A DD - ON L ICENSURE FOR S CHOOL A DMINISTRATION (K - 12)

The Add-On Licensure Program for School Administration K–12 is designed to provide those students holding a Master’s Degree in Education and a NCDPI class “M” or equivalent licensure an opportunity to become licensed to work as principals in North Carolina. Particular emphasis is on the current set of standards recently adopted by the North Carolina Department of Public Instruction. The goal for these standards is to produce skills that result in practitioners becoming successful in facing the challenges of the 21st century as well as those of a growing global economy. There are six points of emphasis: positive impact on student learning; teacher empowerment and leadership; community involvement and engagement; organizational management; school culture and safety; and school improvement. These evidences are integrated into the coursework requirements and are manifested throughout the course of study. In addition, the old program portfolio has been replaced with a Standards-Based Program Portfolio that reflects understanding of the current NC Standards for School Executives. Students work with their internship supervisor to complete this Standards-Based Program Portfolio.

A Dmission R Equirements

To be considered for admission to the Add-On Administrative Licensure Program, an applicant must:

• Hold a Master's degree from an accredited college or university

• Have a graduate degree in education or related field and NCDPI Class “M” or equivalent licensure to teach in the public schools

• Have a 3.00 (“B”) GPA or higher in previous graduate education program

• Submit a completed Wingate University Graduate Education application form

• Submit official transcripts of all previous academic work beyond high school. It is the applicant’s responsibility to have all transcripts sent directly from each institution attended.

• Provide an essay or statement of intent for the Add-On Licensure program

• Submit copy of teaching license(s)

EDLD 605: Developing and Demonstrating Teacher

EDLD 610: The Principalship – Part I

EDLD 615: The Principalship – Part II

EDLD 620: School Finance and Budget

EDLD 630: School Law

EDLD 694: Internship I (Summer only) EDLD 695: Internship II (Academic year only)

Program Total 22

*Candidates with a NCDPI Class “M” license in Counseling, Social Work, etc., (non-classroom) are required to take two additional courses unless they have teaching experience:

ED 532: Curriculum Decision Making (3 credits)

EDLD 640: Supervision of Instruction

**EDLD 697 must be submitted electronically and submitted at the same time as the final internship is completed. Beginning in the fall of 2011 the portfolio became a Standards-Based Program Portfolio reflecting an understanding of Standards for School Executives. If the portfolio is not completed simultaneously or successfully with the final internship, then EDLD 697 must be repeated.

P Rogram C Ompletion

Students in the Add-On Licensure Program for School Administration K–12 are required to complete a minimum of 22 semester hours in accordance with the prescribed program with an overall grade point average of 3.00 (“B”) or higher and no grade below a “B”. Students will complete 475 hours of internship work in appropriate/approved educational placements after coursework is completed. Students also develop a leadership portfolio reflecting related coursework and practice. The portfolio is submitted and approved prior to matriculation. Receiving an "F" in any course will result in the student being dropped from the program.

Candidates with a NCDPI Class “M” license in Counseling, Social Work etc., who do not have a teaching license must also complete the following courses to satisfy the requirements of the program: ED 532: Curriculum Decision Making and EDLD 640: Supervision of Instruction. Completion of the School Administration K–12 licensure program will lead to a NCDPI Class “M” level license. Students are allowed up to five years from the date of official acceptance to complete the program.

C Omm On E Lements Of The G Raduate E Ducation

Wingate University’s Graduate Education programs admit a new cohort of students each fall. All applications for fall admissions must be fully completed no later than July 15th of each year.

A student is admitted with full acceptance if they have submitted and satisfactorily met the requirements for admission to the program for which they applied.

Admission can be granted with provisional status by the Graduate Education Program Admission Committee if the application materials are not complete. However, the missing information must be completed within the first six credit hours of the program.

A student provisionally admitted is missing one or more of the requirements for admission. If admitted to the program on provisional status, the student must make no less than a “B” on the first six hours of coursework attempted and can only take up to six hours of coursework before completing the requirements. If the student admitted on provisional status makes less than a “B” on the first six hours of coursework, the student will not be able to register for courses the following semester. To continue in the program after that time, the student must submit a written request to the Interim Dean of the School of Education. The appeal must be received at least one month prior to the term for which the student wishes to enroll.

If a student is denied regular or provisional admission, they may request special admissions consideration by writing to the Interim Dean of the School of Education at least one month prior to the semester for which the student is seeking admission. Students have up to five years to complete their program of study and earn their degree/certification.

R Eadmission P Olicy

Students have up to five years to complete their program of study and earn their degree/certification. Students who take a leave of absence (of no more than one year), or fail to maintain continuous enrollment, must apply for readmission. To apply for readmission, a letter of request to return and a new online application must be submitted. The readmission application will be reviewed by a School of Education Faculty Committee. The student will be notified in writing of the committee’s decision. The five-year timeline for completion of the program is still in effect.

Students who have not been enrolled for more than a year, must submit the following for consideration of readmission:

• A new application

• A letter of request to return

• A current curriculum vita

• A copy of current professional license(s)

• Official transcripts from any institution that was attended after exiting a Wingate University program

The request and all materials will be reviewed by a School of Education Faculty Committee. If the committee makes the decision to readmit, the student may need to repeat a course(s) if the committee determines that course content is outdated. Some consideration may be given to the applicant’s current status in the field of education with regard to outdated course content. The student will be notified in writing of the committee’s decision.

All students applying for readmission, must have left the program in good academic standing. Students who are dismissed from a program for poor academic performance or academic misconduct are not eligible for readmission.

A Dvising

Wingate University is committed to providing academic advice and personal guidance for its students. Each student has an advisor who helps plan the student’s academic program and meets with them throughout the program.

Students who are admitted into the MAT, MAED, EDLD or Add-On program will be introduced to their advisor at the beginning of their coursework. For doctoral students, the chairperson for their dissertation will serve as the advisor.

Wingate University values student input and uses that information as part of our ongoing evaluation and assessment of the program(s). Advisement conferences provide an opportunity for such an exchange of information.

A Ttendance

Class attendance is a student's obligation, and a student is responsible for all the work, including tests and written work, of all class meetings. Regular attendance in online courses is expected throughout the length of the term. Students who do not submit any academic assignment (such as a course requirements checklist, a quiz, an exam, written paper or project, discussion board post, or other academic activity) the first week of the class will be dropped from the course. Students who desire to reengage in the class need to contact the instructor to provide evidence of an excused absence and to find out if it is possible to make up missed work. A student who requests and is added back to an online class will be considered as completing an academic activity. It is the student’s responsibility to make up all missed work. Each syllabus contains the grade deductions for missed classes and the procedure to request a waiver for an absence.

Doctoral candidates who have been approved to continue into the Dissertation year must maintain continuous enrollment while completing their Dissertation project.

G Rading P Olicy

MASTER’S PROGRAMS

Students have the option of repeating a course for which grades of “C” or lower are received. However, no more than one course with a grade of “C” will be applied toward graduation for the Master of Arts in Education in Elementary Education, the Master of Arts in Teaching, the Master of Arts in Education in Educational Leadership or the Add-on Licensure program. The maximum number repeats for a single course is two. The last grade earned counts in calculating the GPA and credits earned, although all grades are recorded on the transcript.

All repeated courses must be taken in the Wingate University Graduate Program. Any grade of “F” for coursework will be cause for dismissal from the program.

Doctorate Programs

All courses completed for the Ed.D. programs must be completed with an “A” or “B.” A course resulting in a “C” is unacceptable for graduation and as such needs to be retaken. Upon receiving a “C” for a course, the student is placed on academic probation. A repeat grade of “C” in a second course will result in the student being dropped from the program. Students are only allowed one “C.” More than one will result in removal from the program. Courses with a grade of “F” will also result in the student being withdrawn from the program.

All courses to be repeated must be retaken in the Graduate Education Program at Wingate University.

Gpa Maintenance

Master’s and Doctoral level students are expected to maintain a 3.0 GPA in the Graduate Education Programs. Students who fall below 3.0 GPA are placed on academic probation. Students on probation are evaluated each semester by the Interim Dean of the Thayer School of Education and/or the Graduate Education Department Chair. Maintaining a “B” or better in all subsequent coursework ensures continuation in the program. If the student on probation fails to meet the specified grade requirement, they will not be permitted to register for classes for the next term. To continue in the program after that time, they must submit a written appeal to the Interim Dean of the Thayer School of Education. The appeal must be received at least one month prior to the term for which the student is seeking enrollment. A student may request special readmission consideration only one time.

If the student is reinstated academically and meets specified grade requirements, the student will be removed from academic probation and permitted to continue in the program.

Reports of progress are kept by the University on all students. Updated grade reports are available online via WinLINK one week after exams have ended.

S Tudent G Rievances And A Ppeals

Student grievances and appeals regarding matters other than admission are decided upon by the Interim Dean of the School of Education. Any grievances and appeals must be made in writing and submitted to the Interim Dean of the Thayer School of Education at least one month before a decision on the matter may be expected. The student will be informed in writing of the Interim Dean’s decision.

Grade Appeals

A student who believes that his or her final grade in a course has been assigned incorrectly may appeal that grade through the following procedure:

1. The process of appeal must be initiated by the student no later than one (1) week (7 calendar days) after the end of the term for which the grade was awarded.

2. The first level of appeal for a student who is dissatisfied with a grade he or she has received is directly to the professor who assigned the grade. In a direct, personal interview the student should explain the basis for his or her dissatisfaction and the professor should explain the basis for the grade. If the professor is no longer employed at Wingate University, the student may proceed directly to #3

3. If, after the interview described in #2, a student is still dissatisfied with the grade assigned, a formal grade appeal must be initiated by the student to the Interim Dean of the School of Education (email will suffice) no later than five (5) calendar days of meeting with the professor (or within one week of the end of the term as in #1, if the professor is no longer employed at Wingate University). The written statement should contain the reasons for his or her dissatisfaction and the specific remedy he or she regards as fair and reasonable. The burden of proof is on the student to show that the grade awarded was arbitrary and capricious, irrational, made in bad faith, or contrary to constitution or statute. When, in the opinion of the Interim Dean, the student fails to show reasonable cause for further investigation, the Interim Dean may deny the appeal without further action. If the Interim Dean is the professor in concern, the appeal shall be taken to the Graduate Education Academic Appeals Committee.

4. When, in the opinion of the Interim Dean, a student’s appeal raises reasonable doubt as to whether the grade was correctly assigned, the Interim Dean shall seek to mediate the dispute between the student and the professor. The process shall include several meetings: one between the student and the Interim Dean; one between the professor and the Interim Dean; and a final meeting with the Interim Dean, the student and the professor all in attendance. If the professor refuses to accept mediation or if the mediation effort is unsuccessful, the Interim Dean shall request that the case be submitted to the Graduate Education Academic Appeals committee for investigation.

5. The Graduate Education Academic Appeals committee, upon receiving a grade appeal, shall carry out a thorough investigation in such a manner as it may deem appropriate. Within seven (7) calendar days of receiving the request from the assistant dean, the committee shall submit to the Dean of the School of Education its findings in the case, including its recommendations concerning the appropriateness of a grade change. If the committee recommends a change, it shall recommend the specific letter grade that should be awarded in the case. Upon recommendation of the Graduate Education Academic Appeals committee, the Interim Dean shall have the authority to request the Registrar to change the grade on the student’s permanent academic record. The decision of the Graduate Education Academic Appeals committee shall be final. The Registrar will inform the student and the professor involved of the result of the grade appeal.

Professional And Academic Conduct Violations

This Policy adopts and incorporates by reference the Wingate University Code of Community Standards policies and procedures. In the event the Wingate University Code of Community Standards policies and procedures are inconsistent with, or conflict with, any applicable accreditation standards or any other policies herein, the policies herein shall supersede the Wingate University Code of Community Standards policies and procedures.

All students matriculating into any Graduate Education program implicitly and personally subscribe to Wingate University’s Honor Code and Code of Community Standards in accepting admission. Each student is responsible for his/her own integrity, and is likewise responsible for reporting possible violations of the Code by others. The faculty shall take all reasonable steps to prevent violations of the Honor Code and Code of Community Standards. And each faculty member likewise is responsible for reporting possible violations.

The following are examples of conduct for which disciplinary action may be taken. These are merely examples and are not to be considered all inclusive.

• Dishonesty which includes, but is not limited to, gaining unauthorized access to an examination or to obtain unfair advantage, using unauthorized sources of information during an examination, assisting a fellow student in committing an act of cheating, collaborating on assignments without explicit permission of the instructor, entering an office or building to obtain unfair advantage, taking an examination for another candidate, or altering grade reports.

• Plagiarism, which is using, stating, offering, or reporting as one’s own, an idea, expression, or product of another without the proper credit to its source. As defined by Webster, plagiarism is “an act or instance of stealing or passing off the ideas or words of another as one’s own, using a created production without crediting the source, or presenting as new and original an idea or product without crediting the source, or presenting as new and original an idea or product derived from an existing source” (Webster’s Collegiate Dictionary). A direct quote should be cited and placed in quotation marks. However, the student should also know that if the ideas of others are used, these must be referenced or the student is guilty of an act of plagiarism.

• A student who witnesses any of the above or who is approached with an offer to gain unfair advantage is obligated by the Honor Code and Code of Community Standards to report that violation to the appropriate authority. Failure to do so may result in disciplinary action.

It is the policy of the Graduate Education program that acts of plagiarism or any other acts of academic dishonesty on any assignment, quiz, or examination, will result in a grade of zero (0) and other sanctions. The grade and incidents of cheating will be reported to the Interim Dean for possible additional sanctions. The process for the disposition of allegations of academic misconduct is delineated below.

Reporting And Investigating Suspected Violations Of The Code

Possible violations of the Honor Code and Code of Community Standards should be reported by any source to the faculty member of the course or the faculty member who is supervising the activity involved. The faculty member should report the claim, in writing, to the office of the Interim Dean of the School of Education within three (3) days of the violation occurring. The Interim Dean’s Office will be responsible for a preliminary investigation regarding the validity of the charge. (Allegations of disability-related harassment or discrimination, however, should be reported in accordance with, and will be investigated in accordance with, the University’s Student Disability Grievance Procedure.) The charges and any preliminary findings will be communicated, in writing, to the accused student(s) within two (2) days of receiving the claim.

The Interim Dean will assign the violation incident and supporting documentation to a Professional and Academic Conduct Review Committee comprised of full-time School of Education faculty. The committee may request additional information. For any infraction, students may be called to appear before the Professional and Academic Conduct Review Committee. Failure of the student to appear, if invited, will not stop review proceedings. The Professional and Academic Conduct Review Committee will meet within 3-5 days to review all supporting documentation from the preliminary investigation. All committee meetings will be closed sessions as students' confidentiality is a priority. Committee deliberations and voting will be private. If the student(s) has/have been present they will be excused for the deliberation and voting process. Disciplinary action will be determined by a simple majority vote.

Possible recommended sanctions include, but are not limited to:

Grade Adjustment

• Receiving an “F” on the course assignment

• Receiving an “F” on the overall course

Letter of Reprimand

• Letter of notice that the student has had a breach in their professionalism contract

Probation

• Period of specified time after the initial infraction when further violations may result in more severe sanctions such as suspensions or dismissal

Suspension

• Temporary separation from the school with conditional readmission

Dismissal

• Permanent separation from the school

Other discretionary sanctions based upon committee discussion and/or consultation with the Interim Dean

Within 48 hours of the review meeting, the Professional and Academic Conduct Review Committee will provide a final disciplinary action recommendation to the Interim Dean for formal, written sanction imposition. Recommendations shall be based on the severity of the infraction and may include more than one sanction. The Interim Dean of the School of Education will provide a formal, written sanction to the student(s) within 48 hours of receipt of the Professional and Academic Conduct Review Committee recommendations. All final sanctions will be kept in the student’s file.

A student may appeal any findings or sanctions to the Interim Dean, in writing, within seven (7) days of being notified of the sanction. Appellate grounds will be limited to: (1) bias, (2) newly discovered evidence that was not reasonably available at the time of the initial determination, or (3) a procedural mistake. All appeals will be heard by the Wingate University Graduate Affairs Committee Appellate Board within seven (7) days of receipt of the request for appeal.

C Alendar

A student may be permitted to transfer credit from another accredited graduate school. Wingate University will consider transfer provided the credit was gained during the five-year period preceding admission, and provided each course has a grade of "B" or better. Wingate University will accept up to the following number of credits for each program:

• Add-On Licensure – three semester hours or one course

• Master's degrees – six semester hours or two courses

• Doctoral degrees – nine semester hours or three courses

For students applying to the Doctor of Education in Higher Education Executive Leadership Program who have completed a South Carolina Community College Leadership Academy certificate, 12 semester hours will be accepted.

Any student seeking transfer credit must initiate this action with the Academic Advisor in the Graduate Education Programs. The student must submit the course description and course syllabus for the course taken at another university along with the official transcript. This should be done before proceeding with his/her course of study. The Graduate Education Programs Admission Committee will evaluate the information and make the decision. If approved, the student will be given the "transfer credit for course" form, which must be completed before credit can be granted.

Since our graduate programs are portfolio based, it should be noted that if a course transferred does not have a portfolio requirement, it will be necessary for the student to complete a portfolio entry that is in keeping with that required in the comparable Wingate University course as a component for completion and credit for EDLD 697 for EDLD and EDLD Add-on students or ED 597 for MAEd or MAT students. The student works with the instructor of the course to satisfy the requirement All portions must be completed by the time students finish their coursework.

School Of Sport Sciences

Dean: Brandy Clemmer

Professors: John Acquaviva, Travis Teague, Jennifer Bond

Associate Professors: Brandy Clemmer, Christi DeWaele, Christopher Harrist, Ji-Ho Kim, Daniel McLaughlin, Traci Napolitano

Assistant Professors: Heather DeLangie, Nicholas DeLangie, William Steffen

Director of Graduate Program: Christi DeWaele

T He M Aster Of A Rts In S Port M Anagement

The Master of Arts in Sport Management (MASM) was developed and established by the School of Sport Sciences at Wingate University in May 2006. This program is designed for students who have earned an undergraduate degree in any field and aspire to work in the sport industry.

MASM program graduates will learn and develop skills in sport marketing and sponsorship, financial management, event and facility management and legal aspects of sport. Program graduates will be prepared for managerial roles in several facets of the sport industry.

A Dmission S R Equirements

Wingate University’s MASM program has rolling admissions for three semesters fall, spring and summer (each has two 8-week sessions) A student is admitted with full acceptance if he/she has submitted and satisfactorily met the requirements for admission to the program.

In order to be considered for admission to the Master of Arts in Sport Management program, an applicant must:

• Complete the online application

• Hold a bachelor's degree from an accredited college or university with an overall 2.9 GPA or higher during undergraduate work. Official transcripts must be received directly from all postsecondary colleges or universities attended.

• Provide three (3) recommendations from organizational leadership or faculty personnel

• Provide an essay of intent for applying to the MASM program

All transcripts should be mailed to:

Wingate University

Attn: Randy M.B. Taylor

P.O Box 159

Wingate, NC 28174

Email: masmadmissions@wingate.edu

T Ransfer C Redit

A student may be permitted to transfer credit from another accredited graduate school. Wingate University will consider transfer of up to six (6) credit hours of appropriate graduate course credit for the Master of Arts Degree(s), provided the credit was earned during the four-year period preceding admission with a minimum final course grade of “B” or better.

Any student seeking transfer credit must initiate this action with the Academic Advisor and/or the Program Director. The student must submit the course description and course syllabus for the course taken at another university along with the official transcript. This process should be completed prior to beginning a student’s course study. The MASM Program Committee will evaluate the information and make the decision. If approved, the student will be given the "Transfer Credit for Course” form which must be completed before credit can be granted.

Masm Advantage Program

Wingate undergraduate students may apply for this program during the spring of their junior year. Students must have a 3.0 GPA or higher in order to apply and be admitted.

After being fully admitted to the dual-degree program, undergraduate students take up to six (6) credit hours in the MASM program during their senior year. Typically, the course sequence will consist of one course in the fall and one course in the spring of their senior year. Up to six (6) credit hours of graduate level courses will be counted as degree-applicable even if the student has no electives left in the undergraduate program of study. For students with remaining elective hours, up to six (6) credit hours of graduate level courses can be counted as part of their undergraduate degree.

P ROGRAM R EQUIREMENTS

Curriculum Credits

Sport Management Core

IPE 520: Introduction to Graduate Academic Writing

MASM 535: Sport Research

MASM 555: Sport Economics and Finance

MASM 559: Sport Venue and Event Management

MASM 561: Sport Law and Ethics

MASM 591: Organization and Administration of Sport

MASM 600: Social Issues in Sport

MASM 620: Sport Management Internship/Approved

Curriculum Credits

MASM 616: Theory of Coaching

MASM 618: Athlete Development and Ethics in Sport

Sport Marketing

MASM 553: PR and Social Media in Sport

MASM 557: Sport Marketing and Promotion

MASM 558: Sport Sales and Sponsorship

Athletic Administration and Compliance

MASM 572: NCAA Compliance and Administration MASM

I Nternship

Program Total 34

The MASM internship is an integral part of the entire graduate education experience Students have the opportunity to apply skills learned in the classroom, gain practical work experience, learn new skills, and develop professional contacts in the sport field.

A student interested in completing the Sport Management Internship must meet with the Program Director by the mid-point of the semester preceding the expected date of enrollment The Program Director will discuss the student’s responsibilities, review all the required documentation, and explore the options for the student’s internship. Every effort is made to secure an internship site that fits each student’s interest and career goals. Students may secure their own internship –however, regardless of how the internship is secured, it must be approved before the student can enroll in the Sport Management Internship course.

The MASM Program Director will serve as the internship faculty supervisor In order to be eligible for registering for the internship, the Internship Contract must be completed and signed by the student and the site supervisor, and submitted to the Program Director at least 30 days before the beginning of the internship The contract must be approved by the Program Director.

The internship experience must comprise at minimum 250 total work hours over the course of the semester enrolled Required documentation (evaluations, reflection papers, and bi-weekly timesheet reports) must be submitted by the deadline dates.

It is not uncommon for students in a Sport Management program to complete more than one internship experience. A student may be allowed to complete a second internship with the approval of the Program Director All other requirements, as outlined above, must also be completed in order to enroll in the Sport Management Internship course a second time Internships may only be completed AFTER all required coursework has been completed. If a student is admitted during Spring II or either summer term, the internship is to be completed the following summer. Please note that while a student may register for and complete a second internship for three (3) credit hours, only the hours from the first internship will be counted toward degree completion.

P Rogram E Valuation And R Eview

All facets of the Master of Arts in Sport Management program are either continuously or periodically evaluated in an effort to maintain high quality programs which meet the standards of excellence set forth by the University and appropriate accrediting agencies. Review and evaluation of the Master of Arts in Sport Management program include the following:

Review of Provisionally Accepted Students: A careful session-tosession review is conducted of students admitted to the programs on a provisional basis. This review includes discussion between the student and the MASM Program Director and is intended to aid in early identification of possible problems.

Course Evaluation: Each graduate course is evaluated by students enrolled in the course. The standard University Course Evaluation form is used. The evaluations are shared with the Dean of the School of Sport Sciences and the Program Director as well as the professor teaching the course. The purpose is for course, as well as program, evaluation and improvement.

Program Exit Survey: After graduation from the program and being conferred the M.A. degree, graduates are sent a “Program Exit Survey” where they are asked to evaluate the program in terms of its value to them both personally and professionally. Graduates are also asked to evaluate the strengths and weaknesses of the Wingate University Master of Arts in Sport Management program.

Updated Course Syllabi: All graduate course syllabi are updated annually to help improve course quality and to ensure that program objectives are met.

P Rogram C Ompletion

Candidates for the Master of Arts in Sport Management must complete a minimum of 34 credit hours of coursework in accordance with the prescribed program of study with a minimum overall grade point average of 3.00 No more than one (1) course with a grade of "C" will be applied toward graduation requirements. Students are allowed up to six (6) years from her/his start date to complete the program.

A DVISING

Wingate University’s School of Sport Sciences is committed to providing academic advising and personal guidance for its students Each student has an advisor who helps plan the student’s academic program and may meet with him/her throughout the program

After the initial conference students are expected to meet periodically with their academic advisor to obtain assistance with scheduling and progress through the program It is the student’s responsibility to contact his/her academic advisor when needed.

Wingate University values student input and uses that information as part of our ongoing evaluation and assessment of the program.

D Irected S Tudy

In rare instances, it may be necessary for a student to take a catalog course on an individual basis. The Dean of the School of Sport Sciences, Program Director, and the faculty member must approve such a request. Please note the following as it pertains to gaining approval for a directed study:

• The student must have a cumulative GPA of 3.0.

• A student will not be allowed to take a directed study course to repeat a course in which a grade of "C" was previously earned.

G Rading P Olicy

No more than one (1) course with a grade of “C” will be applied toward graduation requirements. Students have the option of repeating a course for which a grade of “C” or lower was received. The maximum number of repeats for a single course is two (2) The last grade earned is used in calculation of the GPA and credits earned. Any student who receives an “F” for coursework may be subject to dismissal from the program. Students are required to maintain a 3.0 GPA in the graduate program Students who fall below a 3.0 GPA are placed on academic probation. Students on probation are evaluated each semester by the Program Director Maintaining a “B” or better in all subsequent coursework ensures continuation in the program. If the student on probation fails to meet the specified grade requirement, he/she will not be permitted to register for classes for the next term. To continue in the program after that time, he/she must submit a written appeal to the Program Director, who presents the matter to the Dean of the School of Sport Sciences for decision. The appeal must be received at least one month (30 days) prior to the term for which the student is seeking enrollment A student may request special readmission consideration only one time.

The Dean of the School of Sport Sciences has the authority to deny or approve a student’s appeal for readmission. If the student is reinstated academically and meets specified grade requirements, the student will be removed from academic probation and permitted to continue in the program Any course for which a student has received a “D” or “F” must be repeated, and such a course must be taken in the Wingate University Graduate Program A student may repeat a course on which a grade of “C” has been earned. Only the credit hours and last grade earned are used in calculating the student’s overall GPA, although all grades are recorded on the transcript.

Reports of progress are kept by the University on all students. Updated grade reports are available online via WinLINK one week after exams have ended.

N ON - DEGREE S EEKING S TUDENTS

For a variety of reasons, students may want to take graduate courses without actually seeking a degree. Such students must complete a MASM “Non-Degree Seeking Application” and may take a maximum of six credit hours as a non-degree seeking student. Before continuing to take additional courses in the graduate program, the student must complete all other admission requirements and be formally accepted into the program as a degree-seeking student.

An undergraduate student wishing to enroll in a graduate course must make a request in writing to the MASM Program Director, who will with at least one other graduate faculty member make the decision to accept or reject the request. The written request must be received at least one month prior to the term for which the student is seeking enrollment.

P Rovisional A Dmission

Admission may be granted with provisional status by the Program Director If the student is admitted to the program on a provisional status and makes grades of “B” or higher in the first six (6) hours of coursework, the student may be granted full admission status the following semester Failure to meet minimum requirements for regular admission and/or failure to comply with all University and MASM program requirements will result in the student officially being released from the program; once released from the program for any reason, the student is not eligible to reapply for admission.

R Egistration

Registration materials are provided to students once they are admitted into the program whether they are fully admitted or provisionally admitted. New students are registered for their classes by Wingate staff In subsequent semesters, students may self-register online using WinLINK.

Students cannot be enrolled for more than 3 courses (9 credit hours) in any session unless special permission is granted by the Program Director.

A student may register to audit a course with the permission from both the Program Director and the course instructor. Non-degree seeking students must complete an online application, submit transcripts, and secure at least one recommendation prior to submitting a recommendation form.

Wingate University reserves the right to close registration when maximum enrollment for a course has been met and to cancel any course when circumstances warrant.

S Tudent G Rievances And A Ppeals

Student grievances and appeals regarding matters other than admission are decided upon by the MASM Program Committee at Wingate University Any grievances and appeals must be made in writing (via email or typed letter) and submitted to the MASM Program Director at least one month before a decision on the matter may be expected. The student will be informed in writing of the committee’s decision.

M ASTER OF A CCOUNTING (ACCT)

Accounting 500. Accounting Systems and Topics

A graduate level introduction to accounting systems Topics may be selected from systems and reporting.

Credit: 2 hours

*Grade is not computed in the overall MAC grade point average.

Accounting 621. Advanced Accounting I

This course studies advanced accounting topics. Accounting for derivatives and cash flow/fair value hedge accounting will be covered. Foreign currency transactions and currency hedging will be covered. Translation of foreign currency financial statements and partnership accounting will be studied. Additional advanced or intermediate topics such as accounting for income taxes, pensions, leases, and accounting changes may also be covered.

Prerequisite: ACCT 314 or permission of professor

Credit: 3 hours (Fall)

Accounting 622. Advanced Accounting II

Study of the accounting for business combinations and consolidated financial statements Accounting for governmental and non-for-profit entities will also be covered

Prerequisite: ACCT 314 or permission of professor

Credit: 3 hours (Spring)

Accounting 628. Modeling of Advanced Tax Issues

This course studies advanced issues of federal taxation for individuals and business entities. A significant learning goal will be modeling key tax relationships for tax planning and tax compliance

Prerequisite: ACCT 427 or equivalent

Credit: 3 hours (Fall)

Accounting 629. Advanced Taxation of Business and Property

This course studies federal income taxation of corporations, partnerships, and S corporations related to formation, operation, distributions and liquidation Additional topics from income taxation of property will be covered and selected other topics from tax compliance and tax research may also be covered.

Prerequisite: ACCT 427 or equivalent

Credit: 3 hours (Fall)

Accounting 631. Advanced Auditing

Study of advanced auditing issues including legal liability, professional ethics, attest function, assurance and other accounting services, licensing and disciplinary actions, internal controls, sufficient and competent audit evidence, and information systems.

Prerequisite: ACCT 431 or equivalent

Credit: 3 hours (Spring)

Accounting 641. Advanced Accounting Information Systems and Information Technology Risks and Controls

This course builds upon the foundations gained from ACCT 330 and will provide the students an opportunity to develop deeper technical skill sets related to the inner workings of accounting information systems. Students will focus on transaction cycles, automated controls related to key transaction cycles, and the processing of these cycles through the accounting information systems. Students will examine processes related to collecting, organizing, and analyzing accounting reports produced via the system. Information Technology (IT) Risks and Controls is a study of how business strategies use IT as an efficient enabler of redesigned core business processes. Students will focus on how the use of IT affects risk management by eliminating certain risks and introducing others. Students will examine the key IT domains of governance, user/information security, program change control, and operations among others.

Credit: 3 hours

Accounting 651. Advanced Managerial Accounting

Study of concepts and techniques impacting the business and regulatory environment. Topics include internal control and enterprise risk management; cost measurements and performance techniques for special situations; project management; ethics, professional, and legal responsibilities; and risks and controls related to accounting information systems and communications.

Prerequisites: ACCT 314 & 325 or permission of professor

Credit: 3 hours (Fall)

Accounting 652. Data Analytics and Accounting Applications

This course will expose students to advanced quantitative and analytical skills designed to help candidates make well-informed, data-driven decisions while considering key objectives, alternatives, constraints, and uncertainty or risk. Students successfully completing this course will be better equipped to scope quantitative problem sets and be able to recognize when and where quantitative methods should be included in the decision-making process. Topics will come from both deterministic and stochastic areas. Students will utilize software to analyze and report complex data solutions that can be applied to executive decisionmaking. This course builds upon the foundations obtained in ACCT 330. Credit: 3 hours

Accounting 661. Quantitative Analysis

This course covers quantitative methods and models used in accounting and finance After a brief review of basic statistics, methods covered include; correlation and regression, multiple-regression, times-series, and simulation. Valuation models and quantitative applications will be selected from accounting and finance

Prerequisites: Business statistics

Credit: 3 hours (Fall)

Accounting 662. Industry and Company Analysis

This course connects financial statement analysis to concepts from economics and business strategy Financial statements and other data will be used to analyze industries, examine competitive conditions, and evaluate a firm’s sustainable competitive advantage Students will build financial models to forecast profitability Economic concepts, valuation models, industry accounting policies will be reviewed or explored as needed.

Prerequisite: ACCT 652

Credit: 3 hours (Spring)

Accounting 663. Portfolio Management

This course explores portfolio management applications. It is designed to be a capstone course that integrates areas of accounting and financial analysis with portfolio management An asset-liability framework will be examined and modeled for both individuals and institutions.

Prerequisite: Permission of professor

Credit: 3 hours (Summer)

Accounting 671. Topics in Financial Analysis

Study of selected financial analysis topics May be repeated for credit.

Credit: 3 hours (as needed)

Accounting 681. Financial Accounting Topics

Study of selected financial accounting topics. May be repeated for credit.

Credit: 2 hours

Accounting 682. Managerial Accounting Topics

Study of selected managerial accounting topics. May be repeated for credit

Credit: 2 hours

Accounting 688. Financial Statement Concepts and Analysis

This course focuses on recognizing and exploring financial statement concepts, as well as applying appropriate analysis techniques to financial statements. This course serves as a capstone course as it integrates skills and techniques mastered in other courses in the program. This course serves the very important role of ensuring students leave the program with a practical understanding of financial statements, their key concepts, and the abilities to effectively interpret and examine them.

Credit: 3 hours

Accounting 690. Accounting and Tax Research

This course focuses on developing the necessary research skills for today’s professional accounting environments. Research skills are in demand in both accounting (which includes audit) and tax-based environments. This course provides foundational research concepts and techniques for students to understand the research process. This course then provides practical scenarios and situations to which students will apply the research process and produce analysis and information that could be used in real-world settings.

Credit: 3 hours

Accounting 692. Financial Analysis Research

This course develops research and analytical skills through a series of research assignments, quantitative analysis and report writing. Topics are drawn from problems or exercises requiring financial analysis, projections, and written conclusions.

Prerequisite: ACCT 314, 427, 431, or permission of professor

Credit: 3 hours

M

ASTER

OF B USINESS A DMINISTRATION (BUS)

Business 500. Business Prerequisite Course

An intensive, semester-long course designed to provide the prerequisite foundation for a student who does not have an undergraduate degree in business. Topics covered include quantitative methods, principles of financial and managerial accounting, finance, principles of micro-and macroeconomics, management, and marketing. A grade of a “C” or better must be earned in each module of the course.

Credit: 8 hours* (2 hours per module)

*Grade is not computed in the overall MBA grade point average.

Business 602. Legal Environment of Business (core course)

Purpose: To examine the legal environment and how business operates within it. Topics include: Elements of law and judicial process, civil and criminal procedure, constitutional principles, agency law, government regulations, torts, product liability, property law, contracts, sales and secured transactions, negotiable instruments, credit, bankruptcy, labor and employment law, and employment discrimination.

Credit: 3 hours

Business 603. Business Ethics (core course)

Purpose: To develop skills in the recognition, analysis and articulation of the ethical responsibilities that businesses have to customers, competitors, employees, and other stakeholders. Topics include: Influence of religious and cultural values and the efforts to codify ethics for various industries and progressions.

Credit: 3 hours

Business 611. Managerial Economics (core course)

Purpose: To provide students with an understanding of microeconomic theory as it applies to managerial decision-making, including tools to quantify economic relationships. Thus, the course entails both theory and application. Topics include: Market analysis, consumer behavior, demand estimation, production and cost analysis, and market structures.

Undergraduate Prerequisites: Principles of Economics I and II, Principles of Accounting I and II, College Algebra or Calculus

Prerequisites: BUS 614 or 615 or 621 is required and BUS 613 recommended

Credit: 3 hours

Business 612. Organizational Management (core course)

Purpose: To analyze, through cases and experiential situations, the behavioral dimensions of business organizations. Topics include: Motivation, communication, performance, stress, culture, group dynamics, organizational structure, leadership, and change.

Undergraduate Prerequisite: Principles of Management

Credit: 3 hours

Business 613. Managerial Accounting (core course)

Purpose: To teach the use of accounting information in management decision making and planning. Topics include: Cost/Volume/Profit analysis, financial statement analysis, the use of accounting data in decisions such as pricing, capacity, product selection, outsourcing, the use of accounting data in planning and control systems including capital expenditure planning, profitability, resource budgeting, and measures of performance.

Undergraduate Prerequisites: Principles of Accounting I and II; Principles of Microeconomics, and computer spreadsheet skills

Credit: 3 hours

Business 615. Quantitative Data Analysis (core course)

Purpose: To investigate a variety of quantitative analysis techniques from the areas of statistics, management science, and optimization. Students will learn both the theoretical and application software skills necessary to quantitatively model, analyze, and interpret a diverse set of problems and make quantitative decisions. Topics include: Probability distributions, hypothesis testing, forecasting, regression, confidence intervals and p-values, Markov processes, inventory models, job scheduling, decision trees, simulation and linear programming using industry tools including SAS and Excel.

Undergraduate Prerequisites: Algebra and Business Statistics

Credit: 3 hours

Business 622. Marketing Management (core course)

Purpose: To study, through cases, projects and survey of research, the development and evaluation of marketing strategies in both consumer and industrial markets. Topics include: Product management, market segmentation, marketing promotions, distribution management and pricing methods.

Undergraduate Prerequisite: Principles of Marketing

Credit: 3 hours

Business 623. Financial Management (core course)

Purpose: To study issues faced by financial managers and investors. Financial management topics include: Raising capital through debt and equity, capital budgeting, managerial compensation, and decisionmaking. Investment Topics include: The valuation of stocks, bonds and options, and portfolio creation.

Undergraduate Prerequisites: Finance, Algebra and Statistics

Prerequisites: BUS 613 is required and BUS 614 or 615 or 621 recommended

Credit: 3 hours

Business 624. Managing in a Global Marketplace (core course)

Purpose: To study the opportunities and problems of the management, marketing, and operations of organizations in markets outside the home country. Topics include: Adaptations to business functions, including organizational design, management of human resources, new product development, legal and ethical diversity, financial and money markets, market research, promotions, and advertising. Emphasis will be placed upon the political, legal, economic, and cultural variables that impact organizations through foreign governments.

Credit: 3 hours

Business 631. Business Strategy (core course)

Purpose: To study management’s role in policy formulation and implementation through research and cases. Opportunities are also available to make policy decisions by viewing business from an entrepreneurial perspective. This is the capstone course for the MBA program.

Prerequisites: Successful completion of at least eight core courses that include BUS 622 & BUS 623

Credit: 3 hours

Business 660. Corporate Innovation (concentration course)

Purpose: To develop strong innovation management skills to help managers make good decisions relating to innovation strategy and implementation of new products and processes within the firm. Topics include: Guiding concepts and theories of innovation and how to translate into concrete practical strategies and programs for developing new products, understanding paradigm shifts in market needs, managing the innovation process and projects across different company functions and environments. Other topics include development of patents, trademarks, copyright, and other intellectual property to protect corporate knowledge assets, development of strategic alliances, and organization of the firm as a learning and innovation organization.

Prerequisites: BUS 612 & BUS 622 or permission of professor

Credit: 3 hours

Business 661. Technology and Innovation Management

(concentration course)

Purpose: To develop decision-making skills in managing technology and innovation programs while providing a clear understanding of the innovation process and the most effective technology and innovation systems in use today. Topics include: Theory and practice of technology innovation management (TIM) at both functional and general management levels of the firm, technology road maps, and strategic technology plans, managing in varying technology environments, the effect of technology standards, out-sourcing and in-sourcing strategies, competitive strategy factors, and management of the appropriate level of technology deployment within the firm.

Prerequisites: BUS 612 & BUS 622 or permission of professor

Credit: 3 hours

Business 670. Health Care Systems Management

(concentration course)

Purpose: To provide a breadth of advanced coverage across the U.S. health care system and the interrelationships across the different system components. Topics include: Organization of the U.S. health care system, the structure of the health care delivery system and the continuum of care, the financing of health care services, public and private third-party payment structures, managed care and principles of capitation, organization and management of the health services workforce, principles of quality of care and outcome measurement, future changes in the U.S. health care system.

Prerequisite: BUS 612 or permission of professor

Credit: 3 hours

Business 671. Financial and Legal Issues in Health Care Management (concentration course)

Purpose: To examine key financial and legal issues in health care management across the spectrum of health care organizations. The course will be divided into sessions that focus specifically on financial and legal topics. Financial topics include: An in-depth examination of financial issues associated with the third-party payment system, Medicare and Medicaid, managed care and capitation, rate setting, contracting, risk management, and financial analysis within health care organizations. Legal topics include: Legal organization of the health care institution, institutional liability, admission and discharge, consent for treatment, fraud, abuse and compliance, health care information and patient privacy, and health care ethical issues.

Prerequisites: BUS 602, BUS 623, BUS 670 or permission of professor

Credit: 3 hours

Business 672. Health Care Strategic Management (concentration course)

Purpose: To assess and integrate the different functional activities of the health care organization in order to develop overall corporate strategy. This will be the capstone course for the MBA Program for students with the Health Care concentration. This course will substitute for Business 631 (Business Strategy) from the core MBA curriculum. Topics will include: A comprehensive examination and application of strategic management across the health care industry and management’s role in policy formulation and implementation, competitive advantage in the health care industry and how to sustain it, vertical and horizontal integration and overall expansion strategy, strategic plan design and development.

Prerequisites: BUS 670, BUS 671, successful completion of at least eight core courses that include BUS 622 and BUS 623

Credit: 3 hours

Business 680. Project/Program Management Fundamentals (concentration course)

Purpose: To examine and develop competency in the Project Management Institute’s methodology and approach to project and program management. Topics include: The role of the project and program manager and the specific processes required for successful outcomes in managing projects, the origin of project management and its importance, the project and product life-cycles, the use of Microsoft Project to manage projects, and other project management techniques and processes. This class has an experiential focus and uses a project management simulation to develop skills and prepare students to manage projects

Prerequisites: BUS 612, BUS 613, BUS 614 or 615 or 621, BUS 623, or permission of professor

Credit: 3 hours

Business 681. Project/Program Management Leadership (concentration course)

Purpose: To examine both managerial and transformational skills and abilities needed in leading projects and programs successfully. Topics Include: How to lead teams in cross-functional matrix organizations, virtual organizations, and constantly changing organizations. Various theories of leadership will be examined as well as extensive use of experiential skills development and case analysis exercises.

Prerequisites: BUS 612, BUS 622, or permission of professor

Credit: 3 hours

Business 690. Data Analytics (concentration course)

Purpose: To introduce students to the primary techniques and methods used within data analytics. Theory and applied software skills are jointly emphasized to prepare students for statistical analysis of real-world data. Course will expose students to foundational data analytics techniques and methods used in business applications and will promote the development of analytical software skills, especially for interpretation and visualization of results, with a focus on data analytics tools. Topics may include: Databases, visualization of data, experimental design, regression, time series, decision trees, clustering, association rule mining, and Bayesian statistics with extensive use of data analytics tools including SAS and Tableau software, data access/extraction, and other data analysis and data warehouse tools.

Prerequisites: BUS 614 or 615 or 621

Credit: 3 hours

Business 691. Business Intelligence Applications (concentration course)

Purpose: To learn effective methods of presenting, visualizing, and making quantitative decisions using the data analytics techniques learned in BUS 690. Course will promote the development of analysis, software, visualization, and presentation skills along with advanced data analysis techniques and real-world applications so that students can effectively make quantitative decisions and communicate analytical results and business decisions. Topics include: Instructor led case studies as well as student projects and presentations will be used to enhance the student’s abilities to use data analytics in problem solving. Coverage is also given to advanced data analytic topics such as survival analysis, nonparametric models, advanced classification, and Monte Carlo simulation.

Prerequisites: BUS 614 or 615 or 621 and BUS 690 or permission of professor

Credit: 3 hours

D OCTOR OF P HYSICAL T HERAPY (DPT)

Doctor of Physical Therapy 711. Human Gross Anatomy

This is a one-semester course designed to help students establish a foundational understanding of the neuromusculoskeletal systems of the human body for the practice of physical therapy. We will take a regional approach covering the arms, trunk, head, and legs. At the end of the class students will have an understanding of how structure of the human body determines function as a prelude to a clinical understanding of how to treat structural dysfunction.

Credit: 5 hours

Doctor of Physical Therapy 712. Human Physiology

This is a one semester course designed to help students establish a fundamental understanding of the microanatomy, histology, function and integration of components of the cardiovascular, pulmonary, renal, musculoskeletal, gastrointestinal and endocrine systems. Focus is placed on how the cells and tissues of a specific organ system contribute to the principle function(s) and processes of that organ system. Relevance of this information to physical therapy is provided largely in the context of normal human physiologic function. This course serves as a prelude to DPT 732 Pathophysiology, a course which links physiologic dysfunction within these systems to pathologies frequently seen and/or treated in physical therapy practice.

Credit: 3 hours

Doctor of Physical Therapy 713. Clinical Practice

This course introduces the student to tools and procedures used in physical therapist clinical practice. Students will learn patient-centered interviewing, examination format, and the skills of basic patient handling and assessment. Students will be introduced to the basic principles of tissue injury as it relates to assessment and examination.

Credit: 3 hours

Doctor of Physical Therapy 716. Principles of Pharmacology

Students are instructed in pharmacological principles associated with patient care, with special emphasis placed upon the pharmacological agents, potential side effects, and special issues associated with the pharmacological management of patients/clients most likely to be seen in physical therapy practice.

Credit: 3 hours

Doctor of Physical Therapy 717. Integrated Clinical Experience I

The Integrated Clinical Experience (ICE) series of courses are designed to progressively introduce the student to actual clinical experiences under the supervision of faculty. ICE I is designed to provide the student with an introduction to patient interaction, patient communication, and clinical presentation. It will offer the students the opportunity to practice beginning clinical skills under supervision of faculty. Through working with actual patients, students will gain practical application opportunities to apply their skills and knowledge.

Credit: 0 hours

Doctor of Physical Therapy 721. Applied Kinesiology

Students receive instruction in normal joint kinematics, applying the physical laws of motion. Special emphasis will be given to body surface palpation and includes cadaver dissection of the spine and extremities to augment classroom instruction.

Credit: 4 hours

Doctor of Physical Therapy 724. Neuroscience

This course will provide an in-depth overview of functional neuroanatomy and physiology with special emphasis on both normal human function and dysfunction following damage to the nervous system. This course will introduce the principles of neuroscience and describe their clinical application, beginning with an introduction to the nervous system (macro and micro), describe the major functions of the central and peripheral nervous system, and cover topographical and internal anatomy. Moreover, this course will guide the learner through neurophysiological principles as they apply to physical therapy and introduce the student to neurological physical therapy assessments tools. The relationship between neuroanatomy and neurophysiology will be bridged by formulating an understanding of the histology, function, and integrated regulation of the system to other systems as they apply to normal body function and as a prelude to a clinical understanding of how to treat neurological dysfunction.

Credit: 4 hours

Doctor of Physical Therapy 725. Integrated Clinical Experience II

Doctor of

Physical Therapy 714. Research I: Search and Appraisal of Literature

The student is initiated into research methodology relevant to clinical practice and/or research applications. Case-based problems are used to assist students in developing relevant questions, developing a matrix for critical literature review and application of knowledge from the literature review to the answering of clinical questions.

Credit: 2 hours

Doctor of Physical Therapy 715. Physical Therapist as a Professional 1

This course is designed to introduce the physical therapy student to professionalism and the continued evolution of the profession of physical therapy. The student will self-assess their current abilities and reflect on areas of strength as well as weaknesses. Current issues, cultural awareness, legal aspects of practice, and ethical concerns are introduced. At the conclusion of the course, the student will have an increased awareness and understanding of the Core Values and demonstrate integration of professionalism into their own development as a physical therapist.

Credit: 2 hours

The Integrated Clinical Experience (ICE) series of courses are designed to progressively introduce the student to actual clinical experiences under the supervision of faculty. ICE II is designed to provide the student with the opportunity to apply foundational clinical practice skills to integrate the didactic and laboratory experiences previously covered in the curriculum. Through working with actual patients, students will gain practical application opportunities to apply their skills and knowledge.

Credit: 0 hours

Doctor of Physical Therapy 731. Research II: Design and Statistics

This course further develops and elaborates tools and procedures used in clinical decision-making and evidence-based practice. Students will apply models of practice and decision-tree analysis in the context of clinical management. Research methodology relevant to clinical practice continues with the critical review of literature related to tests, measures and interventions used in physical therapy practice.

Credit: 2 hours

Doctor of Physical Therapy 732. Pathophysiology

This course describes the contribution of cellular and tissue defects to physiologic dysfunction in the cardiovascular, pulmonary, renal, musculoskeletal, gastrointestinal and endocrine systems frequently seen and/or treated in physical therapy practice. The course emphasizes the interrelationship between physiologic dysfunction between these different organ systems and begins the process of linking such physiologic defects with defects in body structure and function.

Credit: 4 hours

Doctor of Physical Therapy 733. Clinical Practice 2: Evaluation, Diagnosis & Introduction to Intervention

This course provides students with instruction designed to integrate the past and present semester topics and apply it to the systems approach of physical therapy through the patient/client management model. This course specifically introduces and sharpens the student’s ability to reason in a clinical sense, making determinations that will guide the examination, evaluation, diagnosis, and intervention phases of practice to include concepts of therapeutic exercise and patient mobility.

Credit: 4 hours

Doctor of Physical Therapy 735. Diagnosis and Management of Conditions in the Acute Care Environment

This course introduces students to the role of physical therapy in the acute care environment. An emphasis is placed on clinical decisionmaking related to managing the complex patient with multiple system involvement in the ICU and acute care settings. Students will learn about collaborative navigation through the healthcare system in order to manage all aspects of patient care. Students will utilize a comprehensive patient/client management approach that integrates the five elements of care (examination, evaluation, diagnosis, prognosis, and intervention) along with discharge planning in the context of the acute care environment. This course also introduces students to the practice management model for patients with integumentary system pathologies with a special emphasis placed on wound care.

Credit: 3 hours

Doctor of Physical Therapy 736. Integrated Clinical Experience III

The Integrated Clinical Experience (ICE) series of courses are designed to progressively introduce the student to actual clinical experiences under the supervision of faculty. ICE III is designed to build upon the clinical skills gained in ICE II and provide the student with higher level clinical practice opportunities to integrate the didactic and laboratory experiences covered to date in the curriculum. Through working with actual patients, students will gain practical application opportunities to apply their skills and knowledge.

Credit: 0 hours

Doctor of Physical Therapy 741. Clinical Practice 3: Intervention Across Systems

This course provides students with instruction designed to integrate the past and present semester topics and apply it to the systems approach of physical therapy through the patient/client management model. This course specifically introduces and sharpens the student’s ability to reason in a clinical sense, making determinations that will guide the use of instrumented interventions including use of electrophysiologic modalities, instrumented soft tissue techniques, dry needling and taping techniques.

Credit: 3 hours

Doctor of Physical Therapy 742. Motor Development and Motor Behavior

This course will review normal motor development and motor control from a lifespan perspective. Changes in the neurosensory, neuromuscular, and musculoskeletal systems associated with normal development and aging will be reviewed. Principles of motor control and motor learning will be discussed and related to physical therapy intervention.

Credit: 3 hours

Doctor of Physical Therapy 743 Research 3: Outcomes

Assessment and Capstone

Students are introduced to the process associated with the required capstone project. Instruction is provided in the steps necessary to completion and students are assigned to a faculty mentor (to be associated for the remainder of their capstone project). Individual student-mentor work on capstone project is begun.

Credit: 2 hours

Doctor of Physical Therapy 744. Diagnosis and Management of Musculoskeletal Conditions 1

This course introduces the student to the principles of orthopedic medicine and includes an overview of etiology, diagnosis, and surgical management of commonly encountered musculoskeletal pathologies across the lifespan. Concepts relating to selective tissue evaluation and mobilization are introduced, and specific exercise approaches for the management of musculoskeletal pathology and recovery are addressed. Case studies and laboratory practice will facilitate the students’ development of skills in evaluation, examination, and interventions along with integration of related curricular topics.

Credit: 4 hours

Doctor of Physical Therapy 745. Diagnosis and Management of Neurological Conditions 1

Students are instructed in and practice skills associated with conditions involving the neuromuscular system, utilizing a comprehensive patient/client management approach through integration of the five elements of care (examination, evaluation, diagnosis, prognosis, and intervention).

Credit: 4 hours

Doctor of Physical Therapy 746. Clinical Internship 1

Students experience their first full-time clinical practice situation for a duration of eight weeks, where the knowledge, skills and behaviors learned in the classroom are applied to patients/clients under the supervision of a licensed physical therapist as clinical instructor. Emphasis will be placed on developing interpersonal, documentation, patient examination techniques, patient treatment techniques, and professional behaviors. The primary outcome of this first clinical internship is to begin the management of simple patient cases from all aspects of physical therapy care.

Credit: 4 hours

Doctor of Physical Therapy 751. Diagnosis and Management of Musculoskeletal Conditions 2

A continuation of Doctor of Physical Therapy 744, this course progresses the student in management of individuals with musculoskeletal dysfunction through the application of manual techniques and therapeutic interventions that integrate the principles of mechanics, arthrokinematics and osteokinematics. Selected modalities used in the management of musculoskeletal dysfunction and pain are covered. Case studies and laboratory practice will facilitate the students’ development of skills in examination, evaluation, and interventions along with integration of related curricular topics.

Credit: 4 hours

Doctor of Physical Therapy 752. Diagnosis and Management of Neurological Conditions 2

This is the second course in the neurology sequence. Students are instructed in and practice skills associated with conditions involving the neuromuscular system, utilizing a comprehensive patient/client management approach through integration of the five elements of care (examination, evaluation, diagnosis, prognosis, and intervention).

Credit: 4 hours

Doctor of Physical Therapy 754. Integrated Clinical Experience IV

The Integrated Clinical Experience (ICE) series of courses are designed to progressively introduce the student to actual clinical experiences under the supervision of faculty. ICE IV is designed to provide students with a specialty practice experience in the community. During this experience, the ICE IV student will participate in providing all aspects of patient care and documentation. The ICE IV student is expected to apply principles of evidence-supported practice in all patient interactions in their specialty practice area.

Credit: 0 hours

Doctor of Physical Therapy 755. Management of the Geriatric Client

This course introduces and progresses students’ learning of the complexity with the older adult population across the spectrum of physical therapy settings and across the spectrum of older adults, from Wellness and the Senior Athlete to the frail and medically complex patient. Students will gain an appreciation of the aging process and its impact on the elements of patient management in physical therapy. Management of musculoskeletal, cardiovascular, pulmonary, neuromuscular, integumentary, endocrine, genitourinary, gastrointestinal, and multisystem conditions are included. Patientcentered and interdisciplinary approaches to patient management are emphasized. Students will also understand the role of the caregiver, end of life issues, how to navigate the healthcare system, and advocacy for the older adult.

Credit: 3 hours

Doctor of Physical Therapy 761. Diagnosis and Management of Cardiopulmonary Conditions

Physical therapists are asked to treat patients presenting any number of diagnoses who have comorbid cardiopulmonary pathologies. Physical therapists are also asked to treat patients specifically for cardiopulmonary pathologies. The purpose of this course is to provide an understanding 1) of the basic etiology, pathophysiology and functional consequences of cardiopulmonary pathologies experienced by the patients who present with these dysfunctions and 2) of the medical, pharmacologic and surgical management of these pathologies. The course includes an introduction to tools and therapeutic approaches that can be used by physical therapists to screen, examine, evaluate and treat patients with cardiopulmonary defects either as a primary pathology or as a comorbidity.

Credit: 4 hours

Doctor of Physical Therapy 762. Clinical Integration

Students are provided with instruction on clinical teaching from both the perspective of the student and the clinician. This course gradually introduces more complex cases and clinical reasoning skills. Students draw on their prior and current coursework and clinical experience. Students both provide and receive feedback from their classmates. Cases are discussed with peers and faculty as well.

Credit: 3 hours

Doctor of Physical Therapy 763. Research 4: Capstone

Students complete their work with their faculty mentor on their capstone project. Exceptional work is selected for presentation during the Comprehensive Examination week.

Credit: 3 hours

Doctor of Physical Therapy 766. Differential Diagnosis for the Physical Therapist

Students receive instruction in the complex thought processes and skills which require the physical therapist to make determination of appropriateness for treatment or identify conditions that may require referral to or examination by a physician. Students then practice the skills through case studies from a variety of practice patterns.

Credit: 3 hours

Doctor of Physical Therapy 767. Integrated Clinical Experience V

The Integrated Clinical Experience (ICE) series of courses are designed to progressively introduce the student to actual clinical experiences under the supervision of faculty. ICE V is designed to hone the skills of clinical supervision of the participating student. Each ICE V student will be assigned an ICE III student to supervise and assist while in the ICE practice setting. During these sessions, the ICE V student will assume all supervisory responsibilities for the ICE III student, providing correction in all aspects of patient care, interaction, and documentation, and is expected to act as a role model for the ICE III student. The ICE V student is expected to apply principles of evidence-supported practice in all patient interactions and guide the ICE III student in their clinical decision-making skills.

Credit: 0 hours

Doctor of Physical Therapy 768. Management of Pediatric Client

Students receive instruction in the unique needs of the pediatric client and their caregivers in regards to physical therapy management. Topics covered include laws and regulations related to providing physical therapy in early intervention and school-based settings, family centered care, specific pediatric diagnoses (pathology, medical and physical therapy management), orthotics, assistive technology, pain assessment and management, the child and adolescent athlete, and the adult with developmental disability.

Credit: 3 hours

Doctor

of Physical

Therapy 769. Diagnosis and Management of Musculoskeletal Conditions: Spine

With a focus on musculoskeletal health conditions that affect the spine and pelvis, DPT 769 is a continuation of DPT 744 and DPT 751 and progresses the students' understanding of diagnosis and management of commonly encountered musculoskeletal health conditions across the lifespan. Students will develop an understanding of evaluation, examination, therapeutic exercise, manual therapy procedures, and other therapeutic intervention concepts to address musculoskeletal conditions related to the spine and pelvis. Case studies and laboratory practice will facilitate the student's development of clinical skills necessary for evaluation, examination, and interventions along with integration of related curricular topics.

Credit: 3 hours

Doctor of Physical Therapy 771. Clinical Internship 2

Doctor of

Physical Therapy 764. Physical Therapist as a Professional 2

This course is designed to expand the physical therapy student’s application and understanding of professionalism, the roles of practitioner, consultant, critical inquirer, educator, and administrator, and the evaluation of ethical and legal situation in physical therapy practice. At the end of the course the physical therapy student will demonstrate integration of professionalism into their own actions and critical assessment skills in relation to professional standards. The student will also foster professionalism during their interactions with peers, instructors, patients, and society.

Credit: 2 hours

Students experience their second full-time eight-week clinical practice situation, where the knowledge, skills and behaviors learned in the classroom are applied to patients/clients under the supervision of a licensed physical therapist as clinical instructor. Emphasis will be placed on developing interpersonal, documentation, patient examination techniques, patient treatment techniques, and professional behaviors. The primary outcome of the second internship is to continue to advance the skills learned in the first internship. Students should be able to manage a small caseload (3-4 patients) of patients with a single diagnosis and no co-morbidities. Students should also begin to manage more complex patients.

Credit: 4 hours

Doctor of Physical Therapy 772. Wellness and Prevention

This course is designed to expose the physical therapy student to the concept of prevention and wellness in physical therapy. By the end of the course the student will have an understanding of the importance of the critical role that physical therapists have in educating and training society about prevention wellness. The student will also demonstrate an ability to identify and construct methods for implementing prevention and wellness programs within physical therapy clinics.

Credit: 2 hours

Doctor of Physical Therapy 774. Patient as a Learner

Students receive instruction in, and practice with, assessing the learning styles and needs of various groups of people, including, but not limited to patients, caregivers, other healthcare professionals, and peers. Emphasis is placed on established learning theories and practices that emphasize learner retention. Students are instructed on related cultural and generational differences in order to meet the needs of specific groups of people. Students also develop their ability to effectively communicate in difficult situations and conflict situations in order to come to a productive resolution and to improve the motivation of their audience. The students’ final project is a presentation that incorporates all of the principles learned throughout the entire course.

Credit: 2 hours

Doctor of Physical Therapy 775. Psychosocial Implications in Rehab

This course is designed to provide students with the information necessary for the appraisal and understanding of the psychosocial and medical aspects of common acute and chronic forms of disability/illness, including their nature, causes, and treatment. Topics include psychosocial aspects of rehabilitation that relate to sociocultural attitudes, mental health issues, family dynamics, and sexuality. This course will also address psychosocial issues that pertain to bodily disfigurement, sensory and motor impairment, cognitive-behavioral deficits, affective deficits, and specific catastrophic diseases.

Credit: 2 hours

Doctor of Physical Therapy 776. Diagnostic Imaging in Rehabilitation

Students receive instruction in the principles, procedures, and interpretation of diagnostic imaging techniques. Special emphasis is placed on plain film radiography, myelograms, CT scans, medical resonance imaging and nuclear medicine as they relate to the musculoskeletal, cardiovascular and gastrointestinal systems.

Credit: 2 hours

Doctor of Physical Therapy 777. Management and Administration in Healthcare

Students receive instruction in, and practice with, the administrative and business aspect of physical therapy and healthcare as a whole. Emphasis is placed on business operations, supervision of personnel in accordance with state and federal physical therapy practice acts, risk management, as well as growth and quality improvement within a setting. Students receive contemporary instruction on insurance regulations including federal and state-run programs, such as Medicare and Medicaid, and with private health insurance companies. The focus of the course is to prepare students with an entry level understanding of the business practices required to maintain a physical therapy department, regardless of setting. The students are required to complete a resume and mock job interview in order to develop the skills needed to transition to the workplace.

Credit: 3 hours

Doctor of Physical Therapy 778. Global Perspectives of Health

This discussion-rich course will expose students to issues that impact health and the delivery of healthcare, specifically physical therapy, in different in the US and across the globe. Lifespan health issues, in light of health care, socioeconomic and resource disparities, will be explored, and the impact of cultural differences on the delivery and receipt of care will be introduced. Students will learn to appreciate how the inequities in global resource allocations impact the delivery of quality healthcare. Populations of study will include those in underdeveloped countries, African-Americans, Native Americans, those living in rural settings, the homeless, indigent and incarcerated, and LGBTQ communities. Best practices for seeking global outreach opportunities will be presented.

Credit: 1 hour

Doctor of Physical Therapy 781. Clinical Internship 3

Students experience their third full-time clinical practice situation, lasting a total of 12 weeks. In this experience the knowledge, skills and behaviors learned in the classroom are applied to patients/clients under the supervision of a licensed physical therapist as clinical instructor. Emphasis will be placed on developing independence in interpersonal behaviors, documentation, patient examination and treatment techniques, fiscal management, and professional behaviors. The primary outcome of the third clinical internship is to near expectations of the entry level physical therapist. The student should be able to manage at least one half a caseload of less complex patients but will still require guidance of the complex patients.

Credit: 5 hours

Doctor of Physical Therapy 782. Comprehensive Seminar 1

Students are guided through a week by week review of topics covered during their past three-year curriculum in an online, asynchronous review designed to refresh the main concepts and prepare for the upcoming national licensure exam. This course takes place concurrently with the third (12 week) clinical rotation (DPT 781 - Clinical Internship 3) and encourages the student to share their learning experiences during internship with their classmates through an interactive discussion in an online learning platform.

Credit: 4 hours

Doctor of Physical Therapy 783. Prosthetics and Amputation

Students are instructed in prosthetic components, prescription, and physical therapy application for the patient post amputation. Additionally, students receive instruction in and practice exercise prescription for patients with amputation, evaluative procedures for prosthetics, prosthetic gait analysis, and prosthetic device care. Other common pathological gait manifestations are examined and corrective physical therapist action is discussed.

Credit: 2 hours

Doctor of Physical Therapy 784. Electives

Various Electives.

Credit: 2 hours

Doctor of Physical Therapy 791. Clinical Internship

Students experience their final full-time clinical practice situation (15 weeks), where the knowledge, skills and behaviors learned in the classroom are applied to patients/clients under the supervision of a licensed physical therapist as clinical instructor. Emphasis will be placed on developing independence with interpersonal behaviors, documentation, patient examination and treatment techniques, fiscal management, and professional behaviors. The primary outcome of the fourth clinical internship is to be entry level physical therapy practitioners. Students will also be able to explore advanced skills and areas of specialty interest.

Credit: 6 hours

E DUCATION (ED)

Education 500. Clinical Field Experience in Schools

Provides the initial licensure candidate with specific, standardized field experiences that assist the candidate in drawing real-world parallels with current, master’s-level coursework. Each student will enroll in three sections of this course prior to his/her student-teaching practicum experience, and each semester (in collaboration with the coursework being taken) activities and reflections will be identified that assist the candidate in applying the philosophical, theoretical and technical foundations of the competencies being studied. Course designed for students in all Master of Arts in Teaching/initial licensure programs

Credit: 0 hours (must have 3 semesters of field experiences during initial licensure phase in order to progress to practicum)

Education 501. Foundations of Teaching and Learning in the 21st Century

The goal of Education 501 is to develop Effective Facilitators of Learning. Students in this class will gain a firm foundation for teaching and learning in the 21st century. The course will include a cultural and socio-political view of schools; includes dynamic analyses of the kinds of students in 21st-century classrooms, their diverse needs, and the focus needed on growth/development to ensure all learners succeed. Basic planning and management strategies will also be used to develop an understanding of teaching. A 10-15 hour clinical component is required. Course designed for students in all Master of Arts in Teaching/initial licensure programs

Credit: 3 hours

Education 502. Literacy in the 21st Century Students will study the reading process including philosophies, theories and different reading methods based on a balanced reading program with emphasis on literature-based instruction in the 21st century. Students in this class will experience extensive training in the basic foundations of literacy instruction, including phonemic awareness, phonics, word analysis, vocabulary development, comprehension and fluency. Students will employ the pillars of literacy instruction to diagnose literacy issues in K–6 students, plan for effective literacy instruction, and employ effective formative and summative techniques to assess literacy in K–6 classrooms. A 10-15 hour clinical component is required. Course designed for students in all Master of Arts in Teaching/initial licensure programs

Credit: 3 hours

Education 531. Research in Educational Trends, Issues, and Best Practice

Designed as an introduction to advanced studies in education. The course will assist the graduate candidate in exploring the research on trends, issues, and best practices in education. Through the lens of these pertinent issues, graduate students will become efficient consumers of educational research and use that research to develop a detailed understanding of the issues in education that impact educators and their students. Course designed for students in all Master's-level (M licensure) programs.

Credit: 3 hours

Education 532. Curriculum Decision Making

Within this set of experiences, students will investigate the historical, social, and political influences on curriculum policies and practices and explore various models of curriculum organization and development. Students will collaborate to develop an integrated curriculum project which includes standards-based content and activities, appropriate scope and sequence, effective integration of technology, and provisions for individual differences. Course designed for students in all Masterlevel (M licensure) programs.

Credit: 3 hours

Education 535. Action Research

This course will familiarize the graduate candidate with the nature, procedures, and application of action research in education. Candidates will examine, analyze, and synthesize action research literature and will plan, conduct, and report upon a simple action research study. Course designed for students in all Master-level (M licensure) programs.

Credit: 3 hours

Education 540. Communication Skills within the English Language Arts Curriculum

This course actively involves graduate students in examining the definition, nature and purpose of the five strands of the K–6 English Language Arts curriculum: listening, speaking, reading, writing, and viewing. Special emphasis will be given to the issues of planning, implementing, and evaluating instruction. Students will also examine the issues of varying learner needs and styles and instructional models and how they integrate the language arts throughout the curriculum. As a culminating activity, students will design and create a teaching module integrating literacy with the total K–6 curriculum. A clinical component of 10-15 hours is required for MAT students. Course designed for Elementary Education students in the Master of Arts in Teaching (K–6) and the Master of Arts in Education (K–6) degree programs

Credit: 3 hours

Education 542. Teaching and Learning Through a ProblemSolving Approach

Using a problem-solving approach to teaching mathematics, the graduate student will become involved in putting “research into practice” as he or she explores the content of elementary school mathematics, the research of the methods and strategies involved, and the design and evaluation of teaching procedures. A clinical component of 10-15 hours is required for MAT students. Course designed for Elementary Education students in the Master of Arts in Teaching (K–6) and the Master of Arts in Education (K–6) degree programs

Credit: 3 hours

Education 544. Teaching Inquiry, Scientific Literacy, and Healthful Living

Introduces students to inquiry- and constructivist-based approaches to teaching science and healthful living in grades K–6. Topics include: national and state standards for content, teaching, curriculum and assessment; scientific attitudes and processes; attributes of healthful living; integration with other curriculum areas; and the use of technology. Student present demonstrations, learning activities, and a science fair project. A clinical component of 10-15 hours is required for MAT students. Course designed for Elementary Education students in the Master of Arts in Teaching (K–6) and the Master of Arts in Education (K–6) degree programs

Credit: 3 hours

Education 546: Integrating Global Social Studies and Humanities

This course involves students in examining the definition, nature, and purpose of the social studies curriculum and the integration of the humanities at the K–6 level. The issues of planning, teaching, and evaluating the integrated social studies/humanities program will receive major consideration. Other topics to be covered will be diversity in the classroom, children with special needs, citizenship education and democratic values, using primary documents, and strategies for teaching. Students will become actively involved in designing and producing an integrated teaching unit at the K–6 level. A clinical component of 10-15 hours is required for MAT students. Course designed for Elementary Education students in the Master of Arts in Teaching (K–6) and the Master of Arts in Education (K–6) degree programs

Credit: 3 hours

Education 552. Assessment and Instructional Intervention

Designed to focus on the collection, analysis, interpretation, and use of quantitative data for research purposes. Specifically, students will look at aggregated and disaggregated standardized test score data, survey data, and other quantitative data for the purposes of program evaluation and developing school improvement strategies that have the potential to directly impact student learning. The course will use an understanding of data to assist students in designing appropriate instructional interventions. This course will use a blended delivery model. Course designed for students in all Master-level (M licensure) programs.

Credit: 3 hours

Education 560. Developing and Demonstrating Teacher Leadership

Assists the candidate in examining the principles of teacher leadership. The course will focus on the ways teachers choose to lead, the leadership roles available to teachers, and how those roles present themselves in K–12 schools. Candidates will examine research on effective teacher leadership and reflect on the opportunities to lead in their own environments. Students will have the opportunity to experience various coaching models and explore the ways teachers can be encouraged to lead and supported in leading. This course includes a 6-10 hour clinical practice component. This course will use a blended delivery model. This course is designed as part of the core experience for all master’s candidates in graduate education programs.

Credit: 3 hours

Education 590. Special Topics in Education

Special topics related to public education in the US, comparative education, focused investigations, and student special interests. May include travel and/or other field experiences (proportional to credit hours). Offered only as needed and/or upon request. This course will use a blended delivery model. This course cannot be used as a substitute for any other education course.

Credit: Up to 3 hours

Education 591. Introduction to Gifted Education

The introductory course in the education of gifted, talented, and creative students. The course provides an overview of the current and historical issues in the field. The intellectual, social, emotional, developmental, and educational characteristics of gifted students are introduced. Appropriate educational opportunities and programming are discussed. Issues in identification of the gifted, special gifted populations, and current research are reviewed. This course will use an online delivery model.

Credit: 3 hours (Fall)

Education 592. Social and Emotional Needs of the Gifted/Talented

This course will focus on both theoretical and practical knowledge to understand and support the social and emotional needs of gifted youth. Students in this course review current research on the affective characteristics, personality traits, and affective growth and adjustment of gifted children and will learn to recognize signs of stress and distress and explore ways to deal with perfectionism and other issues related to special populations. Content covered includes: understanding social and emotional components of giftedness; guidance concerns; social, emotional, developmental and educational characteristics of gifted students; self-concept and adjustment concerns; and the affective needs of special gifted populations. This course will use an online delivery model.

Credit: 3 hours (Spring)

Education 593. Methods and Materials in Gifted Education

This course focuses on the understanding and use of instructional strategies and materials to facilitate the development of gifted learners from diverse backgrounds who are expressing their gifts in various talent domains. It includes information concerning the differentiation of instruction for gifted learners based on their characteristics and needs and on theory and practices in instructional design and modification. This course will use an online delivery model.

Credit: 3 hours (Summer I)

Education 594. Curriculum Development for the Gifted

This course focuses on ways to use assessment data to extend basic differentiation of curriculum elements (content, process, product, and learning environment) and integrative methods to design appropriate learning experiences to improve student achievement and growth. This course will use an online delivery model.

Credit: 3 hours (Summer II)

Education 595. Practicum

This set of experiences is designed to provide the mature individual with the necessary classroom experiences to become a successful up-to-date teacher. The length of the Practicum, intensity of supervision, and the number of credit hours are based upon prior teaching experience. NOTE: Students should complete the Application for Practicum Form the semester prior to the Practicum. Applications for the spring practicum are due by October 1. Applications for the fall practicum are due by February 15.

Prerequisite: Completion of first 6 courses of program

Credit: 3-6 hours

Education 596. Critical Thinking Licensure Test Preparation

This course is designed to prepare students for success on the state required licensure tests. Test overview, test-taking strategies, content review resources, and test registration will be highlighted. The course may be repeated, as needed, up to 6 times. Score reports indicating student strengths and needs will be used to develop an independent plan of action for students repeating the course. Graded on P/F basis.

Prerequisite: Admission to teacher education or Post-Baccalaureate Residency Licensure Program

Credit: 1 hour

Education 597. Program Portfolio

This course is used to show completion of the program portfolio on the student transcript. Enrollment is usually concurrent with the final semester of coursework, and in which case, no additional tuition will be assessed. If this course is taken in a separate semester after all other coursework is completed, an administrative fee will be assessed. Graded on a Pass/Fail basis. Students must pass in order to qualify for graduation. Education 597 may be taken up to three times.

Credit: 0 hours

E DUCATIONAL L EADERSHIP (EDLD)

Educational Leadership 605. Developing and Demonstrating Teacher Leadership

This course is designed to familiarize students with instruments that assess teacher leadership and to help them analyze different models of the same. By the end of the course students should be able to initiate and supervise peer coaching and mentoring and be effective communicators to supervised staff for improved teacher performance. This course will use a blended delivery model.

Credit: 3 hours

Educational Leadership 610. The Principalship – Part I

This course focuses on school and school and instruction improvement with particular emphasis on effective models of teaching, including sensitivity to meeting the needs of a diverse population and embracing the technology available in the 21st century. This course will use a blended delivery model.

Credit: 3 hours

Educational Leadership 615. The Principalship – Part II

This course focuses on the many challenges that fall under the umbrella of Human Resources. More specifically, it targets monitoring of teachers and use of the New Teacher Evaluation Instrument. This course will use a blended delivery model.

Credit: 3 hours

Educational Leadership 620. School Finance and Budgeting

Students learn fundamental concepts and practices related to school finance, funding, and budgeting. Students actively engage in the process of managing school finances through classroom simulations and field experience assignments. Focus includes system- and school-level budgeting, department and program budgeting, and the managing of grants and other special funding. (Field experience required: 25 hrs.)

Credit: 3 hours

Educational Leadership 625. Technology in the 21st Century School

This course introduces students to instructional management applications of 21st-century educational technology. Topics discussed include: selection, evaluation, and application of educational software, research strategies on the world wide web, ethical and safety issues. Students will examine current software for human resources and finance in addition to developing skills to purchasing technology for a school. This course will use a blended delivery model.

Credit: 3 hours

Educational Leadership 630. School Law

This course provides a thorough overview of public school law, including the laws that apply to special education programming and students. Case studies will help students gain an understanding of how to interpret law in specific situations, including school discipline and personnel decisions. This course will use a blended delivery model.

Credit: 3 hours

Educational Leadership 634. Measurement and Assessment

This course focuses on the collection, analysis, interpretation, and use of quantitative data for research purposes. Specifically, students will look at aggregated and disaggregated standardized test score data, survey data, and other quantitative data for the purposes of program evaluation and developing school improvement strategies. This course will use a blended delivery model.

Credit: 3 hours

Educational Leadership 640. Supervision of Instruction

Students learn how to provide substantial and productive feedback to teachers regarding their classroom practice. Various models of supervision will be examined with specific training in the use of the NC Teacher Evaluation Instrument as a system for supervision. Other emerging instructional assessment models will be explored.

Credit: 3 hours

Educational Leadership 694. Internship I

This internship will occur typically in the summer. A minimum of 75 hours will be served in an administrative role in a public school during summer months. This internship is jointly supervised by the building principal(s) and a School of Graduate and Continuing Education faculty member. Attendance at two seminar meetings required.

Credit: 1 hour

Educational Leadership 695. Internship II

This course will consist of a minimum of 200 hours service in an administrative role in a public school during either a fall or spring semester (and therefore a component of the K–12 academic year). This internship is jointly supervised by the building principal(s) and a School of Graduate and Continuing Education faculty member. Attendance at two seminar meetings required.

Credit: 3 hours

Educational Leadership 696: Internship III

This course will consist of a minimum of 200 hours service in an administrative role in a public school during either a fall or spring semester (and therefore a component of the K–12 academic year). This internship is jointly supervised by the building principal(s) and a School of Graduate and Continuing Education faculty member. Attendance at two seminar meetings will be required.

Credit: 3 hours

Educational Leadership 697: Leadership Program Portfolio

This course is used to show completion of the program portfolio on the student transcript. Enrollment is usually concurrent with the final semester of coursework (usually Internship II and/or III), and, in which case, no additional tuition will be assessed. If this course is taken in a separate semester after all other coursework is completed, an administrative fee will be assessed. Graded on a Pass/Fail basis. Must pass in order to qualify for graduation. May be taken up to three times.

Credit: 0 hours

Educational Leadership 7010. Information Management Systems

This course examines applications of modern technology for the purpose of strategic planning, curriculum design and delivery and assessment and accountability. This course will use a blended delivery model with most course activities being completed online. For Ed.D. in Educational Leadership and Ed.D. in Higher Education Leadership

Credit: 3 hours

Educational Leadership 7061. Systematic Inquiry and Decision Analysis

This course examines cycle metric principles and evaluative instruments, inventories, checklists, and rating scales related to systematic inquiry of program effectiveness. This course will use a blended delivery model. For Ed.D. in Educational Leadership and Ed.D. in Higher Education Leadership.

Credit: 3 hours

Educational Leadership 7095. Diversity and Global Development

This course examines the fundamental dimensions of diversity globalization and the internationalization of schools. This course will use a blended delivery model. This course includes an internship project requiring approximately 20 hours outside of class time and supervision by an appropriate site-based supervisor for Educational Leadership K12 majors. This project becomes part of the student's leadership portfolio as required by the State of North Carolina. For Ed.D. in Educational Leadership and Ed.D. in Higher Education Leadership

Credit: 3 hours

Educational Leadership 7134. Educational Leadership: Theory and Practice

This course reviews the implications of contemporary administration and organizational models of education policies and practices; advanced analysis and synthesis of the knowledge, skills, and dispositions of ethical leaders who promote the success of all students by creating cultures of educational excellence and responding to diverse learners. This course will use a blended delivery model. This course includes an internship project requiring approximately 20 hours outside of class time and supervision by an appropriate site-based supervisor for Educational Leadership K-12 majors. This project becomes part of the student's leadership portfolio as required by the State of North Carolina. For Ed.D. in Educational Leadership and Ed.D. in Higher Education Leadership

Credit: 3 hours

Educational Leadership 7156: Comprehensive Planning and Program Evaluation

This course focuses on concepts and strategies associated with effective planning in education and human services, examines how data can be used as input for a comprehensive plan. This course will use a blended delivery model. This course includes an internship project requiring approximately 20 hours outside of class time and supervision by an appropriate site-based supervisor for Educational Leadership K-12 majors. This project becomes part of the student's leadership portfolio as required by the State of North Carolina. For Ed.D. in Educational Leadership and Ed.D. in Higher Education Leadership Credit: 3 hours

Educational Leadership 7189. Organizational Development and Change

This course examines the operational structure of schools, critical approaches to effective communication, principles of change process, and diverse strategies for change agents. This course will use a blended delivery model. This course includes an internship project requiring approximately 20 hours outside of class time and supervision by an appropriate site-based supervisor for Educational Leadership K-12 majors. This project becomes part of the student's leadership portfolio as required by the State of North Carolina. For Ed.D. in Educational Leadership and Ed.D. in Higher Education Leadership.

Credit: 3 hours

Educational Leadership 7211. Data Driven Leadership

This course examines federal, state, and local student data for school improvement planning and implementation, addresses accountability and impetus for data drive leadership. This course will use a blended delivery model. This course includes an internship project requiring approximately 20 hours outside of class time and supervision by an appropriate site-based supervisor for Educational Leadership K-12 majors. This project becomes part of the student's leadership portfolio as required by the State of North Carolina. For Ed.D. in Educational Leadership and Ed.D. in Higher Education Leadership.

Credit: 3 hours

Educational Research 7423. Research Design and Data Analysis

This course examines the utilization of essential research skills with an emphasis on qualitative and quantitative decision analysis; examines the knowledge and skills for action research. This course will use a blended delivery model. For Ed.D. in Educational Leadership and Ed.D. in Higher Education Leadership.

Credit: 3 hours

Educational Research 7433. Seminar in Professional Research and Publication

This course prepares students for professional writing of research reports and academic documents for publication; Students will examine relevant problems and issues with the expectation to develop an action plan for resolution; examines APA 6th edition guidelines for professional writing and publication. This course will use a blended delivery model. For Ed.D. in Educational Leadership and Ed.D. in Higher Education Leadership

Prerequisite: Educational Research 7423 Research Design and Data analysis

Credit: 3 hours

Educational Research 7950. Doctoral Dissertation Project

This is the culminating experience that involves a problem-centered action research project, experiential experience; requires a review committee, requires a formal report in various forms, such as improvement plan, action plan or consultation analysis and recommendation plan. This course will use a blended delivery model. For Ed.D. in Educational Leadership and Ed.D. in Higher Education Leadership

Credit: 12 hours

Educational Leadership 7032. Communications and Community Relations

This course will examine principles and practices for improving school and community relationships with emphasis on the local school site. This course will use a blended delivery model where some course meetings will be held entirely online on a regular basis.

Credit: 3 hours

Educational Leadership 7067. Curriculum and Instructional Leadership

This course examines the principles of curriculum development, central components of instructional leadership and problems, and trends impacting the governance of curriculum. This course will use a blended delivery model. This course includes an internship project requiring approximately 20 hours outside of class time and supervision by an appropriate site-based supervisor for Educational Leadership K-12 majors. This project becomes part of the student's leadership portfolio as required by the State of North Carolina.

Credit: 3 hours

Educational Leadership 7109. Managing Human and Fiscal Resources

This course examines business management functions as related to human resources, budgeting, educational efficiency, observations/evaluations of teachers and school personnel; examines relevant topics such as comprehensive human resources development models and motivation, climate and productivity. This course will use a blended delivery model. This course includes an internship project requiring approximately 20 hours outside of class time and supervision by an appropriate site-based supervisor for Educational Leadership K12 majors. This project becomes part of the student's leadership portfolio as required by the State of North Carolina.

Credit: 3 hours

Educational Leadership 7127. Education Law, Policy and Ethics

This course develops a framework for analysis and decision making in education policy; analyzes selected issues; examines educational research methodologies; provides a comprehensive review of legal structures governing the administration of public schools. This course will use a blended delivery model.

Credit: 3 hours

Educational Leadership 7151. Principals in the 21st Century

This course examines the various roles and expectations of principals in the 21st century, examines the demands and expectations of school leaders in an era of internationalization and global education and accountability. This course will use a blended delivery model. This course includes an internship project requiring approximately 20 hours outside of class time and supervision by an appropriate site-based supervisor for Educational Leadership K-12 majors. This project becomes part of the student's leadership portfolio as required by the State of North Carolina.

Credit: 3 hours

Educational Leadership 7234. Economics and Education

This course investigates economic forces impacting public school finance. This course will use a blended delivery model.

Credit: 3 hours

Educational Research 7311. Measurement Techniques in Education

This course examines methods used to measure and evaluate student progress and how the information gathered can be used to make program decisions and improvements. This course will use a blended delivery model. This course includes an internship project requiring approximately 20 hours outside of class time and supervision by an appropriate site-based supervisor for Educational Leadership K-12 majors. This project becomes part of the student's leadership portfolio as required by the State of North Carolina.

Credit: 3 hours

Educational Leadership 7512. Superintendents and Executive Leadership

This course examines the current status and evolved roles, responsibilities, alliances, and partnerships of superintendents; analysis of executive leadership and improved performance of key leadership roles in school districts; examines the creation of a culture that distributes and empowers leadership. This course will use a blended delivery model. This course includes an internship project requiring approximately 20 hours outside of class time and supervision by an appropriate site-based supervisor for Educational Leadership K-12 majors. This project becomes part of the student's leadership portfolio as required by the State of North Carolina.

Credit: 3 hours

Educational Leadership 7033. Higher Education and Government Relations

This course examines internal and external communications, marketing, local, state and federal relations and friend fund raising. This course will use a blended delivery model.

Credit: 3 hours

Educational Leadership 7068: Teaching, Learning and Student Success

This course examines the relationship between teaching and student learning and its impact on how successful students are in achieving their educational goals; an in-depth look at what is most successful in impacting this relationship is covered. This course will use a blended delivery model.

Credit: 3 hours

Educational Leadership 7110. Managing Finance, Budget, and Facilities

This course examines business management functions as related to human resources, budgeting, educational efficiency, observations/evaluations of teachers and school personnel; examines relevant topics such as comprehensive human resources development plans, professional development models and motivation, climate and productivity. This course will use a blended delivery model.

Credit: 3 hours

Educational Leadership 7128. Higher Education Law and Policy

This course provides a comprehensive review of legal structures, regulations and case law concerning higher education and develops a framework for analysis and decision making in higher education. This course will use a blended delivery model.

Credit: 3 hours

Educational Leadership 7152. Higher Education in the 21st Century

The course examines current issues and future trends that will impact higher education in the future. This course will use a blended delivery model.

Credit: 3 hours

Educational Leadership 7235. Work Force and Economic Development

This course examines the components of workforce training and economic development at the local, state and federal level; the impact of a worker training program on economic development is presented. This course will use a blended delivery model.

Credit: 3 hours

Educational Leadership 7312. History and Development of Student Services Programs in Higher Education

This course examines how student services/development/life operations developed in colleges and universities. It will track the history from no staff identified in this area to today’s large range of programs staffed with highly trained professionals. Theories concerning student enrollment, retention, belonging and others will be covered. An introduction to all aspects of programs and services in this area will be included.

Credit: 3 hours

Educational Leadership 7513. Presidents and Executive Leadership

This course examines the current and future roles, responsibilities, cooperative partnerships and collaborative alliances of higher education presidents; building an effective leadership team and a culture of organizational and personal success (at all levels). This course will use a blended delivery model.

Credit: 3 hours

I NTERPROFESSIONAL E DUCATION (IPE)

Interprofessional Education 520. Introduction to Graduate Academic Writing

This course is designed to help students strengthen their academic/scholarly writing skills by learning the basic mechanics of sentence structure, APA and other writing styles, critical inquiry and analysis, and writing an effective literature review. Note: this course spans the entire first semester of admission (running concurrently with both the Online 1 and Online 2 sessions).

Credit: 3 hours

Interprofessional Education 700. Interprofessional Teamwork

Interprofessional Teamwork is a course designed to introduce first year pharmacy and PA students to key principles and behaviors associated with effective teamwork in preparation for working collaboratively in interprofessional patient-centered teams.

Prerequisite: Health Science Graduate Programs only

Credit: 0 hours (Pass/Fail)

Interprofessional Education 701. Interprofessional Education Introduction 1

This course sequence allows students to learn about, from, and with other health sciences students in an interprofessional environment focused on roles/responsibilities, communication, values/ethics, and teamwork.

Prerequisite: Health Science Graduate Programs only

Credit: 0 hours (Pass/Fail)

Interprofessional Education 702. Interprofessional Education Introduction 2

This course sequence allows students to learn about, from, and with other health sciences students in an interprofessional environment focused on roles/responsibilities, communication, values/ethics, and teamwork.

Prerequisite: Health Science Graduate Programs only

Credit: 0 hours (Pass/Fail)

M

ASTER OF A RTS IN S PORT M ANAGEMENT (MASM)

Master of Arts in Sport Management 535. Sport Research

This course familiarizes the graduate candidate with the nature, procedures and application of research in sport management. Candidates examine, analyze and synthesize sport research literature and plan, conduct and report upon a simple sport research study.

Credit: 3 hours

Master of Arts in Sport Management 553. PR and Social Media in Sport

This course focuses on the growth of the Internet and social media, and their emerging role as marketing and public relations media. Students explore the advantages and disadvantages relative to traditional marketing practices. Students engage in creating promotional and informational video formats, web pages, online survey forms, and work to analyze survey responses.

Credit: 3 hours

Master of Arts in Sport Management 555. Sport Economics and Finance

This course is designed to allow the student to understand the fundamentals of finance, budgeting, and accounting in the sport and recreation industry. The course will emphasize financial principles, financial markets as well as growth and development of revenue sources in the 21st century.

Credit: 3 hours

Master of Arts in Sport Management 557. Sport Marketing and Promotions

This course provides the theoretical underpinnings of sport marketing and promotion, and illustrates their application with practical examples from the sport marketplace. The course also introduces students to the application of basic principles of marketing in the sport industry with emphasis on intercollegiate athletics, professional sport, and multi-club sport operations. The students develop a broad appreciation of marketing by providing them with an up-to-date understanding of marketing concepts as they are currently being applied in advanced study and work in marketing, consumer behavior and related fields.

Credit: 3 hours

Master of Arts in Sport Management 558. Sport Sales and Sponsorship

This course provides the theoretical techniques used to sell and generate revenues in the sport industry. This required course concentrates on corporate sales and sponsorship, its growing role and its vital importance in sports. Topics include sales proposal development, sponsorship solicitation, licensing rights, new business development, endorsements and merchandising, commercialization of technology, and corporate partnerships. The course provides an overview of the industry and instruction on effective methods to plan, price, organize, acquire, implement, measure and evaluate sponsorships including the development of a corporate sponsorship plan.

Credit: 3 hours

Master of Arts in Sport Management 559. Sport Venue and Event Management

This course provides identification and investigation into the design and management of sport and recreational venues. Management techniques and procedures for athletic events are examined. Required field trips are a vital component of in this class.

Credit: 3 hours

Master of Arts in Sport Management 561. Sport Law and Ethics

This course enables the student to analyze and understand legal issues and to discuss the ramifications of those issues with a foundation of comprehensive information that is relevant to managers in the sport industry. Ethical considerations in sport decision-making are also discussed.

Credit: 3 hours

Master of Arts in Sport Management 572 – NCAA Compliance and Administration

This course is designed to give students a working knowledge of NCAA rules and regulations at the Divisions I, II and III levels will be covered, as well as NAIA compliance. Topics covered will include recruitment, initial and continuing eligibility, progress toward degree completion, amateurism, financial aid, etc.

Credit: 3 hours

Master of Arts in Sport Management 574. Collegiate Athlete Development and Wellness

This course will provide students with insight into the importance of using an athletic program as a vehicle to holistically develop athletes both on and off the court or field; particular focus will be placed on career development, counseling services, life skills seminars, personal finance, communication, post-sport career transition, and reaching injured athletes.

Credit: 3 hours

Master of Arts in Sport Management 576. Fundraising and Development in College Athletics

This course will provide students with insight into the importance of using an athletic program as a vehicle to holistically develop athletes both on and off the court or field; particular focus will be placed on career development, counseling services, life skills seminars, personal finance, communication, post-sport career transition, and reaching injured athletes.

Credit: 3 hours

Master of Arts in Sport Management 591. Organization and Administration of Sport

The administrative processes in sports and athletics from high school, to college, to public/private recreation, and to professional sports will be analyzed and examined.

Credit: 3 hours

Master of Arts in Sport Management 600. Social Issues in Sport Management

This course explores how power relations, stereotypes, cultural ideologies and personal beliefs impact sport participation. Critical analysis and research are the basis for exploring the links between sport and major issues in society.

Credit: 3 hours

Master of Arts in Sport Management 615. Psychology of Coaching

This course provides students with a foundation in the theories and philosophies associated with the field of coaching. In this course, students critically analyze the strengths, limitations, and potential applications of various theories, philosophies, and ideas. Examples include: Developmental Systems Theory, Ecological Systems Theory, protective factors, and developmental assets.

Credit: 3 hours

Master of Arts in Sport Management 616. Theory of Coaching

This course will explore methods of coaching and their applications. Theoretical and applied ideas regarding structure of practice, goalsetting and achievement, and defining the various roles a coach must fill will be presented. Students will use ideas from theories discussed in settings and discuss results of different applications.

Credit: 3 hours

Master of Arts in Sport Management 618. Athlete Development and Ethics in Sport

This course is designed to emphasize positive youth (10-19) development and ethical coaching through sport. The focus will be on a variety of contemporary issues that will arise in youth sport and the moral, ethical, and, sometimes legal, obligations of coaches in those situations. Ethical decision-making skills are also emphasized.

Credit: 3 hours

Master of Arts in Sport Management 620. Sport Management Internship

Students will complete an internship once coursework is completed. The internship must be with a sport/sport-related organization and must be approved by the MASM Program Director. Requires a minimum of 250 clock hours and is supervised by the MASM Program Director and the internship site supervisor.

Credit: 3 hours

Master of Arts in Sport Management 640. Comprehensive Exam

Serving as the comprehensive, culminating requirement of the MASM degree, the comprehensive exam will be used for students to demonstrate their knowledge, understanding and application of major concepts in Sport Management.

Credit: 1 hour (Pass/Fail)

O CCUPATIONAL T HERAPY (OTD)

Occupational Therapy 711. Human Gross Anatomy

This course is designed to help students establish a foundational understanding of the neuromusculoskeletal systems of the human body for the practice of occupational therapy. Using a regional approach, students will explore the head and neck, trunk, upper extremities, and lower extremities. At the conclusion of the course, students will have an understanding of how body structures contribute to occupational performance.

Prerequisite: Admission to the Doctor of Occupational Therapy Program

Credit: 5 hours (Fall)

Occupational Therapy 712. Pathophysiology

This course provides education on general pathophysiological principles of disease and disorders that affect organ systems of the body, with an emphasis on integrating the interrelationship between different organ systems in the context of clinical correlations relevant to occupational therapy practice. Topics include but are not limited to the effects of heritable diseases, genetic conditions, disability, trauma, and injury to the physical and mental factors that may influence occupational performance.

Prerequisite: Admission to the Doctor of Occupational Therapy Program

Credit: 3 hours (Fall)

Occupational Therapy 713. Applied Kinesiology

This course focuses on instruction in joint kinematics, applying the physical laws of motion. Special emphasis is placed on body surface palpation and measurements of goniometry, dexterity, and strength.

Prerequisite: Admission to the Doctor of Occupational Therapy Program

Credit: 4 hours (Fall)

Occupational Therapy 714. Occupational Therapy

Foundations

This course is designed to introduce students to the profession of occupational therapy. Topics include but are not limited to the history and philosophy of the profession, foundations of occupational science, occupational and psychological development across the lifespan, the domain of occupational therapy, occupational therapy theory, concepts of human behavior, and Vision 2025. Additionally, students will analyze the trends in models of service delivery, including but not limited to medical, educational, community, and social models, and their potential effect on the practice of OT. This course also facilitates discussion of the varied roles of the OT as a practitioner, educator, researcher, policy developer, program developer, advocate, administrator, consultant, and entrepreneur.

Prerequisite: Admission to the Doctor of Occupational Therapy Program

Credit: 3 hours (Fall)

Occupational Therapy 721. Neuroscience

This course focuses upon the foundations of neuroanatomy and neuropathophysiology with emphasis on both typical and atypical human function following damage to the nervous system. This course will introduce the principles of neuroscience and describe their clinical application; it will begin with an introduction to the nervous system (micro and macro), then address the major functions of the central, autonomic, and peripheral nervous systems. Moreover, the consequences of damage to each system in relation to occupational performance will be integrated throughout the course through casebased application.

Prerequisite: Successful completion of Semester 1 courses for the Doctor of Occupational Therapy Program

Credit: 4 hours (Spring)

Occupational Therapy 722. Occupational Therapy Process: Mental Health

Drawing upon undergraduate coursework in psychology, abnormal psychology, and/or sociology, this course addresses the occupational performance of clients with mental health and/or psychosocial challenges and the models of practice and frameworks used in mental health practice. Additionally, the psychosocial implications of practice across all practice settings are analyzed and students learn the process of occupational therapy including screening; evaluation; intervention planning, monitoring, and modification; referral; and discharge planning for clients with psychosocial or mental health challenges.

Prerequisite: Successful completion of Semester 1 courses for the Doctor of Occupational Therapy Program

Credit: 4 hours (Spring)

Occupational Therapy 723. Foundations of Clinical Practice in Occupational Therapy I

This course introduces students to information necessary for socialization to the profession and entry-level clinical practice. Topics include but are not limited to: practice settings for occupational therapists, official documents of the American Occupational Therapy Association, professional accountability and professional development, the distinct value of OT, interprofessional practice, task analysis, clinical reasoning, and skills for reflective practice. Additionally, this course addresses clinical leadership including the collaborative roles and responsibilities of the OT and OTA and how the role of a professional is enhanced by knowledge of and involvement in international, national, state, and local OT associations and related professional organizations.

Prerequisite: Successful completion of Semester 1 courses for the Doctor of Occupational Therapy Program

Credit: 3 hours (Spring)

Occupational Therapy 724. Foundations of Clinical Practice in Occupational Therapy II

This course continues to lay the foundation for entry-level clinical practice through education on topics including but not limited to: therapeutic use of self in both individual and group interaction, group theory and process, graded activity, skilled observation, blood borne pathogens, universal precautions, vital signs, HIPAA, safety regulations, physical transfers, wheelchair management, use of mobility devices, and clinical documentation.

Prerequisite: Successful completion of Semester 1 courses for the Doctor of Occupational Therapy Program

Credit: 3 hours (Spring)

Occupational Therapy 725. Scholarship & Evidence-Based Practice I

This course provides an introduction to research methodology and critical appraisal relevant to clinical practice and/or research applications. Students will learn to develop clinical questions, locate, understand, critique, and evaluate information to assess the validity and trustworthiness of quantitative and qualitative research, and integrate evidence into clinical practice. Additionally, students will learn to articulate the importance of how scholarly activities contribute to the development of a body of knowledge relevant to the profession.

Prerequisite: Successful completion of Semester 1 courses for the Doctor of Occupational Therapy Program

Credit: 3 hours (Spring)

Occupational Therapy 726. Fieldwork I & Professional Development

This course allows students to begin developing professional behaviors and apply what they have learned about psychosocial and mental health occupational therapy theory and practice in a clinical setting through supervised observation and participation. The didactic portion of this course allows students to engage in critical reflection regarding clients and interventions observed in the clinical setting. The course also emphasizes the importance of continuing professional development with the initiation of a reflective professional portfolio that students will develop over the course of their studies.

Prerequisite: Successful completion of Semester 1 courses for the Doctor of Occupational Therapy Program

Credit: 1 hour (Spring)

Occupational Therapy 731. Occupational Therapy Process: Pediatrics

This course addresses the developmental milestones and occupational performance of infants, children, and youth. Emphasis is placed on models of practice and frameworks used in pediatric practice. Additionally, pediatric considerations across all practice settings are analyzed and students learn the process of occupational therapy including screening; evaluation; intervention planning, monitoring, and modification; clinical reasoning with compensatory techniques; referral; and discharge planning for pediatric clients.

Prerequisite: Successful completion of Semester 2 courses for the Doctor of Occupational Therapy Program

Credit: 4 hours (Summer)

Occupational Therapy 733. Technology for Occupational Performance

This course introduces the use of technology to facilitate occupational performance. Students will learn to evaluate and adapt processes or environments (e.g., home, work, school, community), apply ergonomic principles and principles of environmental modification, provide recommendations and training in strategies for enhancing functional and community mobility, and select and teach compensatory techniques including the use of assistive technology, seating and positioning considerations, contextual modifications and adaptations, ergonomics, driver rehabilitation, telehealth, virtual environments/gaming, distance communication, and the use of electronic medical records to document therapeutic intervention.

Prerequisite: Successful completion of Semester 2 courses for the Doctor of Occupational Therapy Program

Credit: 4 hours (Summer)

Occupational Therapy 734. Interventions to Support Occupations

This course introduces students to the theory and skills necessary for selecting and utilizing preparatory methods and tasks including but not limited to therapeutic exercise, wound care, physical agent modalities, and prosthetics to prepare clients for occupational performance. Additionally, students will learn to select, design, fabricate, and apply orthotics for upper extremity conditions.

Prerequisite: Successful completion of Semester 2 courses for the Doctor of Occupational Therapy Program

Credit: 4 hours (Summer)

Occupational Therapy 735. Scholarship & Evidence-Based Practice II

This course introduces the principles of study design, literature review, methodology, data analysis, and synthesis for both quantitative and qualitative studies. Emphasis will be placed on strategies for ensuring validity and reliability of quantitative studies and trustworthiness of qualitative studies.

Prerequisite: Successful completion of Semester 2 courses for the Doctor of Occupational Therapy Program

Credit: 3 hours (Summer)

Occupational Therapy 736. Fieldwork I & Professional Development II

This course facilitates the continuing development of professional behaviors and application of material learned about pediatric occupational therapy theory and practice in a clinical setting through supervised observation and participation. The didactic portion of this course focuses upon completion of the occupational profile/client interview and skilled documentation supporting the rationale for occupational therapy intervention.

Prerequisite: Successful completion of Semester 2 courses for the Doctor of Occupational Therapy Program

Credit: 1 hour (Summer)

Occupational Therapy 741. Occupational Therapy Process: Adults

This course addresses the occupational performance adult clients with emphasis on models of practice and frameworks used in clinical practice. Additionally, considerations across all practice settings are analyzed and students learn the process of occupational therapy including screening; evaluation; intervention planning, monitoring, and modification; clinical reasoning with compensatory techniques; referral; and discharge planning for adult clients.

Prerequisite: Successful completion of Semester 3 courses for the Doctor of Occupational Therapy Program

Credit: 4 hours (Fall)

Occupational Therapy 742. Introduction to the Doctoral Capstone

This course introduces the doctoral capstone process. In this course, students will develop their capstone ideas and identify their capstone experiential sites. Additionally, students will complete all documentation required to finalize their doctoral capstone experiential sites.

Prerequisite: Successful completion of Semester 3 courses for Doctor of Occupational Therapy Program

Credit: 1 hour (Fall)

Occupational Therapy 743. Program Development for Community-Based Practice in Occupational Therapy

This course provides a historical overview of community and population health in the OT profession from past to present. Social determinants of health that impact marginalized populations and communities are explored to prepare students to be servant leaders who are confident in advocating and developing programs for those at risk for social injustice, occupational deprivation, and disparities. The fundamentals of policy and the implications and effects on OT practice for provision of services will be explored given the current socio-political climate. Students will learn how to clearly articulate the variety of roles of an OT in community and primary care settings including, but not limited to, consultant, care coordinator, case manager, and facilitator. Students will also learn about the business aspects and practices of developing a sustainable community public health program.

Prerequisite: Successful completion of Semester 3 courses for Doctor of Occupational Therapy Program

Credit: 3 hours (Fall)

Occupational

Therapy 744.

Cultural Considerations for Occupational Therapy Practice

Drawing upon undergraduate coursework in sociology and/or anthropology, this course explores the influence of culture on occupational performance. Students will learn skills for cultural sensitivity and responsiveness, while global social issues and prevailing health/welfare needs of populations with or at risk for disabilities and chronic health conditions will be addressed.

Prerequisite: Successful completion of Semester 3 courses for the Doctor of Occupational Therapy Program

Credit: 3 hours (Fall)

Occupational Therapy 745. Professional & Scholarly Writing

This course provides students with the tools required for professional and scholarly writing. Focus will be on writing scholarly reports for presentation or publication in journals, magazines, newsletters, or white papers; writing letters of insurance appeal; locating and securing grants; effectively and professionally communicating in writing with clients, families, significant others, communities, colleagues, other health providers, and the public; and using the written word to promote occupational therapy.

Prerequisite: Successful completion of Semester 3 courses for the Doctor of Occupational Therapy Program

Credit: 2 hours (Fall)

Occupational Therapy 746. Scholarship & Evidence-Based Practice

Iii

In this course, students will identify a topic for research; conduct a needs analysis; design a study that evaluates professional practice, service delivery, and/or professional issues; and complete the Institutional Review Board (IRB) approval process.

Prerequisite: Successful completion of Semester 3 courses for the Doctor of Occupational Therapy Program

Credit: 3 hours (Fall)

Occupational Therapy 747. Fieldwork I & Professional Development III

This course facilitates the continuing development of professional behaviors and application of material learned about adult occupational therapy theory and practice in a clinical setting through supervised observation and participation. The didactic portion of this course focuses upon clinical reasoning, client education, and communication with clients/caregivers.

Prerequisite: Successful completion of Semester 3 courses for the Doctor of Occupational Therapy Program

Credit: 1 hour (Fall)

Occupational Therapy 751. Occupational Therapy Process: Geriatrics

This course addresses the occupational performance older adult clients with emphasis on models of practice and frameworks used in clinical practice. Additionally, considerations across all practice settings are analyzed and students learn the process of occupational therapy including screening; evaluation; intervention planning, monitoring, and modification; clinical reasoning with compensatory techniques; referral; and discharge planning for geriatric clients. Topics of productive aging and end of life issues are also addressed.

Prerequisite: Successful completion of Semester 4 courses for the Doctor of Occupational Therapy Program

Credit: 4 hours (Spring)

Occupational Therapy 752. Scholarship of Teaching & Learning in Occupational Therapy Practice

In this course, students will learn the principles of teaching and learning for both clinical and academic higher education applications. Students will explore the topics of health literacy and the ability to educate and train the client, caregiver, family, significant others, communities, colleagues, other health providers, and the public; the ongoing professional responsibility for providing fieldwork education and the criteria for becoming a fieldwork educator; and basic foundations for transitioning to the role of academician for entry-level occupational therapy programs.

Prerequisite: Successful completion of Semester 4 courses for the Doctor of Occupational Therapy Program

Credit: 3 hours (Spring)

Occupational Therapy 753. Healthcare Management & Administration

This course provides an introduction to the practice of management and administration in occupational therapy. Emphasis is placed on the impact of contextual factors on occupational therapy services; business operations and marketing; budget development; supervision of clinical and support personnel; risk management, utilization review, and quality improvement; accreditation; reimbursement; staff development; and requirements for credentialing, licensure, certification, and registration.

Prerequisite: Successful completion of Semester 4 courses for the Doctor of Occupational Therapy Program

Credit: 3 hours (Spring)

Occupational Therapy 754. Leadership Theory & Practice

This course introduces students to leadership theories and strategies important for leading clients, colleagues, consumers, and the profession of occupational therapy. Emphasis will be placed on the distinction between leadership and management, the use of self-reflection for continuing leader development, the importance of leadership in the field of occupational therapy, servant leadership theory, and exploration of leadership positions in organizations or agencies promoting the profession.

Prerequisite: Successful completion of Semester 4 courses for the Doctor of Occupational Therapy Program

Credit: 3 hours (Spring)

Occupational Therapy 755. Fieldwork I & Professional Development IV

This course facilitates the continuing development of professional behaviors and application of material learned about geriatric occupational therapy theory and practice in a clinical setting through supervised observation and participation. The didactic portion of this course focuses upon interprofessional practice and interdisciplinary communication.

Prerequisite: Successful completion of Semester 4 courses for the Doctor of Occupational Therapy Program

Credit: 1 hour (Spring)

Occupational Therapy 756. Practice Preparation & Clinical Competence

This course allows students to demonstrate the skills, attitudes, and knowledge required for entry-level occupational therapy practice. Students will complete case-based mock client encounters demonstrating evidence-based practice and clinical skills, reflective practice, and the ability to apply theoretical constructs to evaluation and intervention with various types of clients in a variety of practice contexts and environments, including population-based approaches, to analyze and effect meaningful occupation outcomes. Additionally, students will demonstrate knowledge of applicable national requirements for credentialing and requirements for licensure, certification, or registration under state laws and will pass a competency exam prior to initiation of Level II fieldwork experiences.

Prerequisite: Successful completion of Semester 4 courses for the Doctor of Occupational Therapy Program

Credit: 2 hours (Spring)

Occupational Therapy 757. Scholarship & Evidence-Based Practice IV

In this course, students will collect data, complete data analysis, and compose a report for presentation or publication in a peer-reviewed journal.

Prerequisite: Successful completion of Semester 4 courses for the Doctor of Occupational Therapy Program

Credit: 3 hours (Spring)

Occupational Therapy 761. Fieldwork IIa

This course is the first 12-week, full-time experience in a clinical setting under the supervision of a qualified occupational therapy practitioner. It provides students with the hands-on opportunity to continue developing skills required to relate theory and evidence to practice through client evaluation, intervention, and discharge. Students will apply principles of clinical reasoning and reflective practice to establish entry-level competency in a traditional or non-traditional practice setting.

Prerequisite: Successful completion of all coursework and competency evaluations

Credit: 12 hours (Summer)

Occupational Therapy 771. Fieldwork IIb

This course is the second 12-week, full-time experience in a clinical setting under the supervision of a qualified occupational therapy practitioner. It provides students with the hands-on opportunity to continue developing skills required to relate theory and evidence to practice through client evaluation, intervention, and discharge. Students will apply principles of clinical reasoning and reflective practice to establish entry-level competency in a traditional or non-traditional practice setting.

Prerequisite: Successful completion of OTD 761 Level II Fieldwork

Credit: 12 hours (Fall)

Occupational Therapy 772. Doctoral Capstone I

During this online course, students will design a scholarly proposal for a culminating project that relates theory to practice and demonstrates synthesis of advanced knowledge in their chosen practice area. Additionally, students will develop personal learning outcomes for their doctoral experiential in collaboration with a faculty mentor.

Prerequisite: Successful completion of OTD 761 Level II Fieldwork

Credit: 2 hours (Fall)

Occupational Therapy 781. Doctoral Experience

This 16-week, full-time experience allows doctoral students to develop advanced skills in one or more of the following: clinical practice skills, research skills, administration, leadership, program and policy development, advocacy, education, or theory development.

Prerequisites: Successful completion of all Level II Fieldwork and OTD 772; students must also pass a competency examination prior to initiation of the doctoral experiential

Credit: 14 hours (Spring)

Occupational Therapy 782. Doctoral Capstone II

During this hybrid course, students will implement a culminating project that relates theory to practice and demonstrates synthesis of advanced knowledge in their chosen practice area. Students will also prepare a scholarly report that is appropriate for presentation or for publication in a peer-reviewed journal.

Prerequisites: Successful completion of all Level II Fieldwork and OTD 772

Credit: 2 hours (Spring)

P HARMACY ( PHAR )

Pharmacy 700. Interprofessional Teamwork

Interprofessional collaboration and communication focused on improving healthcare outcomes and patient safety.

Prerequisite: Doctor of Pharmacy Program Standing

Credit: 1 hour (Spring)

Pharmacy 702. Graduation Prep 1

A comprehensive review of the curriculum in a guided and intentional format.

Prerequisite: Doctor of Pharmacy Program Standing

Credit: 1 hour (Summer following third year)

Pharmacy 703. Graduation Prep 2

A comprehensive review of the curriculum in a guided and intentional format.

Prerequisite: Doctor of Pharmacy Program Standing

Credit: 1 hour (Fall following third year)

Pharmacy 704. Graduation Prep 3

A comprehensive review of the curriculum in a guided and intentional format.

Prerequisite: Doctor of Pharmacy Program Standing

Credit: 1 hour (Spring following third year)

Pharmacy 781. Advanced Adult Internal Medicine Rotation

An experiential rotation for the development of pharmaceutical care skills in an adult internal medicine setting

Prerequisites: Doctor of Pharmacy Program Standing and Satisfactory completion of all P1, P2, P3 courses and demonstration of mastery on the P3 ASMA

Credit: 4 hours

Pharmacy 782. Advanced Ambulatory Care Rotation

An experiential rotation for the development of pharmaceutical care skills in an ambulatory care setting

Prerequisites: Doctor of Pharmacy Program Standing and Satisfactory completion of all P1, P2, P3 courses and demonstration of mastery on the P3 ASMA

Credit: 4 hours

Pharmacy 783. Advanced Community Practice Rotation

An experiential rotation for the development of pharmaceutical care skills in a community practice setting.

Prerequisites: Doctor of Pharmacy Program Standing and Satisfactory completion of all P1, P2, P3 courses and demonstration of mastery on the P3 ASMA

Credit: 4 hours

Pharmacy 785. Advanced Institutional Practice Rotation

An experiential rotation for the development of pharmaceutical care skills in an institutional practice setting

Prerequisites: Doctor of Pharmacy Program Standing and Satisfactory completion of all P1, P2, P3 courses and demonstration of mastery on the P3 ASMA

Credit: 4 hours

Pharmacy 790. Elective Rotation

An experiential rotation for the development of pharmaceutical care skills in an elective patient care setting

Prerequisites: Doctor of Pharmacy Program Standing and Satisfactory completion of all P1, P2, P3 courses and demonstration of mastery on the P3 ASMA

Credit: 4 hours (Must be repeated six times)

Pharmacy 810. Foundational Sciences

An integrated module providing basic principles of biomedical sciences, pharmaceutics, biopharmaceutics, pharmacokinetics, medicinal chemistry, & pharmacology for the purpose of treatment of disease.

Prerequisite: Doctor of Pharmacy Program Standing

Credit: 6 hours (Fall)

Pharmacy 811. Integrated Pharmacotherapy 1

Integration of biological, pharmaceutical, and clinical sciences to manage problems in self-care conditions and the integumentary system.

Prerequisite: Doctor of Pharmacy Program Standing

Credit: 3 hours (Fall)

Pharmacy 815. Foundations of Pharmacy Practice and Community Health Engagement 1

This is the first in a course series that introduces learners to the pharmacist as a community advocate, educator, and collaborator. In this course, learners will explore the contributions of psychosocial and cultural factors towards illness, health, and healthcare, examine health belief models that shape pharmacy practice, and discover the principles of service and community responsibilities of the pharmacist. Learners will be introduced to methods of gathering, interpreting, and communicating drug information. In addition, relevant legal requirements will be reviewed.

Prerequisite: Doctor of Pharmacy Program Standing

Credit: 3 hours (Fall)

Pharmacy 816. Skills Lab 1 Prelab

Laboratory portion of Skills Lab 1.

Prerequisite: Doctor of Pharmacy Program Standing

Credit: 0 hours (Fall)

Pharmacy 817. Skills Lab 1

This first-semester skills lab is designed to complement the current didactic pharmacy courses and will involve a combination of learning strategies such as hands-on lab activities and case discussions to augment learning with an emphasis on preparing learners for community pharmacy practice.

Prerequisite: Doctor of Pharmacy Program Standing

Credit: 3 hours (Fall)

Pharmacy 818. Pathways 1

This course introduces learners to foundational methods, strategies, and skills for success in pharmacy education and practice. Learners will explore their personal learning and leadership styles, along with ways to maximize personal and professional strengths and experiences. Learners will be able to identify leadership styles and develop personal leadership philosophies as a guiding principle through pharmacy education and practice. This skillset will allow learners the ability to execute exemplary leadership administration in regard to collaborative projects, organizational leadership, healthcare teams, and other opportunities. Learners will also engage in early exposure to multiple pharmacy career options.

Prerequisite: Doctor of Pharmacy Program Standing

Credit: 1 hour (Fall)

Pharmacy 819. P1 Recitation

This recitation will provide learners with additional practice applying concepts taught in concurrent courses.

Prerequisite: Doctor of Pharmacy Program Standing

Credit: 0 hours (Fall)

Pharmacy 820. P2 Recitation

This recitation will provide learners with additional practice applying concepts taught in concurrent courses.

Prerequisite: Doctor of Pharmacy Program Standing

Credit: 0 hours (Fall)

Pharmacy 821. Integrated Pharmacotherapy 2

Integration of biological, pharmaceutical, and clinical sciences to manage problems in cardiovascular and renal systems.

Prerequisites: Doctor of Pharmacy Program Standing, PHAR 810

Credit: 6 hours (Spring)

Pharmacy 822. Integrated Pharmacotherapy 3

Integration of biological, pharmaceutical, and clinical sciences to manage problems in integrative medicine, musculoskeletal, pain, and immunologic conditions.

Prerequisites: Doctor of Pharmacy Program Standing, PHAR 810

Credit: 4 hours (Spring)

Pharmacy 823. P2 Recitation

This recitation will provide learners with additional practice applying concepts taught in concurrent courses.

Prerequisite: Doctor of Pharmacy Program Standing

Credit: 0 hours (Spring)

Pharmacy 825. Foundations of Pharmacy Practice and Community Health Engagement 2

This course builds on competencies developed in Foundations of Pharmacy Practice and Community Health Outreach 1 to prepare learners to evaluate literature describing preventive and therapeutic measures to improve community and population health. It also provides an overview of the healthcare system and continues to ensure the learner builds into advanced communication strategies, both verbal and written. Material is integrated from principles of research design, biostatistics, epidemiology, and public health.

Prerequisites: Doctor of Pharmacy Program Standing, PHAR 815

Credit: 3 hours (Spring)

Pharmacy 826. Skills Lab 2 – Prelab Laboratory portion of Skills Lab 2.

Prerequisites: Doctor of Pharmacy Program Standing, PHAR 816

Credit: 0 hours (Spring)

Pharmacy 827. Skills Lab 2

This second-semester skills lab is designed to complement the current didactic pharmacy courses and will involve a combination of learning strategies such as hands-on lab activities and case discussions to augment learning with an emphasis on preparing learners for community pharmacy practice.

Prerequisites: Doctor of Pharmacy Program Standing, PHAR 817

Credit: 3 hours (Spring)

Pharmacy 828. Pathways 2

This course exposes learners to more specific methods, strategies, and skills for success in pharmacy education and practice. This course will expose learners to multiple career pathways within pharmacy practice in order to identify specific areas of interest. Learners will be able to identify leadership styles and develop personal leadership philosophies as a guiding principle through pharmacy education and practice. This skillset will allow learners the ability to execute exemplary leadership administration in regard to collaborative projects, organizational leadership, healthcare teams, and other opportunities.

Prerequisites: Doctor of Pharmacy Program Standing

Credit: 1 hour (Spring)

Pharmacy 829. P1 Recitation

This recitation will provide learners with additional practice applying concepts taught in concurrent courses.

Prerequisite: Doctor of Pharmacy Program Standing

Credit 0 hours (Spring)

Pharmacy 830. Introductory Pharmacy Practice Experience 1 – Community

Introductory Pharmacy Practice Experience-1 (IPPE-1) will provide learners the opportunity to become familiar with the operational components of community pharmacy.

Prerequisites: PHAR 817 & PHAR 827

Credit: 2 hours (Summer following first year)

Pharmacy 831. Integrated Pharmacotherapy 4

Integration of biological, pharmaceutical, and clinical sciences to manage problems in respiratory, ocular, and endocrine systems.

Prerequisites: Doctor of Pharmacy Program Standing, PHAR 810

Co-requisite: PHAR 837

Credit: 4 hours (Fall)

Pharmacy 832. Integrated Pharmacotherapy 5

Integration of biological, pharmaceutical, and clinical sciences to manage problems associated with infectious diseases.

Prerequisites: Doctor of Pharmacy Program Standing, PHAR 810

Co-requisite: PHAR 837

Credit: 5 hours (Fall)

Pharmacy 835. Pharmacy Law and Ethics

Pharmacy jurisprudence including laws, regulations, and ethical considerations of practice.

Prerequisite: Doctor of Pharmacy Program Standing

Co-requisite PHAR 837

Credit: 2 hours (Fall)

Pharmacy 836. Skills Lab 3 Prelab

Laboratory portion of Skills Lab 3

Prerequisites: Doctor of Pharmacy Program Standing, PHAR827

Co-requisites: PHAR 831, PHAR 832, PHAR 835

Credit: 0 hours (Fall)

Pharmacy 837. Skills Lab 3

This semester of the skills lab is designed to complement the current integrated and social and administrative thread courses and will involve a combination of learning strategies such as hands-on lab activities and case discussions to augment student learning with an emphasis on preparing students for institutional pharmacy practice.

Prerequisites: Doctor of Pharmacy Program Standing, PHAR 827

Co-requisites: PHAR 831, PHAR 832

Credit: 3 hours (Fall)

Pharmacy 838. Therapeutic Lifestyle Changes

This course will explore therapeutic lifestyle changes specific to various diseases and medical conditions.

Credit: 1 hour (Pass/Fail)

Pharmacy 839. Journal Club

This course is designed to actively develop the knowledge, skills, and abilities required for medical literature evaluation and presentation. Successful completion of this course will adequately prepare student pharmacists for evaluation, analysis and discussion of current therapeutic, medical, healthcare policy, or healthcare ethics literature and presentation of medical literature.

Credit: 1 hour (Pass/Fail)

Pharmacy 840. Medical Spanish I

A primer on Medical Spanish for healthcare providers, with a focus on medication instruction and compliance enhancement in a community setting.

Credit: 1 hour (Pass/Fail)

Pharmacy 841. Integrated Pharmacotherapy 6

Integration of biological, pharmaceutical, and clinical sciences, to manage problems associated with the nervous system

Prerequisites: Doctor of Pharmacy Program Standing, PHAR 810

Co-requisite: PHAR 847

Credit: 4 hours (Spring)

Pharmacy 842. Integrated Pharmacotherapy 7

Integration of biological, pharmaceutical, and clinical sciences to manage problems in gastrointestinal and hepatic systems.

Prerequisite: Doctor of Pharmacy Program Standing, PHAR 810

Co-requisite: PHAR 847

Credit: 4 hours (Spring)

Pharmacy 843. Medical Spanish II

A primer on Medical Spanish for healthcare providers, with a focus on providing patient education

Credit: 1 hour (Pass/Fail)

Pharmacy 844. Opioid Stewardship

An elective course training student pharmacists on the appropriate use of opioids and the prevention, identification, and treatment of opioid abuse and misuse. Pending successful completion of the class, students will receive an Opioid Stewardship Certificate from the North Carolina Association of Pharmacists (NCAP).

Credit: 1 hour (Pass/Fail)

Pharmacy 845. Application of Pharmacy Practice and Community Health Engagement

This course provides the framework for learners to integrate and apply the competencies of research design and evaluation of community health needs developed in the previous courses. Students will be introduced to elements in the process of designing a community-based research project and continue to build skills in advocacy, teamwork, and leadership.

Prerequisite: Doctor of Pharmacy Program Standing

Credit: 2 hours (Spring)

Pharmacy 846. Skills Lab 4 Prelab Laboratory portion of Skills Lab 4

Prerequisites: Doctor of Pharmacy Program Standing, PHAR 837

Co-requisites: PHAR 841, PHAR 842, PHAR 845

Credit: 0 hours (Spring)

Pharmacy 847. Skills Lab 4

This semester of the skills lab is designed to complement the current integrated and social and administrative thread courses and will involve a combination of learning strategies such as hands-on lab activities and case discussions to augment student learning with an emphasis on preparing students for institutional pharmacy practice.

Prerequisites: Doctor of Pharmacy Program Standing, PHAR 837

Co-requisites: PHAR 841, PHAR 842, PHAR 845

Credit: 3 hours (Spring)

Pharmacy 848. Research

An elective course applying principles of research design, approval through appropriate body, performance of intervention (if applicable), data collection and analysis, as well as reporting the results in a manner appropriate for the research conducted.

Credit: 1 hour (Pass/Fail)

Pharmacy 849. Introduction to Global Health

An Introduction to Global Health starts with defining global health, then will introduce students into the methods of measuring the global burden of disease and the determinants of health. Current targets for global health will be discussed and the systems in place used for global health governance will be examined.

Credit: 1 hour (Pass/Fail)

Pharmacy 850. Introductory Pharmacy Practice Experience 2

Introductory Pharmacy Practice Experience-2 (IPPE-2) will provide learners the opportunity to become familiar with the operational components of institutional pharmacy

Prerequisites: Doctor of Pharmacy Program Standing, PHAR 837, PHAR 847

Credit: 2 hours (Summer following second year)

Pharmacy 851. Integrated Pharmacotherapy 8

Integration of biological, pharmaceutical, and clinical sciences to manage problems in hematology, oncology, reproductive health, and urology.

Prerequisites: Doctor of Pharmacy Program Standing, PHAR 810

Co-requisite: PHAR 857

Credit: 5 hours (Fall)

Pharmacy 852. Integrated Pharmacotherapy 9

Integration of biological, pharmaceutical, and clinical sciences to manage problems in special populations, toxicology, and drug-induced diseases.

Prerequisites: Doctor of Pharmacy Program Standing, PHAR 810

Co-requisite: PHAR 857

Credit: 3 hours (Fall)

Pharmacy 853. Point of Care Testing

This course is designed to help learners earn a point of care testing (POCT) certificate. It includes self-study, lecture, discussion, and skill assessments. Learners will explore various types of specimen collection; the legal and management issues associated with POCT and follow-up care; and assessment and evaluation strategies to determine if POCT is appropriate. Note: Certificate and program materials are offered through a national organization, and payment of a fee is required to participate in the course.

Credit: 1 hour (Pass/Fail)

Pharmacy 854. Teaching and Learning

This elective course will introduce learners to evidence-based teaching and assessment strategies in a variety of settings, including didactic lectures, small group facilitation, and experiential learning environments.

Credit: 1 hour (Pass/Fail)

Pharmacy 855. Community Health Engagement Capstone 1

Learners will work in groups to perform the community needs assessment to design, obtain approval for, and execute a community health engagement project.

Prerequisites: Doctor of Pharmacy Program Standing, PHAR 815, PHAR 825

Co-requisite: PHAR 857

Credit: 2 hours (Fall)

Pharmacy 856. Skills Lab 5 Prelab

Laboratory portion of Skills Lab 5.

Prerequisites: Doctor of Pharmacy Program Standing, PHAR 847

Co-requisites: PHAR 851, PHAR 852, PHAR 855

Credit: 0 hours (Fall)

Pharmacy 857. Skills Lab 5

This semester of the skills lab is designed to complement the concurrent didactic pharmacy courses and will involve a combination of learning strategies such as hands-on lab activities and case discussions to augment student learning with an emphasis on preparing students for clinical pharmacy practice

Prerequisites: Doctor of Pharmacy Program Standing, PHAR 847

Co-requisites: PHAR 851, PHAR 852, PHAR 855

Credit: 3 hours (Fall)

Pharmacy 858. Basic Clinical Skills-Ambulatory Patient Care

A (third or fourth) practice experience for the development of pharmaceutical care skills in an ambulatory care setting

Prerequisites: Doctor of Pharmacy Program Standing, PHAR 850

Credit: 3 hours

Pharmacy 859. Medical Affairs Competency Certificate

This elective course is designed for learners with an interest in pursuing a role in the pharmaceutical industry. Note: certification and program materials are offered through an external organization and payment of associated fee is required to participate in the course.

Credit: 12 hours (Pass/Fail)

Pharmacy 860. Updates in Therapeutics

Review of clinical updates in biological, pharmaceutical, and clinical sciences related to medical disorders

Prerequisites: Doctor of Pharmacy Program Standing, PHAR 810, PHAR 811, PHAR 821, PHAR 822, PHAR 831, PHAR 832, PHAR 841, PHAR 842, PHAR- 851, PHAR 852

Co-requisite: PHAR 867

Credit: 3 hours

Pharmacy 861. Advanced Diabetes

An advanced study in diabetes care focusing on providing proper management and patient education.

Credit: 1 hour (Pass/Fail)

Pharmacy 862. Critical Care

The Critical Care Pharmacotherapy Elective is pharmacotherapy of problems (including pathophysiology and clinical presentation) associated with the critically ill in both the adult and pediatric populations.

Credit: 1 hour (Pass/Fail)

Pharmacy 863. Medical Therapy Management

This certificate training program will enhance clinical expertise in evaluating complicated medication regimens, identifying medicationrelated problems, and making recommendations to patients, caregivers, and healthcare professionals. Note: certification and program materials are offered through the American Pharmacists Association and payment of associated APhA fee is required to participate in the course.

Credit: 1 hour (Pass/Fail)

Pharmacy 864. Advanced Pharmacy Practice

Students will be introduced to human resource management, pharmacoeconomic analyses and evaluation, leadership, business planning, and reimbursement for pharmacist clinical services. The course will focus on application of content through creation of a valueadded healthcare service to prepare student pharmacists for a changing workforce

Prerequisites: Doctor of Pharmacy Program Standing, PHAR 815, PHAR 825

Co-requisite: PHAR 867

Credit: 5 hours (Fall)

Pharmacy 865. Community Health Engagement Capstone 2

Learners will finalize pharmacy related projects initiated in PHAR855 Community Health Engagement Capstone 1 and then analyze and present findings, and develop a report or manuscript using professional techniques.

Prerequisites: Doctor of Pharmacy Program Standing, PHAR 855

Co-requisite: PHAR 867

Credit: 3 hours (Fall)

Pharmacy 866. Skills Lab 6 Prelab

Laboratory portion of Skills Lab 6.

Prerequisites: Doctor of Pharmacy Program Standing, PHAR 847

Co-requisites: PHAR 860, PHAR 864, PHAR 865

Credit: 0 hours (Fall)

Pharmacy 867. Skills Lab 6

This semester of the skills lab is designed to complement concurrent didactic courses and will involve a combination of learning strategies such as hands-on lab activities and case discussions to augment student learning with an emphasis on preparing students for APPEs and their future practice.

Prerequisites: Doctor of Pharmacy Program Standing, PHAR 847

Co-requisites: PHAR 860, PHAR 864, PHAR 865

Credit: 3 hours (Fall)

Pharmacy 868. Basic Clinical Skills – Inpatient Care

A (third or fourth) practice experience for the development of pharmaceutical care skills in an institutional setting

Prerequisites: Doctor of Pharmacy Program Standing, PHAR 850

Credit: 3 hours

Pharmacy 870. Advanced Clinical Skills in Ambulatory Care

Students will assess patient cases and develop optimal treatment plans, with an emphasis on evidence-based medicine.

Credit: 1 hour (Pass/Fail)

Pharmacy 871. Advanced Clinical Skills in Acute Care

Credit: 1 hour (Pass/Fail)

Pharmacy 872. Integrative Medicine

An introduction to integrative medicine, which combines evidencebased conventional and alternative therapies to deliver holistic and effective patient care.

Prerequisites: Doctor of Pharmacy Program Standing

Credit: 1 hour (Pass/Fail)

Pharmacy 873. Principles of Leadership

This course will focus on the attributes of positive leadership skills by gaining an understanding of different leadership models, selfassessment and reflection exercises. Students will gain an appreciation of personal leadership styles and how leadership is important in all aspects of practice as well as personal life. Students will focus on the concept of "total leadership" and coursework will be used to aid in articulating the student's leadership style.

Credit: 1 hour (Pass/Fail)

Pharmacy 874. P3 Recitation I

This recitation will provide learners with additional practice applying concepts taught in concurrent courses.

Credit: 0 hours (Pass/Fail)

Pharmacy 875. P3 Recitation II

This recitation will provide learners with additional practice applying concepts taught in concurrent courses.

Credit: 0 hours (Pass/Fail)

Pharmacy 876. Healthcare Data Analytics

This course is intended to develop the student's knowledge of research methods and skills and allow the student to practice hands-on research skills, data collection, analysis, and reporting using healthcare data. Students will learn to integrate health information, evidence-based medicine, outcomes measurement and data analytics. It is intended to familiarize students with the basic concepts and procedures used in analyzing healthcare data. The student will have hands-on experience with data analysis from conception of a project to putting together a report, poster, or a research paper.

Prerequisite: Doctor of Pharmacy Program Third Year Standing, PHAR 825

Credit: 1 hour (Pass/Fail)

P HYSICIAN A SSISTANT S TUDIES (PA)

Physician Assistant Studies 521. Clinical Orientation

This course will provide first year students with procedures and expectations to develop skills to maximize the learning process during the clinical rotation phase of the PA Program.

Prerequisite: Physician Assistant Studies Program Standing

Credit: 1 hour (Fall) (Pass/Fail)

Physician Assistant Studies 524. Topic Exploration I

This is the first of two courses that will engage students in small group discussion related to concurrent topics in Clinical Medicine, Pathophysiology, and Patient Assessment. The interactive discussion format will develop critical thinking skills as students review disease etiology, pathophysiology, pertinent history and clinical findings, pertinent physical exam, differential diagnosis, and treatment. In addition, students will be guided through refinement of taking an adequate disease history and making decisions based on key points uncovered in the history by experienced faculty facilitators.

Prerequisite: Physician Assistant Studies Program Standing

Credit: 0 hours (Fall) (Pass/Fail)

Physician Assistant Studies 525. Topic Exploration II

This is the second of 2 courses that will engage students in small group discussion related to concurrent topics in Clinical Medicine, Pathophysiology, and Patient Assessment. The interactive discussion format will develop critical thinking skills as students review disease etiology, pathophysiology, pertinent history and clinical findings, pertinent physical exam, differential diagnosis, and treatment. In addition, students will be guided through refinement of taking an adequate disease history and making decisions based on key points uncovered in the history by experienced faculty facilitators.

Prerequisite: Physician Assistant Studies Program Standing

Credit: 0 hours (Spring) (Pass/Fail)

Physician Assistant Studies 527. Health Care Issues I

This course serves as an introduction to communication skills for person centered care. Evidence based strategies for decreasing implicit bias, providing patient education, giving serious news, developing cultural humility and behavior change will be provided. Additionally, students will learn evidence-based strategies to increase resilience.

Prerequisite: Physician Assistant Studies Program Standing

Credit: 1 hour (Fall)

Physician

Assistant Studies 528. Health Care Issues II

In this course, students will explore the unique role of PAs and the ethical and professional challenges that may be encountered in the student experience and in collaborative medical practice. Through discussion and case analyses, students will better understand the ethics of decision-making that affects others, as well as recognize external factors that influence such decision making. Students will learn to identify, evaluate and manage ethical challenges and conflicts of values with a process that ensures critical reflection. In addition, students will have the opportunity to examine and model professional attributes of a good clinician – one who provides compassionate, comprehensive care and who recognizes the value of shared decision-making with patients, families and other members of an interprofessional healthcare team. This course will also include an introduction to the fundamentals of health policy and an in-depth exploration of social determinants of health and health disparities. Through discussion, case analysis, and self-reflection students will demonstrate the ability to identify and apply strategies to help address barriers to health equity as a PA professional within various practice settings.

Prerequisite: Physician Assistant Studies Program Standing

Credit: 2 hours (Spring)

Physician Assistant Studies 529. Medical Diagnostics

Medical diagnostics is a single semester course designed to develop techniques for the interpretation of electrocardiograms and radiographic results and images. The electrocardiogram component of the course will build upon the information learned in the cardiology section of Clinical Medicine. Basic concepts needed to read electrocardiographs will be introduced with an emphasis on the development of a systematic format for interpretation. The radiology component of the course will involve recognition and interpretation of common imaging modalities, with an emphasis on plain film radiographs. Students will develop an understanding of the mechanisms by which common medical images are created along with how best to utilize various modalities given a clinical scenario. The course will incorporate a combination of lecture format and active learning exercises. This approach will facilitate development of the skills necessary for the recognition of normal disease patterns and the anticipated progression of disease as measured using the ECG and imaging.

Prerequisite: Physician Assistant Studies Program Standing

Credit: 1 hour (Spring)

Physician

Assistant Studies 530. Clinical Medicine I

Clinical Medicine I is the first of a series of three courses designed to provide the essentials of diagnosis and management of the most common and important clinical disorders seen by primary care practitioners. Using a systems approach, clinical information presented includes disease etiology, presentation, physiology and pathophysiology of disease (when not covered elsewhere), pertinent laboratory and radiographic concerns, treatment options (pharmacological and nonpharmacological), patient education and follow up care. Treatment and care options presented include: preventive, emergent, acute, chronic, rehabilitative, and palliative when applicable. Major systems areas covered in Clinical Medicine I include: Dermatology, HEENT, Hematology, Gastroenterology, Cardiology, Pulmonary, and Nutrition/Preventative Medicine.

Prerequisite: Physician Assistant Studies Program Standing

Credit: 6 hours (Fall)

Physician Assistant Studies 531. Clinical Medicine II

Clinical Medicine II is the second of a series of three courses designed to provide the essentials of diagnosis and management of the most common and important clinical disorders seen by primary care practitioners. Using a systems approach, clinical information presented includes disease etiology, presentation, physiology and pathophysiology of disease (when not covered elsewhere), pertinent laboratory and radiographic concerns, treatment options (pharmacological and nonpharmacological), patient education and follow up care. Treatment and care options presented include: preventive, emergent, acute, chronic, rehabilitative, and palliative when applicable. Major system areas covered in Clinical Medicine II include: Neurology, Orthopedics, Rheumatology, Renal, Urology and Endocrinology.

Prerequisite: Physician Assistant Studies Program Standing

Credit: 6 hours (Spring)

Physician Assistant Studies 532. Clinical Medicine III

Clinical Medicine III is the third of a series of three courses designed to provide the essentials of diagnosis and management of the most common and important clinical disorders seen by primary care practitioners. Using a systems approach, clinical information presented includes disease etiology, presentation, physiology and pathophysiology of disease (when not covered elsewhere), pertinent laboratory and radiographic concerns, treatment options (pharmacological and nonpharmacological), patient education and follow up care. Treatment and other care options presented include: preventive, emergent, acute, chronic, rehabilitative, and palliative when applicable. Clinical practice areas covered in Clinical Medicine III include Psychiatry and Infectious Disease.

Prerequisite: Physician Assistant Studies Program Standing

Credit: 4 hours (Summer)

Physician Assistant Studies 538. Patient Assessment I

This is the first of three consecutive courses that develop foundational skills and techniques required to gather a complete medical history and perform a thorough physical examination. This course introduces the student to the art of history taking and physical exams of skin, eyes, ears, nose, throat, gastroenterology, cardiovascular, and pulmonary systems. A combination of lecture, assigned readings, self-directed learning, and hands on experience in a laboratory setting will be used to develop student’s ability to critically evaluate information obtained through patient interviews and physical exam in the formation of diagnostic possibilities. Laboratory sessions will emphasize the proper use of diagnostic equipment and techniques for performing a comprehensive physical examination. In addition, students will learn documentation skills needed to completely and accurately document a history and physical exam.

Prerequisite: Physician Assistant Studies Program Standing

Credit: 4 hours (Fall)

Physician Assistant Studies 539. Patient Assessment II

This course teaches foundational skills and techniques required to gather a complete medical history and perform a thorough physical examination. This course introduces the student to the art of history taking and physical exams of neurological and musculoskeletal systems, as well as, male and female genitalia. During this course, the integration of the student’s knowledge of the structure and function of the human body will be coupled with laboratory sessions emphasizing the proper use of diagnostic equipment and techniques for performing a comprehensive physical examination.

Prerequisite: Physician Assistant Studies Program Standing

Credit: 4 hours (Spring)

Physician Assistant Studies 540. Patient Assessment III

This course expands on knowledge and skills acquired in PA 538 and PA 539 Patient Assessment I and II, as well as Clinical Medicine and Pharmacology courses to further develop diagnostic and patient management skills.

Prerequisite: Physician Assistant Studies Program Standing

Credit: 1 hour (Summer)

Physician Assistant Studies 541. Pharmacology I

This is the first class in a three-part series, based on the NCCPA blueprint, the AMSPC Knowledge Objectives in Medical Pharmacology, and nationally accepted competencies for Physician Assistants. Students will be introduced to pharmacokinetic, pharmacodynamic, and pharmacotherapeutic principles, and are expected to acquire knowledge and develop the skills that a physician assistant will need to enhance patient care in clinical practice focusing on efficient and efficacious use of pharmacologic materials.

Prerequisite: Physician Assistant Studies Program Standing

Credit: 3 hours (Fall)

Physician Assistant Studies 542. Pharmacology II

This is the second class in a three-part series. Students will be introduced to systematic pharmacology and pharmaceutical agent use. Combined lecture and active learning exercises are designed to develop the skills that a physician assistant will need to enhance patient care in clinical practice focusing on efficient and efficacious use of pharmacologic materials.

Prerequisite: Physician Assistant Studies Program Standing

Credit: 3 hours (Spring)

Physician Assistant Studies 543. Pharmacology III

This is the third and final class in a three-part series. Students will be introduced to additional classes of medications and expected to apply accurate and appropriate pharmacokinetic, pharmacodynamic, and pharmacotherapeutic principles. Combined lecture and active learning exercises are designed to develop the skills that a physician assistant will need to enhance patient care in clinical practice.

Prerequisite: Physician Assistant Studies Program Standing

Credit: 2 hours (Summer)

Physician Assistant Studies 544. Clinical Anatomy

This course is designed to provide Physician Assistant students with a working knowledge of the major anatomical regions and structures of the body. Emphasis will be placed upon the relationships of components within a specific region as well as surface and functional anatomy as it relates to physical examination skills and clinical applications.

Prerequisite: Physician Assistant Studies Program Standing

Credit: 2 hours (Fall)

Physician Assistant Studies 546. Pathophysiology I

This is the first of two courses where students learn integrative human pathophysiology by studying interrelationship of function and dysfunction at the molecular, cellular, tissue, organ, and body system level. With emphasis on understanding homeostatic mechanisms that maintain health and alterations of function brought about by disease, injury and aging, students learn principles and develop conceptual models of pathophysiology that can be applied to decision-making in clinical practice.

Prerequisite: Physician Assistant Studies Program Standing

Credit: 3 hours (Fall)

Physician Assistant Studies 547. Pathophysiology II

This is the second of two courses where students learn integrative human pathophysiology by studying interrelationship of function and dysfunction at the molecular, cellular, tissue, organ, and body system level. With emphasis on understanding homeostatic mechanisms that maintain health and alterations of function brought about by disease, injury, and aging, students learn principles and develop conceptual models of pathophysiology that can be applied to decision-making in clinical practice.

Prerequisite: Physician Assistant Studies Program Standing

Credit: 3 hours (Spring)

Physician Assistant Studies 550. Emergency Medicine

Emergency Medicine is an advanced clinical course designed to review the treatment of trauma and medical disorders commonly presenting to the emergency department. This lecture-based course is offered in the third and final didactic semester. Using an organ system approach, clinical information presented includes review of anatomy, physiology, pathophysiology of disease (when not covered elsewhere), clinical presentation, pertinent laboratory and radiographic testing, treatment options (pharmacological and nonpharmacological), patient education and follow up care. Material covered previously in the curriculum will be integrated into this course as we explore emergent presentations of past material. Prerequisite course requirements: Successful completion of all first and 2nd semester didactic courses.

Prerequisite: Physician Assistant Studies Program Standing

Credit: 2 hours (Summer)

Physician Assistant Studies 552. Medical Procedures

Utilizing a combination of lecture and laboratory teaching methods students learn the indications, preparation, administration and potential complications of various clinical procedures. While utilizing standard precautions students learn to perform procedures such as point-of-care ultrasound, injections, venipuncture, intravenous insertions, nasogastric intubations, urinary catheter insertion, suturing, splinting, casting and wound care. Students will also learn the principles of surgery including pre-operative, intra-operative and post-operative care, and minor surgical procedures.

Prerequisite: Physician Assistant Studies Program Standing

Credit: 2 hours (Summer)

Physician Assistant Studies 553. Pediatrics

This course will provide students with a foundational knowledge of primary care pediatrics from the newborn period through adolescence. The course addresses issues unique to childhood and adolescence by focusing on growth and development, recognition and management of common acute and chronic illnesses, performance of age appropriate H & P, health promotion, and disease and injury prevention.

Prerequisite: Physician Assistant Studies Program Standing

Credit: 2 hours (Summer)

Physician Assistant Studies 554. Women’s Health

Students must understand the special needs of patients within the primary care subspecialty of women’s health. This class is taught in a comprehensive approach to women’s healthcare by exploring issues that primarily impact women’s health, including reproductive health. Upon its completion, students will be able to perform a thorough OB/GYN history, understand the skill of performing a thorough, painless OB/GYN examination, continue to develop the skills of formulating a diagnosis and management plan as it pertains to Obstetrics and Gynecology, understand the mandate and guidelines to practice preventive care and health maintenance for women, and demonstrate a foundational fund of knowledge in obstetrics, gynecology and women’s health necessary for all physician assistants (regardless of career specialty). Finally, this course will prepare students to provide medical care to patients with consideration for disability status or special health care needs, ethnicity/race, gender identity, religion/spirituality, sexual orientation, and social determinants of health.

Prerequisite: Physician Assistant Studies Program Standing

Credit: 2 hours (Summer)

Physician Assistant Studies 580. Research, Epidemiology and Statistics

The Research, Epidemiology, and Statistics course provides an introduction to basic methods for undertaking research and program evaluation to include: methods and measures, epidemiology, critical evaluation, and analytical concepts. Also included are modules covering critical evaluation of printed and presented materials, basic epidemiology, and evidence-based medicine.

Prerequisite: Physician Assistant Studies Program Standing

Credit: 2 hours (Spring)

Physician Assistant Studies 600. Ambulatory Medicine I

This course will provide the student with clinical instruction and handson experience in primary care medicine that build upon the knowledge and skills gained in the didactic year. The rotation will take place in an outpatient setting and may include a family medicine clinic, an internal medicine clinic, or an urgent care facility. The student will gain knowledge, clinical skills, and experience in the evaluation and management of a wide range of medical problems seen in primary care. There will be emphasis on the comprehensive care of patients, including chronic and acute disease management, preventive care and health maintenance, and patient/family education.

Prerequisite: Physician Assistant Studies Program Standing

Credit: 4 hours

Physician Assistant Studies 602. Internal Medicine

This course will provide the student with clinical instruction and handson experience in inpatient internal medicine that build upon the knowledge and skills gained in the didactic year. The rotation will take place in an inpatient hospital setting. The student will gain knowledge, clinical skills and experience in the evaluation and management of a wide range of medical problems seen in internal medicine. There will be an emphasis on comprehensive care of the patient, including chronic and acute disease management, preventive care and health maintenance, and patient/family education.

Prerequisite: Physician Assistant Studies Program Standing

Credit: 4 hours

Physician Assistant Studies 603. Pediatrics

This course will provide the student with clinical instruction and handson experience in pediatrics that build upon the knowledge and skills gained in the didactic year. The rotation will take place in hospital, outpatient clinic, or private practice settings. The student will gain knowledge, clinical skills and experience in the evaluation and management of a wide range of medical problems seen in pediatrics. There will be an emphasis on comprehensive care, including chronic and acute disease management, preventive care and health maintenance, and patient/family education.

Prerequisite: Physician Assistant Studies Program Standing

Credit: 4 hours

Physician Assistant Studies 604. Psychiatry

This course will provide the student with clinical instruction and handson experience in general psychiatry/ behavioral health that build upon the knowledge and skills gained in the didactic year. The rotation will take place in inpatient or outpatient settings. The student will gain knowledge, clinical skills and experience in the evaluation and management of a wide range of medical problems seen in psychiatry/behavioral health. There will be an emphasis on comprehensive care of the patient, including chronic and acute disease management, preventive care and health maintenance, and patient/family education.

Prerequisite: Physician Assistant Studies Program Standing

Credit: 4 hours

Physician Assistant Studies 605. General Surgery

This course will provide the student with clinical instruction and handson experience in surgical care that will build upon the knowledge and skills gained in the didactic year. The rotation will take place in surgical outpatient and inpatient facilities as available. Regardless of setting, there will be an emphasis on the medical management of a surgical patient including: preoperative care (history, physical exam, risk assessment, recognition of surgical emergencies), perioperative care (antibiotic and thromboprophylaxis, scrubbing, sterile field/technique, retraction, hemostasis), and postoperative care (wound management, fluid, electrolyte and acid-base balance, blood products, management of complications, nutrition, patient education).

Prerequisite: Physician Assistant Studies Program Standing

Credit: 4 hours

Physician Assistant Studies 606. Women’s Health

This course will provide the student with clinical instruction and handson experience in women’s health that build upon the knowledge and skills gained in the didactic year. The rotation will take place in hospital, clinic, or private practice settings and will include prenatal care, gynecology, and in some practice settings, labor and delivery. The student will gain knowledge, clinical skills and experience in the evaluation and management of a wide range of medical conditions seen in women’s health. There will be an emphasis on comprehensive care of the patient, including chronic and acute disease management, preventive care and health maintenance, and patient education.

Prerequisite: Physician Assistant Studies Program Standing

Credit: 4 hours

Physician Assistant Studies 607. Emergency Medicine

This course will provide the student with clinical instruction and handson experience in emergency medicine that build upon the knowledge and skills gained in the didactic year. The rotation will take place in emergency department settings and students may be required to participate in rotating shifts. The student will gain knowledge, clinical skills and experience in the evaluation and management of a wide range of medical problems seen in emergency medicine. There will be an emphasis on emergency care (ranging from routine to life-saving) as well as patient and family education.

Prerequisite: Physician Assistant Studies Program Standing

Credit: 4 hours

Physician Assistant Studies 608. Elective Rotation I

This course will provide advanced training and clinical experience in a medical/surgical field of interest to the student. The student will engage in all appropriate aspects of patient care from initial patient evaluation, diagnostic workup, assessment and management. A variety of outpatient and inpatient clinical sites will be used as appropriate to the medical specialty. The goal of the elective rotation is to provide the student with practical experience and exposure in a medical field of interest which will build upon knowledge and skills gained in the didactic year and in completed required clinical rotations.

Prerequisite: Physician Assistant Studies Program Standing Credit: 4 hours

Physician Assistant Studies 609. Elective Rotation II

This course will provide advanced training and clinical experience in a medical/surgical field of interest to the student. The student will engage in all appropriate aspects of patient care from initial patient evaluation, diagnostic workup, assessment and management. A variety of outpatient and inpatient clinical sites will be used as appropriate to the medical specialty. The goal of the elective rotation is to provide the student with practical experience and exposure in a medical field of interest which will build upon knowledge and skills gained in the didactic year and in completed required clinical rotations.

Prerequisite: Physician Assistant Studies Program Standing Credit: 4 hours

Physician Assistant Studies 610. Ambulatory Medicine II

This course will provide the student with clinical instruction and handson experience in primary care medicine that build upon the knowledge and skills gained in the didactic year and in PA 600 Ambulatory Medicine I. The rotation will take place in an outpatient setting and may include a family medicine clinic, outpatient internal medicine clinic, or an urgent care facility. The student will gain knowledge, clinical skills and experience in the evaluation and management of a wide range of medical problems seen in primary care. There will be an emphasis on the comprehensive care of patients, chronic and acute disease management, preventive care and health maintenance, and patient/family education.

Prerequisite: Physician Assistant Studies Program Standing Credit: 4 hours

Physician Assistant Studies 611. Clinical Transitions Course

The Clinical Transition Course is the first clinical course in the Wingate PA curriculum and offered in the Fall semester of the 2nd year. This course will provide 1-week intensives dedicated to each of the required clinical rotations (SCPEs). Each week will be dedicated to an area of practice and include instruction, workshops, guest speakers, and other additional activities. The represented areas of practice are Ambulatory Medicine I &II, Internal/Hospital Medicine, Pediatrics, Behavioral Medicine, Women’s Health, Emergency Medicine, and Surgery & Skills (POCUS). Topics covered in each of the 1-week intensives include The PA Role, Documentation, Common Inpatient Conditions, Common Outpatient Conditions, Specialty Pharmacology, Communication (consults and reports), Common Procedures, and other specialtyspecific topics. Following the listed 1-week intensives, the course will finish with “Olympic” activities where teams can demonstrate their acquired knowledge, skills, and attitudes through various competitions.

Prerequisite: Physician Assistant Studies Program Standing

Credit: 10 hours (Fall)

Physician Assistant Studies 620. Capstone Project I

PA 620 is the first of two courses dedicated to the PA Capstone Project. The successful completion of a capstone project is a requirement for a Masters of Physician Assistant Studies degree from Wingate University. This culminating experience requires students to apply knowledge and skills obtained throughout their graduate studies to identify and analyze quality improvement initiatives in healthcare. Students will complete a project that demonstrates their ability to independently conduct research, thoughtfully evaluate data, synthesize information and present important findings. Students successfully completing the project will be armed with quality improvement knowledge and skills that will serve them, their employers, and their patients well when they enter the workforce.

Prerequisite: Physician Assistant Studies Program Standing

Credit: 2 hours (Fall)

Physician Assistant Studies 623. Professional Development

Students will continue to build on their foundation of the Physician Assistant profession by looking at topics such as resume development, employment strategies, completing of state applications, medical malpractice, and reimbursement issues. This course is designed to promote collaborative learning and to cultivate effective communication skills to successfully transition from a student to a certified PA.

Prerequisite: Physician Assistant Studies Program Standing

Credit: 1 hour (Summer)

Physician Assistant Studies 624. PANCE Preparation

This course prepares students to successfully complete the Physician Assistant National Certifying Examination (PANCE), necessary for entering medical practice. Review material uses a systems approach, integrating all aspects of medicine including medical and surgical disorders encountered.

Prerequisite: Physician Assistant Studies Program Standing

Credit: 0 hours (Fall) (Pass/Fail)

Physician Assistant Studies 710. Summative Evaluation

This course provides a series of summative evaluation events that are used to measure cognitive, motor, and affective domains in the final semester of the program. Students must successfully complete a 300question multiple-choice, end-of-program examination that covers all areas of learning and perform a multi-station objective standardized clinical examination (OSCE). For the OSCE, students must demonstrate competency in clinical and technical skills, clinical reasoning and problem-solving abilities, interpersonal skills, medical knowledge, and professional behaviors.

Prerequisite: Physician Assistant Studies Program Standing

Credit: 2 hours (Fall)

Physician Assistant Studies 720. Capstone Project II

PA 720 is the second of two courses dedicated to the PA Capstone Project. The successful completion of a capstone project is a requirement for a Masters of Physician Assistant Studies degree from Wingate University. This culminating experience requires students to apply knowledge and skills obtained throughout their graduate studies to identify and analyze quality improvement initiatives in healthcare. Students will complete a project that demonstrates their ability to independently conduct research, thoughtfully evaluate data, synthesize information and present important findings. Students successfully completing the project will be armed with quality improvement knowledge and skills that will serve them, their employers, and their patients well when they enter the workforce.

Prerequisite: Physician Assistant Studies Program Standing

Credit: 4 hours (Fall)

P UBLIC H EALTH (PH)

Public Health 601. The Public Health Revolution

This course explains the history of the rise of the modern public health system. Students will consider how the growth of scientific knowledge and the acceptance of disease control as a public responsibility has shaped the practice of public health today. Foundations of public health will be discussed in relationship to other related systems, including international systems. Finally, students will explore the sudden and urgent attention to public health due to the COVID pandemic and the impact on the future of the public health system.

Credit: 2 hours

Public Health 602. Determinants of Health

Only about 20% of a person's health is attributable to interactions with the health care delivery system. This course will unpack the complex factors that impact health, including the environment, economy, biology, genetics, ecologic interdependencies, globalization, policies, social interactions, and behavioral and psychological factors. The evidence base for these so-called "determinants of health" will be compared and the impact of disparities between communities will be discussed. Students will consider whether public collaborations with the health care sector can improve determinants of health, or if systemic inequities are so entrenched that a more accurate term would be "determinants of death."

Credit: 3 hours

Public Health 603. Advocate for Health

Effective advocacy can take many forms, ranging from individuals contacting legislators, professional lobbyists, public media campaigns, and public demonstrations. Public health advocacy can be defined as activities that attempt to contribute to health by promoting systemic change and influencing policy processes. A key component of this course will include the analysis of such processes and identifying opportunities for health promotion, protection, and education targeted specifically at behavioral health changes for varying communities and populations. This course will consider the most common and effective forms of public health advocacy, specifically in the context of how health policies are influenced. Students will conclude this course by actively advocating for a political, social or economic policy of their choice.

Credit: 2 hours

Public Health 604. Principles in Public Health Leadership Research shows that only 15% of job success is attributed to technical skills. The remainder comes from communication, work ethic, teamwork, empathy and other competencies collectively referred to as soft skills. This course will cover soft skills essential to public health practice through various case studies of public health leaders. Specific areas of focus include leadership, ethics and collaboration.

Credit: 2 hours

Public Health 610. Principles of Public Health Practice

This course introduces students to the core functions of practice of public health. In a variety of contexts, public health professionals follow a prescribed process to advance health goals. They start with a needs assessment, followed by design and implementation of an evidencebased intervention. The results of the intervention are evaluated to inform action, which may include modifying the intervention in pursuit of more impact or leveraging the results to advocate for policy change. Every step of this process requires public health practitioners to apply evidence-based approaches and best practices. This course will equip students to develop a public health program, from conceptualization to implementation to recommendations for future action. A key focus of this course is public policy setting.

Credit: 3 hours

Public Health 611. Applied Public Health Practice

This course challenges students to develop and evaluate public health programs. Students will conduct a needs assessment for a specific population, identify a public health challenge, and design a health promotion educational intervention. Students' adaptability will be tested when their proposal is challenged by an unexpected cultural characteristic of the population is revealed. Next, students will evaluate a public health policy and recommend modifications. Students' leadership skills will be tested when their recommendations are met with an unexpected structural challenge. This course will include an oral presentation, simulating a mock defense of the student's proposal to a board of decision-makers.

Credit: 3 hours

Public Health 620. Principles of Public Health Methods

Valid evidence is the cornerstone to advancing public health. This course is focused on the core scientific disciplines - biostatistics and epidemiology - used to produce evidence for public health policies and programs. Specifically, this course uses studies with different research designs to illustrate principles such as data source integrity, descriptive and inferential statistics, data visualization, bias, and causal inference. At the completion of this course, students will be able to recommend an appropriate study design for a given research question and articulate the generalizability of the results.

Credit: 3 hours

Public Health 621. Applied Public Health Methods

In this course, students will use datasets and software to design and conduct an analysis in the public health context. Given a research question, students will propose a study design, data source, and analytic plan. Given sample data from a health promotion educational intervention, students will analyze both qualitative and quantitative data to produce results, including appropriate statistical tests. Students will write a clear summary of their work, as well as propose application of the results through public health policy, program, or additional research.

Credit: 3 hours

Public Health 630. Principles of Health Education and Promotion

Health promotion and education are foundational to the pursuit of meeting the challenges identified by Public Health 3.0. This course explores the theoretical underpinnings for how health behaviors can be changed at the individual, community and environmental level. Students will use case studies to explore behavioral models and how individual, social groups and environmental relationships influence change. Students will use principles of effective communication to analyze various types of public health communications, ranging from social media to major health campaigns. With an interdisciplinary focus, this course will ultimately equip students with the skills to ensure that proposed public health programs are designed in a way that can positively affect health behavioral change.

Credit: 3 hours

Public Health 640. Special Topics in Public Health

Special topics of interest in the public health field. May be taken as MPH program electives.

Credit: 3 hours

Public Health 670. Applied Practice / Integrative Learning Experience I

The Applied Practice Experience (APE) and integrative learning experience (ILE) I is the first part of a yearlong engagement that is customized to a student's specific public health interests. The experience is individualized and supervised with the support of a faculty advisor. Students work with interprofessional community partners that may be at a local, state, national, or global level, to identify a health need and develop a sustainable solution. The first half of the APE/ILE focuses on 250 hours at a public health or community-based site, where students will engage in applied public health projects and provide 2 deliverables of the results through public health policy, program, or additional research. (250 hours)

Credit: 3 hours

Public Health 671. Applied Practice / Integrative Learning Experience II

The Applied Practice Experience (APE) and integrative learning experience (ILE) II is the second part of a yearlong engagement that is customized to a student's specific public health interests. The experience is individualized and supervised with the support of a faculty advisor. Students work with interprofessional community partners that may be at a local, state, national, or global level, to identify a health need and develop a sustainable solution. The second half of the ILE focuses on developing a scholarly product. Students work to construct a written capstone product culminating in an oral presentation to peers and faculty.

Credit: 3 hours

Academic Calendar

Adult Bachelor Degree, 23

Graduate Business, 148

Graduate Education, 189

Graduate Sport Sciences, 197

Occupational Therapy, 152

Physical Therapy, 167

Traditional Undergraduate, 23

Academic Deans, 14

Academic Resource Center, 31

Accounting, 59, 149

Accreditation, 10

ACBSP, 148

ACOTE, 153

ACPE, 161

CAPTE, 168

National Association of Schools of Music, 54

NC Board of Nursing, 61

SACSCOC, 10, 148, 184

ACT, 24, 25, 64, 75

Add-on License, Principalship

Admission, 194

Curriculum, 194

Maximum Time, 194

Program Completion, 194 Tuition, 139

Adult Bachelor Degree, 75

Admission, 75

Calendar, 23

Course Descriptions, 88

Credit by Exam, 26

Degree Requirements, 75

Educational Studies, 76

Graduation Requirements, 77

Human Services, 76

Leave of Absence, 86

Major Changes, 84

Organizational Communication and Management, 76 Readmission, 75 Tuition, 27 Withdrawal, 86

Advanced Placement, 26, 80, 154

Associations, 10

Bachelor of Music Education, 36 Biology, 46

Board of Trustees, 12

Officers, 12

Books and Supplies, 27, 147

Cambridge Assessment International

Education, 26

Campus Locations, 10

Career Development, 32

Chapter 31, 29

Chapter 33, 29

Chapter 35, 29

Check Acceptance, 27

Chemistry and Physics, 48

Church Music, 55

CIEE, 41

CLEP, 26

Coaching, 75, 119, 120, 123, 135, 198, 212

Colleges and Schools

Arts and Sciences, 46 Business, 59, 148

Education, 189

Health Sciences, 63, 152

Pharmacy, 160

Sport Sciences, 73, 197

Commencement

Graduate Policies, 146

Undergraduate Policies, 80

Communication and Art, 50

Community Youth Development, 75

Consumer Information Disclosures, 141 Copyright Policies, 80, 142 Counseling Services, 31 Course Descriptions

Accounting, 87

American Sign Language, 88

Art, 88

Biology, 90

Business, 93

Chemistry, 94

Communication, 96

Computer Science, 98

Criminal Justice, 98

Doctor of Physical Therapy, 203 Doctorate in Educational Leadership, 209 Doctorate in Higher Education Executive Leadership, 211

Economics, 98

Education, 99, 114

Educational Leadership, 208

English, 105

Entrepreneurship, 107

Environmental Biology, 108

Exercise Science, 108

Finance, 109

French, 110

Geography, 110

German, 110

Graduate Education, 207

Greek, 111

Health, 111

Health and Physical Education, 111

History, 111

Honors, 113

Human Services, 114

Management, 114

Marketing, 115

Master of Accounting, 200

Master of Arts in Education, 207

Master of Arts in Sport Management, 211

Master of Arts in Teaching, 207

Master of Business Administration, 201

Mathematics, 116

Modern Languages, 117

Music, 117

Nursing, 120

Occupational Therapy, 212

Organizational Communication and Management, 122

Pharmacy, 122, 216

Philosophy, 122

Physical Education, 123

Physician Assistant Studies, 219 Physics, 123

Political Science, 124

Psychology, 125

Religion, 127, 128

Science, 130

Sociology, 130

Spanish, 132

Special Studies, 133

Theatre Arts, 136

Women and Gender Studies, 136

Credit by Exam, 80

Adult Bachelor Degree Policy, 26

Departmental Examination, 81

Undregraduate Maximum, 26

Credit Hour and Course Delivery, 81, 143

Criminal Justice, 58

DANTES, 26

Department of Public Instruction, 64, 65, 191, 194

Disability Services, 31, 144

Grievance Procedure, 144

Harassment Policy, 32, 145

Doctor of Education, Educational

Leadership, 190

Admission, 190

Capstone, 190

Curriculum, 190

Degree Requirements, 190

Maximum Time, 190

Program Completion, 190

Tuition, 139

Doctor of Education, Higher Education

Executive Leadership

Admission, 191

Capstone, 191

Maximum Time, 191

Program Completion, 191

Tuition, 139

Doctor of Occupational Therapy, 152

Academic Disqualification, 156

ACADEMIC PETITION, 156

Academic Policies, 155

Academic Probation, 155

Academic Suspension, 155

Accreditation, 153

Admission, 153

Advising, 155

Attendance, 156

Cadaver Lab, 156

Calendar, 152

Curricular Change, 155

Curriculum, 154

Essential Skills, 154

Financial Responsibility, 160

FREQUENT ABSENCE, 156

Grade Disputes, 158

Grading, 157, 158

Graduation, 158

Grievance Policy, 158

Incidental Costs, 159

Informed Consent, 159

Insurance (Medical), 159

Laptop Requirement, 159

Learning Outcomes, 153

Licensure, 159

M AXIMUM T IME , 156

Mission, 153

Release of Information, 159 Withdrawal, 160

Doctor of Pharmacy

Academic Disqualification, 164

Academic Petitions, 164

Academic Policies, 163

Academic Probation, 164

Academic Warning, 164 Accreditation, 161

Admission, 161

Advising, 164

Attendance, 164

Campus Transfers, 165

Class of 2023 Curricular Plan, 162

Curricular Change, 163

Curricular Components, 163

Curriculum, 161

Disability Accommodations, 165

Exams, 165

Financial Responsibility, 166

Grade Disputes, 165

Grading, 164

Graduation, 165

Honors, 163

Insurance (Medical), 165

Leave of Absence, 166

Maximum Time, 164

Mission, 160

PharmD/MBA, 151

Prerequisites, 161

Professionalism, 165

Tuition, 139

Withdrawal, 166

Doctor of Physical Therapy, 167

Academic Disqualification, 172

Academic Petition, 172

Academic Policies, 172

Academic Probation, 172

Academic Suspension, 172

Accreditation, 168

Admission, 168

Advising, 172

Attendance, 173

Cadaver Lab, 173

Calendar, 167

Code of Conduct, 173

Curricular Change, 172

Curriculum, 169

Essential Functions, 168 Exams, 173, 175

Financial Responsibility, 177

Grade Disputes, 175

Grading, 175

Graduation, 175

Grievance Policy, 175

Honors, 172

Incidental Costs, 176

Informed Consent, 176

Insurance (Medical), 176

Laptop Requirement, 176

Licensure, 176

Maximum Time, 172

Prerequisites, 168

Release of Information, 177

Remediation, 176

Technology Use, 177

Tuition, 139

Withdrawal, 177

DSST, 26

Dual Enrollment, 26

Early College, 24

Economics, 60

Educational Specialist, 190, 191

Educational Studies, 71

Electives, 40

Elementary Education, 66

ELS, 24

ELTI, 24

Email, 145

Emeritus Faculty, 20

English and Modern Languages, 51

Environmental Biology, 47

Exercise Science, 73

Faculty, 14

Faculty Senate, 13

FAFSA, 139

Family Educational Rights and Privacy, 82, 145

FERPA, 145

Finance, 59, 60

Financial Aid (Planning)

Graduate Programs, 140

State & Federal Programs, 29

Undergraduate, 28

Free Application for Federal Student Aid, 139

Gateway 101, 32

GMAT, 149, 150

GPA, 82, 145

Grade Key, 82, 145

Grade Point Average, 82, 145

Grade Reports, 82

Graduate and Professional Programs

Attendance, 142

Commencement Honors, 142

Full/Part-time, 140

Graduate Education

Admission, 194

Advising, 195

Attendance, 195

Calendar, 189

Grading Policy, 195

Grievances and Appeals, 195

Transfer Policy, 197

GRE, 150

Health and Physical Education, 67 Health Communication, 50, 96, 128

HEOA, 141 High School Students, 26 Higher Education Opportunity Act, 141 History, 9

History and Political Science, 52 Honor Code, 83, 146 Human Services, 58, 76 IELTS, 24

Incomplete Grade, 83, 146 Independent Comprehensive Articulation Agreement (ICAA), 25 Insurance (Medical), 27, 165, 176 International Baccalaureate, 26 International Programs, 41 Danish Institute, 41 Internships Abroad, 41 Spanish Immersion, 41 WINGS Grant, 41 WInternational, 41 International Students, 146

Admission - Undergraduate, 24 Countries Exempt from Proficiency, 146 Countries Exempt from Profiency, 25 English Proficiency, 24 Immunizations, 26 School of Health Sciences, 152 Internships, Undergraduate, 83 Lab Science, 34, 36, 37 Leaders of the University, 10 Learning Management System, 147 Legacy Award, 29 Legal Studies, 53 Librarians, 20 Library, 33, 147

Ethel K. Smith Library, 33, 147 Mission and Goals, 33, 147 Special Collections, 33, 147 Licensure

Bacccalaureate Degree in Teacher

Education, 64

Master of Arts in Teaching, 193

Occupational Therapy, 159 Physical Therapy, 176

Principalship, 194

Lyceum Requirement, 38, 80 Majors, 39 Management, 60 Marketing, 60

Master of Accounting, 149

Admission, 149

Calendar, 148

Correspondence, 148

Curriculum, 149

Prerequisites, 149 Program Completion, 149 Transfer Policy, 151

Tuition, 139

Master of Arts in Education

4+1, 71

Master of Arts in Education, Educational Leadership Admission, 192

Curriculum, 192

Maximum Time, 192

Program Completion, 192

Tuition, 139

Master of Arts in Education, Elementary Education

Admission, 192

Curriculum, 192

Maximum Time, 193

Program Completion, 193

Tuition, 139

Master of Arts in Sport Management

Accreditation, 197

Admission, 198

Advising, 199

Appeals, 199

Calendar, 197

Curriculum, 198

Directed Study, 199

Evaluation and Review, 198

Grading, 199

Grievances, 199

Internship, 198

Non-Degreed Students, 199

Program Completion, 199

Provisional Admission, 199

Registration, 199

Transfer Policy, 198

Tuition, 139

Master of Arts in Teaching

Admission, 193

Curriculum, 193

Licensure, 193

Practicum, 193

Program Completion, 193

Tuition, 139

Master of Business Administration, 149

Academic Policies, 151

Academic Status, 151

Admission, 150

Appeals, 151

Calendar, 148

Concentrations, 150

Corporate Innovation, 150

Correspondence, 148

Curriculum, 150

Data Analytics, 150

Grading Policy, 151

Health Care Management, 151

PharmD/MBA, 151

Prerequisites, 150

Program Completion, 151

Project and Program Management, 151 Transfer Policy, 151

Tuition, 139

Master of Physician Assistant Studies, 177, 183

Disabilities, 179

Graduation, 183

Professional Development, 183

Tuition, 139

Mathematics, 53

Mathematics/Business, 54

Media Release, 84, 147

Medical/Immunization Requirements

Health Sciences, 152

Middle Grades Education, 68 Minors, 40

Mission Statement, 9

Communication and Art, 50 Goals for All Programs, 9

Library, 33, 147

Music Mission and Goals, 54

Occupational Therapy, 153

Pharmacy, 160

Music, 54

Scholarships, 29

Music Scholarships, 29

North Carolina Community College, 25 Nursing, 61, 62

Occupational Therapy

Tuition, 139

Officers of the University

President, 12

Online Class Attendance, 84, 147

Organizational Communication and Management, 76

Overload, Undergraduate, 84

Payment Plan

Graduate and Professional, 140

Pearson, 65, 193

Permission to Take Courses at Another Institution, 85

Pharmacy Prerequisites, 45

Pre-Professional Programs, 43

Dental, 43

Law, 44 Medicine, 43

Ministerial Education, 44

Nursing, 44

Occupational Therapy, 44 Pharmacy, 45

Physical Therapy, 45

Physician Assistant Studies, 45 Veterinary Medicine, 43

Presidents, 10

Psychology, 56

Refund/Repayment Policy

Graduate and Professional, 139

Return of Title IV Funds, 28, 139

Traditional Undergraduate, 28

Religion and Philosophy, 57

Repeat Courses, 84

ROTC, 79

SAP, 29, 140

SAT, 24, 25, 64, 75

Satisfactory Academic Progress, 140

Sociology, 58

Spanish, 51

Student Responsibility, 78, 142

Student Teaching, 65

Working During, 65

Teacher Education, 64

Adding a Licensure Area, 64

Degree-Seeking Students, 64

Licensure Only, 64

Licensure Tests, 65

Post Baccaluareate Program, 71

Student Teaching, 65

TEAS, 61

Title 38, 29

Title IX Resources, 85, 147

TOEFL, 24, 190, 191

Transcripts, 85, 147

Transfer Policy

Advanced Placement (AP), 26

Cambridge AICE, 26

CLEP, 26

DSST, 26

Graduate Business, 151

Graduate Education, 197

Graduate Sport Sciences, 198

IB, 26

ICAA, 25

Undergraduate, 25

Tuition and Fees

Graduate and Professional Programs, 139

Undergraduate, 27

Undergraduate

Academic Policies and Procedures, 78 Additional Bachelor’s Degree, 78 Admission, 24 Advising, 31 Attendance, 79 Attendance Verification, 79 Auditing a Class, 79 Bankruptcy (Academic), 79 Billing, 27 Calendar - Adult Bachelor, 23 Calendar - Traditional, 23 Catalog Year, 79 Class Level, 79 Commencement Policies, 80 Co-Registration, 85 Course Descriptions, 88 Course Numbers, 79 Dean’s List, 78 Deposit, 26, 27

Directed Study, 82 Drop/Add, 84 Full/Part-Time, 84 Grade Appeals, 82 Graduation Requirements, 83 Honor Code, 83 IDs, 27 Independent Study, 83 International Programs, 41 Internships, 83 Latin Honors, 78 Leave of Absence, 85 Major Changes, 84 Medical/Immunizations, 26

Mid-Semester Grade Reports, 82 Overload, 84 President’s List, 78 Readmission, 25

Residential Fees, 27 Scholarships, 29 Second Major, 78 Summer Sessions, 85 Transfer Admission, 25 Transient Study, 85 Tuition and Fees, 27 Withdrawal, 85 Withdrawal, Course, 84

Undergraduate Curriculum, 33

Bachelor of Music Education, 36 Majors, 39 Minors, 40

Undergraduate Majors

Accounting, 59

Biology, 46 Biology (3+1 Program), 47 Biology and Education, 65 Chemistry, 49 Chemistry-Business, 49 Criminal Justice, 58 Educational Studies, 71

Educational Studies, Emphasis in Humanities, 72

Educational Studies, Emphasis in Language and Literacy, 72

Elementary Education, 66

English, 51

English and Education, 66

Environmental Biology, 47

Exercise Science, Fitness Professional Track, 73

Exercise Science, Pre-Professional Track, 73

Finance, 59, 60

Health and Physical Education, 67

History, 52

History and Education, 67

Human Services, 58, 76

MAEd 4+1, 71

Management, 60

Marketing, 60

Mathematics, 53

Mathematics and Education, 68

Mathematics/Business, 54

Middle Grades Education, 68

Music Education, 70

Music, Emphasis in Church Music, 55

Nursing, 61, 62, 63, 74

Organizational Communication and Management, 76

Political Science, 52

Psychology, 56

Sociology, 58

Undergraduate Minors

Chemistry, 49

Communication, 51

Community Youth Development, 75

Criminal Justice, 59

Economics, 60

Educational Studies, 73

Environmental Biology, 48 Human Services, 58

Legal Studies, 53

Marketing, 61

Music, 56

Religious Studies, 57

Spanish, 51

Sport Management, 74, 75

Women and Gender Studies, 59

University Honors, 42

Veterans Benefits, 29

Vocational Rehabilitation, 29

WEngage, 42

Requirements, 42

WINGS, 41

WinLINK Acccess, 148

WInternational Program, 41

Requirements, 41

Withdrawal, 148, 160, 166

Physical Therapy, 177

Withdrawal from the University, 85

Writing Center, 33, 148

Yellow Ribbon, 29