be forwarded to the School of Education Office to complete the application. A student who has been absent for two consecutive semesters (including the semester of withdrawal, if applicable) must meet the catalog requirements for graduation in effect at the time of readmission.
Students who have been academically suspended and wish to apply for reinstatement to the University should submit the application for readmission found on the WU Admissions webpage. Upon completion of the admissions application the student will be directed to complete and submit the Readmit Academic Appeal form. Once the form is received it will be reviewed by the Academic Appeals Committee and the student will be notified of their decision via email.
D EGREE R EQUIREMENTS
The Adult Bachelor’s Degree, Bachelor of Liberal Studies, consists of four parts:
Core Curriculum
Major – Choose one:
• Global Perspectives (15 credits)
• University Foundations (17 credits minimum)
• Organizational Communication and Management (30 credits)
• Human Services (36 credits)
• Educational Studies (credits vary based on concentration) o Language and Literacy concentration (39 credits)
Electives (credits vary based on major/concentration)
Students must choose a combination of general (100/200) level and advanced (300/400) level electives to ensure that a minimum of 33 hours of the BLS total are at the 300/400 level.
Exit Exams Students must pass Major Exit Exams
Abd Core Curriculum
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 210: Latinos in the United States
HIST 212: Revolutions in Modern Latin America
HIST 215: Modern East Asia
HIST 318: The United States & Latin Amer
HIST 320: The Making of the Modern World
HIST 321: Culture and History of Japan
HIST 323: Southeast Asia: Crossroads of Cultures
One course (3 credit hours) in Philosophy or Religion chosen from:
PHIL 110: The Good Life
PHIL 209: Global Perspectives in Ethics
REL 110: Global Perspectives in Scripture
REL 126: World Religions
REL 140: Food & Faith
REL 209: Global Perspectives in Ethics
REL 216: Gender and the Bible
REL 220: Religion & Ecology
Three classes (9 credit hours) chosen from:
ENG 205: Global Perspectives in Literature
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 210: Latinos in the United States
HIST 212: Revolutions in Modern Latin America
HIST 215: Modern East Asia
HIST 318: The United States & Latin Amer
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
REL 140: Food & Faith
REL 209: Global Perspectives in Ethics
REL 216: Gender and the Bible
REL 220: Religion & Ecology
Any second language at the beginning level (101 and 102) including, but not limited to, American Sign Language, French, German, Spanish
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.
University Foundations (17 credit hours minimum)
ENG 110: University Writing & Research (3 credit hours)
Mathematics or Natural Science
Fine Arts
Literature and Writing
Social or Behavioral Science
Comm 101: Public Speaking (3 credit hours)
Any student currently enrolled in the Adult Bachelor’s Degree program, with a major in Educational Studies, who is currently working as a teacher/instructional assistant, may be eligible for a departmental exam for the following four courses:
• COMM 101: Public Speaking (3 credit hours)
• ED 300: Education – The Profession (1 credit hour)
• ED 301: Foundations of Education (3 credit hours)
• ED 304: Exploring Diversity (1 credit hour)
The departmental exam allows the student the opportunity to receive credit for demonstrating competency and learning based on their experience in the classroom while serving as a teacher/instructional assistant. Successful completion of the departmental exam demonstrates mastery of the same learning outcomes as if a student attended, participated and was assessed in the course. To be registered for a departmental exam, the student must contact the office of the Adult Bachelor’s Degree program to complete a request for administration of an exam. If the request is approved, the student will pay an $89 fee prior to being registered for the exam. Upon successfully passing the exam, credit hours earned for the course will be indicated on the transcript, but no grade points will be awarded. Failure on the exam will not incur a grade point penalty or hours attempted but will require the student to register for the course and complete all coursework. There is a limit of 6 credits of departmental exams per semester. All departmental exams must be completed prior to the last 30 credit hours of the degree program.
Educational Studies Professional Core Requirements
ED 300: Teaching: The Profession
ED 301 Foundations of Education
ED 303 Educational Psychology
ED 304 Exploring Diversity
ED 305 Intro to Differentiated Instruction for All Learners
ED 306 Curriculum and Instruction
ED 326 Content Area Literacy
ED 495 Pre-Internship Seminar
ED 499 Educational Studies Internship
Psychology (Choose one course):
PSYC 250: Developmental Psychology
PSYC 308: Child Psychology
PSYC 309: Adolescent Psychology
PSYC 311: Adulthood
Humanities Concentration
Credits
● Emphasis on Middle Grades 6-9 (English/Social Studies)
● Secondary Education 9-12 (English/History)
●
Choose 12 hours of coursework from one of the following course groups: 1. Art,
To receive the Bachelor of Liberal Studies degree, a student must:
• Completion of the ABD Core Curriculum
• Completion of a minimum of 120 semester hours for the BLS
• Completion of a major
• Completion of a minimum of 33 semester hours of courses 300 level or above (including transfer courses)
ED 390: Teaching Citizenship/Global Issues (9-12) or ED 392: Teaching Citizenship/Global Issues (K-6) or ED 395: Teaching Citizenship/Global Issues (6-9)
HON 205: HONORS: Ideas in Fine
HON 210: HONORS: Mathematical Masterpieces or HON 300: HONORS: The Making of the Modern Mind
• Maintenance of a 2.00 cumulative GPA on all college-level work and a 2.00 cumulative GPA on all courses in the major (departments may specify grade requirements for some courses)
• No more than 90 semester hours transferred from other accredited four-year institutions, no more than 60 credits transferred from a two-year institution, or a maximum number of 90 semester hours combined.
• No grade below “C-” transferred to Wingate University
• Repeated course at Wingate only applies to degree once
• Minimum of 30 hours at Wingate University; the last 30 hours must be taken at Wingate University
• Passing grade(s) on exit examination(s)
• Complete a graduation application with the Office of the Registrar
Note: All financial obligations to Wingate University must be met before the diploma and/or final transcript is released to the student.
