Wingate University Academic Catalog 2024-2025

Wingate

WINGATE UNIVERSITY ACADEMIC CATALOG 2024-25

PART I: THE UNIVERSI TY

PART II: UNDERGRADUA TE AND NON - DEGREE PROGRAMS

PART III: GRADUATE & PROFESSIONAL PROGRAMS

Wingate University does not unlawfully discriminate on the basis of race, color, national origin, sex, disability, age, or any other status protected by applicable federal, state, or local law. The following individuals have been designated to handle inquiries regarding the University’s non-discrimination policies.

For inquiries regarding non-discrimination on the basis of sex: April Smith, Title IX Coordinator

704-233-8649

a.smith@wingate.edu

For inquiries regarding non-discrimination on the basis of disability: Kristin Wharton, Executive Director of the Academic Resource Center

704-233-8366

kwharton@wingate.edu or access@wingate.edu

For inquiries regarding non-discrimination on the basis of age, race, color, national origin, or any other status protected by applicable federal, state, or local law:

Brandie Everett, Director of Human Resources

704-233-8810

b.everett@wingate.edu

The information contained in this catalog is correct and reflects policy and states progress requirements for graduation effective as of the date of publication. The University reserves the right to make changes in its educational and financial policies as the Wingate University Board of Trustees may deem consonant with sound academic and fiscal practice. The University further reserves the right to ask a student to withdraw at any time.

Wingate University (USPS 686-480) Volume 80, No. 1 is published by Wingate University, 211 E. Wilson Street, Wingate, NC 28174.

Published by the Office of the Provost

Wingate University Academic Catalog 2024-2025

WINGATE UNIVERSITY ACADEMIC CATALOG 2024-25

PART I: THE UNIVERSI TY

S TATEMENT OF P URPOSE

The mission of Wingate University is to develop educated, ethical, and productive global citizens. Following its Judeo-Christian heritage, the University seeks to cultivate the following in its students: Knowledge, Faith, and Service.

G OALS

To promote knowledge, the University seeks to:

• Provide programs of undergraduate, graduate, and professional study

• Provide a faculty committed to teaching and learning

• Require an undergraduate core curriculum designed to develop:

o aesthetic, cultural, and literary appreciation

o analytical and problem-solving abilities

o critical thinking

o effective communication

o integrated perspectives on civilization, the individual, and the social group

o wellness

• Offer majors and programs of study appropriate for society and the University’s student population and resources that further develop students’ knowledge and skills in focused areas

• Create opportunities for international study and travel

• Provide opportunities to explore and develop academic, career, and personal goals

• Encourage participation in co-curricular and extra-curricular educational, cultural, and recreational opportunities

To nurture faith, the University seeks to:

• Sustain a community where the bases of faith are explored and where there is a search for truth and meaning

• Articulate the ideal of integrity in all relationships

• Encourage ethical application of knowledge informed by JudeoChristian principles

• Create and support opportunities for worship and faith development

• Attract scholars for whom Judeo-Christian values and practice are important aspects of living

To encourage service, the University seeks to:

• Emphasize the importance of service to God and humanity

• Facilitate opportunities to volunteer time, knowledge, and labor beyond the campus community

• Sponsor organizations that coordinate service opportunities and foster leadership and teamwork

H ISTORY

What is now Wingate University was established in 1896 by the Baptist associations of Union County in North Carolina and Chesterfield County in South Carolina. There were few public schools at that time in the rural areas of the Carolina Piedmont; therefore, in its earliest days, the Wingate School offered a complete literacy education from first grade through high school. The school was built on a 10-acre tract with oak trees and a spring for drinking water, located in what would later become the town of Wingate, North Carolina. The site was near Meadow Branch Church and the Seaboard Air Line Railway. The trustees named the new school for a president of Wake Forest University, Washington Manley Wingate, and chose Wake Forest graduate and Union County native Marcus B. Dry as its first principal. One hundred seventy-five students attended the first year. For 12 years Professor Dry directed the school and, with the assistance of Polly Crowder in music, taught most of the curriculum.

As the state of North Carolina expanded its public schools, the Wingate School became primarily a boarding school for students in their upper years of high school. The school purchased additional land, built teaching and boarding facilities, and established a sound academic reputation. A 1916 report by B.C. Ashcraft to the Baptist Association praised the Wingate faculty of seven college-trained men and women who knew that “when you start a young man or a young woman on the right road, when you set a light aglow in a young mind, when you touch

in the right way a young life, [those] influences are not to be measured by years they are eternal.”

W INGATE J UNIOR C OLLEGE

The Wingate School expanded its educational vision in 1923 when it became Wingate Junior College, offering the first two years of baccalaureate education. The College was still working to establish its new identity and expand its role in education when the Great Depression began in 1929. The next decade at Wingate was marked by financial and enrollment challenges, including the loss of outside funding, students lacking money for tuition and the College frequently being unable to pay faculty salaries. Making the situation worse, the administration building burned to the ground in 1932.

President Coy Muckle and a few determined teachers kept the school open, holding classes at Wingate Baptist Church, formerly called Meadow Branch Church, next to campus. Four years later, a new administration building was constructed where the old one had previously stood. This building, named the Burris Building in the 1960s to memorialize C.C. Burris, who led the College from 1937 to 1953, faces the Academic Quadrangle and is one of the largest classroom buildings on the Wingate campus.

After World War II, a sequence of events bolstered Wingate Junior College. Returning veterans stabilized the enrollment, and in 1952 the Southern Association of Colleges and Schools granted membership and accreditation to Wingate. President Budd Smith arrived in 1953 and led the College for 21 years. He and his wife, Ethel, focused on increasing both enrollment and financial support. In the mid-1950s, Wingate Junior College had only four buildings. Smith encouraged textile magnate Charles A. Cannon of Kannapolis, North Carolina, to begin making financial contributions to the College. Cannon saw Wingate as a place where the children of textile workers and others in the middle class might go to college. Cannon’s financial contributions allowed the College to erect new buildings, renovate older structures and expand the curriculum. Also, in the 1950s, Dr. Smith, an avid botanist, personally directed the planting of flowers and trees that complemented the stately oaks on the central campus. Through the labor of the Smiths and the generosity of Cannon and others, the College was able to turn to the future with new confidence.

W INGATE C OLLEG E

Although Wingate Junior College was recognized as an outstanding private two-year institution, the education market in North Carolina was changing substantially by the 1970s. Employers increasingly expected workers to have a baccalaureate degree. In 1977, under the leadership of Thomas E. Corts, Wingate became a four-year institution. The name was changed to Wingate College, and in 1979, the school granted its first baccalaureate degrees. In 1978, the College launched W’International, a program of international study and travel for sophomores. Additional majors were added in the 1980s, along with master’s degree programs in education and in business.

W INGATE U NIVERSITY

In 1993, Wingate College expanded its reach by opening the School of Graduate and Continuing Education in Matthews, North Carolina. During its centennial in 1995, the Board of Trustees voted to change the institution’s name to Wingate University.

In 2003, under the direction of the trustees and President Jerry E. McGee, Wingate University began its first doctoral-level program with the School of Pharmacy. This was a catalyst for the University to offer degree programs in additional health science fields. The Master of Physician Assistant Studies program began in 2008 and achieved full enrollment in its first year. Also in 2008, Wingate added its second doctoral program: the Doctor of Education in Educational Leadership. In 2009, the School of Pharmacy and Department of PA studies were brought under the newly established Levine College of Health Sciences. The Levine College of Health Sciences building on the main campus, opened in 2011, was the second LEED-certified (Leader in Energy and Environmental Design) building in Union County. Also in 2011, Wingate University opened a campus in Hendersonville, North Carolina, where it offers programs in pharmacy and physician assistant studies.

The University moved its Matthews-campus programs to the Ballantyne area of south Charlotte in 2013. Those programs are now taught online or on the Wingate campus.

In 2014, Wingate University began a Doctor of Physical Therapy program on the main campus.

Dr. T. Rhett Brown, a Wingate alumnus with 27 years of experience as a Wingate University administrator, was named the University’s 10th president in 2015. Brown replaced Dr. Jerry McGee, who retired after 23 years as Wingate’s president. At the time of his retirement, McGee was the longest-serving college president in North Carolina.

The University has added several programs in the past five years: Doctor of Occupational Therapy in 2019; bachelor’s and master’s in Public Health in 2021; Master of Social Work in 2024; and Doctor of Medical Science in 2024. To expand its offerings in the behavioral-health arena, the University is exploring the addition of a master’s program in clinical mental health counseling, tentatively to begin the fall of 2025.

Wingate is home to the Cannon College of Arts and Sciences, the Levine College of Health Sciences, the Byrum School of Business, the Thayer School of Education, and the School of Sport Sciences.

Sources: Hubert I. Hester, The Wingate College Story, 1972; Carolyn C. Gaddy, Saturday Before the Second Sabith: The History of Meadow Branch-Wingate Baptist Church, 1810-1984.

L EADERS OF W INGATE U NIVERSITY

PRINCIPALS PRESIDENTS

M.B. Dry 1896-1908

B.Y. Tyner 1908-1911

J. Grover Carroll 1911-1918

Patty J. Marks 1918-1919

Charles M. Beach 1919-1923

A CCREDITATION

Charles M. Beach 1923-1924

Joseph B. Huff 1924-1930 Coy Muckle 1930-1936

J.B. Little 1936-1937

Craven C. Burris 1937-1953

Budd E. Smith 1953-1974

Thomas E. Corts 1974-1983

Paul R. Corts 1983-1991

Jerry E. McGee 1992-2015

T. Rhett Brown 2015-present

The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) is the body for the accreditation of degree-granting higher education institutions in the Southern states. It serves as the common denominator of shared values and practices primarily among the diverse institutions in Alabama, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas, and Virginia for those institutions of higher education that award associate, baccalaureate, master’s or doctoral degrees (see www.sacscoc.org). Questions about the status of the University’s accreditation may be obtained from the Commission on Colleges by calling 404-679-4500 or by writing to the SACSCOC home office, 1866 Southern Lane, Decatur, GA 30033. Wingate University is accredited by SACSCOC to award the bachelor’s, master’s, and professional degrees.

O THER A CCREDITING A

GENCIES

Accreditation Commission for Education in Nursing

Accreditation Council for Business Schools and Programs

Accreditation Council for Occupational Therapy Education

Accreditation Council for Pharmacy Education

Accreditation Review Commission on Education for the Physician

Assistant

Commission on Accreditation in Physical Therapy Education

National Association of Schools of Music

North Carolina Department of Public Instruction

A SSOCIATION S

American Association of Colleges for Teacher Education

American Association of Colleges of Pharmacy

American Association of Collegiate Registrars and Admissions Officers

American Association of University Women

American College Personnel Association

American College Testing Program

American Council on Education

Association for Institutional Research

Association of College and University Housing Officers International

Association of Governing Boards of Universities and Colleges

Association of International Educators

Carolinas Association of College Registrars and Admissions Officers

College Board

College Sports Information Directors of America

Council for Advancement and Support of Education

Council of Independent Colleges

Council on International Educational Exchange

Forum on Education Abroad

Greater Charlotte Consortium

National Association of College Admission Counselors

National Association of Colleges and Employers

National Association of College and University Business Officers

NAFSA: Association for International Education

National Association of Independent Colleges and Universities

National Association of Student Financial Aid Administrators

National Association of Student Affairs Professionals in Higher Education

National Career Development Association

National Collegiate Athletic Association Division II

National Council for State Authorization Reciprocity Agreements

National Collegiate Honors Council

North Carolina Association of Colleges for Teacher Education

North Carolina Association of Independent Colleges and Universities

North Carolina Career Consortium of Metrolina Colleges

North Carolina Career Development Association

North Carolina College Personnel Association

North Carolina Counseling Association

North Carolina Housing Officers

North Carolina Independent Colleges and Universities

Society of Human Resource Management

South Atlantic Conference

Southern Association of College Admission Counselors

Southern Association of College and University Business Officers

Southern Association of Collegiate Registrars and Admissions Officers

State Authorization Reciprocity Agreement North Carolina

The World Affairs Council of Charlotte

Union County Human Resources Association

The 520 - acre Wingate campus is located on the southeastern edge of the metropolitan Charlotte area in North Carolina. The University also offers some programs of study in Hendersonville, North Carolina.

Wingate University Hendersonville offers graduate students in Pharmacy and Physician Assistant Studies the opportunity to hone their skills in a $32 million state- of - the - art Health Sciences Center. This building, a partnership between Hende rson County, Par dee UNC Health Care, Blue Ridge Community College, the city of Hendersonville and Wingate University, contains smart classrooms, well - equipped laboratories, and welcoming spaces for study.

Wingate University

Caroline M. Brown (’85) ........................................................ Monroe, NC

Patrick C. Brown (’95) Austin, TX

Rebecca B. Bullard (’81) Charlotte, NC

Wayne P. Cooper ................................................................. Charlotte, NC

William T. Crowder, Jr (’68) Charlotte, NC

Rashard Johnson ................................................................ Charlotte, NC

James W. Mason (’75)...................................................... Laurinburg, NC

Luther T. Moore Charlotte, NC

Suzanne B. Philemon (’09) ................................................. Charlotte, NC T ERMS E XPIRING IN 2027

Jan Beatty-Hendley

Kannapolis, NC

Joel J. Barham ('84) Matthews, NC

Audrey L. Bell (’71) ................................................................ Baldwin, NY

Jason Bernd Matthews, NC

Benton S. Bragg Charlotte, NC

Kacey Grantham ................................................................. Charlotte, NC

Gregory I. Hinrichs Charlotte, NC

Maria E. Lander ..................................................................... Monroe, NC

Robert J. Spence Monroe, NC

T ERMS E XPIRING IN 202 6

Amos Beason Charlotte, NC

George Morrison Creech ..................................................... Charlotte, NC

C. Angelia Duncan Charlotte, NC

Ronald G. Hinson Monroe, NC

Carolyn D. Matthews (’69)........................................ Winston-Salem, NC

M. Lynn Moss Raleigh, NC

Carl M. Tucker, III Pageland, SC

Douglas E. Turner, Jr (’94)........................................................ Dunn, NC

Edward L. West Charlotte, NC

Russell W. Booker (‘91) Spartanburg, SC

Paula D. Borden (’98) ........................................................... Durham, NC

G. Frank Cagle (‘71) Lexington, SC

Cecil Thomas Dixon.................................................................... Cary, NC

Kimberly S. Eagle (’93) Gastonia, NC

D. Craig Horn Weddington, NC

Charles A. Howard II (’69) .................................................. Charlotte, NC

Fonda G. Salgueiro Savannah, GA

Andrew Thomas Smart (’01) .............................................. Greenville, SC L IFETIME H ONORARY T RUSTEES

Arnold A. Culbreth, Jr. .................................................... Greensboro, NC

Danny K. Davis (’73) High Point, NC

Elona L. Edwards............................................................... Marshville, NC

James C. Furman Boone, NC

Meredith O. Galvin (’62) Davidson, NC

William F. Harris ................................................................. Charlotte, NC

John N. Hendley Charlotte, NC

Joseph C. Hunter .................................................................. Concord, NC

Thomas Koontz (’60) ................................................. Winston-Salem, NC

Jack C. Lail New London, NC

Paul B. Little, MD ............................................................ Wadesboro, NC

Duran G. McDonald (’61) Winston Salem, NC

Joseph H. Patterson Charlotte, NC

Claudia S. Robinette ............................................................. Marston, NC

Jimmy K. Stegall Monroe, NC

Donald C. Taft ..................................................................... Matthews, NC

Deidre S. Vick Houston, TX

Thomas E. Williams (’61) Monroe, NC

Dennis E. Yates (’71) ............................................................ Charlotte, NC

O FFICERS OF THE U NIVERSITY

T. Rhett Brown (1996) President

B.A., Wingate College; M.B.A., Wingate University; Ed.D., University of Alabama

James P. R. Ambrose (2022) Vice President of Student Services

B.S., Wingate University; M.Ed., Capella University

Eva M. Baucom (2014) Vice President for Enrollment Management

B.A., M.Ed., University of North Carolina at Chapel Hill; Ed.S., Ed.D., Wingate University

D. Patrick Biggerstaff (2000) Vice President of Operations

B.S., M.B.A., Wingate University; Ed.D., Gardner-Webb University

James R. Bullock (2021) Senior Vice President for University Advancement

B.A., Wake Forest University; M.B.A., Wake Forest University

Heather C. Miller (2011) Senior Vice President and Chief of Staff

B.A., Wingate University; M.A., Appalachian State University; Ed.D., North Carolina State University

Melissa Perdue (2021) Chief Financial Officer

B.S., Appalachian State University

Dei Reich (2004) Associate Vice President for Student Life

B.S., Old Dominion University; M.Ed., Wingate University

Joe Reich (2001) Director of Athletics

B.A., Gettysburg College

Eric F. Schneider (2015) Interim Provost and SACSCOC Liaison

B.S., St. Louis College of Pharmacy; Pharm.D., Medical University of South Carolina

Steve E. Shank (2017) Vice President for Information Technology and Chief Information Officer

B.A., North Carolina State University

Benjamin F. Sidbury (2020) General Counsel and Senior Vice President

B.A., Wingate University; J.D., Syracuse University

F ACULTY S ENATE

Matthew E. Davis (2016) Faculty Senate Chair, Associate Professor and Chair of Psychology

B.A., University of North Carolina at Asheville; M.S., University of North Carolina at Greensboro; Ph.D., Auburn University

Susan M. Smith (2015) Faculty Senate Vice Chair and Associate Professor of Pharmacy

B.S., Ohio Northern University; Pharm.D., Medical University of South Carolina

Jacob P. Wobig (2014) Faculty Senate Parliamentarian, Associate Professor of Political Science and Chair of History and Political Science

B.A., University of Nebraska; J.D., University of Iowa; Ph.D., University of Nebraska

Katlin Cundiff (2022) Assistant Professor of Management

B.B.A., M.S., Estonian Business School; Ph.D., University of Jyvaskyla

Nicholas B. DeLangie (2023) Assistant Professor of Sport Sciences

B.S., M.A.T., Wingate University; Ed.D., University of North Carolina at Greensboro

Patrick Fisher (2022) Assistant Professor of Biology

A.B., Vassar College; Ph.D., Yale University

Wesley R. Haltom (2011) Associate Professor of Pharmacy and Director of the Advanced Pharmacy Practice Experience Program

Pharm.D. Wingate University

Janet S. Jenkins (2011) Assistant Professor of Education and Assistant Dean of the Thayer School of Education

B.S., Appalachian State University; M.S.A, Ph.D., University of North Carolina at Charlotte

Chelsea Kaufman (2018) Associate Professor of Political Science and Director of BASE

B.A., Clarion University of Pennsylvania; M.A., Ph.D., Purdue University

Katherine R. Knop (2021) Assistant Professor of Sociology

B.A., University of Alabama; M.A., Ph.D., University of Missouri

Melinda J. Lein (2009) Associate Professor of Music

B.S., B.M., M.M., University of Missouri-Columbia; M.M., D.M.A., University of Missouri-Kansas City

Dustin L. Morris (2020) Assistant Professor of English and Director of the Christa Helms Austin Writing Center

B.A., University of Science and Arts of Oklahoma; M.S., University of Central Oklahoma; Ph.D., Oklahoma State University

Traci J. Napolitano (2002) Associate Professor of Sport Sciences and Chair of Exercise Science

B.S., Slippery Rock University; M.S., Ph.D., University of Florida

Michele A. Pfaff (2014) Associate Professor of Nursing and Simulation Laboratory Director

B.S.N., Duquesne University; M.S.N., University of North Carolina at Charlotte; D.N.P., Gardner-Webb University

Wynnet M. Sinclair (2019) Assistant Professor of Occupational Therapy

B.S., Colorado State University; O.T.D., Chatham University

Kristin F. Stowe (2003) Professor of Economics

B.A., Guilford College; M.A., Ph.D., Clemson University

Tiffanie Turner-Henderson (2022) Assistant Professor of Marketing

B.A., Hampton University; M.A., Bowie State University; Ph.D., Hampton University

A CADEMIC L EADERSHIP

Susan Bruce (2020) Dean of the School of Pharmacy and Professor of Pharmacy

B.S., Pharm.D., Albany College of Pharmacy and Health Sciences

Sergio A. Castello (2016) Dean of the Porter B. Byrum School of Business and Professor of Financial Economics

B.B.A., Freed-Hardeman University; M.B.A., University of Memphis; Ph.D., Colorado State University

Brandy P. Clemmer (2012) Dean of the School of Sport Sciences and Associate Professor of Sport Sciences

B.S., M.A., Ed.D., Gardner-Webb University

Charlesa Hann (2015) Interim Dean of the Thayer School of Education, Assistant Professor and Director of the Wingate Online Degree Program

B.A., University of Akron; M.S.S.A., Case Western Reserve University; Ph.D., University of Akron

Caroline M. Hoefferle (2001) Dean of the Cannon College of Arts and Sciences and Professor of History

B.S., M.A., Central Michigan University; Postgraduate Diploma in Historical Studies, University of Strathclyde, Glasgow, Scotland; Ph.D., Central Michigan University/University of Strathclyde Joint Program

Allison R. Kellar (2012) Professor of English and Dean of the Honors College

B.A.J., University of Georgia; M.A., Clemson University; Ph.D., University of Georgia

Brooke M. Mitchell (2002) Professor of English, Vice Provost of Academic Success and Initiatives and Dean of General Education and the First-Year Experience

A.A., Young Harris College; B.A., University of Georgia; M.A., Ph.D., University of South Carolina

Eric F. Schneider (2015) Interim Provost, Professor of Pharmacy, and SACSCOC Liaison

B.S., St. Louis College of Pharmacy; Pharm.D., Medical University of South Carolina

F ACULTY

John C. Acquaviva (2009) Professor of Sport Sciences

B.A., Shepherd College; M.S., George Mason University; Ph.D., Florida State University

Acchia N. J. Albury (2011) Associate Professor of Biology

B.S., Benedict College; Ph.D., University of South Carolina

Erica Anderson (2023) Assistant Professor of Pharmacy

B.S., Clemson University; Pharm.D., Medical University of South Carolina

Lucy Arnold (2024) Assistant Professor of Education

B.A., University of South Carolina; M.A., Ph.D., University of North Carolina at Charlotte

Kristen G. Barbee (2012) Director and Associate Professor of Nursing

Diploma, Presbyterian Hospital School of Nursing; B.S.N., GardnerWebb University; M.S.N., East Carolina University; Ph.D., University of North Carolina at Greensboro

Nicole L. Barrios (2019) Instructor of Biology and Director of OneDog101

B.S., Wingate University; M.S., Appalachian State University

Robert W. Barrons (2006) Associate Professor of Pharmacy

B.S., Erskine College; B.S., Pharm.D., University of South Carolina

Dawn M. Battise (2012) Professor of Pharmacy

Pharm.D., Campbell University

Vanessa D. Baucom (2017) Instructor of Mathematics

B.S., Wingate University; M.A.Ed., University of North Carolina at Charlotte

Chloe Beck (2018) Associate Professor of Psychology

B.S., A.B., University of Georgia; M.A., University of North Carolina at Wilmington; M.S., Ph.D., Florida State University

J. Gregory Bell (1984) Associate Professor of Mathematics

A.A., B.A., Wingate College; M.S., University of South Carolina; D.A., Illinois State University

Jennifer K. Bond (2017) Professor of Sport Sciences

B.S., Appalachian State University; M.A., East Carolina University; Ph.D., Ball State University

Christopher Breeden (2022) Assistant Professor of Psychology

B.S., M.A., Western Carolina University; Ph.D., University of Alabama

M. Charlene Bregier (2007) Instructor and Coordinator of Art

B.A., East Carolina University; M.A.A.A., University of North Carolina at Charlotte

Laora D. Brizendine (2002) Professor of Mathematics

B.S., Pennsylvania State University; M.S., Virginia Tech; Ed.D., West Virginia University

David E. Brooks (2014) Associate Professor of Music

B.M., Western Washington University; M.M., University of Washington; D.M.A., Stony Brook University

J. Alison Brown (2003) Professor of Biology

B.S., M.S., M.S., University of Tennessee; Ph.D., West Virginia University

Susan Bruce (2020) Dean of the School of Pharmacy and Professor of Pharmacy

B.S., Pharm.D., Albany College of Pharmacy and Health Sciences

Mark G. Bryant (2007) Assistant Dean of Graduate Business Programs and Instructor of Business

B.S., University of Delaware; M.B.A., Purdue University

Stacey S. Caplan (2018) Academic Fieldwork Coordinator and Associate Professor of Occupational Therapy

B.S., Louisiana State University; O.T.D., Rocky Mountain University of Health Professions

Edward L. Case (2009) Associate Professor of Education

B.S., M.Ed., Ph.D., Clemson University

Sergio A. Castello (2016) Professor of Financial Economics and Dean of the Porter B. Byrum School of Business

B.B.A., Freed-Hardeman University; M.B.A., University of Memphis; Ph.D., Colorado State University

Michelle D. Chaplin (2011) Professor and Associate Dean of Pharmacy, Hendersonville

Pharm.D., Butler University

Edward T. Chiyaka (2021) Assistant Professor of Pharmacy

B.S., M.S., University of Zimbabwe; Ph.D., Kent State University

Brandy P. Clemmer (2012) Dean of the School of Sport Sciences, Associate Professor of Sport Sciences

B.S., M.A., Ed.D., Gardner-Webb University

Heather V. Clontz (2006) Professor of Chemistry and Chair of Chemistry and Physics

B.S., Mercer University; Ph.D., University of South Carolina

Richard A. Cook (2020) Instructor of Accounting

B.S., M.S.Acy., University of North Carolina at Wilmington

David E. Cox (2019) Instructor of Mathematics

B.A., Southwest Baptist University; M.S., The University of Oklahoma

Barry P. Cuffe (1994) Donald B. Haskins Professor of Business

Analytics

B.S., University of Miami at Coral Gables; M.A., Indiana University; Ph.D., University of Miami

Aaron B. Culley (2000) Associate Professor of Sociology

B.A., M.A., Ph.D., Indiana University

Katlin Cundiff (2022) Assistant Professor of Management

B.B.A., M.S., Estonian Business School; Ph.D., University of Jyvaskyla

Christopher E. Dahm (1995) Professor of Chemistry

B.S., Wheaton College; Ph.D., Indiana University

Aliya Davenport (2023) Associate Professor of Biology

B.S., Florida Agricultural and Mechanical University; M.S., North Carolina State University; Ph.D., Ohio University

Debra A. Davis (2013) Associate Professor of Biology

B.S., Birkbeck College, University of London; M.S., University of Massachusetts; Ph.D., University of South Carolina

Matthew E. Davis (2016) Faculty Senate Chair, Associate Professor and Chair of Psychology

B.A., University of North Carolina at Asheville; M.S., University of North Carolina at Greensboro; Ph.D., Auburn University

Tracy L. Davis (2015) Associate Professor of Biology

B.S., Michigan State University; M.S., University of Nebraska; Ph.D., The Ohio State University

Megan E. Deibel (2023) Assistant Professor of Psychology

B.S., York College of Pennsylvania; M.A., Ph.D., Kent State University

Heather S. DeLangie (2023) Assistant Professor of Sport Sciences

B.A., Wingate University; M.A., East Carolina University; Ed.D., University of North Carolina at Greensboro

Nicholas B. DeLangie (2023) Assistant Professor of Sport Sciences

B.S., M.A.T., Wingate University; Ed.D., University of North Carolina at Greensboro

Christi S. DeWaele (2015) Associate Professor of Sport Sciences and MASM Program Director

B.A., University of North Carolina at Chapel Hill; M.S., Florida State University; Ph.D., University of Nevada at Las Vegas

Melissa McCall Dinkins (2014) Professor of Pharmacy

Pharm.D., University of North Carolina at Chapel Hill

Reeti R. Douglas (2019) Assistant Professor of Occupational Therapy and Doctoral Capstone Coordinator

B.S.O.T., The University of Texas; O.T.D., Rocky Mountain University of Health Professions

Evan Drake (2022) Assistant Professor of Pharmacy

B.S., Gardner-Webb University; PharmD , Wingate University

Nicole E. Drake (2014) Associate Professor of Physician Assistant Studies

B.S., Michigan State University; M.S.M., Western Michigan University; D.M.S., A.T. Still University

Shanta R. Dube (2021) Professor of Public Health, Interim Director of the Department of Public Health, and Director of the Master of Public Health Program

B.S., B.A., University of Maryland; M.P.H., The George Washington University; Ph.D., University of Georgia

Danielle F. Edwards (2015) Assistant Professor of Education and Chair of Graduate Education

B.A., South Carolina State University; M.Ed., Ed.S., University of South Carolina; M.S.A., Ed.D., University of North Carolina at Charlotte

Lavette Shirley Elee (2021) Assistant Professor of Physician Assistant Studies

B.S., Kent State University; M.P.A.S., Kettering College; D.Sc.P.A.S., Massachusetts College of Pharmacy and Health Sciences

Joseph M. Ellis (2010) Professor of Political Science and Associate Dean of Arts and Sciences

B.A., Winthrop University; M.A., Ph.D., Temple University

Tarra D. Ellis (2015) Associate Professor of Education and Chair of Undergraduate Education

B.A., University of North Carolina at Chapel Hill; M.Ed., Ph.D., University of North Carolina at Charlotte

Deborah Evans (2022) Assistant Professor of Nursing

A.D.N., B.S.N., Cabarrus College of Health Sciences; M.S.N., East Carolina University; D.N.P., American Sentinel College of Nursing and Health Sciences

Danielle Felsberg (2022) Assistant Professor of Physical Therapy

B.S., Syracuse University; D.P.T., Emory University; Ph.D., University of North Carolina at Greensboro

Jordan C. Felsberg (2022) Assistant Professor of Physical Therapy

B.S., University of Georgia; D.P.T., Emory University

Taylor L. Fischer (2017) Associate Professor of Physician Assistant Studies

B.A., Western Carolina University; M.M.S., Methodist University

Patrick Fisher (2022) Assistant Professor of Biology

A.B., Vassar College; Ph.D., Yale University

Karen J. Friel (2019) Professor and Vice Provost and Dean, Levine College of Health Sciences

B.S.PT, SUNY at Stony Brook; M.S., D.H.S., University of Indianapolis

Monica Konarski Fusetti (2018) Instructor of English

B.A., M.A., East Carolina University

Michael T. Geier (2017) Associate Professor of Management

M.S.M.E., Hochschule Essingen University of Applied Sciences; M.B.A., Wingate University; D.B.A., California Intercontinental University

Joseph S. Girgenti (2024) Instructor and Assistant Director of Bands/Director of Athletic Bands

B.M.E., Wingate University; M.M., East Carolina University

Jennifer Campbell Grant (2021) Assistant Professor of Physician Assistant Studies and Director of Clinical Education

B.S., University of Florida; M.M.S., Nova Southeastern University

James W. Hall (1982) Ruth Horton Professor of Chemistry and Physics

B.S., University of South Carolina; Ph.D., University of North Carolina at Chapel Hill

Wesley R. Haltom (2011) Associate Professor of Pharmacy and Assistant Dean for Experiential Education

Pharm.D. Wingate University

Charlesa Hann (2015) Interim Dean of the Thayer School of Education, Assistant Professor and Director of the Wingate Online Degree Program

B.A., University of Akron; M.S.S.A., Case Western Reserve University; Ph.D., University of Akron

Veronica Hardy (2024) Clinical Professor of Social Work

B.A., Kutztown University; M.S.W., West Chester University; Ph.D., Regent University

J. Brock Harris (2013) Professor of Pharmacy and Assistant Dean of Assessment

B.S., North Carolina State University; Pharm.D., University of North Carolina

Sarah Harrison-Burns (1989) Lloyd and Georgia Thayer Professor of Education

B.S., Mississippi University for Women; M.Ed., Ed.S., Ph.D., University of Southern Mississippi

Christopher J. Harrist (2016) Associate Professor of Sport Sciences and Chair of Sport and Recreation Management

B.S., M.S., Tarleton State University; Ph.D., Texas A&M University

James M. Hastings (2005) Associate Professor of History

B.A., Reed College; M.A., University of Wisconsin-Madison; Ph.D., University of Wisconsin-Madison

Renee M. Hastings (2021) Instructor of Biology

B.S., M.S., Clemson University

Daniella R. Hauser (2019) Associate Professor of Occupational Therapy

B.S., M.S.O.T., University of Scranton; O.T.D. Mount Mary University

Ellis A. Hayes (2001) Associate Professor of Management

A.A, Wilkes Community College; B.S.B.A., B.S., Appalachian State University; M.S., University of North Carolina at Greensboro; Ed.D., Virginia Tech.

D’Anna Helms (2020) Assistant Professor of Nursing

B.S.N., M.S.N., D.N.P, Gardner-Webb University

Abannik O. Hino (2001) Associate Professor of History

B.A., University of Khartoum, Sudan; M.A., University of Khartoum, Sudan; Ph.D., Michigan State University

Caroline M. Hoefferle (2001) Dean of the Cannon College of Arts and Sciences and Professor of History

B.S., M.A., Central Michigan University; Postgraduate Diploma in Historical Studies, University of Strathclyde, Glasgow, Scotland; Ph.D., Central Michigan University/University of Strathclyde Joint Program

Abby F. Holland (2021) Director of Wayfind and Assistant Professor of Education

Ph.D., University of North Carolina at Charlotte

Jennifer C. Hough (2015) Associate Professor of Music and Director of Opera

B.M., Winthrop University; M.M., D.M.A., University of North Carolina at Greensboro

John D. Huse (2023) Assistant Professor of Physician Assistant Studies

D.Sc.P.A.S., Baylor University; M.P.A.S., B.S., University of Nebraska Medical Center; M.P.P.A., University of Missouri – St. Louis; B.S., United States Military Academy

Stacy K. Hutchison (2019) Instructor of Chemistry

B.S., Wingate University; M.S., University of North Carolina at Charlotte

David A. Hysell (2024) Assistant Professor of Physical Therapy

B.S., SUNY College at Brockport; D.P.T., Old Dominion University

Kayla Javier-Joyner (2020) Assistant Professor of Mathematics

B.S., Bridgewater State University; M.S., Ph.D. Clemson University

Janet S. Jenkins (2011) Assistant Professor of Education and Assistant Dean of the Thayer School of Education

B.S., Appalachian State University; M.S.A, Ph.D., University of North Carolina at Charlotte

Alexandra E. Jerby (2021) Instructor of Biology

B.S., Bob Jones University; M.S., Clemson University

Brianne Johnson (2023) Assistant Professor of Education

B.A., University of North Carolina at Chapel Hill; M.Ed., University of Virginia; Ph.D., University of North Carolina at Charlotte

Daniel Johnson (2024) Assistant Professor of Music and Director of Bands

B.M., University of Kentucky; M.M., Indiana University; D.M.A., University of Michigan.

Jennifer Jordan (2024) Professor and Director of Clinical Mental Health Counseling Program

B.A., University of Central Florida; M.A., Nicholls State University; Ph.D., Mississippi State University

Chelsea Kaufman (2018) Associate Professor of Political Science and Director of BASE

B.A., Clarion University of Pennsylvania; M.A., Ph.D., Purdue University

Melanie G. Keel (2014) Associate Professor of Education and Founding Director of Julia’s Learning

B.A., North Carolina State University; M.A., Appalachian State University; Ph.D. (December 2014), University of South Carolina

Heather A. Kehr (2006) Associate Professor of Pharmacy

Pharm.D., University of Maryland School of Pharmacy

Allison R. Kellar (2012) Professor of English and Dean of the Honors College

B.A.J., University of Georgia; M.A., Clemson University; Ph.D., University of Georgia

Katherine R. Knop (2021) Assistant Professor of Sociology

B.A., University of Alabama; M.A., Ph.D., University of Missouri

Jeff Knull (2024) Instructor of Mathematics

B.S., Wingate University; M.M.T.H., Winthrop University

Samir A. Kouzi (2004) Professor of Pharmacy

B.S., King Saud University; Ph.D., University of Mississippi

Magdalena A. Krajewska (2011) Professor of Political Science

B.Sc., London School of Economics and Political Science; Ph.D., Brandeis University

Kimberly Kristufek (2022) Assistant Professor of Communication

A.A.S., Northwestern Michigan College; B.A., M.A., Central Michigan University; Ph.D., George Mason University

M. Scott Lail (2020) Assistant Professor of Accounting

B.S.W., M.B.A., M.AC.C. University of North Carolina at Charlotte; P.h.D., Northcentral University

Candace Lapan (2018) Associate Professor of Psychology

B.A., M.A., Ph.D., University of North Carolina at Greensboro

Melinda J. Lein (2009) Associate Professor of Music

B.S., B.M., M.M., University of Missouri-Columbia; M.M., D.M.A., University of Missouri-Kansas City

Terese J. Lund (2013) Associate Professor of Psychology and Director of Undergraduate Research

B.A., Miami University; M.A., Teachers College, Columbia University; Ph.D., Boston College

Kangming Ma (2021) Assistant Professor of Communication

B.A., Taiyuan Normal University; M.A., Ph.D., Regent University

Mitchell B. Mackinem (2018) Professor of Sociology

B.A., Newberry College; M.A., University of Tennessee; Ph.D., University of South Carolina

Brett W. MacLennan (2017) Associate Professor of Physical Therapy and Interim Director of Physical Therapy Program

B.S., Framingham State University; M.S., Boston University; D.P.T., Massachusetts General Hospital Institute of Health Professions

Adriane B. Marino (2022) Assistant Professor of Pharmacy Pharm D , Wingate University

Jessie Wright Martin (2007) Professor of Voice, Artist-inResidence, and Chair of Music

B.M., Florida State University; M.M., D.M.A., Louisiana State University

B. James Massey (2014) Associate Professor of Physical Therapy

B.A., North Carolina State University; D.P.T., University of North Carolina at Chapel Hill

Elizabeth J. Maupin (2013) Associate Professor of Physician Assistant Studies and Program Director, DMSc

B.S., University of Missouri; M.M.S., Wake Forest University; D.M.S., University of Lynchburg

Rebecca L. McClough (2012) Associate Professor of Physician Assistant Studies and Associate Program Director of Physician Assistant Program

B.S., Grace College; M.P.A.S., Wingate University

Christine McConnell (2022) Associate Professor of Occupational Therapy

B.S., University of Illinois; B.H.S. National University of Health Sciences; D.C. National University of Health Sciences

Daniel P. McLaughlin (2006) Associate Professor of Sport Sciences

B.S., M.A., Mankato State University; Ph.D., University of North Carolina at Greensboro

Lisa T. Meade (2006) Professor of Pharmacy

B.S., University of North Carolina; Pharm.D., University of Mississippi

Alexandra Mihm (2022) Assistant Professor of Pharmacy PharmD., Butler University

Edward D. Mills (1989) Marjorie H. Lang Professor of Biology

B.A., Wake Forest University; M.S., Appalachian State University; Ph.D., University of Alabama

Luke W. Mills (2014) Associate Professor of English

B.A., M.A., North Carolina State University; Ph.D., University of North Carolina at Chapel Hill

Sandra R. Mills (2003) Assistant Professor of Mathematics

B.A., Winthrop University; M.A., University of North Carolina at Chapel Hill; Ph.D., Ohio University

Brooke M. Mitchell (2002) Professor of English, Vice Provost of Academic Success and Initiatives and Dean of General Education and the First-Year Experience

A.A., Young Harris College; B.A., University of Georgia; M.A., Ph.D., University of South Carolina

David T. Mitchell (2017) Associate Professor of History

B.S., Samford University; Ph.D., Auburn University

Priyam Mithawala (2022) Assistant Professor of Pharmacy

B.Pharm., Rajv Gandhi University of Health Sciences; Pharm.D., Ohio State University

Gena Moore (2022) Instructor of Biology and Director of Agricultural Food Systems

B.S., North Carolina State University; M.S., North Carolina A&T University

Dustin L. Morris (2020) Assistant Professor of English and Director of the Christa Helms Austin Writing Center

B.A., University of Science and Arts of Oklahoma; M.S., University of Central Oklahoma; Ph.D., Oklahoma State University

Geoffrey A. Mospan (2014) Associate Professor of Pharmacy

Pharm.D., Ohio Northern University

Taura S. Napier (1996) Professor of English

B.A., Wake Forest University; M.A., University College, Dublin; Ph.D., The Queen’s University of Belfast

Traci J. Napolitano (2002) Associate Professor of Sport Sciences and Chair of Exercise Science

B.S., Slippery Rock University; M.S., Ph.D., University of Florida

Jill Nappi-Kaehler (2020) Assistant Professor of Physical Therapy

B.S., University of Delaware; D.P.T., Boston University

Daina Nathaniel (2023) Professor of Communication and Chair of Communication and Art

B.A., Queens College; M.A., Wake Forest University; Ph.D., Florida State University

Amie J. Naylor (2003) Professor of Pharmacy

B.S., University of California at Davis; M.S., San Diego State University; Ph.D., University of Florida

Nicholas R. Nelson (2022) Assistant Professor of Pharmacy

B.S., University of Arizona; PharmD., University of North Carolina at Chapel Hill

Kaitlyn A. Niedzielski (2016) Associate Professor and Chair of Mathematics

B.S., Mount St. Mary’s University; M.A., Ph.D., The University of Alabama

Erika S. Niland (2010) Professor and Chair of Biology

B.S., Wingate University; M.S., Ph.D., University of Georgia

Daya Patton (2023) Assistant Professor of Sociology and Human Services

B.A., Hampton University; M.E., American Public University System; M.Phil., Ph.D., Walden University

Angela H. Pegram (2009) Professor of Pharmacy

Pharm.D., Campbell University

Michele A. Pfaff (2014) Associate Professor of Nursing and Simulation Laboratory Director

B.S.N., Duquesne University; M.S.N., University of North Carolina at Charlotte; D.N.P., Gardner-Webb University

Jacob M. Plummer (2015) Associate Professor of Chemistry

B.A., Northwestern College; Ph.D., University of Notre Dame

Jaclyn Polk (2022) Assistant Professor of Physical Therapy and Director of Clinical Education

B.S., University of Virginia; D.P.T., University of Delaware

Robert W. Prevost (1994) Associate Professor of Philosophy

B.A., Baylor University; M.A., Trinity Evangelical Divinity School; D. Phil., University of Oxford; J.D., University of Texas

Deborah C. Prouty (2018) Assistant Professor of Physical Therapy

M.P.T., University of Maryland; Ed.D., Argosy University

Dawn Ray, (2022) Assistant Professor of Mathematics

B.A., M.S., Ph.D., University of North Carolina at Charlotte

Tanya R. Riley (2013) Associate Professor of Pharmacy

B.S., Paul Quinn College; Pharm.D., University of Louisiana-Monroe

April M. Robinson (2010) Associate Professor of Pharmacy and Assistant Dean for Students, School of Pharmacy

B.S., Furman University; Pharm.D., Medical University of South Carolina

Mark A. Rollins (2019) Instructor of Biology

B.S., Wingate University; M.S., Appalachian State University

Mark R. Roncace (2002) Professor of Religion and Chair of Religion and Philosophy

B.A., Methodist College; M.A., Florida State University; Ph.D., Emory University

Benjamin G. Sammons (2022) Assistant Professor of English

B.A., Mercer University; M.A., Ph.D., University of North Carolina at Chapel Hill

Eric F. Schneider (2015) Interim Provost, Professor of Pharmacy, and SACSCOC Liaison

B.S., St. Louis College of Pharmacy; Pharm.D., Medical University of South Carolina

Brett Schofield (2022) Assistant Professor of Biology

B.A., Lewis and Clark College; Ph.D., University of California Berkeley

Mark W. Schuhl (2000) Associate Professor of Spanish and Chair of English and Modern Languages

B.A., M.A., Ph.D., University of Pennsylvania

Lisa A. Schwartz (1998) John Larry Bishop Distinguished Professor of Finance

B.B.A., M.B.A., Ph.D., University of Texas at Arlington

Wendy E. Sellers (2023) Professor and Founding Director of the Master of Social Work Program

B.A., Wofford College; M.A., Florida State University; M.S.W., Ph.D., University of South Carolina

Chrystyna Senkel (2021) Associate Professor and Clinical Coordinator for Physician Assistant Studies

B.S., University of Texas Southwestern Medical Center; M.P.A.S., University of Texas – Rio Grande Valley; D.M.S., Lincoln Memorial University

S. Tyler Shultz (2017) Associate Professor of Physical Therapy

B.S., University of Georgia; D.P.T., Medical College of Georgia

Wynnet M. Sinclair (2019) Assistant Professor of Occupational Therapy

B.S., Colorado State University; O.T.D., Chatham University

Rodney C. Siwale (2019) Associate Professor of Pharmacy

B.S., University of Kent; M.S., King’s College London; Ph.D., Mercer University

D. Scott Smith (2022) Instructor of Communication

A.A., Wingate University; B.A., University of North Carolina at Chapel Hill; M.A., Arkansas State University

Susan M. Smith (2015) Faculty Senate Vice Chair and Associate Professor of Pharmacy

B.S., Ohio Northern University; Pharm.D., Medical University of South Carolina

Oyindamola Akinso Soremekun (2022) Assistant Professor of Public Health

B.S., Babcock University; M.S., Birmingham City University; Ph.D., Georgia Southern University

Christi A. Sporl (2016) Associate Professor of Sociology and Human Services and Chair of Sociology

B.A., University of Louisiana at Monroe; M.A., Ph.D., University of Kentucky

Darrel W. Staat (2015) Associate Professor of Education and Coordinator, Higher Education Executive Leadership Program

B.A., Hope College; M.A., Western Michigan University' D.A., University of Michigan

K. Annie Stankovic (2017) Associate Professor of Collaborative Piano

B.M., Western Washington University; M.M., D.M., State University of New York at Stony Brook

Sherika Staton (2024) Instructor of Criminal Justice

B.S., North Carolina Central University; M.S., Michigan State University

William J. Steffen (2018) Associate Professor of Sport Sciences

B.S., The University at Albany (NY); M.Ed., Furman University; Ed.D., The University of North Carolina at Greensboro

Kristin F. Stowe (2003) Professor of Economics

B.A., Guilford College; M.A., Ph.D., Clemson University

Michael Sulewski (2023) Assistant Professor of Physician Assistant Studies

B.S., University of Central Florida; M.M.S., Nova Southeastern University

Meeralakshmi Subramaniam (2017) Instructor of Chemistry

B.Tech., Anna University; M.S., University of Oklahoma;

Melissa M. Sweetman (2017) Professor of Occupational Therapy and Director of the Occupational Therapy Program

B.S., Medical University of South Carolina; O.T.D., Rocky Mountain University of Health Professions; Ph.D., Piedmont International University

Mary S. Swiggum (2013) Professor of Physical Therapy

B.S., Boston University; M.H.S., University of Indianapolis; Ph.D., Texas Woman’s University

Shawn R. Taylor (2011) Professor of Pharmacy and Chair of Social Sciences/Outpatient Practice

Pharm.D., University of South Carolina

Jenna Theroux (2022) Assistant Professor of Pharmacy

PharmD , Wingate University

Grant D. Thompson (2014) Associate Professor of Astronomy and Physics

B.S., University of Missouri; M.S., Ph.D., University of Kentucky

M. Benjamin Thorne (2014) Associate Professor of History

B.A., Guilford College; M.A., Ph.D., Indiana University

Patricia Tomsic (2023) Assistant Professor of Occupational Therapy

B.A., University of North Carolina at Chapel Hill; M.S, O.T.D, Medical University of South Carolina

Tiffanie Turner-Henderson (2022) Assistant Professor of Marketing

B.A., Hampton University; M.A., Bowie State University; Ph.D., Hampton University

Brandon M. Tutkowski (2018) Associate Professor of Chemistry

B.S., Concordia University Wisconsin; Ph.D., University of Notre Dame

Shem D. Unger (2015) Associate Professor of Biology

B.S., Texas A & M University; M.S., Missouri State University; Ph.D., Purdue University

James van Sandwyk (2024) Visiting Assistant Professor of Biology

B.S., M.S., Ph.D., University of Pretoria

Rashi C. Waghel (2012) Professor of Pharmacy

B.S., Georgia Institute of Technology; Pharm.D., University of Georgia

Zhiyan Wang (2023) Assistant Professor of Finance and Economics

B.A., B.S., East China University of Science and Technology; M.A., M.S., Ph.D., University of Alabama

James F. Watkins (2011) Assistant Professor of Accounting

B.A., B.A., North Carolina State University; M.A.C.C., University of North Carolina at Charlotte; CPA

Danté S. Webb (2023) Assistant Professor of Music and Associate Director of Choral Activities

B.M.E., M.M.Ed., University of Memphis; Ph.D., Florida State University

David Weil (2020) Associate Professor of Physician Assistant Studies, Program Director, MPAS, and Department Chair of Physician Assistant Studies

B.S., M.M.S., NOVA Southeastern University; D.M.Sc., University of Lynchburg

Shakena L. Daniel West (2014) Associate Professor of Chemistry

B.S., Winthrop University; Ph.D., University of South Carolina

Jay Wilder (2000) Associate Professor of Psychology

B.A., Emory University; M.S., Ph.D., Syracuse University

Jennifer A. Wilson (2012) Professor of Pharmacy and Chair of Educational/Pharmaceutical Sciences

Pharm.D., Ohio Northern University

Jordan T. Wilson (2018) Associate Professor of Music and Assistant Dean of the Honors College

B.M., M.M., Eastman School of Music; D.M.A., University of Wisconsin-Madison

Krista R. Wilson (2009) Associate Professor of Chemistry

A.A., Central Florida Community College; B.S., Ph.D., University of Florida

Jacob P. Wobig (2014) Faculty Senate Parliamentarian, Associate Professor of Political Science and Chair of History and Political Science

B.A., University of Nebraska; J.D., University of Iowa; Ph.D., University of Nebraska

Nana F. Wolfe-Hill (2015) Associate Professor of Music and Director of Choral Activities

B.M.E., St. Olaf College; M.M., D.M.A. University of North Carolina at Greensboro

Sarah J. Wolff (2023) Assistant Professor of Physician Assistant Studies

B.S., Duke University; M.S., Rutgers, The State University of New Jersey

J. Andrew Woods (2009) Professor of Pharmacy and Chair of Translational Science/Inpatient Practice

B.S., University of Tennessee-Martin; Pharm.D. University of Tennessee Health Sciences Center

Catherine A. Wright (2014) Associate Professor of Religion and Philosophy and Executive Director, Collaborative for the Common Good

B.S., B.Ed., M.Div., Ph.D., University of Toronto

Farrell Wright (2024) Clinical Instructor of Social Work and Director of the Practicum Experience

B.S.W., M.S.W., Winthrop University

Nicholas J. D. Wright (2009) Associate Professor of Pharmacy

B.Sc., Ph.D., University of Southampton, UK

Marc Zhaoding Yang (2002) Professor of Modern Languages

B.A., Normal University of Central China; D.E.A., Université des Sciences Humaines de Strasbourg; Ph.D., University of Minnesota

Patrick R. Young (2011) Professor of Psychology

B.S., M.A., Humboldt State University; Ph.D., Florida State Universiy

Jennifer P. Zarzosa (2023) Assistant Professor of Marketing

B.S., Fordham University; M.B.A., Fairfield University; Ph.D., New Mexico State University

L IBRARIAN S

Lori Anderson (2022) Research and Instruction Librarian

B.A., University of North Carolina at Charlotte; M.L.I.S., University of North Carolina at Greensboro

Isaac C. Meadows (2014) Director of the Library and Digital Services Librarian

B.A., Appalachian State University; M.S.I.S., University of North Carolina at Chapel Hill

Kory A. Paulus (2017) Collection Management Librarian

B.A., University of North Carolina at Charlotte; M.L.I.S., Drexel University

Kristine N. Robinson (2021) Research and Instruction Librarian

B.A., Belmont Abbey College; M.L.I.S., University of North Carolina at Greensboro

E MERITUS D EANS AND F ACULTY

Dates following names indicate period of service; *Deceased

Martha S. Asti (1979-2020) Professor of Music

G. Edwin Bagley, Jr. (1981-2020) C.C. Dickson Professor of Ethics and Professor of Philosophy

Robert B. Barnes* (1963-1988) Professor of Religion

Robert D. Billinger, Jr. (1979-2014) Ruth D. Horton Professor of History

Robert E. Bodycombe, Jr. (1980-1992) Lang Professor of Business and Economics

Polly T. Bostic (1980-2016) Instructor in Piano and University Accompanist

Ronald D. Bostic (1978-2015) Professor of Music

Keith Cannon* (1994-2019) John B. Ashcraft Professor of Journalism

James H. Cauble* (1961-2012) Associate Professor of Psychology

Beverly B. Christopher (1962-2007) Professor of English

Ronald W. Christopher* (1961-1993) Associate Professor of Health, Physical Education, and Recreation

G. Byrns Coleman (1960-2012) Professor of Religion

John Coleman (1982-2020) Assistant Professor of Communication

Larry W. Coleman* (1988-2016) Assistant Professor of Communication Studies

James T. Coon (1994-2021) Associate Professor of Communication

Helen E. Cowsert* (1941-1985) Professor of Modern Languages

Thomas B. Crawford, Jr. (1988-2002, 2008-2020) Professor of Accounting, Economics, and Finance

Robert W. Doak (1979-2014) Professor of English

James Sidney Fletcher* (1958-1994) Assistant Professor of Biology

Carolyn Ford (2005-2022) Professor of Pharmacy

Carolyn C. Gaddy* (1932-1975) Assistant Professor of History

James Michael Gibson* (1981-2018) Professor of Chemistry

Joseph M. Graham (1982-2014) Professor of Accounting

E. Lee Hadden, Jr. (1975-2012) Professor of Biology

Marilyn Hartness (1997-2019) Associate Professor of Art

Raymond Carroll Hayes* (1965-1993) Assistant Professor of English

Jim Henderson* (1977-1995) Professor of Psychology and Human Services

Judy F. Hutton (1965-2004) Professor of Music

Walter R. Johnson* (1956-1989) Assistant Professor of Chemistry

Rebekah D. Kelleher (2000-2023) Associate Professor of Education

Gladys McCain Kerr (1960-1970, 1971-1999) Associate Professor of Mathematics

H. Donald Merrill (1980-2021) Professor of Psychology and Human Services and Dean of Arts and Sciences

Beth L. Murray (1980-2015) Assistant Professor of Education

Kenneth C. Murray* (1975-2007) Professor of Music

Louise S. Napier (1965-2015) Professor of Art and Education

Donald S. Nuzum (2004-2023) Associate Professor of Pharmacy

C. Brian Odom (1997-2021) Associate Professor of Biology

Barbara W. Pann (1988-2023) Assistant Professor of Communication

A. Sue Pauley (1988-2016) Associate Professor of Sociology and Human Services

Patricia W. Plant* (1982-2015) Marjorie H. Lang Professor of Biology

Nancy H. Randall (1979-2023) Harry and Frances Cannon Professor of Sociology and Human Services

David B. Rowe* (1969-2008) Professor of Mathematics

John N. Scott* (1963-1982) Assistant Professor of Physics and Engineering Science

Robert A. Shaw (1993-2007) Professor of Education

Leon Smith (1980-2008) Professor of Communication

Doris B. Sparks* (1961-1990) Assistant Professor of History

William L. Stover* (1957-1988) Associate Professor of Religion

Robert B. Supernaw (2002-2022) Professor and Dean of Pharmacy

Jerry L. Surratt* (1967-2001) Lang Professor of History and Religion

Sylvia Little Sweat (1963-2023) Professor of English

John D. Sykes, Jr. (1989-2024) Professor of English

J. Maurice Thomas (1966-2001) Associate Professor of English

Pamela R. Thomas (1977-2015) Professor of English

Lawrence E. Veenstra* (1977-1998) Associate Professor of Psychology and Human Services

Frances C. Vick* (1961-1982) Associate Professor of English

Giles W. Vick* (1963-1982) Assistant Professor of Physical Science

Rachel Walker* (1967-2008) Associate Professor of English

E. Alexander Youngman (1980-2014) Professor of Art

WINGATE UNIVERSITY ACADEMIC CATALOG 2024-25

PART II: UNDERGRADUA TE AND NON - DEGREE PROGRAMS

MAY TERM 2025

FALL 2024

Bulldog

WINTER 2024-25

SPRING 2025

ADMISSIONS, COSTS, A ND FINANCIAL AID

A DMISSION

Wingate University operates on a rolling admission plan. Candidates for admission are notified of the enrollment decision within two weeks of application completion. Admission is based on high school record and standardized test scores. If test scores cannot be submitted a student may submit a personal statement. For transfer students, work from all previous colleges attended is considered.

F IRST - Y EAR A DMISSION

For an application to be considered complete, the following items are recommended:

• Completed application form

• Official high school transcript or GED certification (if applicable) Note that while an admissions decision can be issued without official transcripts, final high school transcripts must be received prior to the first day of classes.

• SAT, ACT, CLT or PSAT scores or a personal statement. Standardized test scores are optional. Note that while an admissions decision can be issued without official test scores, academic merit scholarships take into account standardized test scores. Official test scores (if submitting) must be received prior to the first day of classes.

Although some flexibility may be allowed, the following high school course distribution is recommended.

E ARLY C OLLEGE S TUDENT A DMISSION

Early/Middle College students should follow the same admission process as First-Year students. Once admitted and official college transcripts are received, an official transcript evaluation of any college courses taken will be completed by the Registrar. Courses completed at accredited colleges and universities with a grade of “C”, or better, will be accepted at full value, provided they are comparable to Wingate University’s curriculum. Wingate University has an articulation agreement with North Carolina Community Colleges. Early/Middle College students who complete an A.A. or A.S. degree will have many of those credits applied toward Wingate’s Core Curriculum. Each case will be evaluated individually to best meet the student’s needs.

I NTERNATIONAL S TUDENT A DMISSION

Wingate is a Student and Exchange Visitor Program (SEVP)-certified school and is required to comply with federal regulations when admitting international students. All F and M visa students that study in the United States require a Form I-20, “Certificate for Eligibility for Nonimmigrant Student Status.” This policy applies to both first-year international students and international students transferring from an international institution or another school in the United States. International students classified as first year students must meet the admissions requirements for first year students. International students classified as transfer students must meet the admissions requirements for transfer students. Additionally, international students must meet the below requirements as it relates to their status as an international student.

International students requiring an F1 student visa must submit the following to be eligible for an I-20:

1. Fall semester applications must be received no later than June 1. Spring semester applications must be received by November 1.

2. A color copy of the biography page of the student’s passport

3. Secondary school transcripts: original transcript required and certified English translations of transcripts for documents not issued in English are highly recommended.

a. Wingate recommends World Education Services, Inc. (WES) for evaluation and University Language Services for translation.

b. Note that translated and evaluated official final transcripts are also required for enrollment.

4. Secondary school diploma (if already earned)

5. Evidence of English proficiency - see English Proficiency Requirements (for the I-20).

6. Evidence of funding (e.g. bank statements or letters less than 6 months old) required for issuance of the I-20. Additional documents may be requested as part of the I-20 process.

7. International processing fee of $100 is required.

ENGLISH PROFICIENCY REQUIREMENTS

Wingate is a Student and Exchange Visitor Program (SEVP)-certified school and must comply with federal regulations when admitting international students. As part of these requirements, Wingate requires international students to demonstrate English proficiency as part of the admissions process prior to the issuance of an I-20 immigration document.

International first-year students may demonstrate English proficiency in the following ways:

1. Have citizenship in a country where English is the official language and the language of instruction in higher education. Please see our list of exempt countries.

2. Graduation from a high school, attending for a minimum of 3 years, at an international institution or American school where the primary language of instruction was completed in English. The institution must provide a signed letter or official transcript verifying courses were taught in English.

3. All other international students seeking F1 visas must achieve a minimum required test score on at least one approved language proficiency exam/test. The scores must be from within the past 24 months at the time of application to Wingate. The approved exams/tests are as follows:

a. Minimum SAT score of 450 on the Evidence-based Reading and Writing section

b. Minimum ACT score of 17 on both the Reading and English sections

c. Minimum TOEFL IBT score of 70 or 550 on the paperbased test

d. Minimum IELTS score of 5.5 - academic module

e. Minimum Level 112 for ELS

f. Minimum Level 6 completed at ELTI at UNC Charlotte

g. In the case that the above tests are unavailable there may be other testing options

International transfer students from US or international institutions may demonstrate English proficiency in the following ways:

1. Have citizenship in a country where English is the official language and the language of instruction in higher education. Please see our list of exempt countries.

2. Successfully complete 24 transferable hours at a US university or community college with a grade of C or better in English composition.

3. All other international students seeking F1 visas must achieve a minimum required test score on at least one approved language proficiency exam/test. The scores must be from within the past 24 months at the time of application to Wingate unless the applicant is currently enrolled in a US institution. The approved exams/tests are as follows:

a. Minimum SAT score of 450 on the Evidence-based Reading and Writing section

b. Minimum ACT score of 17 on both the Reading and English sections

c. Minimum TOEFL IBT score of 70 or 550 on the paperbased test

d. Minimum IELTS score of 5.5

e. Minimum Level 112 for ELS

f. Minimum Level 6 completed at ELTI at UNC Charlotte

g. In the case that the above tests are unavailable there may be other testing options

Admission of an international student who requires an f-1 visa is only final when the visa is obtained. A student must be fully admitted to the undergraduate program to receive an I-20. International students holding current tourist (b1/b2) visas are not allowed to enroll in a degree program. Questions about f1 visa requirements can be addressed to international@wingate.edu. All other international admissions questions should be directed to the undergraduate admissions office at internationaladmissions@wingate.edu.

After acceptance, international students must submit a $2,500 tuition and enrollment deposit and evidence of funding showing adequate financial resources to attend the University before an I-20 form will be issued. The deadline for processing an international student application is June 1 for fall semester enrollment and November 1 for spring semester enrollment. Wingate University should receive $2,500 tuition and enrollment deposits by July 1 for fall semester entrance and by November 1 for spring semester entrance to allow adequate time for issuance of the I-20 form and for securing the student visa. Enrolling students must submit final transcripts, all official or certified documents required for application, and medical/immunization requirements no later than the final day to register for classes.

COUNTRIES EXEMPT FROM ENGLISH PROFICIENCY EXAM SCORE REQUIREMENTS

Since English is the official first language at the countries listed below, students from those countries are NOT required to submit a proof of English proficiency.

• Anguilla*

• Antigua and Barbuda*

• Australia

• Bahamas*

• Barbados*

• Belize*

• Bermuda

• British Indian Ocean Territory

• British Virgin Islands

• Canada (expect Quebec)

• Cayman Islands

• Dominica*

• Falkland Islands

• Fiji

• Gibraltar

• Grenada

• Guyana*

• Guinea (British)

• Ireland

• Jamaica*

• Marshall Islands

• Mauritius

*With CXC or CAPE examination.

EADMIT S TUDENT A DMISSION

• Micronesia

• Montserrat

• Nauru

• New Zealand

• Palau

• Papua New Guinea

• Solomon Islands

• St. Kitts and Nevis*

• St. Lucia

• St. Vincent and the Grenadines*

• Tonga

• Trinidad and Tobago*

• Turks and Caicos Islands

• Tuvalu

• United Kingdom (England, Northern Ireland, Scotland & Wales)

• U.S. Virgin Islands

• Vanuatu

• Western Samoa

Any student who wishes to enroll at Wingate University as an undergraduate student who has previously been enrolled at Wingate will need to apply as a re-admit student. To be readmitted the student must complete a Readmission Application which is available on the University’s website. A student who has been absent for two consecutive semesters (including the semester of withdrawal, if applicable) must meet the catalog requirements for graduation in effect at the time of readmission. Students who have been suspended by the Office of Campus Life and wish to apply for reinstatement should submit a written appeal to the Associate Vice President of Institutional Integrity Students who have been academically suspended and wish to apply for reinstatement to the University should submit the application for readmission found on the WU Admissions webpage. Upon completion of the admissions application the student will be directed to complete and submit the Readmit Academic Appeal form. Once the form is

received it will be reviewed by the Academic Appeals Committee and the student will be notified of their decision via email.

D EFINITION OF A CCREDITED I NSTITUTIONS

For the purpose of transfer policy, articulation agreements, and prior higher education degrees, Wingate University defines an “accredited institution” as one accredited by any of the following institutional accreditors: Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges (ACCJC), Higher Learning Commission (HLC), Middle States Commission on Higher Education (MSCHE), New England Commission of Higher Education (NECHE), Northwest Commission on Colleges and Universities (NWCCU), and WASC Senior College and University Commission (WSCUC).

T RANSFER A DMISSION

Students who complete course work at another accredited college or university may apply for admission to Wingate. A completed application for admission must be submitted and must be accompanied by official transcripts from all institutions previously attended along with an official high school transcript or GED certification and a completed statement of conduct form SAT and ACT scores or a personal statement may also be required for transfer applicants with less than 24 transferable credits unless the student has been out of high school for five or more years. Transfer applicants should be eligible, both academically and socially, to return to the institution from which they are transferring. All application documents can be found on the University’s website, or students may contact the transfer enrollment officer for more information.

TRANSFER CREDIT

Academic work completed at accredited colleges and universities will be accepted at full value for courses passed with a grade of “C” or better provided they are comparable to Wingate University’s curriculum. The Registrar, in consultation with the appropriate department chair(s), evaluates coursework to determine equivalency. The maximum number of course hours that may transfer from a two-year institution is 60 semester hours. A maximum of 90 semester hours will be accepted from four-year institutions. Wingate University participates in the North Carolina Community College Articulation Agreement.

Second Language requirements: Students may receive credits for second language courses that the student took at another college or university, even if the language is not taught at Wingate University, under the following conditions:

• The courses were completed with a grade of “C-” or better.

• The courses were offered by an accredited higher education program, college, or university.

• The courses were not for continuing education.

INDEPENDENT COMPREHENSIVE ARTICULATION AGREEMENT

Wingate University, a member institution of North Carolina Independent Colleges and Universities (NCICU), has agreed to the terms of the Independent Comprehensive Articulation Agreement (ICAA) between NCICU members and the North Carolina Community College System (NCCCS). The following terms apply:

• Students with an A.A. or A.S. degree from a North Carolina community college with no grade lower than a “C” will automatically fulfill all 100- and 200-level institution-wide core curriculum requirements at Wingate University, with the exception of physical education; a second language, if the student did not take these as part of the associate’s degree; and any major-specific class(es) required under University Foundations.

• Courses will be evaluated on a course-by-course basis for students who did not earn an A.A. or A.S. degree, or for students with one or more grades of “D.”

• Transfer courses which did not originate at an NC community college, at a UNC institution, or at a signatory institution of NCICU may be used under this articulation agreement if they were used in the awarding of a two-year degree from an NC

Wingate

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community college. These courses must meet core curriculum requirements, must be from an accredited institution (see Definition of Accredited Institutions under Admissions, Costs, and Financial Planning), and must total no more than 25 percent (four courses) of the core curriculum.

• Students may file a grievance if they think the terms of the ICAA have not been followed. See the Office of the Registrar for more details.

C REDIT BY E XAMINATION

Students may earn a maximum of 30 semester hours of credit toward a baccalaureate degree by examination prior to enrollment.

ADVANCED PLACEMENT (AP)

Students who score three, four, or five on the Advanced Placement Test of the College Entrance Examination Board may receive credit as determined by the appropriate academic department. Students should send official scores to the Office of the Registrar.

COLLEGE LEVEL EXAMINATION PROGRAM (CLEP)

Students who score 50 points or higher on CLEP subject examinations may earn credit toward a baccalaureate degree. Students should send official scores to the Office of the Registrar.

DANTES (DSST) EXAMINATIONS

Certain credits are accepted from DANTES (DSST) courses when the courses have comparable courses at Wingate. Students should send official scores to the Office of the Registrar.

CAMBRIDGE AICE EXAM SCORES

Cambridge Assessment International Education offers exams comparable to AP and IB. Exams must be at the Advanced level either A and/or the AS level(s) to be eligible to receive possible credit. Students should send official AICE transcripts to the Office of the Registrar.

INTERNATIONAL BACCALAUREATE PROGRAM CREDIT

Students who score five, six, or seven on the Higher-Level Examinations of the International Baccalaureate Program may receive credit toward a baccalaureate degree. Students should send official scores to the Office of the Registrar.

WINGATE ONLINE DEGREE CREDIT BY EXAM PROGRAM POLICY

Students in the Wingate Online Degree program may earn up to sixcredit hours each enrolled term. Credit by examination must be earned before the student’s final 30 hours at Wingate University. Students must secure advance permission from the Director of the Wingate Online Degree Program and the Registrar (see Transient Study under Academic Policies) before registering for an examination.

D UAL E NROLLMENT

Highly qualified high school students with a letter of recommendation from their high school counselors who would like to take college courses prior to or during their senior year may do so through the Wingate Dual Enrollment Program. Dual Enrollment credit is generally transferable to other colleges and universities. Students enrolled through this program will be allowed to take classes on a space-available basis. Charges for Dual Enrollment classes are $1,075 for one course, $2,100 for two courses, and $1,985 for three courses.

E NROLLMENT D EPOSIT

To confirm enrollment, a prospective first-year student, readmit, or transfer student should submit an enrollment deposit. Enrollment deposits are refundable upon written request until May 1st for fall semester enrollment and November 1st for spring semester enrollment. An enrollment deposit which has been transferred from an earlier term is non-refundable. Once enrolled, an enrollment deposit is only refunded after the student graduates. If a student withdraws before graduating, the deposit is forfeited. Admissions and Financial Planning reserve the right to scholarship an enrollment deposit on a case by case basis.

M EDICAL /I MMUNIZATION R EQUIREMENTS

After a student has been accepted by Wingate University, he/she is required to submit health information which includes a health history, proof of insurance, physical examination, and immunization information. Medical requirements are due July 1 (fall admission) and January 2 (spring admission). Students who are incomplete 30 days after classes begin are subject to expulsion from classes and the University until such information is received.

The physical examination must be performed one year prior to the date of admission to the University. Per NCAA regulations, students participating in an intercollegiate sport must have a physical every six months. Physicals can be done in The Health Center for a fee. The physical must include: vision, urinalysis, hemoglobin, and TB skin test.

The following immunizations are required:

• Tetanus Series (Td, DPT, Tdap) three doses. One must have been within the past 10 years. Those individuals enrolling in college or university for the first time on or after July 1, 2008 must have had three doses of tetanus/diphtheria toxoid and a booster dose of tetanus/diphtheria/pertussis vaccine if a tetanus/diphtheria toxoid or tetanus/diphtheria/pertussis vaccine has not been administered within the past 10 years.

• Measles Two doses (after 1st birthday). Measles vaccines are not required if any of the following occur: Diagnoses of disease prior to January 1, 1994; an individual who has been documented by serological testing to have a protective antibody titer against measles; or an individual born prior to 1957.

• Mumps Two doses. Mumps vaccine is not required if any of the following occur: an individual who has been documented by serological testing to have a protective antibody titer against mumps; an individual born prior to 1957.

• Rubella One dose. Rubella vaccine is not required if any of the following occur: 50 years of age or older; an individual who has been documented by serological testing to have a protective antibody titer against rubella.

• Hepatitis B Three doses. Hepatitis B vaccine is not required if an individual was born before July 1, 1994 and is not enrolled in a Health Science major.

• Polio Three doses. An individual attending school who has attained the 18th birthday is not required to receive polio vaccine.

• Meningococcal Series. Two doses. If the first one is given at age 16, then only one is required.

• Students in Pharmacy, Physician Assistant Studies, Physical Therapy, Nursing, and Exercise Science are required to have additional immunizations. Check with those for requirements.

• Required vs. Recommended North Carolina law requires individuals attending college or universities to receive certain vaccines. But in order to be fully protected from vaccinepreventable diseases, individuals should receive all immunizations recommended by the Centers for Disease Control and Prevention (CDC). Recommended vaccines include flu, meningitis, meningococcal B series, and HPV.

Students who are not compliant with NC immunization requirements within 30 days of the first day of class will be required to withdraw from classes. Students taking online courses, off campus courses, evening courses (after 5 p.m.) or no more than 4 daytime credit hours are exempt from immunization requirements. Medical and religious exemptions can be requested through The Health Center. Questions should be directed to the Director of The Health Center, Campus Box 3037, Wingate University, Wingate, NC 28174.

INTERNATIONAL STUDENTS

International students must meet North Carolina guidelines concerning immunizations. They must provide documentation of insurance. A student accident and sickness insurance program is available for purchase by students of Wingate University. The Health Insurance Charge is listed on the Student Account. All students with a positive tuberculin skin test will be referred to the Health Department for evaluation and follow-up. If it is the recommendation of the Health Department that they receive prophylactic treatment for tuberculosis, students will be required to comply.

Wingate University Academic

F INANCIAL I NFORMATIO N

The University operates on a semester basis. Statements are available on WinLink approximately one month prior to the beginning of each term. Statements on WinLINK are updated each week. Charges for the semester must be paid before the first (1st) day of the month when classes begin (i.e., August, January, June). Students must notify the University, prior to August 1, of any financial aid, trust funds, etc., available to the student from sources other than Wingate University. If the student expects to receive aid of any type from the University, it must be cleared with the Office of Student Financial Planning prior to the student’s arrival on campus.

B ASIC S EMESTER C HARGES

*International students are subject to a withholding tax for any scholarships that exceed qualified tuition and fees which will reflect on the student statement monthly.

B OOKS AND S UPPLIES

Textbooks and supplies may be purchased through the Wingate online bookstore at https://wingate.textbookx.com. Excess financial aid may be used to purchase books through the online bookstore by filling out a bookstore voucher request form and submitting to the Business Office.

C HECK A CCEPTANCE

The Business Office will accept checks only for payment of accounts. The University suggests that an account be established with a local bank. Wingate Outfitters cashes checks up to $50 with a valid student ID card.

D EPOSIT (E NROLLMENT )

A first-time full-time student must pay a $300 deposit prior to enrollment. Wingate will hold the deposit throughout the student’s educational career at the University. After a student has graduated, the $300 deposit, less applicable final fines and fees, will be refunded within 60 days. If a student does not graduate, it is forfeited. International students pay an additional $2,200 tuition deposit (a total payment of $2,500) prior to enrollment. This $2,200 deposit is applied to first semester tuition.

E XPENSES

Charges are based on a minimum student load of 12 semester contact hours. Students taking less than 12 credit hours are classified as parttime students and are charged tuition at the rate of $1,575 per credit hour. Students taking more than 19 credit hours are charged an overload fee of $1,575 for each additional hour over 19.

ID , M EAL , AND D EBIT C ARD

A student must submit the Wingate I.D. card to the Office of Campus Life upon withdrawal from the University. Withdrawal may require refunds to some student financial aid programs. This policy applies to students who officially withdraw during any regular session of the University.

The student’s I.D. card can serve as a debit card that can be used in Wingate Outfitters, W.T. Harris Dining Hall, and the other dining locations on campus. Students must purchase Bulldog Bucks through eAccounts found under the Meal Plans heading on the dineoncampus.com/wingate site. No refund is given from the debit card until the student graduates or withdraws from the University. At that time any remaining money will be refunded to the student.

I NSURANCE (M EDICAL )

The federal government’s Affordable Care Act (effective January 2014) requires all individuals have adequate health insurance coverage. This involves university systems including Wingate University students. All full-time Wingate University students or part-time health services majors, athletes, and/or international students, are required to enroll in or opt out of insurance coverage. Students who already have a comparable plan to that required by law will not be charged for a health plan provided the online waiver is completed and approved by Blue Cross/Blue Shield Students must visit studentbluenc.com/#/wingate to provide proof of insurance to opt out and request a waiver.

R EFUND /R EPAYMENT P OLICY FOR W ITHDRAWING

A refund refers to the University charges returned to the student and/or to the financial source that covered those charges. Refunds are made within 30 days of the student’s withdrawal. Students who withdraw from Wingate University on or before the first class day of a semester will receive a full refund of any payment made toward tuition, room and board. University Fees are refundable only before or on the first day of class. Afterwards, University Fees are non-refundable.

For traditional undergraduate students who withdraw after the first day of class during a semester, the following institutional refund policy for tuition and course fees will be in effect:

Withdrawal Date

Withdraw before or on first day of class

Withdraw before the second class and before the end of the first week of class

refund

refund

Withdraw during the 2nd week of class 80% refund

Withdraw during the 3rd week of class 60% refund

Withdraw during the 4th week of class 40% refund

Withdraw during the 5th week of class 20% refund

Withdraw after the 5th week of class no refund

The following is the institutional refund policy for traditional undergraduate room and board:

Withdrawal Date

Withdraw before or on first day of class

Withdraw before the end of the first week of class

Students in the Wingate Online Degree programs follow the below refund policy schedule: Refund Withdrawal Date After Withdrawal Date Before 100% First day of class

75% First day of class Second week of class

50% Second week of class Third week of class

25% Third week of class Fourth week of class

None Fifth week of class

The date of withdrawal is the date that the official withdrawal form is received by the Office of the Registrar or the date of withdrawal specified by the student, whichever is earlier. The semester begins with the first day of class. The first week of the semester is the seven-day period that begins on the first day of class. The point of withdrawal is measured in weeks, and the student is considered to have withdrawn within a given week, as defined above, if the withdrawal date is prior to the end of that week.

RETURN OF TITLE IV FUNDS

For students receiving federal financial aid, the Higher Education Amendments of 1998 established a new formula for calculating the amount of aid a student and school can retain when the student totally withdraws from all classes. Students who withdraw from all classes prior to completing more than 60% of an enrollment term will have their eligibility for aid recalculated based on the percent of term completed. This policy shall apply to all students who withdraw, drop out, or are expelled from Wingate University, and receive financial aid from Title IV funds (federal financial aid programs authorized under the HEA of 1965, as amended).

Wingate University’s responsibilities in regard to the return of Title IV funds include:

• Providing each student with the information given in this policy

• Identifying students who are affected by this policy and completing the R2T4 calculation for those students

• Returning any Title IV Funds that are due the Title IV programs

The student’s responsibilities in regard to the return of Title IV funds include becoming familiar with the R2T4 policy and how complete withdrawal affects eligibility for Title IV aid.

A student’s withdrawal date is defined as:

• The date the student begins the institution’s withdrawal process (as described in the Wingate University catalog) or officially notifies the institution of intent to withdraw; or

• The midpoint of the period for a student who without notifying the institution; or

• The student’s last date of attendance at a documented academically related activity.

Title IV aid is earned in a prorated manner on a per diem basis up to and including the 60% point in the semester. Title IV aid and all other aid is viewed as 100% earned after that point in time. The total number of calendar days in a term of enrollment shall exclude any scheduled breaks of more than five days. The percent of term completed shall be the percentage of Title IV aid earned by the student and is calculated as follows:

refund

Withdraw during the 2nd week of class 80% refund

Withdraw during the 3rd week of class 60% refund

Withdraw during the 4th week of class 40% refund

Withdraw during the 5th week of class 20% refund

Withdraw after the 5th week of class no refund

The date of cancellation for room and board is the date the student has properly checked out of the residence halls removing all property and returning room keys to Residence Life staff.

The percentage of Title IV aid unearned (i.e., to be returned to the appropriate program) shall be 100% minus the percent earned. Unearned aid shall be returned first by Wingate University from the student’s account calculated as follows:

Amount returned to program(s) = Total institutional charges × % of Unearned Aid

Unearned Title IV aid shall be returned in the following order:

• Federal Direct Unsubsidized Loan

• Federal Direct Subsidized Loan

• Federal Direct Graduate PLUS Loan

• Federal Direct PLUS Loan

• Federal Pell Grant

• FSEOG

• Other Title IV Grants

Students are responsible for any portion of their institutional charges that are left outstanding after Title IV funds are returned.

S TUDENT F INANCIAL A ID

The Wingate University Financial Aid Office welcomes the opportunity to help students and their families who seek information on scholarships, grants, student loans, and on-campus employment. All students who plan to apply for financial aid must annually complete the Free Application for Federal Student Aid (FAFSA) at studentaid.gov. To receive maximum consideration for all available financial aid programs, the FAFSA should be filed by May 1 each year. Grant and scholarship assistance is gift aid with no repayment obligation. The Federal Direct Student Loan program offers low interest loan options for students; payment begins once the student graduates, withdraws, or drops below half time status. The work-study program offers students the ability to obtain jobs on campus and receive a monthly paycheck for the hours worked. Institutional Scholarships are considered undesignated and therefore may be applied to tuition, fee, or room and board costs in no specified order.

F EDERAL A ID P ROGRAMS

Federal Pell Grants are awarded to undergraduate students who display exceptional financial need and have not previously earned a bachelor's, graduate, or professional degree.

Federal Supplemental Educational Opportunity Grant (FSEOG) is a grant for undergraduate students with exceptional financial need. Priority will be given to Federal Pell Grant recipients. Federal Direct Loan Program: Wingate University uses the William D. Ford Direct Lending Program. Federal Direct Subsidized, Unsubsidized and PLUS Loans for Parents are available to eligible students who complete the FAFSA form and are enrolled at least half time in an eligible program of study. More information can be obtained by contacting the Financial Aid Office at finaid@wingate.edu or visiting https://studentaid.gov/understand-aid/types/loans

Federal Work-Study: Part-time employment opportunities are available to enrolled students. Students must complete all applicable employment forms to begin working on campus and are paid monthly for any hours worked on campus.

North Carolina Need-Based Scholarship: This program was established by the 2011 General Assembly to provide need-based scholarships for North Carolina students attending private institutions of higher education. Funds for the support of the program are contingent each year upon appropriations made available to Wingate by the North Carolina General Assembly.

F INANCIAL A SSISTANCE A LTERNATIVES

For families who do not qualify for federal or state financial assistance or whose financial assistance does not cover the entire cost of attendance, there are several alternatives. Some of these are listed below:

Monthly Payment Plan: The Interest Free payment plan allows families to spread the cost of tuition, fees, room, and board out across the semester. There is a $35 enrollment fee to participate in the plan each semester. The first installment of the payment plan, along with the $35 enrollment fee, is due by the main due date for each semester. The remaining payments are due by the first day of each following month throughout the course of the semester. A fee of $10 will be assessed for each late payment.

Private Alternative Loans: Federal law requires colleges to certify private education loans using the borrower’s choice of lender and the guarantee agency used by that lender. Wingate University provides a historical lender list via Fast Choice; however, you can choose any lender, including one that may not appear on the list provided. Note: Wingate University does not accept any form of gift or payment from any lender as an inducement to be on the historical lender list.

A CADEMIC S CHOLARSHIPS

Academic Scholarships are awarded to qualified undergraduate applicants who have been admitted to Wingate University’s Main Campus. After admission to the University, the academic credentials of each student are reviewed to determine scholarship eligibility. Students are notified of their scholarship award by the Office of Admissions immediately, a separate scholarship application is not required. Academic Scholarships are typically renewable for a maximum of eight semesters of undergraduate study. Recipients must maintain satisfactory progress standards as outlined to maintain their eligibility for Wingate Academic Scholarships.

L EGACY A WARDS

The Legacy Scholarship is an annual award available to any eligible student enrolled in the traditional Undergraduate Degree Program. To qualify, the student must be a son, daughter, grandson, granddaughter, niece, nephew, or sibling of a Wingate alumnus. The Legacy Scholarship can also be provided to siblings concurrently enrolled as traditional Undergraduate Degree students. Eligible students will receive a $1000 grant during each academic year.

M USIC S CHOLARSHIPS

Music scholarships, based on a performance audition and academic achievement, are awarded upon admission. The student must perform two contrasting selections representing an advanced level of study. For more information about the scholarships and the audition dates, contact the Department of Music.

V ETERANS B ENEFITS

Veterans may qualify for education benefits from the Veterans Administration according to their time and length of military service, and in some cases those benefits can be transferred to dependents (Chapter 33). Benefits through Dependents’ Educational Assistance (Chapter 35) may also be available for military spouses and children of veterans who died or were disabled as a result of a service-related injury or disease. Students who plan to use VA education benefits should apply to the VA for a Certificate of Eligibility, and contact the VA School Certifying Official at Wingate, located in the Office of the Registrar. Wingate participates in the Yellow Ribbon Program for eligible Chapter 33 participants, and also works with veterans using Vocational Rehabilitation services (Chapter 31).

In accordance with Title 38 United States Code Section 3679 (e), students who have provided verification of their eligibility to receive VA education benefits funded under Chapter 31 and Chapter 33, will not be subject to any penalties, including access to classes, libraries, or other institutional facilities, or be required to borrow additional funds, because of the student’s inability to meet financial obligations to the institution due to delayed disbursement of VA education benefits. Students are covered under this policy for 90 days after the date that enrollment is certified by the university.

S ATISFACTORY A CADEMIC P ROGRESS (SAP ) P OLICY FOR F INANCIAL A ID R ECIPIENTS

SAP S TANDARDS

As mandated by the HEA, institutions of higher education must establish minimum standards of SAP. WU makes these standards applicable to Federal, State and Institutional financial aid programs. The intent of this policy is to ensure that students receiving financial aid are making progress towards completion of their declared major. A student’s SAP status is determined based on all credit hours, including transfer credits, and all periods of attendance at Wingate University, including periods in which the student did not utilize financial aid. Students must meet the standards outlined below to remain in good SAP standing and maintain their eligibility for financial aid

CUMULATIVE GPA

A student must achieve and maintain a cumulative GPA as defined for their program of study below.

COMPLETION RATE

All students must pass (earn) at least 67% of their credits attempted. Multiple attempts of the same course will be counted (each attempt) for financial aid purposes. Standard rounding applies when calculating completion rate.

MAXIMUM TIME FRAME

Students must complete their degree requirements within 150% of the published length of their academic program to remain eligible for Title IV aid. This is the maximum allowable time for receipt of financial aid regardless of whether the student did or did not receive financial aid during any period of his/her enrollment.

E VALUATION P ERIOD

SAP will be calculated annually at the conclusion of the Spring term for all students. Students who do not meet SAP standards will be placed on Financial Aid Suspension (FAS) and ineligible to receive financial aid for future term(s). The student will receive an email notification detailing the loss of financial aid and options for an appeal. Students are placed on FAS if any of the following are true:

• Failure to meet minimum GPA requirement

• Failure to meet minimum completion rate requirement

• Attempted hours >= 150% of published program length Students are notified of their SAP standing by email during the annual review period. Students are responsible for staying informed of WU’s SAP standards, to monitor their own progress, and to review their University email account frequently for updates.

F INANCIAL A ID SAP A PPEALS

Students placed on FAS who have extenuating circumstances are eligible to appeal to the FPO Committee. Students are subject to the following maximum approved appeal limits:

• Undergraduate: maximum of two (2) appeals during their enrollment at Wingate University per eligible degree program. A second appeal will not be granted for the same circumstance and must be well documented.

• Maximum Time Frame: maximum of one (1) appeal during their enrollment at Wingate University per eligible degree program.

DOCUMENTATION

Extenuating circumstances may include, but are not limited to, a death of an immediate family member or extreme medical emergencies / illness. The SAP appeal must include:

• Why the student failed to make SAP

• What has changed that will allow the student to make SAP at the next evaluation (end of the next semester)

DEADLINES AND DECISIONS

Appeal deadlines are provided on the SAP Suspension letter issued by the Financial Aid Office. A student must submit a completed appeal form and supporting documentation by the required deadline in order for the appeal to be considered for that term. Appeal results will be provided to the student via their WU email address.

ACADEMIC PLANS

Students who appeal, and subsequently have their appeals approved, will be placed on an Academic Plan. Once the Academic Plan is finalized and signed, the student will regain eligibility and be placed on Financial Aid Probation. Academic Plans are available for up to four semesters, and students placed on an Academic Plan must continually meet the terms of the plan (each semester) as outlined. If a student fails to meet

the terms of the Academic Plan for any given period, the student loses financial aid eligibility and will be placed on FAS.

R EGAINING E LIGIBILITY

If a student has lost financial aid eligibility due to not meeting the established SAP standards, the student may regain financial aid eligibility for a subsequent term if they meet SAP standards on their own prior to the start of any given term. Students regaining SAP in this manner must request a review at the end of the term once final grades are reported. There is no official SAP check for any term other than the annual Spring checkpoint.

S PECIAL C ONSIDERATIONS

SELECT AID PROGRAMS

Student athletes must satisfy the eligibility requirements established by WU and by the NCAA to be eligible for athletically related financial aid. Programs administered by outside agencies, or states other than North Carolina, may have their own academic standards for students (the student may be eligible if the outside agency does not require the student to meet SAP guidelines). Students are responsible for reviewing the requirements with the agency that is providing funding.

SELECT GRADES & COURSES

Withdrawn Courses: Courses the student has withdrawn from and has been given a grade of “W” will count as attempted but not earned credit hours and are not included in the GPA calculation.

Incomplete Courses: Courses the student has not completed and has been given a grade of “I” will count as attempted but not earned credit hours. These courses are counted as a grade of “F” in the cumulative GPA calculation.

Failed Courses: Courses the student failed and has been given a grade of “F” will count as attempted but not earned credit hours. These courses are included in the cumulative GPA calculation.

Passed Courses: Courses that the student has passed and has been given a grade of “P” will count as earned and attempted credit hours. These courses will be calculated as a “C” in the cumulative GPA calculation.

Audit Courses: Courses that the student has audited are not considered in the cumulative GPA or completion rate calculation. Students are not eligible to receive financial aid for courses that are audited.

Repeated Courses: All repeated courses are considered in the cumulative GPA and completion rate calculation. Students are eligible to receive financial aid for a completed course one time after receiving a passing grade (D or higher).

Transfer Credits: Credit hours from another institution that are accepted toward a student’s educational program must count as both attempted and earned hours. Attempted / earned hours also include credits earned through Advanced Placement (AP), College Level Examination Program (CLEP), or other similar testing programs.

Academic Bankruptcy: Credit hours dismissed through academic bankruptcy will be considered as attempted credit hours in the completion rate calculation.

ADDITIONAL CONSIDERATIONS

• Students required to restart their degree program will have all prior SAP components calculated in their cumulative totals.

• Students who change their major are responsible for maintaining SAP in accordance with the procedures as outlined (all hours attempted and earned at WU will be counted in the SAP calculations).

• Students who are readmitted to WU following a period of nonenrollment must meet WU’s SAP policy in order to regain eligibility for financial aid. The SAP status will be calculated at the time of re-entry.

• A student may change from one degree to another during attendance at WU. Students who change from one major to another are required to maintain SAP and complete the coursework within the maximum timeframe. All attempted hours from a previous major are included in the total attempted hours.

• Students seeking a second degree and students with a double major may reach the maximum time frame standard at an accelerated pace. A student becomes ineligible for federal aid when they complete the degree requirements for their declared major (regardless if the student applies for graduation or accepts the degree at that time).

C ONSUMER I NFORMATION D ISCLOSURES

The Higher Education Opportunity Act (HEOA) requires that colleges and universities provide specific disclosures to prospective and current students. These disclosures may be found at https://www.wingate.edu/about/disclosures-and-consumerinformation

ACADEMIC SUPPORT SER VICES AND PROGRAMS

A CADEMIC A DVISING

T RADITIONAL B ACHELOR ’ S D EGREE P ROGRAM S

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

W INGATE O NLINE D EGREE P ROGRAM

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

A CADEMIC R ESOURCE C ENTER (ARC )

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

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

C OUNSELING S ERVICES

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

D ISABILITY S UPPORT S ERVICES (DSS)

Wingate University is committed to ensuring that no otherwise qualified individual with a disability is excluded from participation in, denied the benefits of, or subjected to discrimination in University programs or activities due to his or her disability. The University is fully committed to complying with all requirements of the Americans with Disabilities Act of 1990 (ADA) and its amendments and the Rehabilitation Act of 1973 (section 504) and to providing equal educational opportunities to otherwise qualified students with disabilities. Disability support services are available to otherwise qualified students with disabilities to ensure equal access to the University’s programs and services. Services may include making academic and/or non-academic accommodations for students. The University’s Office of Disability Support Services is the only designated department authorized to coordinate disability-related services. Students should contact the Office of Disability Support Services when seeking academic and/or non-academic accommodations. The office is located in the Academic Resource Center (2nd floor of the Ethel K. Smith Library) Contact information: access@wingate.edu, 704-233-8271.

S TUDENT D ISABILITY G RIEVANC E P ROCEDURE

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

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

WHO MAY GRIEVE?

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

WHAT MAY BE GRIEVED?

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

CONFIDENTIALITY

AND PROHIBITION AGAINST RETALIATION

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

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

Wingate University

INFORMAL GRIEVANCE PROCEDURE

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

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

Ms. Kristin Wharton, Executive Director of the ARC 704-233-8366 | arc@wingate.edu | Office location: Ethel K. Smith Library, Academic Resource Center (second floor)

Dr. Brooke Mitchell, Vice Provost of Academic Success and Initiatives 704-233-8060 | bmclaugh@wingate.edu | Office location: Stegall Administration Building, Provost’s suite (second floor)

To initiate the Informal Grievance Procedure, a student is not required to submit the grievance in writing, but the Investigator may ask the student to do so or to submit other evidence, if necessary to facilitate a satisfactory resolution. The Investigator will attempt to expeditiously facilitate a satisfactory resolution. The Investigator may meet in person with the student, confer with the individual(s) against whom the grievance is filed, attempt to arrange a meeting between the student and the individual(s), or take any other steps the Investigator believes will be useful in promoting resolution.

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

FORMAL GRIEVANCE PROCEDURE

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

The written complaint must:

• be dated;

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

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

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

• state the requested remedy; and

• be signed by the student.

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

APPEAL

The student or the individual(s) against whom the grievance is filed may appeal within fourteen calendar days of receiving the Investigator’s written decision and / or any associated disciplinary sanctions by writing to the Provost’s office. The written appeal must clearly set forth

the grounds for the appeal and must include all supporting evidence. Generally, the Provost will limit his or her review of the Investigator’s decision to determine whether the Investigator considered the proper facts and whether there were any procedural irregularities. Within 21 days of receipt of the appeal, the Provost will provide the grievant and the individual(s) against whom the complaint is filed a written decision regarding the appeal. The decision of the Provost is final, and the University will disregard any subsequent appeals (in any form) to any University representative, including the University President.

Dr. Eric Schneider, Interim Provost 704-233-8675 | e.schneider@wingate.edu | Office location: Stegall Administration Building, Provost’s suite (second floor)

ADJUSTMENT OF

DEADLINES

The Investigator, Vice Provost of Academic Success and Initiatives, or the Provost may change the above deadlines for good cause, such as semester or summer breaks. Likewise, if the application of time deadlines creates a hardship due to the urgency of the matter or the proximity of an event, the Investigator, the Vice Provost of Academic Success and Initiatives, or the Provost, at the request of the student, will determine if an expedited procedure can be created.

SUPPORT PERSONS/ADVISORS

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

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

INTERIM MEASURES

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

CONFIDENTIALITY OF RECORDS

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

D ISABILITY H ARASSMENT P OLICY

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

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

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

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

O FFICE O F C AREER S ERVICES

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

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

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

L IBRARY AND S PECIAL C OLLECTIONS

S PECIAL C OLLECTIONS

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

E THEL K. S MITH L IBRARY

LIBRARY MISSION

The Ethel K. Smith Library supports the University's mission, to develop educated, ethical, and productive graduates, by serving as a gateway for students to access, explore, and evaluate a variety of information sources. This support is provided by a staff of professional librarians holding ALA accredited degrees that are dedicated to meeting the following goals:

• Offer a welcoming, research-oriented, and engaging environment for the campus community which fosters academic inquiry

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

• Developing a diverse collection of materials which present differing perspectives and supports the University's curriculum

• Educate patrons of the importance of becoming informationally literate by highlighting the value of information and ways to ethically access, evaluate, and share information

The library contains several collections the core of which consist of 54,000 physical monographs housed in the main stacks and numerous online database subscriptions which provide access to scholarly and popular periodicals

Services for the campus community provided by the library include:

• Material loans, including equipment

• Bibliographic Instruction for classes and individuals

• Interlibrary Loan provides access to materials outside of the library's collection

• Bulldog Delivery provides access to the library's physical holdings for students at remote campuses

• Research Consultations for individuals or groups

• Online chat reference services

• Computer lab, printing, and wireless network access

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

W RITING C ENTER

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

The Writing Center is staffed by faculty-recommended student consultants who have been trained to help other students improve as writers. Students may schedule ongoing tutorial sessions, make appointments for specific writing assignments, or drop-in for a session with an available consultant. Students may also benefit from writing tutorial handouts and checklists available in the Writing Center and through the Center’s website. Contact information: Dr. Dustin Morris, Director, 704-233-8070, writingcenter@wingate.edu

S TUDENT R ESEARCH

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

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

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

U NDERGRADUATE DEGREES

U

NDERGRADUATE C URRICULUM

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

B ACHELOR ’ S D EGREES

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

G ENERAL E DUCATION

Vice Provost: Brooke M. Mitchell

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

B ACHELOR OF A RTS

Global Perspectives

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

HIST 114: The South in Black & White

HIST 116: Colonial Latin America

HIST 117: Modern Latin America

HIST 126: Middle East

HIST 130: Ancient and Early World History

HIST 131: A Survey of the Modern World

HIST 210: Latinos in the United States

HIST 212: Revolutions in Modern Latin America

HIST 215: Modern East Asia

HIST 318: The United States & Latin America

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

BUS 209: Business Ethics

PHIL 110: The Good Life

PHIL 209: Morals and Meaning

REL 110: Bible Beyond Borders

Two classes (6 credit hours) chosen from:

BUS 209: Business Ethics

ENG 205: Global Perspectives in Literature

FREN 340: Introduction to French and Francophone Civilization

FREN 440: Advanced Francophone Studies

HIST 114: The South in Black & White

HIST 116: Colonial Latin America

HIST 117: Modern Latin America

HIST 126: Middle East

HIST 130: Ancient and Early World History

HIST 131: A Survey of the Modern World

HIST 210: Latinos in the United States

HIST 212: Revolutions in Modern Latin America

REL 126: Sacred Systems

REL 140: Food and Faith

REL 209: Morals and Meaning

HIST 215: Modern East Asia

HIST 318: The United States & Latin America

HIST 320: The Making of the Modern World

HIST 321: Culture and History of Japan

HIST 323: Southeast Asia: Crossroads of Cultures

HIST 338: The Vietnam War in Film

PSCI 220: Comparative Politics

PSCI 300: Model United Nations

PSCI 340: Global Issues: Race, Ethnicity & Gender

PHIL 110: The Good Life

PHIL 209: Morals and Meaning

REL 110: Bible Beyond Borders

REL 126: Sacred Systems

REL 140: Food and Faith

HIST 320: The Making of the Modern World

HIST 321: Culture and History of Japan

HIST 323: Southeast Asia: Crossroads of Cultures

HIST 338: The Vietnam War in Film

REL 216: Gender and the Bible

REL 220: Religion and Ecology

REL 332: Suffering and Joy

REL 209: Morals and Meaning

REL 216: Gender and the Bible

REL 220: Religion and Ecology

REL 332: Suffering and Joy

SPAN 310: Introduction to Literature

SPAN 312: Business Spanish I

SPAN 313: Business Spanish II

SPAN 330: Culture and Civilization of Latin America

SRMT 111: Sport and Recreation in Modern Society

SRMT 370: Globalization of Sport in the 21st Century

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

Second Language

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

GATE 101: OneDog101 (1 credit hour)

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

Fine Arts

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

Any ART course

COMM 202: Introduction to Theatre

COMM 350: Dramatic Performance of Literature

COMM 351: Theatrical Improvisation

MUS 155: Hands-On Music

MUS 156: Global Influences on Music in the USA

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

Literature and Writing

ENG 335: Fiction-Writing

PSCI 341: Music and Politics

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

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

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

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

Any WELL course

IPE 100: Foundations of Health & Wellness

Social or Behavioral Science

HETH 210: Introduction to Holistic Care Concepts

MUS 285: Introduction to Alexander Technique

SRMT 200: Wellness Through Leisure

One course (3 credit hours) in Psychology, Sociology, Political Science, Economics, or History. or ETHN 200: Introduction to Racial and Ethnic Studies.

Lyceum

Global Perspectives

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

HIST 114: The South in Black & White

HIST 116: Colonial Latin America

HIST 117: Modern Latin America

HIST 126: Middle East

HIST 130: Ancient and Early World History

HIST 131: A Survey of the Modern World

HIST 210: Latinos in the United States

HIST 212: Revolutions in Modern Latin America

HIST 215: Modern East Asia

HIST 318: The United States & Latin America

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

BUS 209: Business Ethics

PHIL 110: The Good Life

PHIL 209: Morals and Meaning

REL 110: Bible Beyond Borders

Two classes (6 credit hours) chosen from:

BUS 209: Business Ethics

ENG 205: Global Perspectives in Literature

FREN 340: Introduction to French and Francophone Civilization

FREN 440: Advanced Francophone Studies

HIST 114: The South in Black & White

HIST 116: Colonial Latin America

HIST 117: Modern Latin America

HIST 126: Middle East

HIST 130: Ancient and Early World History

HIST 131: A Survey of the Modern World

HIST 210: Latinos in the United States

HIST 212: Revolutions in Modern Latin America

REL 126: Sacred Systems

REL 140: Food and Faith

REL 209: Morals and Meaning

HIST 215: Modern East Asia

HIST 318: The United States & Latin America

HIST 320: The Making of the Modern World

HIST 321: Culture and History of Japan

HIST 323: Southeast Asia: Crossroads of Cultures

HIST 338: The Vietnam War in Film

PSCI 220: Comparative Politics

PSCI 300: Model United Nations

PSCI 340: Global Issues: Race, Ethnicity & Gender

PHIL 110: The Good Life

PHIL 209: Morals and Meaning

REL 110: Bible Beyond Borders

REL 126: Sacred Systems

REL 140: Food and Faith

HIST 320: The Making of the Modern World

HIST 321: Culture and History of Japan

HIST 323: Southeast Asia: Crossroads of Cultures

HIST 338: The Vietnam War in Film

REL 216: Gender and the Bible

REL 220: Religion and Ecology

REL 332: Suffering and Joy

REL 209: Morals and Meaning

REL 216: Gender and the Bible

REL 220: Religion and Ecology

REL 332: Suffering and Joy

SPAN 310: Introduction to Literature

SPAN 312: Business Spanish I

SPAN 313: Business Spanish II

SPAN 330: Culture and Civilization of Latin America

SRMT 111: Sport and Recreation in Modern Society

SRMT 370: Globalization of Sport in the 21st Century

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

Second Language

Two (2) courses or proficiency through the elementary level. Six (6) credit hours (replaced by elective credits for each semester of proficiency)

University Foundations

GATE 101: OneDog101 (1 credit hour)

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

Fine Arts

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

Any ART course

COMM 202: Introduction to Theater

COMM 350: Dramatic Performance of Literature

COMM 351: Theatrical Improvisation

MUS 155: Hands-On Music

MUS 156: Global Influences on Music in the USA

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

Literature and Writing

ENG 335: Fiction-Writing

PSCI 341: Music and Politics

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

Laboratory Science and Mathematics

Total of thirteen to sixteen (13-16) credit hours

• One course in biology, chemistry, physics, general science or earth science for four (4) hours credit

• One course in Math 112 or higher for three or four hours (3-4) credit

• Two (2) additional courses chosen from the two above categories, with or without labs, or Computer Science 120 or 121 for six to eight (6-8) hours credit

Wellness

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

Any WELL course

IPE 100: Foundations of Health & Wellness

Social or Behavioral Science

HETH 210: Introduction to Holistic Care Concepts

MUS 285: Introduction to Alexander Technique

SRMT 200: Wellness Through Leisure

One course (3 credit hours) in Psychology, Sociology, Political Science, Economics, or History. or ETHN 200: Introduction to Racial and Ethnic Studies.

Lyceum

Global Perspectives

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

HIST 114: The South in Black & White

HIST 116: Colonial Latin America

HIST 117: Modern Latin America

HIST 126: Middle East

HIST 130: Ancient and Early World History

HIST 131: A Survey of the Modern World

HIST 210: Latinos in the United States

HIST 212: Revolutions in Modern Latin America

HIST 215: Modern East Asia

HIST 318: The United States & Latin Amer

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

BUS 209: Business Ethics

PHIL 110: The Good Life

PHIL 209: Morals and Meaning

REL 110: Bible Beyond Borders

Two classes (6 credit hours) chosen from:

BUS 209: Business Ethics

ENG 205: Global Perspectives in Literature

FREN 340: Introduction to French and Francophone Civilization

FREN 440: Advanced Francophone Studies

HIST 114: The South in Black & White

HIST 116: Colonial Latin America

HIST 117: Modern Latin America

HIST 126: Middle East

HIST 130: Ancient and Early World History

HIST 131: A Survey of the Modern World

HIST 210: Latinos in the United States

HIST 212: Revolutions in Modern Latin America

REL 126: Sacred Systems

REL 140: Food and Faith

REL 209: Morals and Meaning

HIST 215: Modern East Asia

HIST 318: The United States & Latin America

HIST 320: The Making of the Modern World

HIST 321: Culture and History of Japan

HIST 323: Southeast Asia: Crossroads of Cultures

HIST 338: The Vietnam War in Film

PSCI 220: Comparative Politics

PSCI 300: Model United Nations

PSCI 340: Global Issues: Race, Ethnicity & Gender

PHIL 110: The Good Life

PHIL 209: Morals and Meaning

REL 110: Bible Beyond Borders

REL 126: Sacred Systems

REL 140: Food and Faith

HIST 320: The Making of the Modern World

HIST 321: Culture and History of Japan

HIST 323: Southeast Asia: Crossroads of Cultures

HIST 338: The Vietnam War in Film

REL 216: Gender and the Bible

REL 220: Religion and Ecology

REL 332: Suffering and Joy

REL 209: Morals and Meaning

REL 216: Gender and the Bible

REL 220: Religion and Ecology

REL 332: Suffering and Joy

SPAN 310: Introduction to Literature

SPAN 312: Business Spanish I

SPAN 313: Business Spanish II

SPAN 330: Culture and Civilization of Latin America

SRMT 111: Sport and Recreation in Modern Society

SRMT 370: Globalization of Sport in the 21st Century

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

Second Language

Two (2) courses or proficiency through the elementary level. Six (6) credit hours (replaced by elective credits for each semester of proficiency)

University Foundations

GATE 101: OneDog101 (1 credit hour)

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

Fine Arts

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

Any ART course

COMM 202: Introduction to Theater

COMM 350: Dramatic Performance of Literature

COMM 351: Theatrical Improvisation

MUS 155: Hands-On Music

MUS 156: Global Influences on Music in the USA

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

Laboratory Science

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

Mathematics

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

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

IPE 100: Foundations of Health & Wellness

Social or Behavioral Science

ED 303: Educational Psychology (3 credit hours) Lyceum

HETH 210: Introduction to Holistic Care Concepts

MUS 285: Introduction to Alexander Technique

ENG 335: Fiction-Writing

PSCI 341: Music and Politics

SRMT 200: Wellness Through Leisure

Global Perspectives

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

HIST 114: The South in Black & White

HIST 116: Colonial Latin America

HIST 117: Modern Latin America

HIST 126: Middle East

HIST 130: Ancient and Early World History

HIST 131: A Survey of the Modern World

HIST 210: Latinos in the United States

HIST 212: Revolutions in Modern Latin America

HIST 215: Modern East Asia

HIST 318: The United States & Latin Amer

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

BUS 209: Business Ethics

PHIL 110: The Good Life

PHIL 209: Morals and Meaning

REL 110: Bible Beyond Borders

Two classes (6 credit hours) chosen from:

BUS 209: Business Ethics

ENG 205: Global Perspectives in Literature

FREN 340: Introduction to French and Francophone Civilization

FREN 440: Advanced Francophone Studies

HIST 114: The South in Black & White

HIST 116: Colonial Latin America

HIST 117: Modern Latin America

HIST 126: Middle East

HIST 130: Ancient and Early World History

HIST 131: A Survey of the Modern World

HIST 210: Latinos in the United States

HIST 212: Revolutions in Modern Latin America

REL 126: Sacred Systems

REL 140: Food and Faith

REL 209: Morals and Meaning

HIST 215: Modern East Asia

HIST 318: The United States & Latin America

HIST 320: The Making of the Modern World

HIST 321: Culture and History of Japan

HIST 323: Southeast Asia: Crossroads of Cultures

HIST 338: The Vietnam War in Film

PSCI 220: Comparative Politics

PSCI 300: Model United Nations

PSCI 340: Global Issues: Race, Ethnicity & Gender

PHIL 110: The Good Life

PHIL 209: Morals and Meaning

REL 110: Bible Beyond Borders

REL 126: Sacred Systems

REL 140: Food and Faith

HIST 320: The Making of the Modern World

HIST 321: Culture and History of Japan

HIST 323: Southeast Asia: Crossroads of Cultures

HIST 338: The Vietnam War in Film

REL 216: Gender and the Bible

REL 220: Religion and Ecology

REL 332: Suffering and Joy

REL 209: Morals and Meaning

REL 216: Gender and the Bible

REL 220: Religion and Ecology

REL 332: Suffering and Joy

SPAN 310: Introduction to Literature

SPAN 312: Business Spanish I

SPAN 313: Business Spanish II

SPAN 330: Culture and Civilization of Latin America

SRMT 111: Sport and Recreation in Modern Society

SRMT 370: Globalization of Sport in the 21st Century

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

Two courses (5-7 credit hours) to be chosen from two (2) of the following four (4) course types:

Elementary Second Language I (3 credit hours)

ASL 101: American Sign Language Elementary I

FREN 101: Elementary French I

GERM 101: Elementary German I

GREK 101: Elementary Ancient Greek I

Elementary Second Language II (3 credit hours)

ASL 102: American Sign Language Elementary II

FREN 102: Elementary French II

Fine Arts (2-4 credit hours)

Any ART course

COMM 202: Introduction to Theater

COMM 350: Dramatic Performance of Literature

GERM 102: Elementary German II

GREK 102: Elementary Ancient Greek II

COMM 351: Theatrical Improvisation

MUS 155: Hands-On Music

MUS 156: Global Influences on Music in the USA

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

ENG 335: Fiction-Writing PSCI 341: Music and Politics

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

GATE 101: OneDog101 (1 credit hour)

ENG 110: University Writing & Research (3 credit hours) Laboratory Science (8 credit hours)

BIO 101: Introductory Cellular Biology

CHEM 101: Principles of Chemistry I

Mathematics (6 credit hours)

MATH 116: Quantitative Reasoning

MATH 209: Inferential Statistics

Wellness

HETH 210: Introduction to Holistic Care Concepts (3 credit hours)

Social or Behavioral Science (3 credit hours)

PSYC 101: General Psychology Lyceum

SPAN 101: Elementary Spanish I

SPAN 102: Elementary Spanish II

Global Perspectives

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

HIST 114: The South in Black & White

HIST 116: Colonial Latin America

HIST 117: Modern Latin America

HIST 126: Middle East

HIST 130: Ancient and Early World History

HIST 131: A Survey of the Modern World

HIST 210: Latinos in the United States

HIST 212: Revolutions in Modern Latin America

HIST 215: Modern East Asia

HIST 318: The United States & Latin Amer

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

BUS 209: Business Ethics

PHIL 110: The Good Life

PHIL 209: Morals and Meaning

REL 110: Bible Beyond Borders

Three classes (9 credit hours) chosen from:

BUS 209: Business Ethics

ENG 205: Global Perspectives in Literature

FREN 340: Introduction to French and Francophone Civilization

FREN 440: Advanced Francophone Studies

HIST 114: The South in Black & White

HIST 116: Colonial Latin America

HIST 117: Modern Latin America

HIST 126: Middle East

HIST 130: Ancient and Early World History

HIST 131: A Survey of the Modern World

HIST 210: Latinos in the United States

HIST 212: Revolutions in Modern Latin America

REL 126: Sacred Systems

REL 140: Food and Faith

REL 209: Morals and Meaning

HIST 215: Modern East Asia

HIST 318: The United States & Latin America

HIST 320: The Making of the Modern World

HIST 321: Culture and History of Japan

HIST 323: Southeast Asia: Crossroads of Cultures

HIST 338: The Vietnam War in Film

PSCI 220: Comparative Politics

PSCI 340: Global Issues: Race, Ethnicity & Gender

PHIL 110: The Good Life

PHIL 209: Morals and Meaning

REL 110: Bible Beyond Borders

REL 126: Sacred Systems

REL 140: Food and Faith

HIST 320: The Making of the Modern World

HIST 321: Culture and History of Japan

HIST 323: Southeast Asia: Crossroads of Cultures

HIST 338: The Vietnam War in Film

REL 216: Gender and the Bible

REL 220: Religion and Ecology

REL 332: Suffering and Joy

REL 209: Morals and Meaning

REL 216: Gender and the Bible

REL 220: Religion and Ecology

REL 332: Suffering and Joy

SPAN 310: Introduction to Literature

SPAN 312: Business Spanish I

SPAN 313: Business Spanish II

SPAN 330: Culture and Civilization of Latin America

SRMT 111: Sport and Recreation in Modern Society

SRMT 370: Globalization of Sport in the 21st Century

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

University Foundations (17 credit hours minimum)

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

Mathematics or Natural Science

Fine Arts

Literature and Writing

Social or Behavioral Science

Comm 101: Public Speaking (3 credit hours)

N ATIVE L ANGUAGE AND P ROFICIENCY E XAMS

Students may satisfy the second language requirement by demonstrating proficiency in a second language (determined by exam or by virtue of having attended high school internationally, in a school where instruction was in a language other than English).

Students will be awarded credit hours in accordance with the Department of English and Modern Languages’ equivalency determination. The maximum number of credit hours a student will receive is equivalent to the number of hours required by their degree program (major and/or minor).

L YCEUM S ERIES

Lyceums provide students the opportunity to discover culture and history, to engage in ethical conversations on current topics, to better understand themselves and the world around them, and to generally experience a broader world and to expand their thinking. These free events, offered both Fall and Spring semesters, take various forms, including lectures, panel discussions, plays, musical performances, research presentations, and skills development workshops, among others. Lyceums connect to a student’s classroom learning experience, amplify it, and expand it. Students are required to attend 24 Lyceum events over four years, distributed as follows:

Students enrolled in completely online BA or BS programs will be given a Lyceum requirement based on the number of approved transfer hours, but are not required to follow the categories listed above. Online and asynchronous programming will be provided. See the Wingate Online Degree Program for more information

Students who transfer in credit may be eligible for a reduced Lyceum requirement; students with transfer credits should refer to the transfer chart by visiting the Lyceum Page on the Wingate University website (www.wingate.edu/academics/special-programs/lyceum) and refer to the FAQ “I am a transfer student, how many Lyceum credits do I need?”

Completion of the Lyceum series is required for both graduation and participation in Commencement. For additional clarification, please contact Ms. Keyua McElveen, Director of Lyceum, at lyceum@wingate.edu.

Each student chooses a Major area of studies, which provides breadth and depth of skills in a distinct area of focus. Some students choose a major as the gateway to a particular career. For others the major is the foundation for further study in a graduate school. Some students choose a major to pursue their deepest interests and enhanced self-understanding. Within each major students will actively

• develop writing skills appropriate to the area of study,

• learn to use current technology within that field, and

• acquire skills in public speaking through oral presentations and defenses.

Note: When a requirement in the core may be met by one of several courses, certain majors may specify which courses will meet their requirements.

B ACCALAUREATE M AJORS

Wingate University offers 38 majors at the baccalaureate level. Students choose at least one major. Requirements for majors are explained within their respective academic departments. The courses for a major may include introductory or basic prerequisite courses and higher level courses in the major discipline and/or related disciplines. Some majors permit or require a student to select an area of concentration that allows for more focus on a sub discipline within the major subject area. A student may earn more than one major. Should a student pursue a second major, no more than two courses from the primary major can be counted toward the second major(s). A second major does not necessarily entail a second degree. The additional major(s) must be under the same degree program unless permission has been granted to earn more than one degree. In some cases, a student may return to earn another major after having previously graduated.

‡Blank indicates the major has no associated concentration, emphasis, or track;†Licensure; *Requires provisional admission to the designated graduate program.

E LECTIVES

The student and advisor should carefully plan for electives that complement the desired major. Electives may be chosen from any course offered by the University provided prerequisites are met. A student should consult with his or her advisor in choosing electives that will meet degree and career objectives. Students may wish to use elective hours to fulfill the specific requirements of a minor. Classes at the 100/200 level are classified as general electives; classes at the 300/400 level are classified as advanced electives.

M INORS

To complement a major, students may choose a minor (minimum of 18 semester hours) in one of the below areas:

Accounting Human Services

Addiction Counseling International Studies

Art Legal Studies

Art Therapy Management

Biology Marketing

Chemistry Mathematics

Coaching Medical Sociology

Communication Music

Community and Commercial

Recreation Philosophy

Community Youth Development Physics

Creative Writing Political Science

Criminal Justice Professional and Technical Writing

Economics Psychology

Educational Studies Public Health

English Race and Ethnicity Studies

Environmental Biology Religion

Exercise Science

Film Studies

Social Science

Sociology

Finance Spanish

French Sport Management

History Women’s and Gender Studies

Wingate does not require minors. Minors should be in a different academic discipline than the baccalaureate major. Each department defines minors in each discipline in which a minor may be earned. The following policies apply:

• No more than two courses counted for a major may also be counted for a minor (except a biology/chemistry, a finance/accounting, a finance/economics, or a mathematicsbusiness/economics combination).

• No more than two courses counted for a minor can count toward another minor.

• Students who wish to pursue a minor should notify the Office of Academic Advising of this intent. The minor will not appear on the student’s transcript unless this declaration is made.

• A student who is following the requirements for a major outlined in a certain catalog year must follow the same catalog year for a minor.

B ADGES AND C ERTIFICATES

Wingate offers undergraduate students the option of adding a microcredential defined as a badge or certificate. These non-degree programs add expertise, increase technical skills, or lead to potential certification in a specific subject area or subdiscipline. Students are encouraged to add these programs to their academic records before they earn and/or transfer in a total of 83 credit hours (senior class level) at Wingate. To count credits for a badge or certificate program as degree applicable, students must have remaining elective hours in their degree program, or the badge or certificate must be required as part of the major.

B ADGE

A badge represents completion of a minimum of six (6) credit hours, typically two undergraduate courses. Wingate currently offers one badge program in Entrepreneurship.

C ERTIFICATE

A certificate represents a completion of a minimum of 12 credit hours, typically four undergraduate courses). Wingate currently offers one certificate program in Entrepreneurship.

A CADEMIC P OLICIES FOR B ADGES AND C ERTIFICATES

There following policies apply to both badge and certificate programs:

• No more than two courses counted for a major or minor may be counted toward a certificate.

• Students who wish to pursue a badge or certificate should notify the Registrar’s Office of this intent.

• A student who is following the requirements for a major outlined in an earlier catalog will have to change catalog years to add a new badge or certificate program.

D EFINITION OF C ERTIFICATE VERSUS C ERTIFICATION

There is a difference between a certificate and a certification. Certification requires passing an exam and awards a credential upon successful completion of exam (ex: PMP, GPHR, SPHR). Certification also may require recertification to stay current in a specific area. A certificate is a non-degreed credential that may be used to prepare for a certification or exam.

ACADEMIC PROGRAMS, S CHOOLS, AND DEPARTMENTS

I NTERNATIONAL P R OGRAMS

Study abroad programs at Wingate offer a wide range of options for academic and personal growth through short-term and summer programs. Approved study abroad programs offer transfer credit that can be used to satisfy major and minor requirements. Listed below are a few examples of programs available, but there are many other approved options not included here. Students should contact the Office of International Programs or go to: www.wingate.edu/academics/global/study-abroad-and-winternational for more information.

C OUNCIL ON I NTERNATIONAL E DUCATIONAL E XCHANGE

Through membership with the Council on International Educational Exchange (CIEE), Wingate University students can choose from summer programs at CIEE study Centers located in 35 countries worldwide. CIEE offers a wide range of study areas, from major-specific concentrations to language studies to the liberal arts in general. Students must have a minimum 2.75 GPA to apply.

D ANISH I NSTITUTE FOR S TUDY A BROAD (DIS)

Wingate University partners with the Danish Institute for Study Abroad (DIS), which allows students to apply to study in Copenhagen or Stockholm for a summer. Students must have a minimum 3.0 GPA to apply. DIS offers a general curriculum as well as specialty courses in marine biology, international business, and communications.

I NTERNSHIPS A BROAD

Internship opportunities in a variety of countries are available for up to ten weeks in the summer. Wingate has partnered with international organizations in each country to assist students in finding an internship related to a student’s major, interests, and skills. In addition, our partner arranges interviews, supervises interns, reviews intern paperwork, and coordinates accommodations. In most cases, students will take a course concurrently with the internship which will enhance the learning experience. For all students, internships abroad must be approved by the Office of International Programs. For international students, an internship abroad (even in the student’s home country) will require additional information, which is reviewed by the Office of International Programs.

Internship Abroad experiences are a great way for a student to experience a very individual study abroad/intern program. Because of the nature of the experience, students who are independent, selfmotivated, and mature are the best candidates for these programs. Most of the programs have a minimum GPA requirement of 3.0. Wingate requires students to have a minimum, cumulative GPA of 2.5. For the right student, an internship abroad allows him/her to gain work experience within the context of another culture and to live independently for 6-10 weeks in the summer. The deadlines for these programs are typically in February each year. To receive academic credit, a student must work through one of our approved partners or complete a request form to have a new partner reviewed/approved. If a student wants to petition to work with an organization outside of our approved organizations, a request must be made at least three months in advance of participation.

Wingate University has partnered with University Studies Abroad Consortium (USAC) to offer a summer study abroad program in Costa Rica. Students will study in Heredia, a college town that offers the peace and rural beauty of a smaller city, while providing easy access to the activities of San Jose. All classes are held at the Universidad Nacional de Costa Rica, one of the most notable public universities in the country. Students may take courses in Spanish, elementary level to advanced, as well as Spanish composition courses. Biology and environmental science courses in English will also be offered. Students will live with a Spanish-

speaking host family and have the opportunity to add on different experiences such as dance classes or field trips/tours for additional fees.

W’I NTERNATIONAL P ROGRAM

Wingate University offers a unique program called “W’international” that makes an international experience available at a reduced cost to eligible students. The program includes a weekly seminar during the spring semester followed by 10 days of travel. The weekly W’international classes include a general orientation to international travel and an in-depth study of the culture and history of the appropriate country. Students are required to attend all class meetings and a general orientation. The travel portion of this study abroad program occurs after Commencement in May. The University subsidizes a portion of the costs of transportation and lodging, so that students can participate at a reduced personal cost. Seminars have a non-refundable program fee due at the beginning of the semester of participation. During the course and while abroad, students are obligated to follow the professor’s instructions and demonstrate a high standard of character and maturity

REQUIREMENTS

• Students need to have successfully completed two full-time semesters at Wingate at the time of application. Students may not participate in their last semester before graduation.

• Transfer students with junior status (at least 57 credits) must have completed one semester as a full-time student by the semester of participation.

• Students must be enrolled as traditional, full-time undergraduate students.

• Students may participate only one time.

• Students will need a cumulative GPA of 2.5 at the time of application. Junior transfers will need a 2.5 cumulative GPA by the semester of participation.

• Students must reconcile any debts to the University before commencement of travel. All balances must be paid by May 1st.

• Students must successfully complete the seminar with a D- or higher to participate in the abroad portion of the course and cannot be on academic or disciplinary probation at any time during the course. Refunds are not given in these cases. Students may receive a refund up until the drop/add deadline.

Students who pass the seminar and who satisfactorily complete the travel portion receive two credit hours. Students enrolled in the seminar who cannot travel due to medical reasons may receive one credit for completing the in-class portion of the course.

The application process is separate from regular registration. Students may not self-enroll for this course in WinLink. The Office of International Programs will submit a registration list to the Registrar once students have been selected for a spot in the program. The University does not guarantee a student’s first choice or guarantee a spot in the program.

E XPERIENTIAL L EARNING P ROGRAM : W’E NGAGE

Wingate University offers a community engagement seminar with a domestic travel experience for sophomores. Seminars focus on a specific topic or issue and have three basic elements: Students will (1) gain knowledge of the subject matter through weekly course meetings, (2) actively engage with local or regional community partners, and (3) explore the topic through experiential learning in another setting within the United States (i.e., the travel). Travel ranges from five to seven days and occurs either in the middle of the semester, at fall or spring break, or at the end, in December or May. The University covers the majority of costs associated with the travel. Most seminars have a nominal, nonrefundable surcharge due at the beginning of the semester of participation. During the course and while traveling, students are obligated to demonstrate a high standard of character and maturity.

R EQUIREMENTS

• Sophomore class standing. Students must have earned no fewer than 24 credit hours by the beginning of the semester of participation. Only sophomores are eligible, unless given special

S P ANISH I MMERSION P ROGRAM

permission by the instructor and Director of Undergraduate Research to enroll in the course.

• A cumulative GPA of 2.3 by the beginning of the semester of participation.

• Students who pass the seminar and satisfactorily complete the travel portion receive two credit hours.

H ONORS C OLLE GE

Dean: Allison Kellar

Assistant Dean: Jordan Wilson

The Honors College curriculum is designed to inspire, engage, and challenge the most motivated and intellectually curious students who attend Wingate University. To graduate with University Honors, a student must complete 18-22 hours of honors coursework and cocurricular experiences in 4 categories (category options are outlined below). An honors student must also have an overall cumulative GPA of 3.2 or above to graduate with University Honors. In addition to completing honors coursework, students in the Honors College will also present their thesis or capstone project (creative work, internship, or other approved capstone work) at Wingate’s Wellspring Symposium.

A DMISSION

Prospective students who have been admitted to Wingate University may be invited to apply to become a part of the Honors College. The Honors College first-year cohort is small. An invitation to apply does not guarantee that a student will be selected to be in the Honors College. Factors such as high school GPA, written responses, extracurricular activities, service, leadership, and courses taken in high school and/or dual enrollment are considered in the selection process. The Honors College curriculum begins in the first year in the fall semester. Limited space may be available for current first-year Wingate students and transfer students who did not initially matriculate into Wingate as an Honors College student. If space is available, current first-year students and transfer students will be invited to apply at the end of their first semester at Wingate. A current or transfer student’s GPA will be factored into the selection process in addition to other factors such as campus and community involvement, written responses, and the student’s major and coursework interests.

If selected, the current first-year or transfer student would join the college either in their second semester or second year depending on the student’s academic plans and the space available. A transfer student who has not completed an associate’s degree (or 60 hours or more of coursework) or who was in an Honors Program or Honors College at another institution may petition the Dean for up to 6 credit hours for Honors-designated classes taken at previous institutions.

Students who are admitted to the Honors College before matriculating into Wingate who have an associate’s degree or 60 hours of non-honors credit or more will complete 11 honors credits in the four categories and must have an overall cumulative GPA of 3.2 or above. See below for more information.

C URRICULUM

To graduate with University Honors, a student will complete 18-22 hours from four required categories:

Honors 101 (1 credit hour)

HON 101: Leadership & Engagement in Honors

Honors Elective Coursework (12-16 credit hours)

At least two courses from Honors Classes:

Honors sections of Global Perspectives designated classes. Honors courses and Honors section that count toward General Education requirements.

Honors special topics classes that count toward major or advanced elective credit hours.

Honors Contract Work (up to two Honors electives):

Any 300 or 400 level course within a student’s major or minor. Approved work by a faculty member in a non-honors course.

Honors Community, Cultural, or Leadership Experience (1-2 experiences or 1-4 credit hours)

HON 220: Honors Seminar (1 credit hour)

W’International (2 credit hours)

W’Engage (2 credit hours)

Clinical or Applied Experience (2-4 credit hours)

Other options as approved by the Dean Honors Capstone and Thesis (1-6 credit hours)

Business Research (3 credit hours):

BUS 490: Research Methods

BUS 491: Thesis

Clinical Research (3 credit hours):

NURS 499: Senior Honors Project

Honors Project (1 credit hour):

HON 451: University Honors Research Project

Internship (3-4 credit hours):

INT 499: Internship

Other internship courses as approved by the Dean Lab Research (6 credit hours):

BIO 441-444: Directed Research

CHEM 491, 492: Senior Research I & II

Other options as approved:

Competitive Summer Research Grant at Wingate or at another university.

Community Engagement, Civic Engagement, or Collaborative Design project.

Study Abroad for a semester or summer immersion program. Other competitive grants or opportunities may be approved.

HONORS 101: LEADERSHIP & ENGAGEMENT SEMINAR

Honors 101 is a one-hour seminar class that will provide opportunities for first-year students to engage with and learn from leaders on campus and in the community. In Honors 101, first-year students will also make connections with Honors peer mentors/guides and each other. Honors 101 will replace OneDog101 for Honors students. Topics covered in OneDog101 such as registration, student work opportunities, campus resources, and career advising will also be covered in this course.

*Current students who join the Honors College after their first semester at Wingate are not required to complete Honors 101.

HONORS ELECTIVE COURSEWORK

Students must take four Honors courses in General Education, Advanced Electives, or Honors contract work (contract work is in a student’s major or minor).

HONORS CLASSES

At least two Honors electives must be Honors classes; students may take up to four Honors classes in this category. Honors classes are 100, 200, or 300-level honors courses that count toward general education credits for your degree or special topic classes that count towards advanced elective or major hours.

HONORS CONTRACT WORK

Honors contract work can count for up to 2 classes for Honors Elective coursework

• Honors contract work is work within a student's major or minor in a 300-or 400-level class.

• Honors contract work is approved by a faculty member teaching a non-honors course.

• Examples of Honors contract work are provided to students and faculty. It is at the faculty member’s discretion as to whether Honors contract work can be completed in their class. A faculty member will work with the student to design a project that a student could complete in 10-15 hours of additional time for Honors credit.

• Students are responsible for submitting the form for Honors credit.

• Students who do not complete Honors work in the class and/or students who receive less than a B (80-89) in the class will not receive Honors credit but will receive a grade and credit for the course. See below for more information.

HONORS COMMUNITY, CULTURAL, OR LEADERSHIP EXPERIENCE

Honors students at Wingate can participate in a variety of community building, co-curricular, travel, and leadership opportunities. Each Honors student will have the opportunity to count at least one of the options listed above as part of their Honors experience. The approval process for other options will be discussed in orientation and Honors advising.

HONORS CAPSTONE AND THESIS OPTIONS

Honors capstone and thesis options are tailored to a student's major and graduate school or career plans and interests.

All Honors Capstone and Thesis work must be presented at the Wellspring Symposium in the fall or spring semester. Students will also have opportunities to present their work at regional and national conferences.

E ARLY C OLLEGE , D UAL E NRO LLMENT , AND T RANSFER S TUDENT P OLICY

Students who are admitted to the Honors College before matriculating into Wingate who have an associate’s degree or 60 hours of non-honors credit or more will complete 11 honors credits in the four categories and must have an overall cumulative GPA of 3.2 or above.

Before moving forward to the Honors Capstone and Thesis, the student must successfully complete two Honors Electives with a grade of B or higher in each course completed.

Honors 101 (1 credit hour)

HON 101: Leadership & Engagement in Honors

Honors Elective Coursework (6-8 credit hours)

At least two courses from Honors Classes: Honors sections of Global Perspectives designated classes. Honors courses and Honors section that count toward General Education requirements.

Honors special topics classes that count toward major or advanced elective credit hours.

Honors Contract Work (up to two Honors electives):

Any 300 or 400 level course within a student’s major or minor. Approved work by a faculty member in a non-honors course.

Honors Community, Cultural, or Leadership Experience (1-4 credit hours)

HON 220: Honors Seminar (1 credit hour)

W’International (2 credit hours)

W’Engage (2 credit hours)

Clinical or Applied Experience (2-4 credit hours)

Other options as approved by the Dean Honors Capstone and Thesis (1-6 credit hours)

Business Research (3 credit hours):

BUS 490: Research Methods

BUS 491: Thesis

Clinical Research (3 credit hours):

NURS 499: Senior Honors Project Honors Project (1 credit hour):

HON 451: University Honors Research Project

Internship (3-4 credit hours):

INT 499: Internship

Other internship courses as approved by the Dean Lab Research (6 credit hours):

BIO 441-444: Directed Research

CHEM 491, 492: Senior Research I & II

Other options as approved:

Competitive Summer Research Grant at Wingate or at another university.

Community Engagement, Civic Engagement, or Collaborative Design project.

Study Abroad for a semester or summer immersion program. Other competitive grants or opportunities may be approved.

H ONORS A DVISING

During advising appointments, a student will discuss their interests and potential career paths with their Honors advisor and faculty advisor in your major. Course options will be explained based on a student’s interests and coursework needs and opportunities. Suggested Honors plans may be developed for specific majors.

First-year students will be encouraged to choose one 3- or 4-hour Honors course that is offered for General Education each semester (subjects and topics vary each semester) in their first year at Wingate. Options will be discussed based on a student's coursework goals, credits brought in (AP, IB, Dual), and graduation plan.

H ONORS C ONTRACT W ORK IN A N ON - H ONORS C OURSE

Honors students may request permission from a professor to earn Honors credit in a non-honors class by submitting a proposal for completing additional assignments or projects. Some examples of what constitutes Honors contract work are in the Honors College Canvas course. Proposals must be approved by the faculty member who is teaching the course and the Honors Dean or Assistant Dean within the first four weeks of a semester and must meet department guidelines for Honors work. Students who earn Honors credit will have it so designated beside the course number on their transcripts and grade reports (example: BIO 380 HON). A student must earn at least a B (8089) in the course to be eligible to receive Honors contract credit. The faculty member will be contacted by the Dean or Assistant Dean at the end of the semester and will report whether the student satisfactorily completed Honors work. Professors may have no more than four students completing Honors contract work during a semester without permission from the Dean, Assistant Dean, and the Honors Committee.

G RADE S TATEMENTS

FOR H ONORS E LECTIVE C OURSES

A student who receives a C in an Honors section of a course or an Honors course will have provisional standing in the Honors College. More than one C in an Honors course will result in the student being ineligible to complete the program requirements. The student will still receive credit for the Honors section of the class or Honors course on their transcript but will be ineligible to graduate with University Honors. A student with provisional standing must meet with the Honors Dean or Assistant Dean.

G RADE S TANDARDS FOR H ONORS T

HESIS AND / OR

C APSTONE W ORK

A student must earn at least a B (3.0) for their Honors thesis, directed research, internship, or other capstone project to graduate with University Honors. If a student’s Honors thesis or capstone work earns less than a B, the student will still receive credit for the course but will not graduate with University Honors.

C UMULATIVE GPA R EQUIREMENT TO G RADUA TE WITH U NIVERSITY H ONORS

Students must have a cumulative GPA of 3.2 or above to graduate with University Honors. If a student’s cumulative GPA is below 3.2, the Dean, after consultation with the student’s professors, may grant a waiver in extenuating circumstances.

H ONORS C OLLEGE R ECOGNITION

Students who successfully complete the Honors College curriculum will receive the designation “University Honors” on their transcripts and diplomas, will be recognized at Commencement, and will wear a medallion. In addition, each honors course will carry the designation “HON” on transcripts and grade reports no matter whether or not a student completes the entire program.

A variety of undergraduate programs prepare students for further study and professional careers. Recommended majors for each program are listed below:

Pre-Dentistry

Any major (science recommended)

Pre-Law Liberal Arts major/Legal Studies minor

Pre-Medical

Any major (science recommended)

Pre-Nursing Major in Nursing

Pre-Occupational Therapy Major in a social science or sciences

Pre-Pharmacy Major in Sciences

Pre-Physical Therapy Major in Exercise Science (pre-prof. track) or Sciences

Pre-Physician Assistant Studies Major in Sciences

Pre-Veterinary Medicine

Any major (science recommended)

RE - H EALTH P ROFESSIONS (M EDICAL , V ETERINARY , D ENTAL )

Medical, dental, and veterinary schools specify courses, not specific majors, that are prerequisites for admission to their programs. For example, Pre-Med students may select any major as long as they take the courses required by the medical school they wish to attend. Regardless of which major you select at Wingate University, most medical and dental schools in the U.S. require one year each of biology, general chemistry, organic chemistry, and physics. Some specify calculus. Vet schools may require more: biochemistry, genetics, and microbiology. You should select a major which matches your interests and abilities and one which allows you to complete the necessary biology, chemistry, math, and physics courses. If you choose a major which does not require the essential science and math courses as part of its curriculum, you will need to take them as electives in addition to your major’s required courses.

Admission to professional schools is highly competitive and selective. Excellent study skills, self-discipline and motivation, a strong background in math and science, the ability to think, reason, and express ideas clearly are skills essential to successful academic performance. In order to be competitive for admission to professional school, students must attain a very high GPA, 3.7 or better (especially in science courses), and must earn high scores on the MCAT/DAT/GRE entry test. In addition, students must have: appropriate volunteer or job experience in their area of career interest; effective communication and interview skills; and strong letters of recommendation from their professors, based upon outstanding academic performance, reputation for excellence and personal integrity, and demonstrated potential to succeed in the professional school curriculum.

Most of the science courses have prerequisites and some courses are not offered every semester. The courses you take (biology, chemistry, and math), the sequence in which you take them, and your performance in them are critical failure to complete specific courses at the right time or with satisfactory grades will interfere with your progress towards completing the sequence of science courses needed for professional school. Each student is responsible for selecting the courses that are needed to meet all entrance requirements specified in the bulletin from the school they wish to attend.

Pre-Health Professions students should consult the information for the major they plan to pursue for suggested first-semester classes. P RE - L AW

The Pre-Law program at Wingate University is designed to prepare the student for success as a lawyer. No law school requires a particular major as a prerequisite for admission. Rather, law schools look for evidence of reading and analytical abilities which serve as the primary bases of admissions decisions. For that reason, the Pre-Law program has two emphases, both focused on skill development. First, the Pre-Law student should choose a major based on personal interest. Experience indicates that reading and analytical skills can be developed only if a student is willing to work hard and that a student is willing to work hard only if he or she studies a subject that is interesting. Any major will provide ample opportunity to develop the required skills for law school. Second, the

Pre-Law student should complete the Legal Studies minor. This minor includes the specific courses in the Wingate University curriculum that will be the most valuable in preparing for law school.

Admission to law school demands that preparation begin far before formal application for admission. The student planning to become a lawyer is urged to meet with the Pre-Law advisor no later than his or her sophomore year.

SUGGESTED SEQUENCE OF COURSES FOR THE LEGAL STUDIES MINOR

PHIL 101: Introduction to Philosophy or PHIL 110: The Good Life

First Year

Second Year

Third Year

(These courses are not part of the Legal Studies minor, but they provide an excellent introduction into the types of reading and reasoning skills crucial for success in law school.)

ECON 221: Microeconomics

PHIL 205: Logic and Critical Thinking

ENG 360: Advanced Composition

Legal Studies Elective

Fourth Year COMM 410: Persuasion

Legal Studies Elective

It is suggested that Wingate University students intending to pursue the Bachelor of Science in Nursing take the following prerequisites in order to be eligible for admission to the program in the junior year:

The mission of the Doctor of Occupational Therapy Program at Wingate University is to develop knowledgeable and ethical occupational therapists who are committed to the health, well-being, and quality of life of all persons, groups, and populations through a solid education founded upon principles of occupational performance, critical thinking/professional reasoning, servant leadership, evidence-based practice/ scholarship, and occupational justice.

If not included within their baccalaureate or master’s degree course of study, each applicant must complete the following 9 additional prerequisite courses at an accredited college or university in the United States (see Definition of Accredited Institutions under Graduate Policies and Procedures):

Other criteria for acceptance into the graduate Doctor of Occupational Therapy Program include:

• Completed baccalaureate degree

• Minimum cumulative GPA of 3.0; C or better in all prerequisite courses

• Three letters of recommendation

• Minimum of 40 hours of clinical observation with an occupational therapist in at least two practice settings with different aged clients

The Doctor of Occupational Therapy Program is accredited through the Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA), located at 7501 Wisconsin Avenue, Suite 510E, Bethesda, MD 20814. ACOTE’s telephone number, c/o AOTA, is (301) 652-AOTA and its web address is www.acoteonline.org

Admissions to the Doctor of Occupational Therapy Program are on a non-discriminatory basis. There is no discrimination on grounds of race, sex, religion, color, national or ethnic origin, age, disability or military service in Wingate University’s administration of educational policies, programs, activities or services; admissions and housing policies; scholarship or loan programs; or employment. An exception may occur only when appropriate and allowed by law.

P RE - P HARMACY

Wingate University School of Pharmacy’s mission is to prepare pharmacists who are ready to practice on the day of graduation. Practice experiences are begun in Year-1, with additional experiences included in EACH year of the curriculum. Practice sites for full-time rotations are located in the Carolinas, throughout the greater Charlotte metropolitan area and beyond.

The fully-integrated curriculum is punctuated with small group case studies held weekly during each semester. All class notes are posted on the school’s webpage prior to class, and each smart classroom allows for wireless student connectivity. Additionally, instant response software is provided to each student, enabling the student to register opinions, take self-assessment tests and receive instant feedback on themselves as well as the class as a whole. The Pharmacy Practice Laboratory is designed like a community pharmacy, not a chemistry lab. Patient counseling rooms allow for recording practice sessions with simulated and real patients.

Through the Pre-Pharmacy Advantage Program, Wingate undergraduate students who meet the following criteria will be guaranteed an interview with Wingate University School of Pharmacy:

• Must be admitted as a first time freshman student at Wingate University.

• Must enroll at Wingate University to complete all Pharmacy School prerequisite courses.

• Must earn a 3.2 or higher grade point average in the pharmacy prerequisite courses at Wingate University. By obtaining a satisfactory interview score, students will be admitted to the Doctor of Pharmacy program at Wingate University. There are many different paths to take to complete the prerequisites for the Wingate University School of Pharmacy. With a minimum of 61 total credit hours, a student may be able to complete the prerequisites in as little as 4 semesters or 2 years, while other students may choose to complete a bachelor’s degree with Wingate University and then apply to the School of Pharmacy. A faculty advisor will help you determine an academic action plan for completing the Wingate University School of Pharmacy prerequisites while fulfilling your personal goals.

*Anatomy and Physiology: If the course is offered in two parts or Human Anatomy and Human Physiology are taught separately, both parts must be completed to satisfy the prerequisite. Additionally, a larger credit hour course that covers all material in Anatomy and Physiology I and II can also be accepted.

**General Education: Examples include sociology, psychology, foreign language, philosophy, history, ethics, anthropology, public speaking, economics, advanced biology or chemistry courses, business, music, theater, etc. Physical education and personal wellness courses are not accepted as general education electives.

The Wingate University Physician Assistant Program is dedicated to exceptional physician assistant education and the support of service to communities.

The Program is committed to preparing students from many backgrounds to practice medicine in a variety of specialties and settings under the supervision of a physician. Emphasis is placed upon understanding and appreciating cultural diversity as well as effectively meeting the level of healthcare comprehension among our patients. The Program aims to prepare its graduates to practice and promote primary healthcare of the highest quality as part of a multidisciplinary team.

*Students must achieve a cumulative GPA of 3.2 of higher on the above courses to be considered for admission to the PA Program. Results for the Graduate Record Exam (GRE) are to be submitted directly to the PA Program. For further requirements, please see the PA website at https://www.wingate.edu/academics/graduate/physicianassistant-studies

If not included within their baccalaureate or master’s degree course of study, each applicant must complete 11 additional prerequisite courses at an accredited college or university in the United States (see Definition of Accredited Institutions under Admissions, Costs, and Financial Planning). There are no waivers or exceptions to these 11 prerequisites as listed. If the applicant has attended an institution awarding quarter or other means reporting coursework hours, the applicant must have completed what the DPT Admissions Committee deems to be an approximate equivalent to the semester hours shown for each course.

Professors: Alison Brown, Edward Mills, Erika Niland

Acchia Albury, Debra Davis, Tracy Davis, Aliya Davenport, Shem

Nicole Barrios, Renee Hastings, Alexandra Jerby, Gena Moore (Director of Agricultural Food Systems), Mark Rollins

CHARLES

A. CANNON CO LLEGE OF ARTS AND SCIENCES

Dean: Caroline Hoefferle

Associate Dean: Joseph M. Ellis

The Charles A. Cannon College of Arts and Sciences represents the Wingate conviction that truth has a unitary character and that our knowledge and understanding of truth can be enhanced through the exploration of ideas in academic disciplines. These basic disciplines are so intertwined both in content and methodology that they frequently overlap in the experience of the learner. The interrelation of arts and sciences has deep roots in the Western intellectual tradition, from the classic formulation between the Greeks and Romans to the modern foundations of learning which emerged in the Enlightenment. One or more of these disciplines have been involved in most of the discoveries of truth about our world and ourselves since the beginning of human civilization.

In the Charles A. Cannon College of Arts and Sciences, Wingate University unites Biology, Chemistry and Physics, Communication and Art, English and Modern Languages, History and Political Science, Mathematics, Music, Psychology, Religion and Philosophy, Sociology, and Social Work into an administrative unit to clarify and strengthen our awareness of educational mission and purpose. While we recognize and value the unique contribution of our individual fields, we have the same quest for truth that we believe will flourish in a collegial community.

The arts and sciences provide rich resources to strengthen our solitary lives as individuals and to solidify our relationships with others in society. In a university environment, these disciplines provide many combinations for individual specialization in academic majors. Advanced study in many of these can become the foundation for professional careers and for lifelong learning.

We urge students to discern the unity and the diversity of truth that this university organization represents. We invite all learners, those with high school diplomas and those with doctorates, to join in a quest for knowledge and meaning which will expand our understanding of truth and will open yet new vistas for future generations.

It is strongly recommended that students choose electives that are additional biology or chemistry courses that would prepare them for their graduate-level exam (the MCAT or DAT).

BIOLOGY

Bachelor of Arts/Bachelor of Science

The biology curriculum includes the science and mathematics courses typically required for medical, dental, veterinary medicine, and biology graduate programs. Students should choose electives to meet career and educational goals as well as to meet the 33 hours of 300/400+ level courses.

BIO 312: Integrated Anatomy & Physiology II

BIO 320: Microbiology

BIO 330: Marine Biology & Oceanography

BIO 340: Advanced Molecular Biology

BIO 360: Parasitology

BIO 365: Herpetology

BIO 370: Field Botany w/LAB

BIO 380: Advanced Cell Biology

BIO 390: Applied Environmental Microbiology w/LAB

BIO 402: Virology

BIO 410: General Entomology

BIO 412: Physiology of Reproduction

BIO 413: Pathophysiology

BIO 414: Animal Physiology

BIO 415: Histology

BIO 420: Immunology

BIO 424: Biochemistry

BIO 430: Wildlife Management

BIO 441-444: Directed Research

BIO 445: Teaching Assistantship in Bio

BIO 450: Evolutionary Biology

BIO 460: Neurobiology

BIO 480: Cancer Biology

BIO 491-494: Special Topics in Biology

NOTES: Biology majors must complete BIO 200: Zoology or BIO 205: Plant Biology before taking 300-400 level Biology courses. Students may earn a maximum of 5 hours of Independent Study (BIO 441-444) as part of their advanced Biology restrictive electives.

BIOLOGY (PHARMACY 3+1 PROGRAM)

Bachelor of Arts/Bachelor of Science

The 3+1 program is designed for students who wish to get both a baccalaureate degree in Biology and a Doctor of Pharmacy. To do so will require taking a structured program entailing a specific sequence of courses each semester. The first three years will require taking courses within the undergraduate curriculum. The final year’s requirements will be fulfilled within the School of Pharmacy. For a specific outline of the program, please see an advisor in the Biology Department.

BIOLOGY WITH CONCENTRATION IN MEDICAL LABORATORY

Bachelor

BIOLOGY AND EDUCATION (SEE THAYER SCHOOL OF EDUCATION)

Bachelor

ENVIRONMENTAL BIOLOGY

Bachelor of Arts/Bachelor of Science

The Environmental Biology curriculum is designed to provide opportunities for careers in federal and state government agencies, nonprofit groups, corporations, consulting firms, environmental education, and for entry into various graduate programs. Students should choose electives to meet career and educational goals as well as to meet the 33 hours of 300/400+ level courses.

Introductory Biology

BIO 101: Introductory Cellular Biology

BIO 115: Environmental Biology or ENV 115: Environmental Biology & Lab

Organismal Biology

BIO 200: Zoology

BIO 201: Molecular Foundations of Genetics

BIO 205: Plant Biology

BIO 320: Microbiology

BIO 401:

Chemistry Required Courses

CHEM

Advanced Biology/Environmental Biology Electives

BIO 300: Ornithology

BIO 330: Marine Biology & Oceanography

BIO 340: Advanced Molecular Biology

BIO 355: Animal Behavior

BIO 360: Parasitology

BIO 365: Herpetology

BIO 370: Field Botany w/LAB

BIO 390: Applied Environmental Microbiology w/Lab

BIO 410: General Entomology

BIO 430: Wildlife Management

BIO 441-444: Directed Research

BIO 445: Teaching Assistantship in Biology

BIO 450: Evolutionary Biology

BIO 491-494: Special Topics in Biology

NOTES: Environmental Biology majors must complete BIO 200 and 205 before taking 300-400 level BIO courses. Students will choose electives that add skills to help them meet their career goals: communications, sociology, business, chemistry, mathematics, psychology, etc.

BIO 355: Animal Behavior

BIO 360: Parasitology

BIO 365: Herpetology

BIO 370: Field Botany w/LAB

BIO 390: Applied Environmental Microbiology w/Lab

BIO 410: General Entomology

BIO 430: Wildlife Management

BIO 441-444: Directed Research

BIO 445. Teaching Assistantship in Biology BIO 450: Evolutionary

Special

495:

The following cannot be counted towards the minor:

BIO 211: Principles of Anatomy & Physiology I

BIO 212: Principles of Anatomy & Physiology II

BIO 230: Principles of Microbiology

NOTE: Students are responsible for meeting the prerequisites for all courses chosen for the minor.

BIO 101: Introductory Cellular

BIO 200: Zoology

BIO 205: Plant Biology

BIO 320: Microbiology

BIO 401:

BIO 300: Ornithology

BIO 302: Invertebrate Biology

BIO 320: Microbiology

BIO 330: Marine Biology & Oceanography

BIO 360: Parasitology

BIO 365: Herpetology

BIO 370: Field Botany w/LAB

BIO 390: Applied Environmental Microbiology w/LAB

BIO 410: General Entomology

Students are responsible for meeting the prerequisites for all courses chosen for the minor. No more than 2 courses counted for a major may also be counted for a minor.

D EPARTMENT OF C HEMISTRY AND P HYSICS

Professors: Heather Clontz (Chair), Christopher Dahm, James Hall

Associate Professors: Jacob Plummer, Grant Thompson, Brandon Tutkowski, Shakena Daniel West, Krista Wilson

Instructors: Stacy Hutchison, Meeralakshmi Subramaniam

Lab Staff: Todd Griffin

The Department of Chemistry and Physics offers the following:

• B.S. in Biochemistry

• B.S. or B.A. degree with a major in Chemistry

• B.S. degree with a major in Chemistry-Business

• Minor in Chemistry

• Minor in Physics

The courses that are offered by the Department are designed to meet the requirements of these four programs as well as provide students with introductory courses to meet the University’s Core science requirement. The courses also support a variety of pre-professional studies such as pre-medicine, pre-pharmacy, and pre-engineering.

BIOCHEMISTRY (SEE DEPARTMENT OF BIOLOGY)

Bachelor of Science

CHEMISTRY

Bachelor of Arts/Bachelor of Science

The Chemistry major was begun in 1984 for students who wish to pursue graduate work in chemistry, to continue in a professional program, or to obtain employment in industry. The Chemistry major is designed along a traditional approach to chemical education and is modeled from the guidelines of the Committee on Professional Training (CPT) of the American Chemical Society (ACS). Requirements listed below are for BS degree. The BA degree requires an additional six hours of second language

Requirements

Core Curriculum

Must include:

COMM 101: Public Speaking

MATH 120: Calculus & Analytic Geometry I

MATH 220: Calculus & Analytic Geometry II

Physics Requirement

Option 1:

PHYS 101: General Physics I

PHYS 102: General Physics II

PHYS 206: Calculus Extension for General Physics

Option 2:

PHYS 101: General Physics I

PHYS 205: Calculus Applications in Physics Option 3:

PHYS 201: Principles of Physics I

PHYS 202: Principles of Physics II

CHEM 101: Principles of Chemistry I

CHEM 102: Principles of Chemistry II

CHEM 201: Organic Chemistry I

CHEM 202: Organic Chemistry II

CHEM 291: Introduction to Chemical Research I

CHEM 292: Introduction to Chemical Research II

CHEM 311: Physical Chemistry I

CHEM 312: Physical Chemistry II

CHEM 331: Analytical Chem I

CHEM 332: Analytical Chem II

CHEM 391: Junior Research or

Credits

CHEM

CHEM 426: Biological Chemistry

CHEM 430: Modern Synthesis and Analysis

CHEM 460: Intro to Commercial Chemistry w/LAB

CHEM 470: Current

CHEMISTRY-BUSINESS

Bachelor of Science

The Chemistry-Business major was begun in 1993 to provide additional preparation in business for students who plan to go directly upon graduation into an industrial chemistry position, into a chemistry laboratory, or into a sales position. The major provides a strong background in business that will assist the upward mobility of the student in a corporate environment. The student can choose either a management/marketing track which will prepare them for the MBA or an accounting track which will prepare them for the MAC. The Chemistry-Business major is an interdisciplinary program that is offered through the Department of Chemistry and Physics and is not accredited by the Association of Collegiate Business Schools and Programs.

MINORS

CHEMISTRY

The Chemistry Minor is designed for students in other majors (such as Biology) who may wish to begin their career upon graduation in an industrial chemistry laboratory as a chemical technician or analyst.

CHEM 101: Principles of Chemistry I

CHEM 102: Principles of Chemistry II

CHEM 201: Organic Chemistry I

PHYSICS

Option 1:

PHYS 101: General Physics I and PHYS 102: General Physics II and PHYS 206: Calculus Extension for Gen Physics

Option 2:

PHYS 101: General Physics I and PHYS 205: Calculus Applications in Physics Option 3:

PHYS 201: Principles of Physics I and PHYS 202: Principles of Physics II

D EPARTMENT OF C OMMUNICATION AND A RT

Professor: Daina Nathaniel (Chair)

Assistant Professors: Kimberly Kristufek, Kangming Ma Instructors: Charlene Bregier (Coordinator of Art), Scott Smith

MISSION

Our primary goal is to enable students to become knowledgeable and effective communicators in a variety of contexts from interpersonal to mass mediated. Our aim is to develop educated and productive citizens who will lead lives of significance in the global community. Our courses challenge students to critically examine the processes, strategies and results of diverse forms of communication. We provide a blend of conceptual and theoretical knowledge about how communication occurs, or fails to occur, with practical application of communication principles in speaking and writing. In addition to regular courses, this is accomplished through selective internships in public relations, journalism and mass media which supplement classroom experiences.

COMMUNICATION

Bachelor of Arts/Bachelor of Science

Health Communication

304: Health

Newswriting

230: Graphics/Digital Design

ART 331: Logos & Letterforms Painting

ART 202: Painting

ART 302: Advanced Painting

Photography

ART 115: Basic Photographic Techniques

ART 225: Photography: Process and Practice

ART 326: Digital Photography

Printmaking

ART 340: Intaglio Printmaking

ART 341: Relief Printmaking

Sculpture

ART 309: Mixed Media

ART 315: Advanced Sculpture

ART 105: Drawing Fundamentals

ART 108: Studio Art for Non-Majors: 2D

ART 109: Studio Art for Non-Majors: Clay ART 370: Art Internship ARTT 204: Art

Select 4 credit hours from the following classes:

ART 110: Focus on Visual Art

ART 115: Basic Photographic Techniques

ART 202: Painting

ART 203: Ceramics

ART 225: Photography: Process and Practice

ART 303: Ceramics: Wheel

ART 309: Mixed Media

D EPARTMENT OF E NGLISH AND M ODERN L ANGUAGES

Professors: Allison Kellar, Brooke Mitchell, Taura Napier, Marc Yang

Associate Professors: Luke Mills (Coordinator of English), Mark Schuhl (Chair)

Assistant Professors Dustin Morris, Benjamin Sammons

Instructors: Monica Fusetti

ENG

ENG

Professors: Joseph Ellis, Caroline Hoefferle, Magdalena Krajewska

Associate Professors: James Hastings, Abannik Hino, Chelsea Kaufman, David Mitchell, Benjamin Thorne, Jacob Wobig (Chair)

Requirements Credits

HIST 210: Latinos in the United States

HIST 211: History of North Carolina

HIST 309: African-American History

HIST 312: Women in American History

HIST 318: The United States & Latin Amer

HIST 342: Religion in American History

HIST 391: Special Topics in United States History

HIST 491: Special Topics in United States History

European History Required Courses

Choose two of the following:

HIST 103: Modern European History I

HIST 104: Modern European History II

HIST 341: History of the Early Church

HIST 365: The Holocaust

HIST 392: Special Topics in European History

HIST 492: Special Topics in European History

World History Required Courses

Asia (choose one of the following):

HIST 215: Modern East Asia

HIST 321: Culture and History of Japan

HIST 323: Southeast Asia: Crossroads of Cultures

HIST 394: Special Topics: Asian & Pacific History

HIST 494: Special Topics: Asian & Pacific History

Latin America (choose one of the following):

HIST 116: Colonial Latin America

HIST 117: Modern Latin America

HIST 210: Latinos in the United States

HIST 212: Revolutions in Modern Latin America

HIST 318: The United States & Latin America

HIST 393: Special Topics in Latin American History

HIST 493: Special Topics in Latin American History

Middle East/Africa (choose one of the following):

HIST 124: Modern African History

HIST 126: Middle East

HIST 395: Special Topics African/Middle East History

HIST 495: Special Topics: African/Middle East History

Other History (choose one of the following):

HIST 308: International Relations

HIST 390: Special Topics in Global History

HIST 490: Special Topics in History

Additional course from above world history categories

HIST

ECON 309: Found of Capitalism in US Econ

PSCI 201: American Government

PSYC 101: General Psychology or SOC 101: Introduction to Sociology

Choose two of the following:

PHIL 301: Ancient & Medieval Philosophy

PHIL 302: Modern Contemporary Philosophy

PSCI 321: Western Industrial Democracies

PSCI 322: Politics of the Global South

PSCI 330: Terrorism and Counterterrorism

PSCI 331: US Foreign Policy

PSCI 390: Special Topics

SOC 335: Race in Society

SOC 360: Sociology of Religion

33

Political Science Required Courses

PSCI 101: Introduction to Political Science

PSCI 201: American Government

PSCI 210: Political Ideologies

PSCI 220: Comparative Politics

PSCI 302: Research in Political Science

PSCI 308: International Relations

PSCI 340: Global Issues: Race, Ethnicity & Gender

Political Science Electives

American (must complete at least 3 hours from among the following):

PSCI 320: Campaigns and Elections

PSCI 323: The U.S. Presidency

PSCI 341: Music and Politics

Comparative (must complete at least 3 hours from among the following):

PSCI 310: Contemporary Policy Issues

PSCI 321: Western Industrial Democracies

PSCI 322: Politics of the Global South International Relations (must complete at least 3 hours from among the following):

PSCI 300: Model United Nations (may be repeated)

PSCI 324: International Human Rights

PSCI 330: Terrorism and Counterterrorism

PSCI 331: US Foreign Policy Theory, Law, and Practice (must complete at least 3 hours from among the following):

PSCI 303: Public Opinion

PSCI 325: Constitutional Law INT 499: Internship (may only be taken

HIST 126: Middle East

HIST

HIST 394: Special Topics: Asian & Pacific History

HIST 395: Special Topics: African/Middle East History

MUS 156: Global Influences on Music in the USA

PSCI 330: Terrorism and Counterterrorism

REL 126: Sacred Systems

SPAN 330: Culture & Civilization of Latin America

Group 3 – Contemporary Studies (Choose two):

BUS 405: Global Business

COMM 340: Intercultural Communication

ED 390: Teaching Citizenship/Global Issues (9-12)

FINA 420: International Finance

GEOG 201: Intro to Cultural/Human Geography

HIST 104: Modern European History II

HIST 117: Modern Latin America

HIST 124: Modern African History

HIST 215: Modern East Asia

HIST 318: The United States & Latin America

HIST 365: The Holocaust

PSCI 308: International Relations

PSCI 321: Western Industrial Democracies

PSCI 322: Politics of the Global South

PSCI 330: Terrorism and Counterterrorism

PSCI 331: US Foreign Policy

PSCI 390: Special Topics

SRMT 370: Globalization of Sport in the 21st Cent

Group 4 – International Study Abroad

W’International, INT 499: Internship (non-U.S. location**); Specially-designed course that includes international travel component

*Must carry academic credit.

Total Minimum Hours 19-22

**Planning an international internship takes at least 3 months. Students should meet with the Office of International Programs and the Office of Career Services well in advance of the semester in which they will intern. International students will have additional, required paperwork for an internship in their home country or abroad.

Six courses that must include one introductory course and one advanced course in three of the following areas: History, Political Science, Psychology and Sociology

LEGAL STUDIES

The minor in Legal Studies requires at least 18 hours in the following distribution:

Group A (Skills) - At least three courses from the following (recommended to be completed by the end of the junior year):

COMM 410: Persuasion

ECON 221: Principles of Microeconomics

ENG 360: Advanced Composition

Group B (Legal Studies) - At least three courses from the following:

BUS 305: Legal Environment of Business

COMM 280: Mass Media Law

CRJ 301: Criminal Law

PHIL 380: Philosophy of Law

Professor: Laora Brizendine

Associate Professors: Gregory Bell, Kaitlyn Niedzielski (Chair)

Assistant Professors: Kayla Javier-Joyner, Sandra Mills, Dawn Ray

Instructors: Vanessa Baucom, David Cox, Jeff Knull

MATHEMATICS

Bachelor of

MATHEMATICS AND EDUCATION (SEE THAYER SCHOOL OF EDUCATION)

Bachelor of Science

MINOR

MATHEMATICS

Requirements

Credits

Six mathematics courses numbered 120 or above, exclusive of methods courses. 18

D EPARTMENT OF M USIC

Professors: Jessie Wright Martin (Chair)

Associate Professors: David Brooks, Jennifer Hough, Melinda Lein, Annie Stankovic, Jordan Wilson, Nana Wolfe-Hill

Assistant Professors: Daniel Johnson, Danté Webb

Instructor: Joseph Girgenti

The Department of Music is an accredited institutional member of the National Association of Schools of Music.

GOALS AND OBJECTIVES

The Department of Music exists to provide music instruction of high quality to students enrolled in music degree programs and to general university students. The specific objectives of the department are to:

• Foster an engaging, nurturing, and active learning environment;

• Develop within our students a love of learning and a desire to positively engage with the community at large;

• Promote artistic creativity based on a solid academic foundation; and,

• Uphold the highest standards of musical and academic excellence.

DEGREE PROGRAM GOALS

The Bachelor of Music Education curriculum is designed to prepare the student for licensure to teach in the areas of choral, instrumental, and/or general music in the public schools, grades K-12.

The Bachelor of Arts in Music is designed for the study of music within a liberal arts curriculum. Students may pursue an emphasis in performance and/or church music. When course sequences are structured carefully, students in this degree program can fulfill requirements in music and may attain either a double major, a minor, or two minors in another discipline(s).

REQUIREMENTS FOR MUSIC MAJORS

ADMITTANCE PROCEDURE FOR MUSIC MAJORS

• Admittance to the University.

• Audition to gain approval to proceed with a degree program in the Department of Music. The audition process has three components:

o Performance of two selections;

o Interview with music faculty; and

o Theory Assessment Exam written and aural theory (the Theory Assessment Exam includes the fundamentals of notation [pitch and rhythm], tonality, scales, intervals, and triad structures.)

PERFORMANCE STUDY EXAMINATIONS

Each music student enrolled in principal applied study will have a performance study examination at the end of each semester. Guidelines are available in the music student department handbook.

RECITAL PERFORMANCE REQUIREMENTS

All students in Principal Performance Study perform in student recitals each semester. Students in the Bachelor of Music Education program give a senior recital (Music 420B). Emphasis in Performance students give both junior and senior recitals (Music 320 and 420A). Emphasis in Church Music students and general Music majors complete a senior project (Music 420C).

RECITAL ATTENDANCE REQUIREMENT

Students pursuing music degrees at Wingate University are expected to attend recitals and concerts presented on campus. For specific attendance requirements for each program of study, see the description of the course, Recital and Concert Lab, Music 125. . . 426.

ELECTIVE MUSIC COURSES

For students studying other academic fields, electives in music are offered. Choral and Instrumental ensembles are open to all students –Audition required. Other elective courses in music for the general student population include individual performance study in voice and various instruments.

MUSIC SCHOLARSHIP

Music Majors holding a music scholarship must continue study on the principal instrument and participate in ensemble(s) each semester of matriculation.

In order to maintain eligibility, the following items needs to be satisfactorily completed:

• Maintain a minimum GPA: Recipients must maintain a minimum GPA of 2.75

• Full-time enrollment: Recipients must be registered as full-time students with a major in Music each semester

• Degree completion: Recipients must be making satisfactory progress toward their degree requirements, including Ensemble and Applied Lesson participation

MUSIC, GENERAL

of Arts

Required Courses

MUS 217: Theory I

MUS 218: Theory II

MUS 238: Ear Training I

MUS 239: Ear Training II

MUS 317: Theory III

MUS 318: Theory IV

MUS 338: Ear Training III

MUS 339: Ear Training IV

MUS 343: Choral Conducting/Arrange/Comp or

Studies – Ensemble

Four semesters, chosen based on principal instrument:

MUS 103: University Singers

MUS 107: University Wind Ensemble

MUS 108: University Athletic Bands

MUS 109: Chamber Choir

MUS 113: Chamber Ensemble

MUS

students except piano principals)

MUSIC, EMPHASIS IN CHURCH MUSIC

Bachelor of Arts

Requirements

Core Curriculum

Must include:

MUS 357: Music History & Literature II

Musicianship Required Courses

MUS 217: Theory I

MUS 218: Theory II

MUS 238: Ear Training I

MUS 239: Ear Training II

MUS 317: Theory III

MUS 318: Theory IV

MUS 338: Ear Training III

MUS 339: Ear Training IV

MUS 343: Choral Conducting/Arrange/Comp or MUS 344: Inst Conducting/Arranging & Comp

MUS 356: Music History & Literature I

MUS 358: Music History & Literature III

MUS 125, 126, 225, 226, 325, 326, 425, 426: Recital and Concert Lab

Performance Studies – Ensemble

Eight semesters, chosen based on principal instrument:

MUS 103, 303: University Singers

MUS 107, 307: University Wind Ensemble

MUS 108, 308: University Athletic Bands

MUS 109, 309: Chamber Choir

MUS 113, 313: Chamber Ensemble

MUS 119, 319: Cantar

MUS 140, 340: Viva Voce

Secondary Performance Study (all students except piano)

MUS 136: Class Piano I

MUS 137: Class Piano II

MUS 236: Class Piano III

MUS 237: Class Piano IV

Emphasis in Church Music

Principal Instrument

MUS 162: Primary Performance Study (taken twice)

Music Courses

MUS 353: Choral Conducting II

MUS 371: Elementary Music Methods

MUS 374: Middle School Choral Methods

MUS 401: Choral Techniques

MUS 406: Congregational Song

MUS 410: Worship in the Modern Church

MUS 420C: Senior Project-Church Music (Recital)

Diction, Accompanying, Chamber Ensemble, or Class Voice (Dependent on principal instrument)

MUS 205, 206: Lyric Diction for Singers I and II

MUS 215, 216: Collaborative Piano I and II

MUS 113, 313: Chamber Ensemble

MUS 130: Voice Methods

NOTE: 33 hours of degree total must be 300/400 level

Credits

MUS 239: Ear Training II

MUS 317: Theory III

MUS 318: Theory IV

MUS 338: Ear Training III

MUS 339: Ear Training IV

MUS 343: Choral Conducting/Arrange/Comp or MUS 344: Inst Conducting/Arranging & Comp

MUS 356: Music History & Literature I

MUS 358: Music History & Literature III

MUS 125, 126, 225, 226, 325, 326, 425, 426: Recital

Performance Studies – Ensemble Four semesters, chosen based on principal instrument:

MUS 103: University Singers

MUS 107: University Wind Ensemble

MUS 108: University Athletic Bands

MUS 109: Chamber Choir

MUS 113: Chamber Ensemble MUS 119: Cantar

140: Viva Voce

Performance Studies – Principal Instrument

MUS 162:

Emphasis in Performance

Principal Performance Study

MUS 262, 362, 462: Primary Performance Study (each course taken twice)

Diction, Accompanying, or Chamber Ensemble (Dependent on principal instrument)

MUS 205, 206: Lyric Diction for Singers I and II

MUS 215, 216: Collaborative Piano I and II

MUS 113, 313: Chamber Ensemble

320: Junior Recital-Performance Emphasis

MUSIC EDUCATION (SEE THAYER SCHOOL OF EDUCATION)

Bachelor of Music Education Program Coordinator: Nana Wolfe-Hill

Course (choose one)

MUS 356: Music History & Literature I

MUS 357: Music History & Literature II MUS 358: Music History & Literature III

MUS 413: Silenced Voices in North America MUS 490: Selected Topics in Music

Ensemble - two semesters, chosen based on principal instrument:

MUS 103: University Singers

MUS 107: University Wind Ensemble

MUS 108: University Athletic Bands

MUS 109: Chamber Choir

MUS 113: Chamber Ensemble

Professor: Patrick Young

Associate Professors: Chloe Beck, Matthew Davis (Chair), Candace Lapan, Terese Lund, Jay Wilder

Assistant Professors: Christopher Breeden, Megan Deibel

PSYCHOLOGY

Bachelor of Arts/Bachelor of Science Requirements

Core Curriculum

Must include:

BIO 120: Human Biology

MATH 209: Inferential Statistics

SOC 101: Introduction to Sociology

Psychology Required Courses

PSYC 101: General Psychology

PSYC 210: Psychological Statistics

PSYC 307:

Psychology Electives

Developmental (choose two courses)

PSYC 308: Child Psychology

PSYC 309: Adolescent Psychology

PSYC 311: Adulthood and Aging

PSYC 340: Psychology of Women

PSYC 430: Social Development

Counseling Clinical (choose two courses)

PSYC 315: Psychopathologies

PSYC 322: Introduction to Counseling

PSYC 407: Psychotherapy: Theory & Method

PSYC 408: Psychological Testing

Social/Applied (choose two courses)

PSYC 321: Social Psychology

PSYC 332: Personality

PSYC 335: Health Psychology

PSYC 404: Performance Psychology

PSYC 426: Psychology of Intimate Relationships

PSYC 430: Social Development

Cognitive (choose two courses)

PSYC 303: Learning and Memory

PSYC 305: Sensation and Perception

PSYC 330: Physiological Psychology

PSYC 435: Cognitive Psychology

Electives (two courses)

Any other classes from restricted electives to complete 3 or 4 total courses in one area for specialization; OR PSYC 490: Research Experience (must have a total of 3 hours to qualify); OR PSYC 499: Internship in Psychology (must have a total of 3 hours to qualify)

33 hours of degree total

PSYC

PSYC

PSYC

PSYC

PSYC

PSYC

PSYC

Program

Exploring Diversity in Education

HIST 114: The South in Black and White

HIST 126: Middle East

HIST 215: Modern East Asia

HIST 321: Culture and History of Japan

HIST 365: The

HIST 495: Special Topics: African/Middle East History

MUS

PSYC 475: Selected Topics in Psychology

REL 126: Sacred

330:

3

ENG 308: African-American Lit: A Survey

HIST 124: Modern African History

HIST 309: African-American History

HIST 391: Special Topics in United States History

HIST 395: Special Topics African/Middle East History HIST 495:

2 courses from:

COMM 340: Intercultural Communication

ED 304: Exploring Diversity in Education

HIST 126: Middle East

HIST 215: Modern East Asia

HIST 321: Culture and History of Japan

HIST 365: The Holocaust

HIST 395: Special Topics African/Middle East Hist

HIST 495: Special Topics: African/Middle East Hist

MUS 413: Silenced Voices in North America

PSYC 321: Social Psychology

PSYC 475: Selected Topics in Psychology

REL 126: Sacred Systems

SOC 330: Social Inequalities

SOC 335: Race in Society

W’Engage, and other applicable

Ethnic

ETHN 200: Introduction to Race and Ethnic

ETHN 300: Race & Ethnicity

Choose 3 courses from:

HIST 116: Colonial Latin America

HIST 117: Modern Latin America

HIST 212: Revolutions in Modern Latin America

HIST 318: The United States & Latin America

HIST 393: Special Topics in Latin American History

HIST 493: Special Topics in Latin American History

PSCI 318: US & Latin America

SPAN 310: Introduction to Literature

SPAN 330: Culture & Civilization of Latin America

SPAN 340: Studies in Spanish Literature

SPAN 402: Latin American Literature

Choose 2 courses from:

COMM 340: Intercultural Communication

ED 304: Exploring Diversity in Education

HIST 126: Middle East

HIST 215: Modern East Asia

HIST 321: Culture and History of Japan

HIST 365: The Holocaust

HIST 395: Special Topics African/Middle East Hist

HIST 495: Special Topics: African/Middle East Hist

MUS 413: Silenced Voices in North America

PSYC 321: Social Psychology

PSYC 475: Selected Topics in Psychology

REL 126: Sacred Systems

SOC 330: Social Inequalities

SOC 335: Race in Society

W’International, W’Engage, and other applicable special topics courses approved by the Coordinator

Professors: Mark Roncace (Chair)

Associate Professors: Robert Prevost, Catherine Wright

Professors: Mitchell Mackinem

Associate Professors: Aaron Culley, Christi Sporl (Chair)

Assistant Professors: Katherine Knop, Daya Patton

Instructor: Sherika Staton

Crime

CRJ 308: Victimology

CRJ 310: Community Corrections

CRJ 404: Global Crime

CRJ 475: Special Topics in Criminal Justice

HS 221: Introduction to Human Services

PSYC 322: Introduction to Counseling

SOC 301: Deviant Behavior

SOC 330: Social Inequalities SOC 335: Race in

HUMAN SERVICES

of Arts/Bachelor of Science

Inferential

Core Required Courses

HS 221: Introduction to Human Services

HS 323: Prof Counseling and Case Management Skills

HS 330: Social Inequalities

HS 411: Practicum

PSYC 101: General Psychology

PSYC 250: Developmental

SOC 101: Introduction to Sociology or

Services/Psychology Electives

HS 475: Human Services Special Topics

PSYC 308: Child Psychology

PSYC 309: Adolescent Psychology

PSYC 311: Adulthood and Aging

PSYC 315: Psychopathologies

PSYC 322: Introduction to Counseling

PSYC 330: Physiological Psychology

PSYC 332: Personality

PSYC 335: Health Psychology PSYC 340:

PSYC 404: Performance Psychology

PSYC 407: Psychotherapy: Theory & Method

PSYC 425: Gender Identity Development

PSYC 475: Selected Topics in Psychology

Human Services/Sociology Electives

HS 401: Introduction to Addictions

HS 402: Co-Occurring Disorders

HS 403: Assessment & Diagnosis of Chemical Dependency

HS 404: Counseling Assessment and Diagnosis

HS 405: Prevention, Treatment, and Intervention of Alcohol, Drug, and Behavioral Addiction

HS 406: Addictions in Family Systems

HS 407: Community Mental Health and Group Work

HS 475: Human Services Special Topics

SOC 204: Marriage and the Family

SOC 205: Gender Roles in Society

SOC 301: Deviant Behavior

SOC 335: Race in Society

SOC 341: Introduction to Medical Sociology

SOC 351: Gender and Health

SOC 352: Sociology of Death & Dying

SOC 355: Sociology of Mental Health & Illness

SOC 356: Global Health

SOC 360: Sociology of Religion

SOC 475: Special Topics

include:

Required Courses

HS 221: Introduction to Human Services

HS 323: Prof Counseling and Case Management Skills

HS 330: Social Inequalities

HS 411: Practicum

PSYC 101: General Psychology

PSYC 250: Developmental Psychology

SOC 101: Introduction to Sociology or SOC 102: Social Problems

SOC 206: Intro Critical

Counseling Required Courses

HS 401: Introductions to

Counseling Electives (choose three)

HS 403: Assessment & Diagnosis of Chemical Dependency

HS 404: Counseling Assessment and Diagnosis

HS 405: Prevention, Treatment, and Intervention of Alcohol, Drug, and Behavioral Addiction

HS 406: Addictions in Family Systems

HS 407: Community Mental Health and Group Work

HS 415: Field Experience in Human Services

PSYC 315: Psychopathologies

PSYC 322: Introduction to Counseling

Human Services/Psychology Electives

HS 475: Human Services Special Topics

PSYC 308: Child Psychology

PSYC 309: Adolescent Psychology

PSYC 311: Adulthood and Aging

PSYC 315: Psychopathologies

PSYC 322: Introduction to Counseling

PSYC 330: Physiological Psychology

PSYC 332: Personality

PSYC 335: Health

PSYC 340: Psychology of Women

PSYC 404: Performance Psychology

PSYC 407: Psychotherapy: Theory & Method

PSYC 425: Gender Identity Development

PSYC 475: Selected Topics in

Human Services/Sociology Electives

HS 401: Introduction to Addictions

HS 402: Co-Occurring Disorders

HS 403: Assessment & Diagnosis of Chemical Dependency

HS 404: Counseling Assessment and Diagnosis

HS 405: Prevention, Treatment, and Intervention of Alcohol, Drug, and Behavioral Addiction

HS 406: Addictions in Family Systems

HS 407: Community Mental Health and Group Work

HS 475: Human Services Special Topics

SOC 204: Marriage and the Family

SOC 205: Gender Roles in Society

SOC 301: Deviant Behavior

SOC 335: Race in Society

SOC 341: Introduction to Medical Sociology

SOC 351: Gender and Health

SOC 352: Sociology of Death & Dying

SOC 355: Sociology of Mental Health & Illness

SOC 356: Global Health

3 courses from:

HS 404: Counseling Assessment and Diagnosis

HS 405: Prevention, Treatment, and Intervention of Alcohol, Drug, and Behavioral Addiction

HS 406: Addiction in Family Systems

HS 403: Assessment and Diagnosis of Chemical

HS

Courses

HS 221: Introduction to Human Services

HS 323: Prof. Counseling and Case Management Skills or PSYC 322: Introduction to Counseling

SOC 330: Social Inequalities

Choose 3 courses from:

CRJ 201: Introduction to Criminal Justice

HS 401: Introduction to Addictions

HS 402: Co-Occurring Disorders

HS 403: Assessment & Diagnosis of Chemical Dependency

HS 404: Counseling Assessment and Diagnosis

HS 405: Prevention, Treatment, and Intervention of Alcohol, Drug, and Behavioral Addiction

HS 406: Addictions in Family Systems

HS 407: Community Mental Health and Group Work

HS 475: Human Services Special Topics

PSYC 308: Child Psychology

PSYC 309: Adolescent Psychology

PSYC 311: Adulthood and Aging

PSYC 315: Psychopathologies

PSYC 330: Physiological Psychology

PSYC 335: Health Psychology

PSYC 475: Selected Topics in Psychology

SOC 102: Social Problems

SOC 301: Deviant Behavior

SOC 335: Race in Society

SOC 351: Gender and Health

SOC 355: Sociology of Mental Health and Illness

SOC 356: Global Health

SOC 475: Special Topics

4 courses

HS 401: Introduction to Addictions

HS 402: Co-Occurring Disorders

SOC 342/PH 342: Social Epidemiology

SOC 351: Gender and Health

SOC 352: Sociology of Death & Dying

SOC 355: Sociology of Mental Health & Illness

SOC 356: Global Health

WS

P ORTER B. BYRUM SCHOO L OF BUSINESS

Dean: Sergio Castello

Assistant Dean: Mark Bryant

Professors: Sergio Castello, Barry Cuffe, Lisa Schwartz, Kristin Stowe

Associate Professor: Michael Geier, Ellis Hayes

Assistant Professors: Katlin Cundiff, Scott Lail, Tiffanie Turner-Henderson, Zhiyan Wang, James Watkins, Jennifer Zarzosa

Instructors: Mark Bryant, Richard Cook

MISSION STATEMENT OF THE SCHOOL OF BUSINESS

The Porter B. Byrum School of Business provides excellence in teaching and developing future business leaders to make a difference in the world. Accordingly, the School of Business has the following objectives:

• To develop and deliver a curriculum and to set educational standards consistent with those of a national accrediting body in business administration;

• To attract and retain faculty able to foster the mission of the University and the School and who will value teaching, applied scholarship, and professional experience;

• To encourage students to pursue academic and professional excellence;

• To provide opportunities for engagement with ethical issues, involvement with cultural events, and encountering of a global perspective.

Bachelor of Arts or Bachelor of Science degrees are offered in Accounting, Finance, Management, and Marketing. Bachelor of Science degree candidates will meet their requirements through additional intermediate level core curriculum requirements in mathematics and/or laboratory science. Bachelor of Arts degree candidates will meet their requirements through additional intermediate level core curriculum requirements in a second language.

All business school undergraduate majors are required to pass an exit examination in their major in the last academic semester before graduation.

All majors in the School of Business must complete a minimum of 120 credit hours to graduate, including the following requirements:

Students must choose to pursue either a Bachelor of Arts (B.A.) or a Bachelor of Science (B.S.) degree. The Bachelor of Arts Degree requires the following additional courses: (6) Second Language through the intermediate level. The Bachelor of Science requires the following additional courses: (6-8) Math/Science (Math must be 112 or above)

ACCOUNTING

Marketing majors are encouraged to consider a minor in Art/Graphics, Entrepreneurship, Finance, International Studies, Public Relations, Psychology, or another complementary area.

MINORS

MINORS FOR BUSINESS MAJORS

No more than two courses, which are already required in the major/emphasis may be counted toward the minor. No more than two courses, which are already required in the minor/emphasis may be counted toward a second minor. Exception: Finance majors may minor in Accounting and/or Economics by only taking two additional Accounting or Economics courses, respectively.

MINORS FOR NON-BUSINESS MAJORS

Required to take the prerequisite principles courses to meet the requirements for a minor. However, course prerequisites and sequences may be waived by permission. Exception: Business-Mathematics may minor in Economics by only taking two additional Economics courses.

B

ECON

ECON

ECON

COMM 315: Cases in Strategic

C ERTIFICATE S ENTREPRENEURSHIP

ENTR 315: Small Business Mgmt/Entrepreneurship

ENTR 340: Social Entrepreneurship

ENTR

L EVINE COLLEGE OF HEALTH SCIENCES

Six programs of study leading to degrees in health professions comprise the Levine College of Health Sciences. These programs include the School of Pharmacy, established in 2003; the Department of Physician Assistant Studies, established in 2008; the Department of Nursing, established in 2012; the Doctor of Physical Therapy Program, established in 2014; the Doctor of Occupational Therapy, established in 2019; and the Department of Public Health, established in 2021.

The overarching goal of the College is to educate and graduate the most practice-ready healthcare practitioners in the country. To that end, practice experience is incorporated into the curriculum of each program, and the collaborative practice model is emphasized through interprofessional education.

D EPARTMENT OF N URSING

Associate Professors: Kristen Barbee (Director), Michele Pfaff

Assistant Professors: Deborah Evans, D’Anna Helms

NURSING

Bachelor of Science in Nursing

The undergraduate Nursing Program provides a broad-based arts and sciences curriculum that prepares students as generalists to enter the profession of nursing. After successfully completing the program, students are eligible to take the NCLEX-RN licensure exam in order to obtain an RN license to practice nursing.

The Bachelor of Science in Nursing program is accredited by the Accreditation Commission for Education in Nursing and approved by the North Carolina Board of Nursing. The Baccalaureate Nursing Program at Wingate University received continuing accreditation by the Accreditation Commission for Education in Nursing (ACEN) in 2019, with renewal due in 2027 Any comments or concerns can be made in writing to: Accreditation Commission for Education in Nursing (ACEN); 3390 Peachtree Road NE, Suite 1400; Atlanta, GA 30326; P 404-9755000; F 404-975-5020; www.acenursing.org

Separate admission is required into the upper division program with application made during the spring semester of the sophomore year. Prerequisite courses required before admission into the program are taken during the first two undergraduate years. The nursing program only admits students each fall.

The BSN Nursing Program is currently approved by the NC Board of Nursing to maintain 59 students. Entry into the program is very competitive. In order to be considered for admission into the nursing program, the student must have achieved all of the following:

1. a cumulative GPA of 3.0 or higher at the end of spring semester

2. a GPA in all science courses of 2.3 or higher

3. a grade of C- or better in all science courses

4. a minimum TEAS score of 68

5. a minimum grade of B in HETH 210

No grade lower than “C-“will be accepted for the following courses: BIO 101, BIO 211, BIO 212, BIO 230, and CHEM 101. A grade earned lower than “C-“ will necessitate repeating the course. This requirement is in addition to the overall GPA requirement of 3.0 or higher. Students who earn less than a “C-” grade in any course, should contact their advisor and/or the nursing program director for guidance and possible change of major.

Qualified applications will be then weighted according to their individual TEAS scores. The student can take the TEAS up to six times in order to achieve the minimum score. The TEAS will be offered once in the fall semester and twice in the spring semester. Students must take the TEAS at Wingate; outside scores will not be accepted.

Completion of a CNA-1 course within the past two years is required prior to the first day of the nursing program. The CNA-1 course may be taken in NC or the state of residence. An active CNA-1 certification is not required to apply to the program, but may be desirable for internships available between junior and senior years. CNA programs completed over two years need the approval of the program director to meet this requirement

Below is a suggested plan of study showing recommended scheduling of the prerequisite math and science courses that will allow a student the best chance for successful prerequisite study. The required undergraduate core courses should also be completed during the first two years of enrollment.

Year 1

Fall

CHEM 101: Principles of Chemistry*

ENG 110: University Writing & Research*

MATH 116: Quantitative Reasoning*

Spring

BIO 101: Introductory Cellular Biology*

HETH 105: Medical Terminology*

PSYC 101: General Psychology*

Year 2

Fall

BIO 211: Principles of Anatomy & Physiology I*

MATH 209: Inferential Statistics*

PSYC 250: Developmental Psychology* Spring

BIO 212: Principles of Anatomy & Physiology II*

BIO 230: Principles of Microbiology*

HETH 210: Intro to Holistic Care Concepts*

*NOTE: Courses must be completed successfully prior to entering the program.

NURSING CURRICULUM

Core Curriculum

Must include:

BIO 101: Introductory Cellular Biology

CHEM 101: Principles of Chemistry

ENG 110: University Writing & Research

HETH 210: Intro to Holistic Care Concepts

MATH 116: Quantitative Reasoning

MATH 209: Inferential Statistics

PSYC 101: General Psychology

Nursing

Courses

NURS 308: Fund of Nursing & Assessment

NURS 310: Nursing Process I: Adult I

NURS 312: Nursing Information Management: Safe Management of Health Information in an Electronic, Global Society

NURS 320: Nursing II: Care of Families & Children

NURS 325: Science Based Nursing

NURS 335: Pharmacology for Nurses

NURS 340: Nursing Process III: Caring for Communities

NURS 355: Nutrition for Nurses

NURS 380: Strategies for Success in Nursing

NURS 390: Special Topics

NURS 430: Nursing Process IV: Emotional & Psych

NURS 435: Nursing Process V: Adult II

NURS 442: Nursing Leadership

NURS 450: Nursing Process VI: Complex Adult Ill

NURS 460: Nursing Process VII: Nursing Practicum

NURS 465: Critical Thinking NCLEX-RN

D EPARTMENT OF P UBLIC H EALTH

Interim Program Director: Shanta Dube

Professor: Shanta Dube

Assistant Professors: Oyindamola Akinso Soremekun, Katherine Knop

VISION

The vision of Wingate University’s Department of the Public Health is to attain the highest level of health and well-being for all.

MISSION

Our mission is to cultivate skilled and ethical public health professionals committed to achieving health equity and improving health outcomes for ALL populations.

DEPARTMENT GOALS

KNOWLEDGE: To provide high-quality student-centered education that increases public health knowledge and skills to address population health outcomes and achieve health equity.

SERVICE: To provide experiential learning that engages students in public health advocacy, leadership and partnerships to achieve health and well-being of all populations.

SCHOLARSHIP: To contribute to advancing public health knowledge and best practices through student and faculty scholarship.

VALUES

• Collaboration & Teamwork

• Student-Centered

• Diversity & Inclusion

• Integrity & Ethical

PUBLIC HEALTH

Bachelor of Science

• Innovation & Academic Excellence

• Professionalism

• Empathy

Public Health majors at Wingate must meet the requirements for a BS degree and major specific coursework. Specific public health coursework includes instruction on the public health framework, healthcare systems, global health, health education, disease prevention, epidemiology, environmental health, health policy and law, research methods, public health programming, and social/behavioral sciences. At the end of their studies students will also engage in a public health capstone/internship experience with Wingate University community partners.

Students should choose electives to meet career and educational goals as well as to meet the 33 hours of 300/400+ level courses.

Requirements Credits

Core Curriculum

Must include:

ENG 110: University Writing & Research

MATH 209: Inferential Statistics

SOC 101: Introduction to Sociology or SOC 102: Social Problems

Recommended:

IPE 100: Foundations of Health & Wellness

Public Health Core Courses

BIO 493: Special Topics in Biology

PH 101: Intro to Public & Community Health

PH 200: Biological Foundations - Public Health

PH 242: Social Epidemiology

PH 300: Fundamentals of Environmental & Societal Health

PH 301: Health Promotion & Education w/Lab

PH 303: Fundamentals of Healthcare Management and Policy

PH 304: Health Communication

PH 330: Fundamentals of Public Health Leadership

PH 350: Community Health Capstone

SOC 206: Intro Critical Thinking/Research Design

SOC 341: Introduction to Medical Sociology

SOC/PH 356: Global Health

Restricted Public Health Electives (Choose 3 courses)

COMM 205: Principles of Strategic Communication

COMM 375: Organizational Communication

ENG 220/PH 220: Health in Literature

ENG 255: Prof. and Technical Writing

HIST 110: United States History I

HIST 111: United States History II

HPE 201: Introduction to Health & Physical Education

HS 323: Prof Counseling and Case Management Skills

HS 330: Social Inequalities

PSCI 210: Political Ideologies

PSCI 310: Contemporary Policy Issues

PSYC 101: General Psychology

PSYC 321: Social Psychology

PSYC 330: Physiological Psychology

PSYC 335: Health Psychology

REL 332: Suffering and Joy

REL 362: Religion and Science

SOC 330: Social Inequalities

SOC 335: Race in Society

SOC 351: Gender and Health

SOC 352: Sociology of Death & Dying

SOC 355: Sociology of Mental Health & Illness

Special Topics in above disciplines as approved by program director.

General

NOTES: 33 hours of degree total must be 300/400 level courses. Biology 101, 105, 115, 120, 160, 201, 211, 230 or Chemistry 100 recommended.

PUBLIC HEALTH (4+1 BSPH-MPH PROGRAM)

Bachelor of Science – Master of Public Health

The 4+1 program is a uniquely designed curriculum for students who want to obtain an undergraduate Bachelor of Science in Public Health degree and graduate Master of Public Health degree in an accelerated fashion. Students enrolled in Wingate’s University’s BSPH program are eligible to apply to the 4+1 progra m the semester before starting their senior year (typically spring of their junior year) Students should express interest with their undergraduate advisor in their sophomore year. Eligible students who intend to apply for to the 4+1 program must exhibit the following: (a) complete a minimum of 90 credit hours by end of junior year (b) acquire a GPA of 3.25 or higher on public health major coursework (core courses) as identified in the Academic Catalog, and (c)

articulate and express personal intentions for enrolling in this academic program of study. The GRE is not required for this admissions process. Students will begin MPH course work in their undergraduate senior year. For a specific outline of the program, please see an advisor in the Department of Public Health. MINOR

PH

PH

Fundamentals of Public Health Leadership

PH 342: Social Epidemiology (SOC 342)

PH 350: Community Health Capstone Integrative

L LOYD AND G EORGIA T HAYER S CHOOL OF E DUCATION

Interim Dean: Charlesa Hann

Assistant Dean: Janet Jenkins

Professors: Sarah Harrison-Burns

Associate Professors: Edward Case, Tarra Ellis (Undergraduate Chair), Melanie Keel, Darrel Staat

Assistant Professors: Lucy Arnold, Danielle Edwards (Graduate Chair), Charlesa Hann, Abby Holland, Janet Jenkins, Brianne Johnson

The Thayer School of Education Teacher Education Program offers nine majors and 12 licensure areas:

Licensure Area

Elementary Education (K-6) Brianne Johnson

Middle Grades Education (6-9)

Language Arts

Social Studies

Mathematics

Science Sarah Harrison-Burns

Biology Education (9-12) Eddie Case

English and Education (9-12) Sarah Harrison-Burns

Mathematics and Education (9-12) Janet Jenkins

History and Education (9-12) Tarra Ellis

Music Education (K-12) Nana Wolfe-Hill

Reading (K-12)/Elementary Education

Health and Physical Education (K-12) Dan McLaughlin

The Wingate University Teacher Education Program is designed to meet the North Carolina Competencies and Guidelines for Approved Teacher Education Programs. The professional education programs at Wingate University are guided by the conceptual framework of The Effective Facilitator of Learning. This conceptual framework is consistent with the mission of Wingate University and with the motto of “Faith, Knowledge, Service.” Wingate University’s Teacher Education Programs are conceived in the context of a well-rounded liberal arts education

Courses are as follows:

Liberal Arts Foundation and Global Perspectives

Professional Knowledge

• Composition and literature

• Fine Arts

• Second Language

• Social and Behavioral Sciences

• Biological and Physical Sciences

• Mathematics

• Health and Physical Education

• Global Perspectives

• Psychology

• Diversity and Differentiation

• Foundations of Education

• Curriculum and Instruction

• Pedagogy

Applied Teaching and Leadership opportunities

• Required field experiences

• An intense semester of student teaching

Teaching experiences enable teachers to make Ethical and Informed Leadership Decisions as they:

• Design lesson plans

• Implement lesson plans

• Assess well-defined lesson plans while developing the flexibility to meet diverse classroom challenges

• Engage in leadership and collaborative activities

The Service component joins knowledge with action through outreach opportunities such as:

• Those provided by the first-year course (Gateway 101) and professional, social, academic, and service organizations and activities course requirements within field experience

The Teacher Education Program components provide the framework for the student to become an Effective Facilitator of Learning.

An Effective Facilitator of Learning is one who applies the components to design curriculum and create an effective learning environment guided by research and reflection. The goals of the conceptual framework are to develop teachers who have:

• A broad knowledge and understanding of the liberal arts, including language, literature, religion, fine arts, history and the social/behavioral sciences, world awareness and global perspectives, mathematics and the natural sciences, and physical fitness

• Moral, spiritual and ethical concerns of life and culture in America and internationally and demonstrate the ability to practice these values and ethics through thoughtful decisionmaking

• A broad and in-depth knowledge and understanding of the subject area(s) to be taught

• A knowledge and understanding of the historical and philosophical foundations of education, curriculum and instruction, theories of learning and child/adolescent growth and development, characteristics and needs of the special child, effective teacher behaviors and methods and techniques for instruction and evaluation to address the diverse needs of all children.

• Enhanced abilities and competencies in effective teaching and leadership behaviors and adaptive planning, instruction, and evaluation through supervised field experiences appropriate to subject and level of licensure

• Evidence of the ability to demonstrate and refine effective teaching and leadership behaviors and adaptive planning, instruction, and evaluation through a supervised sixteen-week teaching experience appropriate to the level of licensure.

Note: In the event that provisions of the Teacher Education Program are modified as a result of mandated changes by the North Carolina Department of Public Instruction, students will be required to meet the revised requirements even if not stated in this catalog.

T EACHER E DUCATION P ROGRAM

DEGREE-SEEKING STUDENTS

Students may be admitted to the Teacher Education Program upon satisfying the following requirements and being approved by the Teacher Education Committee. Applications, including due dates and deadlines, for admission to Teacher Education are available in Hayes 308.

The student must:

• Submit a formal application to the Teacher Education Committee the semester that he or she is scheduled to complete 45 semester hours. A brief autobiography is required.

• Have a cumulative and specialty GPA of at least 2.70 at the time of application. A minimum 2.70 is required each semester until graduation to maintain an active status in the program.

• Have passed at least one Wingate University course in education with a field experience based project.

• Successfully meet the minimum score requirements of the PRAXIS CORE, SAT or ACT tests. Candidates must have passed the PRAXIS CORE or be exempt before being formally accepted into the program on or before the second Friday in December for spring admissions, on or before the second Friday in May for fall admissions. Please see an education professor for further information regarding minimum scores.

• Have a minimum grade of “C-” in English 110.

• Elementary Education applicants must have a minimum grade of “C-” in Math 118 and 119.

• Provide three (3) references from Wingate University professors One recommendation must come from a core professor in education.

• Be interviewed by at least one education professor.

The Teacher Education Committee reserves the right to deny admission or continuance in the program to any student who has displayed deficiencies in the following areas/dispositions:

• academic performance

• sense of responsibility

• interpersonal and communication skills

• moral standards

Exceptions to the above policies may be recommended by the Interim Dean of the Thayer School of Education and approved by the Teacher Education Committee.

LICENSURE-ONLY STUDENTS

Students holding baccalaureate degrees who wish to seek initial licensure must be admitted to the Teacher Education Program before being allowed to student teach and before being recommended for licensure. A student may be admitted to the Teacher Education Program upon satisfying the following requirements and being approved by the Teacher Education Committee. Applications, including due dates and deadlines, for admission to Teacher Education are available in Hayes 308.

The student must:

• Submit a formal application to the Teacher Education Committee after completion of 12 semester hours at Wingate University. A brief autobiography is required.

• Have a cumulative GPA of at least 2.70 on post-baccalaureate coursework taken at Wingate University at the time of application and the student must maintain a 2.70 through student teaching.

• Have passed at least one Wingate University course in education with a field experience based project

• Successfully meet the minimum score requirements of the PRAXIS CORE series tests.

• Have a minimum of “C-” in English 110 or equivalent.

• Elementary Education applicants must have a minimum grade of “C-” in Math 118 and 119.

• Provide three (3) references from Wingate University professors One recommendation must come from a core professor in Education.

• Be interviewed by at least one education professor. The Teacher Education Committee reserves the right to deny admission or continuance in the program to any student who has displayed deficiencies in the following areas/dispositions:

• academic performance

• sense of responsibility

• interpersonal and communication skills

• moral standards

Exceptions to the above policies may be recommended by the Interim Dean of the Thayer School of Education and approved by the Teacher Education Committee. Program requirements for the student seeking only initial licensure will be determined by review of the student’s transcript(s) by the Interim Dean of the Thayer School of Education. One or two letters of recommendation from any source other than University professors may be included in the student’s file at the student’s request. These are in addition to the three recommendations that are required from university professors.

All requirements in Professional Studies, the Specialty Studies, and Human Communication must be met. In addition, the student may be required to take certain Core Curriculum as preparation for the Praxis Series tests. The Interim Dean of the Thayer School of Education reserves the right to require a student to retake an education course at Wingate University.

Note: Students entering the Post-baccalaureate Residency Program must meet the admissions criteria for the Post-baccalaureate Residency Program.

ADDING AN AREA OF LICENSURE

A student wishing to add another area of licensure to a current or expired license will be required to meet:

• All requirements for the Specialty Studies.

• All requirements for the Professional Studies. Student Teaching will be required if the additional area of licensure is significantly different from the initial area of licensure as determined by the Assistant Dean of the Thayer School of Education.

• The minimum score on the Praxis Area Test(s).

PROGRESSION IN THE TEACHER

EDUCATION PROGRAM

Application to the Teacher Education program must be made no later than the junior year, or two semesters prior to student teaching. A student must satisfy all conditions for full admission no later than the end of the first semester following that in which initial application was made. This must be done no later than the junior year, or two semesters prior to student teaching.

STUDENT TEACHING

Typically, a student must have completed all program requirements in a satisfactory manner before student teaching begins. Students may not carry a grade of “incomplete” into the semester prior to student teaching. Students may not begin the semester of student teaching with an “incomplete” grade in a course. Under certain conditions, a student may complete one semester in his or her program following student teaching. See your advisor for specific information.

A student must have a cumulative GPA of at least 2.70 and at least a 2.70 in the specialty area(s) to student teach. The specialty area consists of the Professional Studies Core and the Specialty Studies Core. Other courses required for teacher education include psychology and human communication. A minimum grade of “C-” is required in each course. An application for permission to student teach is made to the Office of the Interim Dean of the Thayer School of Education during the semester before the anticipated student teaching. Students who meet the requirements outlined in the Teacher Education Handbook will be allowed to student teach. A health form is required. Applications, including due dates and deadlines, for student teaching are available in Hayes 308.

WORKING/ACTIVITIES DURING STUDENT TEACHING SEMESTER

Student teaching is a full-time commitment; therefore, a student should have no other major obligations during this period. Students may not participate in university athletics or cheerleading during the student teaching period.

Because of the responsibilities related to student teaching, a student is expected not to work full-time or part-time during student teaching. Any appeal to this policy regarding work must be made in writing to the Interim Dean of the Thayer School of Education and submitted with the application for student teaching. Requests received after the date cited in the University calendar for the particular semester will not be considered. A student who makes such an appeal must be able to demonstrate in writing that failure to work during student teaching will create financial and/or other hardships and must be willing to appear before the Teacher Education Committee, if necessary, to answer any questions. The Interim Dean of the Thayer School of Education will present the appeal to the Teacher Education Committee for consideration and action. The prospective student teacher will be notified accordingly.

The Wingate University’s Teacher Education Program does require a practicum experience for residency candidates to supply adequate documentation of effective teaching skills and experiences. There are required on-site supervision and visits by teacher education faculty.

LICENSURE TESTS

Prior to student teaching all candidates must provide evidence of having taken the appropriate licensure exam(s) as required by the North Carolina Department of Public Instruction. Elementary Education candidates will take the Pearson Foundations of Reading and Pearson Mathematics Subtest or PRAXIS CKT Mathematics Subtest examinations. Candidates in all other licensure areas will take the Praxis II examinations required for their content area(s). Test scores must be received by the School of Education at least 30 days prior to the start of student teaching.

Registration information is available in the office of the Thayer School of Education. Students are responsible for registering and paying all associated fees.

EXIT EXAMINATIONS

Each student must pass an exit examination prior to graduation. This requirement can be met in either of two ways: verification of passing scores on all required licensure examinations (see previous section on North Carolina licensure tests) or obtain a passing score on the Wingate University exit examination. Students who do not pass either the licensure test(s) or the exit examination will not graduate.

BIOLOGY AND EDUCATION

Bachelor of Science

Program Coordinator: Edward Case

The Biology and Education Program is a double major designed to prepare one to teach biology at the secondary level to students in grades 9-12.

ED

ED

ED

ED

Requirements Credits

ED 470A: (9-12) Science Student Teaching: Instructional Preparation

ED 470B: (9-12) Science Student Teaching: Instructional Presentation

ED 470C: (9-12) Science Student Teaching: Classroom Organization and Management

Co-requisite Education Field Experience (FE)

ED 305FE: Field Experience: Differentiated Learning

ED 306FE: Field Experience: Curriculum & Instruction

ED 326FE: Field Experience: Content Literacy

ED 335FE: Field Experience: Classroom Strategies for the Secondary Teacher

Specialty Studies

BIO 103: Introductory Ecology & Evolutionary Biology

BIO 120: Human Biology

BIO 200: Zoology or BIO 205: Plant Biology

BIO 201: Molecular Foundations of Genetics

BIO 235: Scientific Literacy and Communication

BIO 405: Biology Seminar

CHEM 101: Principles of Chemistry I

CHEM 102: Principles of Chemistry II

CHEM 201: Organic Chemistry I

CHEM 202: Organic Chemistry II

COMM 101: Public Speaking

ED 354: Middle Grades and Secondary Science

Bachelor of Science

Program Coordinator: Brianne Johnson

The Elementary Education Program is designed to prepare one to teach all subjects in grades K-6.

Requirements

Core Curriculum

Must include:

ENG 110: University Writing & Research

MATH 118: Math for Elementary Education I

MATH 119: Math for Elementary Education II

SCI 201: Integrated Science I and Lab

SCI 202: Integrated Science II and Lab

Choose one course:

HIST 110: United States History I

HIST 111: United States History II

HIST 312: Women in American History

PSCI 201: American Government

Professional Core Courses

ED 300: Education: The Profession

ED 301: Foundations of Education

ED 303: Educational Psychology

ED 304: Exploring Diversity in Education

ED 305: Intro Differentiated Learning

ED 306: Curriculum and Instruction

ED 400: Student Teaching Seminar

ED 440A: (K-6) Elementary Education Student Teaching: Instructional Prep

ED 440B: (K-6) Elementary Education Student Teaching: Instructional Presentation

ED 440C:

ED 305FE: Field Experience: Differentiated Learning

ED 306FE: Field Experience: Curriculum & Instruction

ED

Credits

ED 322FE: Field Experience: Content Literacy for Elementary and Middle Grades

ED 327FE: Field Experience: Literature for Children and Young Adults

ED 353FE: Field Experience: Science Inquiry in the Elementary Grades

ED 358FE: Field Experience: Problem Solving

ED 361FE: Field Experience: Promoting Healthy Lifestyles

ED 362FE: Field Experience: Integrating Fine Arts in the Elementary Curriculum.

ED 392FE: Field Experience: Teaching Citizenship K-6

ED 410FE: Field Experience: Teaching Writing and Communication Grades K-8

ED 411FE: Field Experience: Reading Assessment & Intervention

Specialty Area Content Requirements

COMM 101: Public Speaking

Specialty Studies

ED 308: Reading Foundation K-8

ED 322: Content Literacy Elementary/Middle Grade

ED 327: Literature for Children & Young Adults

ED 353: Developing Scientific Inquiry Elem Grade

ED 358: Teaching Prob Solving/Quantitative Reasoning

ED 361: Promoting Healthy Lifestyles Elem Grades

ED 362: Integrating Fine Arts Elem. Curriculum

ED 392: Teaching Citizenship/Global Issues (K-6)

ED 410: Teaching Writing and Communication

ENGLISH AND EDUCATION

Bachelor of Arts

Program Coordinator: Sarah Harrison-Burns

The English and Education Program is a double major designed to prepare one to teach English at the secondary level to students in grades 9-12.

Curriculum

include:

ENG 110: University Writing & Research

115: Precalculus (or higher level course)

Core Courses

COMM 101: Public Speaking

ED 300: Education: The Profession

ED 301: Foundations of Education

ED 303: Educational Psychology

ED 304: Exploring Diversity in Education

ED 305: Intro Differentiated Learning

ED 306: Curriculum and Instruction

ED 322: Content Literacy Elementary/Middle Grade

ED 335: Classroom Strategies for the Secondary Teacher Grades 9-12

ED 400: Student Teaching Seminar

ED 465A: (9-12) English Student Teaching: Instructional Preparation

ED 465B: (9-12) English Student Teaching: Instructional Presentation ED

Requirements Credits

Co-requisite Education Field Experience (FE)

ED 305FE: Field Experience: Differentiated Learning

ED 306FE: Field Experience: Curriculum & Instruction

ED 322FE: Field Experience: Content Literacy for Elementary and Middle Grades

ED 324FE: Field Experience: English Methods for Secondary Teachers

ED 327FE: Field Experience: Literature for Children and Young Adults

ED 335FE: Field Experience: Classroom Strategies for the Secondary Teacher

Specialty Studies

ED 324: English Methods for the Secondary Teacher

ED 327: Literature for Children & Young Adults

ENG 203: Early American Literature

ENG 204: Modern American Literature

ENG 210: Major Brit Authors I

ENG 211: Major Brit Author II

ENG 255: Prof. and Technical Writing or ENG 256: Desktop Publishing or ENG 360: Advanced Composition

ENG 307: Jewish-American Literature or ENG 308: African-American Lit: A Survey or ENG 403: Contemporary American Literature

ENG 320: Linguistics

ENG 420: Shakespeare

ENG 430: Literary Theory

One 400-level

Restricted Electives (Choose one)

COMM 202: Introduction to Theater

COMM 250: Visual Communication

COMM 405: News Editing

ENG 330: Poetry and Creative Writing

HEALTH AND PHYSICAL EDUCATION

Bachelor of Science

Program Coordinator: Daniel McLaughlin

The Health and Physical Education Program is a double major designed to prepare one to teach health and physical education to all students in Grades K-12. In addition to requirements for entrance to the School of Education, students must pass Biology 120 and Exercise Science 210 with a minimum of a C-

Core Curriculum

Must include:

BIO 120: Human Biology* or BIO 101: Introductory Cell Biology*

ENG 110: University Writing & Research*

EXSC 210: Human Structure and Function*

EXSC 310: Exercise Physiology w/LAB

PSYC 101: General Psychology

WELL 101: Personal

Core Courses

ED 300: Education: The Profession

ED 301: Foundations of Education

ED 303: Educational Psychology

ED 304: Exploring Diversity in Education

ED 305: Intro Differentiated Learning

ED 306: Curriculum and Instruction

ED 326: Content Area Literacy

ED 400: Student Teaching Seminar

ED 490A:

ED 490C: Health and Physical Education Student

Teaching: Classroom Organization and Management

Co-requisite Education Field Experience (FE)

ED 306FE: Field Experience: Curriculum & Instruction

ED 320FE: Field Experience: Methods of Health Instruction

ED 326FE: Field Experience: Content Area Literacy

ED 380FE: Field Experience: Elementary Physical Education Methods

ED 385FE: Field Experience Middle/Secondary PE Methods

Specialty Studies*

COMM 101: Public Speaking

EXSC 205: Principles of Resistance Training

EXSC 230: Fitness Promotion and Assessment

EXSC 255: Applied Nutrition

EXSC 303: Motor Control & Motor Learning

HETH 101: Personal & Community Health

HPE 201: Introduction to Health & Physical Ed

HPE 220: Teaching Educ Dance, Gymnastics, Rhythms

HPE 221: Teaching Individual and Dual Sports

HPE 222: Teaching Team Sports

HPE 320: Methods of Health Instruction

HPE 380: Elementary Physical Education Methods

HPE 385: Middle/Secondary PE Methods

PE 145: CPR/AED Training

*A minimum grade

HISTORY AND EDUCATION

Bachelor of Arts/Bachelor of Science

Program Coordinator: Tarra Ellis

The History and Education Program is designed to prepare one to teach the social sciences at the secondary level to students in grades 9-12.

Requirements

Core Curriculum

Must include:

ENG 110: University Writing & Research

MATH 115: Precalculus (or higher level course)

101: Public Speaking

ED 300: Education: The Profession

ED 301: Foundations of Education

ED 303: Educational Psychology

ED 304: Exploring Diversity in Education

ED 305: Intro Differentiated Learning

ED 306: Curriculum and Instruction

ED 326: Content Area Literacy

ED 335: Classroom Strategies for the Secondary Teacher Grades 9-12

ED 400: Student Teaching Seminar

ED 443A: (9-12) History Student Teaching: Instructional Preparation

ED 443B: (9-12) History Student Teaching: Instructional Presentation

ED 443C: (9-12) History Student Teaching: Classroom

Co-requisite Education Field Experience (FE)

ED 305FE: Field Experience: Differentiated Learning

ED 306FE: Field Experience: Curriculum & Instruction

ED 326FE: Field Experience: Content Area Literacy

ED 335FE: Field Experience: Classroom Strategies for the Secondary Teacher

ED 390FE: Field Exp: Teaching Citizenship and Global Issues Grades 9-12

General Historical Studies

HIST 300: Research Methods ED 390: Teaching

U.S. History

HIST 110: United States History I

HIST 111: United States History II

HIST 211: History of North Carolina

World History

Asia (Choose one)

HIST 215: Modern East Asia

HIST 321: Culture and History of Japan

HIST 394: Special Topics: Asian & Pacific History

HIST 494: Special Topics: Asian & Pacific History

Europe (Choose one)

HIST 103: Modern European History I

HIST 104: Modern European History II

Latin America (Choose one)

HIST 116: Colonial Latin America

HIST 117: Modern Latin America

HIST 212: Revolutions in Modern Latin America

HIST 318: The United States & Latin Amer

HIST 393: Special Topics: Latin American History

HIST 493: Special Topics: Latin American History

Middle East/Africa (Choose one)

HIST 124: Modern African History

HIST 126: Middle East

HIST 395: Special Topics African/Middle East History

HIST 495: Special Topics: African/Middle East History

Social Science Required Courses

ECON 221: Principles of Microeconomics or ECON 222: Principles of Macroeconomics

GEOG 201: Intro to Cultural/Human Geography

PSCI 201: American

MATHEMATICS AND EDUCATION

Bachelor of Science

Program Coordinator: Janet Jenkins

The Mathematics and Education Program is a double major designed to prepare one to teach mathematics at the secondary level to students in grades 9-12.

Requirements

Core Curriculum

Must include:

CS 120: Introduction to Java (or higher level) or CS 121: Introduction is Python

ENG 110: University Writing & Research

MATH 120: Calculus & Analytic Geometry I

MATH 220: Calculus & Analytic Geometry II

PSYC 309:

Professional Core Courses

ED 300: Education: The Profession

ED 301: Foundations of Education

ED 303: Educational Psychology

ED 304: Exploring Diversity in Education

ED 305: Intro Differentiated Learning

ED 306: Curriculum and Instruction

ED 326: Content Area Literacy

ED 335: Classroom Strategies for the Secondary Teacher Grades 9-12

ED 400: Student Teaching Seminar

ED 460A: (9-12)

ED 460B: (9-12)

ED 460C: (9-12)

Organization and Management

Co-requisite Education Field Experience (FE)

ED 305FE: Field Experience: Differentiated Learning

ED 306FE: Field Experience: Curriculum & Instruction

ED 326FE: Field Experience: Content Area Literacy

ED 335FE: Field Experience: Classroom Strategies for the Secondary Teacher

ED 357FE: Field Experience: Middle Grades and Secondary Mathematics Teaching Methods

Specialty Studies

COMM 101: Public Speaking

ED 357: Middle Grades &

MATH 242: Discrete Mathematics

MATH 300: College Geometry

MATH 301: Technology in the Mathematics Classroom

MATH 305: Calculus & Analytic Geometry III

MATH 308: Linear Algebra

MATH 330: Statistics I

MATH 405: History of Mathematics

Advanced Math course (Choose one):

MATH 310: Differential Equations

MATH 331: Statistics II

MATH 400: Abstract Algebra I

MATH 401: Abstract Algebra II

MATH

MIDDLE GRADES EDUCATION

Bachelor of Arts/Bachelor of Science

Program Coordinator: Sarah Harrison-Burns

The Middle Grades Education Program is designed to prepare one to teach a subject to students in grades 6-9. The concentration of study is chosen from Language Arts, Mathematics, Science, or Social Studies.

Note: A student may choose to pursue a BA degree in Middle Grades Education. The student will be expected to meet the additional requirements through summer school or an extra semester. Choices made in the advising recommendation will be dependent on the concentration a student has chosen. The student should work closely with the advisor to outline an appropriate sequence of courses.

LANGUAGE ARTS CONCENTRATION

Core Courses

ED 300: Education: The Profession

ED 301: Foundations of Education

ED 303: Educational Psychology

ED 304: Exploring Diversity in Education

ED 305: Intro Differentiated Learning

ED 306: Curriculum and Instruction

ED 322: Content Literacy Elementary/Middle Grade

ED 400: Student Teaching Seminar

ED

Co-requisite Education Field Experience (FE)

ED 305FE: Field Experience: Differentiated Learning

ED 306FE: Field Experience: Curriculum & Instruction

ED 308FE: Field Experience: Reading Foundation K-8

ED 322FE: Field Experience: Content Literacy for Elementary and Middle Grades

ED 327FE: Field Experience: Literature for Children and Young Adults

ED 331FE: Field Experience: Middle Grades Curriculum and Instruction

ED 410FE: Field Experience: Teaching Writing and Communication Grades K-8

ED 411FE: Field Experience: Reading Assessment & Intervention

Specialty Studies

COMM 101: Public Speaking

ED 308: Reading Foundation K-8

ED 327: Literature for Children & Young Adults

ED 331: Middle Grades Curriculum & Instruction

ED 410: Teaching Writing and Communication

ED 411: Reading Assessment and Intervention

ENG 203: Early American Literature

or ENG 204: Modern American Literature or ENG 206: Contemporary Southern Fiction

ENG 210: Major British Authors I or ENG 211: Major British Author II

ENG 320: Linguistics

ENG 360: Advanced Composition

ENG 430: Literary Theory

One English Elective

*One English Literature course counted Core Curriculum

MATHEMATICS CONCENTRATION

Requirements

Core Curriculum

Must include:

CS 120: Introduction to Java (or higher level) or CS 121: Introduction is Python

ENG 110: University Writing & Research

MATH 118: Math for Elementary Education I

MATH 119: Math for Elementary Education II

PSYC 309: Adolescent

Professional Core Courses

ED 300: Education: The Profession

ED 301: Foundations of Education

ED 303: Educational Psychology

ED 304: Exploring Diversity in Education

ED 305: Intro Differentiated Learning

ED 306: Curriculum and Instruction

ED 322: Content Literacy Elementary/Middle Grade

ED331: Middle Grade Curriculum & Instruction

ED 400: Student Teaching Seminar

ED 444A: Middle Grades Student Teaching: Instructional Preparation

ED 444B: Middle Grades Student Teaching: Instructional Presentation

ED 444C: Middle Grades

ED 305FE: Field Experience:

ED 306FE: Field Experience: Curriculum & Instruct

ED 322FE: Field Experience: Content Literacy

ED

ED

Specialty Studies

COMM 101: Public Speaking

ED 357: Middle Grades & Secondary Math Teaching Methods

MATH 120: Calculus & Analytic Geometry I

MATH 209: Inferential Statistics

MATH 220: Calculus & Analytic Geometry II

MATH

MATH 300: College Geometry

MATH 301: Technology in the Mathematics Classroom

MATH 308: Linear Algebra

Credits

Zoology

ENG 110: University Writing & Research

115:

Core Courses

ED 300: Education: The Profession

ED 301: Foundations of Education

ED 303: Educational Psychology

ED 304: Exploring Diversity in Education

ED 305: Intro Differentiated Learning

ED 306: Curriculum and Instruction

ED 322: Content Literacy Elementary/Middle Grade

ED 331: Middle Grades Curriculum & Instruction

ED 400: Student Teaching Seminar

ED 444A: Middle Grades Student Teaching: Instructional Preparation

ED 444B: Middle Grades Student Teaching: Instructional Presentation ED 444C: Middle Grades Student

Co-requisite Education Field Experience (FE)

ED 305FE: Field Experience: Differentiated Learning

ED 306FE: Field Experience: Curriculum & Instruct

ED 322FE: Field Experience: Content Literacy for Elementary and Middle Grades

ED 331FE: Field Experience: Middle Grades Curriculum and Instruction

ED 354FE: Field Experience: Middle Grades and Secondary Science Methods

Specialty Studies

COMM 101: Public Speaking

BIO 115: Environmental Biology

BIO 120: Human Biology

BIO 405: Biology Seminar

CHEM 100: Fundamentals of Chemistry

ED 354: Middle Grades and Secondary Science Methods

PHYS 101: General Physics I

PHYS 102: General Physics II

Requirements

Core Curriculum

Must include:

ENG 110: University Writing & Research

PSYC 309: Adolescent Psychology

Professional Core Courses

ED 300: Education: The Profession

ED 301: Foundations of Education

ED 303: Educational Psychology

ED 304: Exploring Diversity in Education

ED 305: Intro Differentiated Learning

ED 306: Curriculum and Instruction

ED 322: Content Literacy Elementary/Middle Grade

ED 331: Middle Grades Curriculum & Instruction

ED 395: Teaching Citizenship/Global Issues (6-9)

ED 400: Student Teaching Seminar

ED 410: Teaching Writing and Communication

ED 444A: Middle Grades Student Teaching: Instructional Preparation

ED 444B: Middle Grades Student Teaching: Instructional Presentation

ED 444C: Middle Grades Student Teaching: Classroom Organization and Management

Co-requisite Education Field Experience (FE)

ED 305FE: Field Experience: Differentiated Learning

ED 306FE: Field Experience: Curriculum & Instruction

ED 322FE: Field Experience: Content Literacy for Elementary and Middle Grades

ED 331FE: Field Experience: Middle Grades Curriculum and Instruction

ED 395FE: Field Experience: Teaching Citizenship/Global Issues (6-9)

ED 410FE: Field Experience: Teaching Writing and Communication Grades K-8

Specialty Studies

COMM 101: Public Speaking

GEOG 201: Introduction to Cultural/Human Geography

HIST 110: United States History I or HIST 111: United States History II

HIST 211: History of North Carolina

HIST 300: Research Methods

HIST 308: International Relations

PSCI 201: American Government

Choose 3 courses:

HIST 103: Modern European History I

HIST 104: Modern European History II

HIST 116: Colonial Latin America

HIST 117: Modern Latin America

HIST 124: Modern African History

HIST 126: Middle East

HIST 215: Modern East Asia

HIST 318: The United States & Latin America

Choose one course:

ECON 309: Found./Capitalism in US Econ Hist.

HIST 312: Women in American History

HIST 390: Special Topics in Global PSCI 331: US Foreign Policy History

ED 303: Educational Psychology

ED 304: Exploring Diversity in Education

ED 305: Intro Differentiated Learning

ED 306: Curriculum and Instruction

ED 326: Content Area Literacy

ED 400: Student Teaching Seminar

ED 442A: Music Student Teaching: Instructional Preparation

ED 442B: Music Student Teaching: Instructional Presentation

ED 442C: Music Student

Co-requisite Education Field Experience (FE)

ED 305FE: Field Experience: Differentiated Learning

ED 306FE: Field Experience: Curriculum & Instruct

ED 326FE: Field Experience: Content Area Literacy

ED 371FE: Field Experience: Elementary Music Methods

ED 374FE: Field Experience: Middle School Choral Methods or ED 376FE: Field Experience: Middle School Instrumental Methods

ED 384FE: Field Experience: High School Choral Methods or ED 386FE: Field Experience: High School Instrumental Methods

Music Studies

MUS 217: Theory I

MUS 218: Theory II

MUS 238: Ear Training I

MUS 239: Ear Training II

MUS 317: Theory III

MUS 318: Theory IV

MUS 338: Ear Training III

MUS 339: Ear Training IV

Vocal Majors

MUS 329: Instrumental Methods

Instrumental Majors

MUS 323: Class Woodwinds

MUS 324: Class Brass

MUS 328: Class Percussion

MUS 327: Class Strings

MUS 343: Choral Conducting/Arrange/Composition or MUS 344: Inst Conducting/Arranging/Composition

MUS 353: Choral Conducting II or MUS 354: Instrumental Conducting II

MUS 356: Music History & Literature I

MUS 357: Music History & Literature II

MUS 358: Music History & Literature III

MUS 401: Choral Techniques or MUS 403: Instrumental Techniques

MUS 125, 126, 225, 226, 325, 326, 425: Recital and Concert Lab

Music Education

MUS 371: Elementary Music Methods

MUS 374: Middle School Choral Methods or MUS 376: Middle School Instrumental Methods

MUS 384: High School Choral Methods or MUS 386: High School Instrumental Methods

Performance Studies – Principal Instrument

MUS 162, 262, 362: Primary Performance Study (each taken twice)

MUS 462: Primary Performance Study

Performance Studies – Secondary Instrument

MUS 136: Class Piano I

MUS 137: Class Piano II

MUS 236: Class Piano III

MUS 237: Class Piano IV

Performance Studies – Ensemble – seven semesters, chosen based on principal instrument:

Requirements Credits

MUS 107, 307: University Wind Ensemble

MUS 108, 308: University Athletic Bands

MUS 109, 309: Chamber Choir

MUS 113, 313: Chamber Ensemble

MUS 119, 319: Cantar

MUS 140, 340: Viva Voce

Diction, Accompanying, Chamber Ensemble, or Class Voice (Dependent on principal instrument)

MUS 205, 206: Lyric Diction for Singers I and II

MUS 215, 216: Collaborative Piano I and II

MUS 113, 313: Chamber Ensemble

MUS 130: Voice Methods

420B: Senior Recital-Music

Bachelor of Science/Master of Arts in Education Program Coordinator: Brianne Johnson

The 4 + 1 program offers Elementary Education majors an opportunity to complete their Master of Arts in Education (MAED) Degree within one year of having completed their bachelor’s degree. Applications are made during the spring semester of the junior year and are available in Hayes 308. MAED program details are available in the Wingate University Graduate Education Catalog.

The Post-baccalaureate Residency Program is an alternative pathway to initial teacher licensure.

The program offers coursework leading to the initial licensure in Elementary Education (K-6)

Candidates for the Elementary Education (K-6) Residency Model will complete 18 semester credit hours (or approved equivalents) of courses in The Master of Arts in Teaching (MAT) that are currently required for initial licensure:

ED 502: Literacy in the 21st Century

ED 540: Communication/Literacy Across Curriculum

ED 542: Teaching Prob Solving/Quant Reasoning

ED 544: Teaching Inquiry/Sci Literacy/Health

ED 546: Integrating Social

ED 595:

concentrations (Health and Physical Activity, Humanities, Language and Literacy, Mathematics and Science), The major requires a minimum of 120 semester hours and includes 51-54 credits in the University Core Curriculum, 24 credits in the Professional Core, and 47-50 credits in Specialty Studies.

Students who earn this non-licensure degree will have the option of obtaining licensure post-baccalaureate through a Master of Arts in Teaching (MAT) degree or alternative process, working with students in a setting that does not require teacher licensure (e.g., private or religious schools, non-profit organizations, educational support services), or pursuing graduate work in a non-teaching field.

Students in the non-licensure, educational studies program may switch to a licensure program provided they have met all requirements for admission to Teacher Education prior to enrolling in ED 306 Curriculum and Instruction. Students in licensure programs (Elementary Education, K-12 programs, Middle Grades Education, or Secondary Education) may change to Educational Studies at any point.

HEALTH

Learning

ED 306: Curriculum and Instruction

ED 326: Content Area Literacy

ED 495: Pre Internship

Credits

EXSC 205: Principles of Resistance Training

EXSC 230:

& Humanities

Candidates in a Post-Baccalaureate Residency Program must maintain continuous enrollment until all requirements are met. They may do so by enrolling in either ED 496: Critical Thinking Licensure Test Preparation or ED 596: Critical Thinking Licensure Test Preparation for up to six semesters until all program requirements are met. Candidates must pass all state mandated licensure test requirements, including edTPA, in order to successfully complete the program and be eligible for recommendation for licensure. Candidates must maintain a 2.7 GPA or higher and be employed full time in a North Carolina public school to continue in the program.

Note: Effective June 30, 2019, North Carolina began phasing out the Lateral Entry Program for initial teaching licensure. Replacing the Lateral Entry Program is the Residency Model, which requires participants to associate with an Educator Preparation Program (EPP).

STUDIES

Bachelor of Science

Program Coordinator: Brianne Johnson

The Educational Studies major is non-licensure interdisciplinary major with an emphasis on educational foundations and liberal arts. It offers students an opportunity to pursue interests and careers related to education, but not necessarily K-12 teaching. Students have the option to take interdisciplinary coursework related to one of several

HPE

HPE

HPE

HPE

ED

ED

ED

ED

ED

ED

ED

PSYC 250: Developmental Psychology or PSYC 308: Child Psychology or PSYC 309: Adolescent Psychology or PSYC 311: Adulthood and Aging

Restricted Electives

Choose 12 credit hours from one of the following areas:

1. Art, Music, and Theater Arts

2. Communications and English

3. Second Languages (Spanish or French)

4. History, Geography, Political Science, Women and Gender Studies

5. Philosophy, Religion

6. Psychology, Human Services, Criminal Justice, and Sociology

Choose 6 credit hours from:

Any course available in the above six categories

ED 324: English Meth for Secondary Teacher

ED 327: Literature for Children and Young Adults

ED 390: Teaching Citizenship/Global Issues (9-12)

ED 392: Teaching Citizenship/Global Issues (K-6)

ED 395: Teaching Citizenship/Global Issues (6-9)

HON 205: HONORS: Ideas in Fine Arts

HON 210: HONORS: Mathematical Masterpieces

HON 300: HONORS: The Making of the Modern Mind

Professional Core Courses

COMM 101: Public Speaking

ED 300: Education: The Profession

ED 301: Foundations of Education

ED 303: Educational Psychology

ED 304: Exploring Diversity in Education

ED 305: Intro Differentiated Learning

ED 306: Curriculum and Instruction

ED 326: Content Area Literacy

ED 495: Pre Internship Seminar

ED 499: Educational Studies Internship

PSYC 250: Developmental Psychology or PSYC 308: Child Psychology or PSYC 309: Adolescent Psychology or PSYC 311:

Education Electives (Choose 4)

ED 308: Reading Foundation K-8

ED 324: English Meth for Secondary Teacher

ED 327: Literature for Children & Young Adults

ED 410: Teaching Writing and Communication

ED 411: Reading

ED

ED

ED 304: Exploring

ED 305: Intro Differentiated Learning

ED 306: Curriculum and Instruction

ED 326: Content Area Literacy

ED

ED 331: Middle Grades Curriculum & Instruction

ED 335: Classroom Strategy for Secondary (9-12)

GRADUATION REQUIREMENTS

• Must meet a minimum of 120 credit hours, including 33 credit hours at 300 level or above.

• Must maintain a minimum of a 2.0 GPA in the major and cumulative.

• Must complete the last 30 credit hours of the degree at Wingate University.

• Must fulfill the Lyceum requirement.

for Secondary Teachers or ED 327: Literature for Children and Young Adults or ED 354: Middles Grades and Sec. Science Methods or ED 357: Middle Grades and Sec. Math Methods or ED 390: Teaching Citizenship and Global Issues K-6 or ED 395: Teaching Citizenship and Global Issues 6-9 or ED 410: Teaching Writing and Communication 3

ED 495: Pre-Internship Seminar 1

Choose one:

ED 331: Middle Grades Curriculum and Instruction and ED

SCHOOL OF SPORT SCIE NCES

Dean: Brandy Clemmer

Professors: John Acquaviva, Jennifer Bond

Associate Professors: Brandy Clemmer, Christi DeWaele, Christopher Harrist, Daniel McLaughlin, Traci Napolitano, William Steffen

Assistant Professors: Heather DeLangie, Nicholas DeLangie

D EPARTMENT OF E XERCISE S CIENCE

Bachelor of Science

Department Chair: Traci Napolitano

DEGREE REQUIREMENTS: EXERCISE SCIENCE MAJOR

Students completing a major in Exercise Science must meet the following criteria:

• A grade of “B-” or higher in EXSC 101: Introduction to Exercise Science

• A grade of “C-” or higher in all other Exercise Science Core courses

• For Pre-Professional Track, a cumulative GPA of 2.5 and a grade of “C-” or higher in Biology 101, 211 and 212

Any student receiving a grade lower than a “B-” in Exercise Science 101 must repeat the course. Any student receiving a grade lower than a “C-” in any other Exercise Science core class must repeat the course. If the particular course is a prerequisite for another course, the other course may not be taken until the required passing grade is achieved (“B-” for EXSC 101 and “C-” for all other courses).

FITNESS PROFESSIONAL TRACK

Requirements

Core Curriculum

Must include:

BIO 101: Introductory Cellular Biology or BIO 120: Human Biology

CHEM 100: Fundamentals of Chemistry or CHEM 101: Principles of Chemistry I

MATH 209: Inferential Statistics

PSYC 101: General Psychology

EXSC 101: Introduction to Exercise Science**

EXSC 205: Principles of Resistance Training

EXSC 230: Fitness Promotion and Assessment

EXSC 255: Applied Nutrition

EXSC 303: Motor Control & Motor Learning

EXSC 305: Care & Prevention of Injuries

EXSC 306: Psychology of Sport and Exercise

EXSC 310: Exercise Physiology w/LAB

EXSC 315: Anatomical Kinesiology

EXSC 325: Strength and Conditioning

EXSC 410: Exercise Prescription: Special Population

EXSC 415: Current Topics in Exercise Science

EXSC 477: Pre-Internship Seminar

EXSC 479: Internship

HETH 101: Personal & Community Health

PE 145: CPR/AED Training

EXSC 210: Human Structure and Function

PSYC 321: Social Psychology or PSYC 330: Physiological Psychology or PSYC 335: Health Psychology or PSYC 404: Performance

PRE-PROFESSIONAL TRACK

Students in the Pre-Professional track must repeat Biology 101, 211, or 212 if they earn grades lower than a “C-.” Students in the PreProfessional track are required to maintain a minimum 2.5 cumulative GPA to remain in the program. Failure to maintain a 2.5 cumulative GPA will result in a one-semester probation and may also result in the loss of financial aid. Failure to improve to the minimum 2.5 cumulative GPA by the end of the probation period will result in removal from the program, and the student will be advised into a suitable major. In addition, any student who falls below a 2.5 cumulative GPA after earning 72 credit hours, including transfer hours, will be removed from the program and will be advised into a suitable major.

Requirements

Core Curriculum

Must include:

BIO 101: Introductory Cellular Biology*

CHEM 101: Principles of Chemistry I

MATH 209: Inferential Statistics

Credits

EXSC

EXSC 255: Applied Nutrition

EXSC 303: Motor Control & Motor Learning

EXSC 305: Care & Prevention of Injuries

EXSC 306: Psychology of Sport and Exercise

EXSC 310: Exercise Physiology w/LAB

EXSC 315: Anatomical Kinesiology

EXSC 325: Strength and Conditioning

EXSC 410: Exercise Prescription: Special Population EXSC 415:

Core

BIO 211: Principles of Anatomy & Physiology I*

BIO 212: Principles of Anatomy & Physiology II*

CHEM 102: Principles of Chemistry II

MATH 115: Precalculus or MATH 120: Calculus & Analytic Geometry I

33 hours of degree total must be 300/400 level courses.

EXERCISE SCIENCE (3.5+3 BS/DPT COMBINED PROGRAM)

Bachelor of Science – Doctor of Physical Therapy

This is a 3.5+3 competitive program available to qualified applicants. Upon successful completion of the first 3.5 years of study in exercise science, students who have achieved established benchmarks will be admitted seamlessly into the professional phase of the DPT program. Wingate’s Exercise Science curriculum offers students an excellent foundation in coursework applicable to their future career aspirations. Admissions pathways will be two-fold, offering exceptional high school students, who know they ultimately desire to be a physical therapist, the opportunity to apply as freshman, and a second track, for those less certain at that early juncture, to be admitted after their sophomore year in Exercise Science. Students admitted to this program will have opportunities for leadership, early socialization into their lives as future healthcare professionals, and enhanced research opportunities, among other offerings and activities.

The following criteria will govern the acceptance of transfer credit as an early assurance student:

• Only 12 credits of specific science and math prerequisite AP or IB coursework can be applied towards the professional phase prerequisites if you enroll as an EA student. An AP score of 4 or higher is required to transfer credits towards Biology 101 and 103. An AP score of 3 will be accepted towards credit for Biology 101 only. An IB score of 5 is required to receive transfer credit towards Biology 101.

• For college credits taken while in high school, only 12 credits of specific science and math prerequisite coursework, earned at a grade of B or higher, can be applied towards the professional phase requirements.

• General education coursework which would normally satisfy University core requirements or electives will be accepted as per normal transfer requirements.

When a student is accepted into the early assurance program, they are accepted into a professional phase cohort with the undergraduate phase lasting 3.5 years. Once accepted into a cohort, a student cannot further accelerate to gain admission to the professional DPT phase earlier than the stated cohort. In those circumstances where a student may complete the undergraduate phase early, we recommend taking a minor, a second major, or taking time off from their studies to pursue meaningful employment while they await for the January start of their original cohort.

Alternatively, if a student is seeking to transfer a large number of credits into Wingate University, or will enter Wingate with an Associate’s degree or higher, which would enable them to complete their undergraduate studies in 2.5 years or less, they are advised to forego this program and enter the university as a typically matriculating undergraduate student and apply to DPT through the normal PTCAS postgraduate mechanism. Wingate undergraduate students are guaranteed an interview for the professional phase.

Questions about this policy should be directed to Maeghan Edwards, Director of Health Professions Pathways, at m.edwards@wingate.edu

MINORS

EXERCISE

EXSC 205: Principles of Resistance Training

EXSC 230: Fitness Promotion and Assessment

EXSC 255: Applied Nutrition

EXSC 310: Exercise Physiology w/LAB* EXSC 315: Anatomical Kinesiology*

*These courses require EXSC 210: Human Structure and Function or BIO 211: Principles of Anatomy & Physiology I as prerequisites, which can also satisfy the core curriculum in math/science.

Department Chair: Christopher Harrist

Bachelor of Science

SRMT 220: Inclusion in Sport & Recreation

SRMT 242: Leadership in Sport & Recreation

SRMT 300: Marketing in Sport & Recreation

SRMT 301: Sport Finance

SRMT 330: Facility Design & Management

SRMT 404: Legal Aspects of

ACCT 253: Principles of Financial Accounting

ECON 221: Principles of Microeconomics

MGMT 302: Principles of Management

SRMT 210: Sport Governance

SRMT 370: Globalization of Sport in 21st Century

SRMT 415: Sport Sponsorship & Sales

SRMT 435: Sport Analytics

Community and Commercial Recreation

HPE 220: Teaching Educational Dance, Gymnastics, & Rhythms

HPS 221: Teaching Individual & Dual Sports

HPE 222: Teaching Team Sports

SRMT 214: Outdoor Recreation

SRMT 306: Youth Development in Sport & Rec SRMT 350: Foundations

Bachelor of Science Program Coordinator: Daniel McLaughlin

SRMT

SRMT

SRMT

SRMT

SRMT

WINGATE ONLINE

Director: Charlesa Hann

This program offers baccalaureate degrees especially designed for adult students who are interested in a personal curriculum and for individuals whose college careers may have been interrupted. For many students who attended one or more institutions in the past, this allows for the application of previously-earned college credits toward a Wingate degree without having to start over in a different major.

Wingate Online offers the following degree programs:

Bachelor of Liberal Studies – students can earn a BLS degree in four majors:

1. Human Services,

2. Organizational Communication and Management,

3. Educational Studies, and

4. Criminal Justice and Human Behavior

Bachelor of Science – students can earn a BS degree in one major:

1. Elementary Education (K-6)

A DMISSION TO W I NGATE O NLINE

Admission to Wingate Online is rolling; there are six times throughout the year that new students may begin To be admitted to Wingate Online,

applicants should complete the application on the Wingate website: https://www.wingate.edu/academics/undergraduate/adult-bachelordegree

B ACHELOR OF L IBERAL S

TUDIES (BLS)

An application is considered complete after receipt of the following:

• Completed online application form

• Official high school transcript or GED certification (if applicable)

• Official transcripts from all institutions previously attended

• SAT or ACT scores for transfer students with fewer than 24 credit hours (SAT or ACT scores are not required for students who have been out of high school for five or more years)

B ACHELOR OF S CIENCE (BS)

BACHELOR OF SCIENCE IN ELEMENTARY EDUCATION

Students applying for the Bachelor of Science in Elementary Education must either (a) hold an Associate in Applied Arts, an Associate in Applied Science, an Associate in Arts, or an Associate in Science degree from a regionally-accredited two-year institution, (b) have completed a minimum of 45 credit hours with at least a 2.0 Grade Point Average, or (c) been out of high school for five or more years.

• If a current Wingate University student, must have earned 45 credit hours OR be approved through a hardship appeals process

An application is considered complete after receipt of the following:

• Completed online application form

• Official high school transcript or GED certification (if applicable)

• Official transcripts from all institutions previously attended

As is policy with the traditional undergraduate Teacher Education Program, all students enter all education programs as an Educational Studies major. Upon completion/transfer of 45 semester hours, a student must submit a formal application to the Teacher Education Program. A student who does not meet the entrance criteria will remain an Educational Studies major. In the case of current Teacher Assistants, those not admitted to the teacher education licensure program, will complete the BLS in Educational Studies and then seek a residency license and the post-baccalaureate residency program as their pathway to licensure.

ELIGIBILITY FOR TEACHER EDUCATION ADMISSION

The student must meet all eligibility requirements for admission below:

• Cumulative GPA of 2.7

• Meet the minimum PRAXIS Core score requirements (cumulative score of 468) or SAT (cumulative score of 1170 from Math and Verbal) or ACT (cumulative score of 24) tests

• Have passed at least one education course

• Earned no lower than a “C-“ in ENG 110, MATH 118, and MATH 119

R

EADMISSION

A student who wishes to be readmitted to Wingate University must complete a Readmission Application which is available from the Campus Office. If the student has attended other colleges after leaving Wingate University, official transcripts must be forwarded to the School of Education Office to complete the application. A student who has been absent for two consecutive semesters (including the semester of withdrawal, if applicable) must meet the catalog requirements for graduation in effect at the time of readmission.

Students who have been academically suspended and wish to apply for reinstatement to the University should submit the application for readmission found on the WU Admissions webpage. Upon completion of the admissions application the student will be directed to complete and submit the Readmit Academic Appeal form. Once the form is received it will be reviewed by the Academic Appeals Committee and the student will be notified of their decision via email.

B ACHELOR OF L IBERAL S TUDIES (BLS)

The Bachelor of Liberal Studies, consists of four parts:

Core Curriculum

Major – Choose one:

Electives (credits vary based on major/concentration)

• Global Perspectives (15 credits)

• University Foundations (17-19 credits minimum)

• Organizational Communication and Management (30 credits)

• Human Services (36 credits)

• Educational Studies

o Language and Literacy concentration (39 credits)

• Criminal Justice and Human Behavior (37 credits)

Students must choose a combination of general (100/200) level and advanced (300/400) level electives to ensure that a minimum of 33 hours of the BLS total are at the 300/400 level.

Exit Exams Students must pass Major Exit Exams

BLS CORE CURRICULUM

Global Perspectives

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

HIST 114: The South in Black & White

HIST 116: Colonial Latin America

HIST 117: Modern Latin America

HIST 126: Middle East

HIST 131: A Survey of the Modern World

HIST 210: Latinos in the United States

HIST 212: Revolutions in Modern Latin America

HIST 215: Modern East Asia

HIST 318: The United States & Latin Amer

HIST 320: The Making of the Modern World

HIST 321: Culture and History of Japan

HIST 323: Southeast Asia: Crossroads of Cultures

HIST 338: The Vietnam War in Film

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

BUS 209: Business Ethics

PHIL 110: The Good Life

PHIL 209: Morals and Meaning

REL 110: Bible Beyond Borders

REL 126: Sacred Systems

REL 140: Food and Faith

REL 209: Morals and Meaning

REL 216: Gender and the Bible

REL 220: Religion and Ecology

Three classes (9 credit hours) chosen from:

BUS 209: Business Ethics

ENG 205: Global Perspectives in Literature

FREN 340: Introduction to French and Francophone Civilization

FREN 440: Advanced Francophone Studies

HIST 114: The South in Black & White

HIST 116: Colonial Latin America

HIST 117: Modern Latin America

HIST 126: Middle East

HIST 130: Ancient and Early World History

HIST 131: A Survey of the Modern World

HIST 210: Latinos in the United States

HIST 212: Revolutions in Modern Latin America

HIST 215: Modern East Asia

HIST 318: The United States & Latin Amer

HIST 320: The Making of the Modern World

HIST 321: Culture and History of Japan

HIST 323: Southeast Asia: Crossroads of Cultures

HIST 338: The Vietnam War in Film

PSCI 220: Comparative Politics

Global Perspectives

PSCI 340: Global Issues: Race, Ethnicity & Gender

PHIL 110: The Good Life

PHIL 209: Morals and Meaning

REL 110: Bible Beyond Borders

REL 126: Sacred Systems

REL 140: Food and Faith

REL 209: Morals and Meaning

REL 216: Gender and the Bible

REL 220: Religion and Ecology

SPAN 310: Introduction to Literature

SPAN 312: Business Spanish I

SPAN 313: Business Spanish II

SPAN 330: Culture and Civilizations of Latin America

SRMT 111: Sport and Recreation in Modern Society

SRMT 370: Globalization of Sport in the 21st Century

Any second language at the beginning level (101 and 102) including, but not limited to, American Sign Language, French, German, Spanish

Classes only count once to meet the Global Perspectives

Requirement and cannot be used to meet a University Foundations requirement. They cannot be counted twice.

University Foundations (17 credit hours minimum)

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

Mathematics or Natural Science

Fine Arts

Literature and Writing

Social or Behavioral Science

Comm 101: Public Speaking (3 credit hours)

Marketing/Management (Choose five courses):

MARK 301: Principles of Marketing

MGMT 302: Principles of Management

MGMT 306: Managerial Communication

MGMT 313: Human Resource Management

MGMT 315: Small Business Mgmt/Entrepreneurship

MARK 323: Marketing Communications Strategy

MARK

Clinical/Deviance (Choose 3 courses)

PSYC 315: Psychopathologies

PSYC 322: Introduction to Counseling

PSYC 407: Psychotherapy: Theory/Method

SOC 301: Deviant

Cultural Diversity (Choose 2 courses)

SOC 305: Urban Sociology

SOC

Criminal Justice Core

CRJ 201: Introduction to Criminal Justice

CRJ 205: Juvenile Justice

CRJ 301: Criminal Law

CRJ 305: Corrections

CRJ 390: Research Methods in Criminal Justice or PSYC 206: Intro to Critical Thinking & Research Des

CRJ 495: Internship in Criminal Justice or equivalent work experience

SOC 101: Introduction

Human Behavior Electives (choose two)

PSYC 250: Developmental Psychology

EDUCATIONAL STUDIES MAJOR

Any student currently enrolled in the Wingate Online program, with a major in Educational Studies, who is currently working as a teacher/instructional assistant, may be eligible for a departmental exam for the following four courses:

• COMM 101: Public Speaking (3 credit hours)

• ED 300: Education – The Profession (1 credit hour)

• ED 301: Foundations of Education (3 credit hours)

• ED 304: Exploring Diversity (1 credit hour)

Emphasis on Grades K-6

Educational Studies Professional Core

ED 300: Teaching: The Profession

ED 301 Foundations of Education

ED 303 Educational Psychology

ED 304 Exploring Diversity

ED 305 Intro to Differentiated Instruction for All Learners

ED 306 Curriculum and Instruction

ED 326 Content Area Literacy

ED 495 Pre-Internship Seminar

ED 499 Educational Studies Internship

Psychology (Choose one course):

PSYC 250: Developmental Psychology

PSYC 308: Child Psychology

PSYC 309: Adolescent Psychology

PSYC 311: Adulthood and

Language and Literacy Concentration (Choose 4)

ED 308: Reading Foundation K-8

ED 322: Content Literacy Elementary/Middle Grade

ED 324: English Methods for Secondary Teachers

ED 327: Literature for Children & Young Adults

ED 410: Teaching Writing and Communication

and Literacy Electives

6 hours of coursework from: Communication,

Global Perspectives

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

HIST 114: The South in Black & White

HIST 116: Colonial Latin America

HIST 117: Modern Latin America

HIST 126: Middle East

HIST 131: A Survey of the Modern World

HIST 210: Latinos in the United States

HIST 215: Modern East Asia

The departmental exam allows the student the opportunity to receive credit for demonstrating competency and learning based on their experience in the classroom while serving as a teacher/instructional assistant. Successful completion of the departmental exam demonstrates mastery of the same learning outcomes as if a student attended, participated and was assessed in the course. To be registered for a departmental exam, the student must contact the office of the Wingate Online program to complete a request for administration of an exam. If the request is approved, the student will pay an $89 fee prior to being registered for the exam. Upon successfully passing the exam, credit hours earned for the course will be indicated on the transcript, but no grade points will be awarded. Failure on the exam will not incur a grade point penalty or hours attempted but will require the student to register for the course and complete all coursework. There is a limit of 6 credits of departmental exams per semester. All departmental exams must be completed prior to the last 30 credit hours of the degree program. Language and Literacy Concentration

HIST 212: Revolutions in Modern Latin America

HIST 318: The United States & Latin Amer

HIST 320: The Making of the Modern World

HIST 321: Culture and History of Japan

HIST 323: Southeast Asia: Crossroads of Cultures

HIST 338: The Vietnam War in Film

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

BUS 209: Business Ethics

PHIL 110: The Good Life

PHIL 209: Morals and Meaning

REL 110: Bible Beyond Borders

REL 126: Sacred Systems

REL 140: Food and Faith

REL 209: Morals and Meaning

REL 216: Gender and the Bible

REL 220: Religion and Ecology

Three classes (9 credit hours) chosen from:

BUS 209: Business Ethics

ENG 205: Global Perspectives in Literature

FREN 340: Introduction to French and Francophone Civilization

FREN 440: Advanced Francophone Studies

HIST 114: The South in Black & White

HIST 116: Colonial Latin America

Global Perspectives

HIST 117: Modern Latin America

HIST 126: Middle East

HIST 130: Ancient and Early World History

HIST 131: A Survey of the Modern World

HIST 210: Latinos in the United States

HIST 212: Revolutions in Modern Latin America

HIST 215: Modern East Asia

HIST 318: The United States & Latin Amer

HIST 320: The Making of the Modern World

HIST 321: Culture and History of Japan

HIST 323: Southeast Asia: Crossroads of Cultures

HIST 338: The Vietnam War in Film

PSCI 300: Model United Nations (1 credit hour, taken three times)

PSCI 220: Comparative Politics

PSCI 340: Global Issues: Race, Ethnicity & Gender

PHIL 110: The Good Life

PHIL 209: Morals and Meaning

REL 110: Bible Beyond Borders

REL 126: Sacred Systems

REL 140: Food and Faith

REL 209: Morals and Meaning

REL 216: Gender and the Bible

REL 220: Religion and Ecology

SPAN 310: Introduction to Literature

SPAN 312: Business Spanish I

SPAN 313: Business Spanish II

SPAN 330: Culture and Civilizations of Latin America

SRMT 111: Sport and Recreation in Modern Society

SRMT 370: Globalization of Sport in the 21st Century Classes only count once to meet the Global Perspectives Requirement and cannot be used to meet a University Foundations requirement. They cannot be counted twice.

Second Language

Two (2) courses or proficiency through the elementary level. Six (6) credit hours (replaced by elective credits for each semester of proficiency).

University Foundations

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

GATE 301: Gateway to Professional Life (1 credit hour)

Laboratory Science and Mathematics (13 credit hours)

MATH 118: Math for Elementary Education I

MATH 119: Math for Elementary Education II

SCI 201: Integrated Science I and Lab

SCI 202: Integrated Science II and Lab Fine Arts

History or Political Science

One course (3 credit hours) chosen from:

HIST 110: United States History I

HIST 111: United States History II

HIST 312: Women in American History

PSCI 201: American Government Literature and Writing Wellness

Social or Behavioral Science

Lyceum*

*See Lyceum Requirement for Wingate Online BS Degrees.

MAJOR CURRICULUM

Curriculum

Professional Core Courses

ED 300: Education: The Profession

ED 301: Foundations of Education

ED 303: Educational Psychology

ED 304: Exploring Diversity in Education

ED 305: Intro Differentiated Learning

ED 306: Curriculum and Instruction

ED 400: Student Teaching Seminar

ED

ED 440C:

Education Field Experience (FE)

ED 305FE: Field Experience: Differentiated Learning

ED 306FE: Field Experience: Curriculum & Instruction

ED 308FE: Field Experience: Reading Foundation K-8

ED 322FE: Field Experience: Content Literacy for Elementary and Middle Grades

ED 327FE: Field Experience: Literature for Children and Young Adults

ED 353FE: Field Experience: Science Inquiry in the Elementary Grades

ED 358FE: Field Experience: Problem Solving

ED 361FE: Field Experience: Promoting Healthy Lifestyles

ED 362FE: Field Experience: Integrating Fine Arts in the Elementary Curriculum.

ED 392FE: Field Experience: Teaching Citizenship K-6

ED 410FE: Field Experience: Teaching Writing and Communication Grades K-8

ED 411FE: Field Experience: Reading Assessment & Intervention

ED 308: Reading Foundation K-8

ED 322: Content Literacy Elementary/Middle Grade

ED 327: Literature for Children & Young Adults

ED 353: Developing Scientific Inquiry Elem Grade

ED 358: Teaching Prob Solving/Quantitative Reasoning

ED 361: Promoting Healthy Lifestyles Elem Grades

ED 362: Integrating Fine Arts Elem. Curriculum

ED 392: Teaching Citizenship/Global Issues (K-6)

ED

ED

Students majoring in the Bachelor of Science in Elementary Education degree program are given a Lyceum requirement based on the number of approved transfer hours. This Lyceum requirement ranges from 6-15 credits, depending on the assigned Lyceum requirement. If a traditional undergraduate student moves to the BS in Elementary Education in the Wingate Online Program, they can carry over their previously completed Lyceum credits. Lyceum credits may come from any Lecture, Faith, Arts, or Growth event. Offerings for the Wingate Online program will be provided through a virtual on-demand format, and students will also have the option to participate in any of the in-person Lyceum offerings.

To receive the Bachelor of Liberal Studies degree, a student must:

• Completion of the BLS Core Curriculum

• Completion of a minimum of 120 semester hours for the BLS

• Completion of a major

L YCEUM R EQUIREMENT FOR W INGATE O NLINE BS D EGREES

• Completion of a minimum of 33 semester hours of courses 300 level or above (including transfer courses)

• Maintenance of a 2.00 cumulative GPA on all college-level work and a 2.00 cumulative GPA on all courses in the major (departments may specify grade requirements for some courses)

• No more than 90 semester hours transferred from other accredited four-year institutions, no more than 60 credits transferred from a two-year institution, or a maximum number of 90 semester hours combined.

• No grade below “C-” transferred to Wingate University

• Repeated course at Wingate only applies to degree once

• Minimum of 30 hours at Wingate University; the last 30 hours must be taken at Wingate University

• Passing grade(s) on exit examination(s)

• Complete a graduation application with the Office of the Registrar

Note: All financial obligations to Wingate University must be met before the diploma and/or final transcript is released to the student.

B ACHELOR OF S CIENCE (BS)

BACHELOR OF SCIENCE IN ELEMENTARY EDUCATION

To receive the Bachelor of Science in Elementary Education degree, a student must:

• Complete a minimum of 120 semester hours of coursework

• Complete the requirements of the core curriculum including the Lyceum Series

• Complete at least 33 semester hours numbered 300 or above*

• Maintain a 2.00 cumulative GPA (grade point average) on all university-level work and a 2.00 cumulative GPA in the major

• Complete the last 30 hours of course work before graduation at Wingate University

• Successfully complete field experience and student teaching requirements

• Complete a graduation application with the Office of the Registrar

Note: All financial obligations to Wingate University must be met before the diploma and/or final transcript is released to the student.

NON - DEGREE PROGRAMS

CERTIFICATES

A DDICTION C OUNSELING

The certificate in Addiction Counseling is a post-baccalaureate credential offered to graduate students and working professionals. Courses included in the curriculum meet the educational requirements for the NC Certified Alcohol and Drug Counselor or Certified Criminal Justice Addictions Professional or Licensed Clinical Addictions Specialist (master’s level).

ADMISSIONS

• Must possess a bachelor’s or master’s degree from an accredited college/university or be currently enrolled in a Wingate University graduate program

• Must provide official college transcripts documenting completion of at least a bachelor’s degree

• One-page personal statement expressing interest in the addiction counseling field

• No test scores or graduate entrance exams required

HS 404: Counseling Assessment and Diagnosis

HS 406: Addiction in Family Systems

HS 407: Community Mental Health and Group Work

HS 403: Assessment and Diagnosis of Chemical Dependency

HS 415: Field Experience

PSYC 315: Psychopathologies

PSYC 322: Introduction to Counseling

• Requires completion of six addiction-specific and related courses in the curriculum listed above

• HS 415: Field Experience or another internship course in an addiction counseling setting is highly recommended

• Students will receive a certificate upon successful completion of all courses with a final grade of “C” or higher

P UBLIC H EALTH – G ENERALIST

For information regarding the Graduate Certificate in Public Health, see the Department of Public Health in Part III of the catalog.

ACADEMIC POLICIES AND PROCEDURES

S TATEMENT OF S TUDENT R ESPONSIBILITY

It is the responsibility of each student to fulfill his or her degree program and graduation requirements as described in the programs of study and academic policies sections in the catalog. While advisors and administrative staff may assist students, who ask for help with curricular decisions, ultimately it is the student who is responsible for his or her choices. Degrees cannot be awarded until all requirements and obligations to the University have been met by the student.

At Commencement, students with a cumulative GPA of 3.50 or higher are graduated with honors as follows:

Summa cum laude 3.90 and above

Magna cum laude 3.65 to 3.899

Cum laude 3.50 to 3.649

Graduation with honors is determined by the overall GPA on all credit earned at Wingate University.

S EMESTER

Each semester a President’s List includes those students who have earned a term GPA of 3.80 on at least 12 quality point academic hours and have no grade below a “C-”.

Each semester a Dean’s List includes those students who have earned a term GPA of at least a 3.30 but no more than a 3.799 on at least 12 quality point academic hours and have no grade below a “C-”

A CADEMIC S TANDARDS : P ROBATION AND S USPENSION

To assist students in maintaining satisfactory progress, Wingate University has adopted standards to identify students who are experiencing academic difficulty so that they can take advantage of timely interventions through academic support services. Students are considered in satisfactory academic standing if their cumulative GPAs meet the minimum standards set forth in the below table.

A CADEMIC P ROBATION

Academic probation is an indication of serious academic difficulty and is determined by the cumulative GPA that a student earns on credit courses. At the conclusion of a semester, the Registrar will notify the student by email if the cumulative GPA is below the minimum as outlined in the above table. In such a case, the student will be placed on academic probation for the next regular semester and will complete a Probation Contract. Probation is determined only from grades at the conclusion of a regular semester; mid-semester progress reports are not included in GPA calculations. Note: A student must have a 2.00 cumulative GPA to qualify for the baccalaureate degree.

A CADEMIC S USPENSION

A student who is on academic probation at the end of two successive regular semesters will be academically ineligible for the next semester. At the conclusion of the second semester, the Registrar will notify the student by email and mail that he/she/they are academically ineligible to return to Wingate the next regular semester. An academically ineligible student who wishes to apply for reinstatement must submit an appeal to the Academic Appeals Committee as directed in their suspension letter. Late submissions are not considered.

After a decision is made by the Academic Appeals Committee, an academically ineligible student may appeal to the Vice Provost of Academic Success and Initiatives, who will consider the procedural aspects of the appeal process ONLY in his/her review. No new documentation or information, outside of the procedural aspects of the appeals process, will be considered in the Vice Provost’s review of the appeal. The decision of the Vice Provost of Academic Success and Initiatives is final.

An academically ineligible student, who is not reinstated or has not submitted an appeal, may apply for readmission to the University after not attending Wingate for one regular term. As a part of the readmission process, the student will need to submit an appeal for academic reinstatement to the Academic Appeals Committee. Directions on how to submit the appeal will be sent from the Registrar or Academic Advising to the student. Financial Planning has a separate process for appealing to have financial aid reinstated. Both appeals processes require students to submit documentation of a change in circumstances that led to poor academic performance, evidence of good academic performance at a community college, and/or other experience or work that has led to a student’s academic maturation.

C OLLEGE C OURSES T AKEN WHILE A S TUDENT IS

Successful completion of courses at a community college is one of the best ways to show evidence of academic maturation. Any courses taken at another college or university while the student is on academic suspension will not transfer until the student attains a cumulative 2.0 at Wingate University. A student should submit any college transcripts as part of the readmission process to avoid retaking courses that will later be eligible for transfer credit. After the cumulative GPA is a 2.0 or above, comparable courses with minimum grades of C- will receive transfer credit.

A DDITIONAL B ACHELOR ’ S D EGREE

A student may only apply for a second (or subsequent) bachelor’s degree if it differs from any degree previously awarded by Wingate University. For example, if a student has already earned a Bachelor of Science (B.S.) degree, the University will not award a second B.S. degree; it will, however, award a Bachelor of Arts (B.A.) degree. To receive an additional bachelor’s degree, a student must:

• apply and be admitted into a 2nd undergraduate degree program;

• earn a minimum of 30 additional semester hours in residence after the awarding of the first degree;

• complete all requirements for the second degree (Note: Two degrees may not be awarded at the same commencement exercise.), and

• earn a minimum 2.0 in the second degree. (NOTE: The GPA for the additional degree will not be calculated into the GPA of the first degree.)

A DDITIONAL M AJOR

A student should notify the Office of the Registrar of the intent to pursue a second major. A student may only apply six hours from the first major toward the second major.

A student who has already graduated from Wingate University may return to complete a second major under the undergraduate degree previously awarded. The following policies apply:

• A student must fill out a readmission application with Admissions.

• At least 30 additional credit hours, including all disciplinespecific requirements for the second major, must be taken at Wingate University.

• The student must earn a minimum 2.0 in the second major. NOTE: The GPA for the additional major will not be calculated into the GPA of the original degree.

• The second major will be recorded on the transcript, but there will be no additional diploma and no participation in an additional graduation ceremony.

A RMY R ESERVE O FFICERS ’ T RAINING C ORPS (RO TC)

Wingate University has a cooperative program with the University of North Carolina at Charlotte under which Wingate students may enroll in the U.S. Army Reserve Officers’ Training Corps (ROTC). Both men and women are eligible for this program and must travel to either the UNC-Charlotte campus or the Charlotte Reserve Center to take instruction and training. Wingate University also offers the voluntary Air Force Reserve Officer Training Corps (AFROTC) Program in cooperation with UNC-Charlotte within the terms of the existing agreements between member schools of the Greater Charlotte Consortium. The program is available to all students with at least two years of education remaining. Detailed information on these programs is available in the Office of the Registrar and from the Department of Military Science, UNC-Charlotte, Charlotte, N.C. 28225.

A TTENDANCE

Regular 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.

Each faculty member defines his or her own absence policy and so informs students on the first day of classes. Students who represent the University at officially recognized activities are responsible for making necessary plans for class absence with each professor before the absence.

The University maintains the regular schedule of classes throughout the semester. Classes are not usually canceled due to inclement weather and students are responsible for all the work of class meetings missed due to inclement weather.

A TTENDANCE V ERIFICATION

Each term, the Office of the Registrar will request that all faculty and instructors verify student attendance on the first day after the deadline to add or drop a class. Students not present in class on the day attendance is verified will be dropped from the class unless the instructor indicates, in writing, that the student had an excused absence and needs to remain on a class roster. Dropping a class may result in a decrease in a student’s total credit hours and, consequently, a reduction or return of financial aid. It is the student’s responsibility to contact the

instructor to be added back to a class after being dropped for an excused absence.

Attending is defined as completing an academically related activity which includes, but is not limited to:

• Physically attending a class where there is an opportunity for direct interaction between the instructor and students.

• Submitting a required academic assignment.

• Taking an exam or quiz.

• Taking a required interactive tutorial or computer-assisted instruction.

• Attending a study group that is assigned by the school.

• Participating in an online discussion about academic matters.

• Initiating contact with a faculty member to ask a question about the academic subject studied in the course.

REMEMBER:

• Any change in status (i.e., from full-time to part-time, etc.) may cause the reduction or cancellation of your financial aid award. In other words, your out-of-pocket expenses may increase.

• Classes added (or added back) after attendance verification may not count toward your enrollment status for Financial Aid purposes.

A UDITING

Students may audit courses with the permission of the professor and the Registrar. If the student is part-time, the audit fee of $440 is charged. This fee is not refundable if the student withdraws from the course for any reason. Students may change audit status to credit status only within the first four weeks of the semester and upon additional payment of tuition required for part-time credit or overload credit, if either applies. A for-credit course may not be changed to audit status once the mid-semester date has passed. This change prior to the mid-semester date requires approval of the professor and the Registrar.

B ANKRUPTCY (A CADEMIC )

A student who has earned poor grades that may prevent him or her from graduating may petition the Academic Appeals Committee for academic bankruptcy for one complete term or for consecutive terms including all work before a given date. The bankrupt term(s) is noted on the student’s transcript and the student forfeits credit for all courses during that term(s). Grades from the bankrupt period are not calculated in the student’s GPA, although they remain on the transcript. All grades are included in the calculation of the GPA for honors at graduation. To be considered for bankruptcy, a student must demonstrate that:

• Poor performance for the term(s) for which bankruptcy is requested is not typical;

• Poor performance was due to extenuating circumstances;

• The cause of the poor performance has been alleviated, and the student has displayed responsible scholarship.

Once bankruptcy status has been granted, the action is irreversible. A student may request bankruptcy once only. Students granted bankruptcy may request a letter of explanation to accompany the transcript when sent to a prospective employer or to other institutions. Certain colleges, universities, and professional schools do not honor a bankruptcy policy.

C ATALOG Y EAR

A student’s catalog year is normally that of his entering academic year or year of readmission. A student who has been absent for two consecutive semesters (including the semester of withdrawal, if applicable) must meet the catalog requirements for graduation in effect at the time of readmission. A student may request graduation under any catalog published following his enrollment, if the catalog is no more than six years old at the time of graduation. Students entering a certification program should check with the division head of their program; specific requirements in a new catalog may need to be met for certification purposes.

C LASS L EVEL

A student’s class level is determined by the total number of credits earned from Wingate University, accepted transfer credit from other colleges/universities, and from credit-by-exam sources approved by Wingate University. Students are classified as follows:

First-Year 1-23 hours earned

Sophomore 24-56 hours earned

Junior 57-86 hours earned

Senior 87 or more hours earned

C OURSE N UMBERS

Course numbers have the following meanings:

100-199

Primarily for first-year students, but may be taken by all students

200-299 Primarily for sophomores, but may be taken by all students

300-499 Primarily for juniors and seniors

500-899 Graduate and professional courses

NOTE: Courses numbered below 100 do not count toward meeting degree requirements.

C OMMENCEMENT

A student must complete a Graduation Application through the Office of the Registrar the semester prior to intended graduation. A student will have one opportunity to walk in Commencement. December and May completers are expected to be present at the December and May ceremonies to receive a diploma. If a student cannot participate, he/she should inform the Office of the Registrar at least 30 days before Commencement. Students who have not completed the Lyceum series are not eligible to participate in Commencement.

A student who will complete all required classes in August can participate in the May ceremony only if he/she:

• Has a minimum cumulative GPA of 2.0

• Has a 2.0 GPA in the major

• Has no more than six (6) credit hours or two (2) classes to complete the degree requirements by the August graduation date

• Can complete all classes at Wingate University (not off-campus with the exception of internships – Students are expected to arrange and submit all requested information for internships at least 45 days prior to the Commencement Ceremony in May)

• Has registered and paid for all required classes prior to Commencement

• Has completed the Lyceum requirement

• Has a clear financial account with the Business Office

C OPYRIGHT P OLICIES

C OPYRIGHT C OMPLIANCE

• Copyright protection extends to original works of authorship, including literary, dramatic, musical, and artistic works, such as books, poetry, novels, movies, songs, photos, computer software, and architecture (as well as text, graphics, and logos). Copyright infringement occurs when a copyrighted work is reproduced, distributed, performed, displayed, or made into a derivative work without the permission of the copyright owner.

• Wingate complies with United States copyright law as set forth in Title 17 of the United States Code, Section 106. In the peer-to-peer file-sharing context, unauthorized downloading or uploading substantial parts of a copyrighted work, such as music, videos, books, games, software or other files, constitutes an infringement. All network users are responsible for using electronic materials in accordance with copyright and licensing restrictions. The use of university resources that violates copyright laws, including downloading or sharing copyright-protected works, is strictly prohibited.

• Copyright infringement, including unauthorized peer-to-peer file sharing, may subject you to civil and/or criminal liabilities, as well as personal sanctions imposed by Wingate University.

• Damages for copyright infringement are not limited to actual damages or lost profits. Courts can award statutory damages of up to $30,000 per infringement or up to $150,000 per infringement if the infringement was willful (in addition to attorneys’ fees).

• In addition to penalties imposed by the court, Wingate University can: (1) add disciplinary sanctions for violating the Wingate Honor Code as defined in the student handbook, (2) suspend Internet access, and/or (3) suspend user accounts.

• If you’d like more information, we invite you to review the copyright section in the Wingate University Student Handbook or visit the United States Copyright Office website. The FAQ page is especially helpful.

S TUDENT R IGHTS AND C OPYRIGHT

• It is the purpose of this policy to encourage, support, and reward scientific research and scholarship, and to recognize the rights and interests of the creator, author, inventor, or innovator, the public, the sponsor, and the University.

• The University’s commitment to teaching and research is primary, and this policy does not diminish the right and obligation of faculty members to disseminate research results for scholarly purposes, which is considered by the University to take precedence over commercialization of technology or other works. This policy is to be consistent with the University’s commitment to academic freedom.

• Wingate University encourages faculty to undertake creative endeavors and to receive recognition therefor. The terms ―inventions, discoveries, and other innovations and technologyinclude tangible or intangible inventions, in the patent sense, whether or not reduced to practice, and tangible research results whether or not patentable or copyrightable

• Faculty members working with students on research projects must inform those students in advance of the terms of this policy and of any burdens of non-disclosure or confidentiality deemed necessary by the faculty member or any applicable third parties to protect resulting work product.

• The University owns any inventions (patentable or otherwise) that are created as part of: (1) University research; (2) activities within the scope of the inventor’s employment with the University or in official association with the University, or (3) activities involving the use of University time, facilities, staff, material, non-public information, or funds administered by the University or third-party grants obtained by the University.

• All faculty who engage in University-sponsored research must promptly disclose their inventions (patentable or otherwise) to the University. Any University personnel who invents or creates potentially patentable inventions should notify their Department Head and contact the Office of the General Counsel. The Provost and General Counsel shall decide if the invention should be submitted for a patent. Any invention created by a University employee on his or her own time, outside of their scope of employment, and not using University resources is the property of the inventor.

• Regarding copyrights or other works of authorship, the University owns any works where the work is prepared by an employee within the scope of her/his employment.

• Faculty members shall cooperate reasonably with the University in the procurement of any patents, copyright registrations, trademark registrations, or any other intellectual property rights. To the extent that a written assignment is needed to effectuate the ownership rights, the faculty member shall cooperate to execute any documentation reasonably necessary to effectuate the transfer of ownership.

• In the event the University seeks to commercialize any patentable technology, the University will negotiate in good faith with the inventor(s) concerning a royalty agreement.

• To the extent a faculty member has a direct or indirect financial or other interest in any intellectual property or work product that is

the subject of, or will be used in connection with, any grant, the faculty member must disclose the nature of the intellectual property/work product and interest therein to the Office of the Provost prior to the grant request approval process and annually thereafter.

C REDIT BY E XAMINATION

Students may earn a maximum of 30 hours toward the baccalaureate degree through an approved credit-by-examination source prior to enrollment. After enrollment, current students may earn up to 6 hours. Upon receipt of official scores, the Registrar will award credit based upon guidelines established by the appropriate academic department depending upon the subject of the exam. In general, acceptable scores will fall in the following ranges:

• generally, scores of 3, 4, or 5 (depending on the subject) on the Advanced Placement of the College Entrance Examination Board (AP) achievement tests

• scores of 5, 6, or 7 on the Higher-Level Examinations of the International Baccalaureate (IB)

• scores of 50 or higher on subject exams of the College Level Examination Programs (CLEP)

• scores that rank the student at the minimum of the fiftieth percentile of the testing group on DANTES Subject Standardized Tests (DSST)

• passing exam scores for AICE subjects at the A or AS Level

D EPARTMENTAL E XAMINATION

A student may challenge a Wingate University course for credit under the following guidelines. The student must be enrolled in the course before challenging for credit.

• A student may earn no more than six hours of credit by departmental examination in any given semester.

• A full-time student may request the opportunity to demonstrate proficiency any time before midterm. The student must secure permission from the professor who will administer the examination, from the department chair, from the School Dean, and from the Registrar. The necessary form may be secured from the Office of the Registrar. If proficiency is demonstrated in the first week of classes in any semester, the student will be permitted to enroll in another course.

• In any course involving laboratory experience, credit by examination must be earned by separate examinations in the lecture and laboratory portions of the course.

• Courses requiring proficiency in specific methods and/or techniques (performance groups, supervision, and/or observations in the field) are excluded from credit by exam.

• Credit will not be given for a prerequisite to a course for which the student has already received credit.

• The examination and its evaluation will be a collective decision of the departmental faculty.

• When proficiency is demonstrated, credit by examination (CE) will be shown on the transcript, with no grade points awarded.

• The acceptability for transfer to other colleges or universities of credit so earned is not guaranteed.

• Part-time students must pay a $420 non-refundable fee to the Business Office before an examination is given. Additionally, if the student passes the examination, the student must pay to the Business Office one-half of the current per-semester-hour charge for the credit earned. Payment of all fees must be made to the Business Office before the recording of the grade on the student’s transcript.

C REDIT H OUR AND C OUR SE D ELIVERY

THE CARNEGIE UNIT is a unit of measurement used by secondary and post-secondary schools to assure uniformity and consistency in assigning credit for courses awarded by an institution. Thus, Wingate University uses this unit in defining a semester hour of credit as equivalent to a minimum of three hours of class per week for a 15-week semester. Courses are reported and recorded in semester hours with one

semester hour covering between 650-700 minutes. A three-hour course usually contains the equivalent of 2,100 minutes of instruction. The traditional three-hour course includes between 42-45 fifty-minute sessions or 27-29 seventy-five-minute sessions. One credit hour courses contain 14-15 fifty-minute sessions; two credit courses contain 28-30 fifty-minute sessions. The application of this definition requires that all engaged in the process continually adjust for the evolving differences in the methods of delivery, the nature and scope of material, the pedagogy, and the varying ways students commit to the process of education including the pace at which they learn. It is further assumed and expected that students in traditional courses will spend at a minimum an additional two hours of preparation for every hour of instruction.

C LINICALS AND L ABS

Courses with clinical, ensemble, or lab components have a different credit hour to contact hour ratio, than the 1:1 ratio described above. Typically, the ratio of credit hours to contact hours for these types of courses is 1:3; where 1 credit hour is equivalent to 3 hours of contact in the lab, studio, or clinical setting per week; however, this definition may vary by department/school. Each course with clinical, ensemble, or lab components will specify on the course syllabus the number of credit hours assigned to class (usual 1:1 credit to contact hour ratio) and the number of credit hours assigned to the experiential component, with the contact hours also specified. All proposals for new clinical/lab/ensemble courses coming forward for faculty approval will also have the credit hour to contact hour ratio (or number of contact hours) clearly specified.

N ON - TRADITIONAL C OURSES

In non-traditional courses such as Directed Independent Studies and Online Courses, the University intends that student learning per credit is the equivalent of between 42 and 45 hours of coursework for the semester or term through activities that demonstrate student competency in the learning outcomes while observing appropriate standards and design practices.

If a hybrid or online class is also taught as a traditional class, then the non-traditional version of the class will be deemed to have the same number of semester hours as the traditional version of the class provided both versions require roughly the same work from the student and achieve the same objectives and outcomes regardless of the amount of face-to-face meeting time scheduled for the non-traditional version of the course.

The faculty is responsible for ensuring that the expected quantity of student learning relative to credit hours is achieved. The process for approving courses for credit is a multi-stepped one which includes the formal request for a new course in which the requirements, credit value, instructional materials, budgetary issues, method of delivery, and learning outcomes are identified. This initial process provides compelling evidence of the need for the course and how that course will expand the mission of the department specifically and the University in general. Requestors file through the appropriate Department Chair who subsequently submits the request to the department for approval. Once approved by the department, the proposal is forwarded to the University Academic Affairs committee for approval, and then finally to the University Faculty Assembly for final approval.

Undergraduate courses are categorized according to the following classifications:

TRADITIONAL: Courses categorized as traditional should include at least two of the following methods:

• traditional instruction via face-to-face classroom meetings

• laboratory meetings, clinical experiences, practicums, and other instructor-supervised educational activities

• in-classroom tests, exams, student presentations, and/or discussions

TECHNOLOGY-ENHANCEMENT: If a professor chooses to electronically enhance a traditional course, he or she is still expected to meet with students each scheduled class period. Electronic enhancement does not authorize professors to teach their course via a blended/hybrid or online platform. Enhancement allows for class continuance in cases of inclement weather, illness, professional development activities, or other circumstances.

If a faculty member wishes to change a traditional course to a hybrid format, the approval of the department chair is needed. If a faculty member wishes to change a traditional course to an online format, approval from the Academic Affairs committee and the Faculty Assembly is required.

HYBRID: A hybrid course consists of a combination of face-to-face and online educational instructional opportunities as designed by the instructor. Online educational instructional opportunities may include lecture, independent study, visual electronic interaction and other online communication. A course is hybrid when up to 49% of the instructional minutes are delivered via an electronic platform. In the event a hybrid course exceeds more than 49% of the minutes of instruction being offered online, the hybrid course will become an online course.

ONLINE: An online course utilizes online tools and resources to deliver 50% or more of class content, discussion, quizzes, exams, etc. The online course may have physical space and meeting times during testing or other examination periods. Any required face-to-face meetings will be specified in the syllabus.

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 and the faculty member must approve such a request. Approval is granted only under certain conditions:

• The student must have a cumulative GPA of 2.00

• A student will not be allowed to take a directed study course to repeat a course in which a grade of “D” or “F” was previously earned.

F AMILY E DUCATIONAL R IGHTS AND P RIVACY A CT (FERPA)

The Family Educational Rights and Privacy Act of 1974 (“FERPA”) regulates the use and disclosure of personal information in educational records and permits a student to know what material is maintained in those records. The University’s annual FERPA notification, which is available at https://www.wingate.edu/academics/the-registrar/ferpa sets forth in detail the University’s FERPA-related policies and procedures, including those related to student rights to inspect and review records and to the disclosure and release of student information. The annual notification has been updated to provide guidance on online class or lab materials including video recordings.

G RADE A PPEAL P ROCEDURE

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. The process of appeal must be initiated by the student before midterm of the first regular semester following the semester or summer term for which the grade was awarded.

• The first level of appeal for a student who is dissatisfied with a grade he or she has received is 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 step 2.

• If, after the interview described in step 1, a student is still dissatisfied with the grade assigned, that student should submit to the dean of the school or college a written statement containing 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 dean, the student fails to show reasonable cause for further investigation, the dean may deny the appeal without further action. If the dean is the professor concerned, the appeal shall be taken to the Academic Appeals Committee

• When, in the opinion of the dean, a student’s appeal raises reasonable doubt as to whether the grade was correctly assigned, the 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 dean; one between the professor and the dean; and a final meeting with the dean, the student and the professor all in attendance. If the professor refuses to accept mediation or if the mediation effort is unsuccessful, the dean shall request that the case be submitted to the Academic Appeals committee of the faculty assembly for investigation. The Academic Appeals committee, upon receiving a grade appeal, shall carry out a thorough investigation in such manner as it may deem appropriate. The committee shall submit to the Registrar 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 Academic Appeals committee, the Registrar shall have the authority to change the grade on the student’s permanent academic record. The decision of the Academic Appeals committee shall be final. The Registrar will inform the student, the dean, and the professor involved of the result of the grade appeal.

• If the grade appeal involves a charge of unethical conduct, the student shall submit the appeal directly to the Vice Provost of Academic Success and Initiatives. If the Vice Provost of Academic Success and Initiatives finds insufficient evidence to support a charge of unethical conduct, the student may still appeal the grade following the procedures described above. If the Vice Provost of Academic Success and Initiatives finds that the conduct of the faculty member was unethical and that the conduct affected the student’s grade, the Vice Provost of Academic Success and Initiatives shall take such steps as he or she may deem appropriate to determine an accurate and fair final grade for the course. The Vice Provost of Academic Success and Initiatives shall have the authority to change the grade on the student’s permanent academic record to conform to this determination.

G RADE P OINT A VERAGE (GPA )

The student’s GPA is calculated by dividing the quality points received by the number of hours attempted. The grade of “A” carries four quality points per credit hour, a “B” three, a “C” two, and a “D” one quality point. A course in which credit is given on a pass/fail basis is not used in the calculation of the GPA if a grade of “P” is earned. The grade of “F” on a P/F course is used in the GPA calculation. An average grade of “C” on all hours attempted is required for graduation.

Students are evaluated continually during the semester and grades are assigned at the conclusion of the course. Final examinations are given on work covered during the entire semester. The following grading symbols are recorded:

A Excellent

B Above average

C Average

D Passing

F Failure

P Pass (for courses offered on P/F basis)

EP Elective Pass

I Incomplete

CR Credit

CE Credit by Examination

NG No Grade (Science lab grade is factored into lecture grade)

PF Proficiency Credit (not for credit hour)

W Withdrawal

R Indicates the course has been repeated; the letter grade to the right of the “R” is the new grade that replaces the previous grade (see repeat course policy)

NOTE: Minus (-) or plus (+) signs may be attached to each grade of “A”, “B”, “C”, and “D”, but this does not affect the quality points assigned for those grades.

G RADE R EPORTS

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.

M ID - S EMESTER G RADE R EPORTS

Progress reports indicating courses on which the student is earning less than a “C” will be issued at the middle of the semester to first-year and sophomore students. These do not become a part of the permanent transcript.

G RADUATION R EQUIREMENTS

To receive a Bachelor’s degree from Wingate University, a student must:

• Complete a minimum of 120 semester hours (or more as required by specific majors) of coursework

• Complete the requirements of the core curriculum including the Lyceum Series

• Complete a major course of studies

• Complete at least 33 semester hours numbered 300 or above*

• Maintain a 2.00 cumulative GPA (grade point average) on all university-level work and a 2.00 cumulative GPA in each major**

• Complete the last 30 hours of course work before graduation at Wingate University

• File a graduation application with the Registrar **(Some majors like Exercise Science (2.5) and Education (2.7) require higher minimum GPA standards.)

H ONOR C ODE

Membership in the Wingate University community is a privilege conferred by demonstrated merit and sustained by a continuing commitment to high standards of performance and conduct. The University expects that all members of the community will conduct themselves in a manner reflecting respect for all other members of the community. It is the responsibility of all Wingate University students to report any suspected violations of the University Honor Code and Code of Community Standards.

Wingate University students do not lie, cheat, steal, or plagiarize, nor do they tolerate in their company the presence of one who does. Effective writing, analysis, and idea curation are critical to college coursework and therefore must be completed by the student themselves. The use of artificial intelligence (AI) to write a paper or complete an assignment will be treated as plagiarism, unless the professor clearly states that use of AI is permitted on that assignment, project, or paper. Even then, proper and complete attribution of AI sources is required.

Wingate University students conduct themselves at all times in a manner that is conducive to the maintenance of a strong environment for study and learning. Wingate University students respect the rules and regulations of the University as outlined in the Student Handbook

I NCOMPLETES (G RADES OF “I”)

A student may petition a faculty member for an extended amount of time to complete a course in which the student is regularly enrolled. The following circumstances apply:

• The student must demonstrate that extenuating circumstances exist that prevent completion of the course(s) according to the University calendar. In this case, the faculty member may assign a grade of “I” showing that some requirement of the course is not yet complete.

• It is the student’s responsibility to initiate steps with the professor to change this grade.

• Until the grade of “I” is removed it will be averaged as an “F” on the student transcript.

G RADE K EY

• A grade of “I” which has not been completed within 30 calendar days of the next regular semester will automatically become an “F.”

• A faculty member may submit a written request on behalf of the student to the School Dean and Registrar’s Office to extend the deadline. When doing so, the faculty member will impose a new deadline.

I NDEPENDENT S TUDY

Independent study involves an arrangement between a student and a professor approved by the student’s advisor for exploration of a particular subject or topic. The arrangement is normally initiated by the student who has in mind specific goals.

Each independent study arrangement must be approved 30 days before the onset of the study itself. Ordinarily, a student may enroll in only one three-hour independent study each semester. A 2.00 cumulative GPA is required for all students engaging in independent studies.

Students whose baccalaureate plan includes more than nine hours of independent study and more than 12 hours in an internship, practicum, etc., must submit an outline of their baccalaureate program to the Academic Affairs Committee for approval.

Independent studies should be completed by the end of the semester of enrollment. Incompletes are to be given only for medical and extenuating circumstances Completion deadlines must be rigidly maintained.

I NTERNSHIPS AND P RACTICUMS

Baccalaureate programs at Wingate University may include practical experience as a major constituent. Plans for internships and practicums should be made with both academic competency and career plans in mind. The experience should integrate various elements of the student’s academic program. This determination will be made by the student, the advisor, the appropriate department. To receive credit for an internship or practicum, the student must:

• Submit a completed Internship Learning Contract to the Office of the Registrar at least 30 days before the beginning of the experience

• Have a minimum cumulative 2.00 GPA

Some internship organizations (especially healthcare facilities and educational organizations) require that Wingate University sign an Affiliation Agreement. These agreements must be reviewed by a senior leader at Wingate. In most cases, it will take at least 3-4 weeks for such an agreement to be finalized, so students should plan their internships in advance of the semester in which they plan to intern. Also, some of these agreements require background checks and/or drug screens. The cost of these items is the responsibility of the student.

Internships abroad have additional requirements for both domestic and international students, as outlined in the below chart. In addition to the signatures on the Internship Learning Contract, the following approvals are required for the following students:

International Student (studying at Wingate on F-1 Visa)

Type of Internship Approval

Internship in USA

Internship Abroad (in home country)

Internship Abroad (in country other than home country)

Office of Career Services and Office of International Programs

Office of Career Services and Office of International Programs

Office of Career Services and Office of International Programs

Special note: Use Wingate University approved partner for setting up an internship. The Office of International Programs has information on these partners.

Domestic Student (not studying on F-1 Visa)

Type of Internship Approval

Internship in USA

Office of Career Services

Domestic Student (not studying on F-1 Visa)

Internship Abroad Office of Career Services and Office of International Programs

Special note: Use Wingate University approved partner for setting up an internship. The Office of International Programs has information on these partners.

M AJOR D ECLARATIONS AND C HANGES

U NDERGRADUATE M AJOR D ECLARATION OR C HANGE

Students interested in declaring or changing majors can do so by completing a Change Major form at www.wingate.edu/mygate/students and will be reassigned a faculty advisor in the new major. Students should be aware that changing their major could result in extending the time to degree completion beyond 4 years. Academic advisors are available in the Academic Resource Center (2nd floor of Ethel K. Smith Library) to discuss degree programs and completion.

Students interested in declaring or changing majors can do so by contacting the Director of the Wingate Online Degree Program. Students are required to complete a change of major form. Students should be aware that changing their major could result in extending the time to degree completion.

M EDIA R ELEASE

Wingate University regularly uses photographs and voice interviews of students for internal and external promotion and/or informational purposes. Students should understand that the photographs and videos may be published on the Internet, in various print media or on television/radio at the sole discretion of Wingate University. By participating, students waive any and all present or future compensation rights to the use of promotional and informational materials. If you desire not to be photographed, interviewed or have material in your likeness published, please contact the Office of Marketing and Communications.

O NLINE C LASS A TTENDANCE

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.

O VERLOAD

Five courses (15-16 hours) are considered a customary course-load for a traditional undergraduate student, and 12 credit hours or four courses is considered a customary course load for an undergraduate student in the Wingate Online Degree program. A student may choose to take up to 19 credit hours. Permission to take more than 19 must be obtained from the student’s advisor and Department Chair (or Dean). This permission is not given to students with less than a 2.50 cumulative and semester GPA for the semester prior to the overload semester. Students on probation or reinstated on probation are not eligible to take overloads. Overloads will be approved based on the below GPA scale:

Students may appeal to the Academic Appeals Committee for exceptional cases.

The charge for hours over 19 credit hours is set every spring for the following academic year. Traditional undergraduate students pay the charge. Degree completion undergraduate students pay a standard per credit hour rate that is reset every summer.

P ASS /F AIL O PTION (E LECTIVE P ASS )

Students who have earned 23 credit hours and have a 2.00 GPA can elect to earn an “EP/F” (Elective Pass/Fail) grade for up to four total courses; an EP reflects a numerical grade of 60 and above. Required courses for a student’s major or minor or prerequisites for these courses cannot be taken as “EP/F.” Of the four total courses, only one may be a general education course. No more than one course can be taken as EP/F in a semester. Students must submit a form stating their request for an “EP/F” no later than the withdrawal date. The earned EP cannot be retroactively changed to a letter grade. An EP contributes to the students’ earned hours, but it will not be calculated in the semester or overall GPA; an F under this policy will be calculated in the GPA as an F. A course taken for a letter grade cannot be retaken for an EP/F. This policy is separate from a course that is designated as a P/F course.

R EGISTRATION AND S CHEDULE C HANGES

A student registers for courses in consultation with his/her academic advisor. Each student should make an appointment with the advisor during the registration period, the dates of which are published in the academic calendar.

D ROP /A DD

During the first four to five days of a regular semester, a student may drop and/or add courses to his or her schedule in consultation with the academic advisor. A course that is dropped during the drop/add period is entirely deleted from the student’s record. It is the student’s responsibility to make up all assignments missed prior to adding a course.

W ITHDRAWAL FROM A C OURSE

After the drop/add period, a student can no longer add a course to his/her schedule. A student can, however, withdraw from a course (until the deadline) and receive a grade of “W”, which carries no academic penalty. The student must initiate this process with the academic advisor. After obtaining both the advisor’s signature and the signature of the appropriate professor, the student must take the withdrawal form to the Office of the Registrar. A student will not be considered withdrawn from a course and given a grade of “W” until the Registrar has processed the withdrawal form. A student may withdraw from a course up to the deadline stated in the University calendar to receive a “W” on the academic record. Refunds will not be given for classes once the drop/add period closes. This includes dropping below 12 semester hours or decreasing an overload of semester hours.

R EPEAT C OURSE P OLICY

A student may repeat a course that was previously completed. The most recent grade is used in the calculation of the GPA and credits earned; however, students may make an appeal with the Office of the Registrar to count a prior grade and credits earned for a repeated course if the most recent grade is lower or failing. All grades are shown on the transcript. This applies only to courses taken and repeated at Wingate University. All grades are included in the calculation of the GPA for honors at graduation.

A student may not repeat a course that is a prerequisite for a course for which credit has already been earned.

A student may not transfer in a course from another institution to count as a repeat of credit already taken at Wingate University.

R ESOLVING P ROBLEMS AND I SSUES

Students are encouraged to discuss problems and issues with the person or department involved. If discussion with the involved parties

fails, please follow the reporting process detailed on the website (https://www.wingate.edu/mygate-students/filing-a-complaint).

E XTERNAL C OMPLAINT R ESOURCES

Wingate University is committed to providing opportunities for student complaints to be received and resolved. Students with complaints that have not been resolved through the University's complaint processes may file a complaint through other avenues.

ACCREDITATION

Wingate University is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award baccalaureate, masters and doctorate degrees. Questions about the accreditation of Wingate University may be directed in writing to the Southern Association of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, GA 30033-4097, by calling (404) 6794500, or by using information available on SACSCOC’s website (www.sacscoc.org).

Students who file a complaint with the accrediting agency should follow the SACSCOC Complaint Procedure found here

NC POST-SECONDARY EDUCATION COMPLAINTS

The State Authorization Unit of the University of North Carolina System Office serves as the official state entity to receive complaints concerning post-secondary institutions that are authorized to operate in North Carolina. Complaints received against post-secondary institutions licensed in the state of North Carolina, including Wingate University, will be forwarded to the appropriate agency for action. If you are unable to resolve your complaint through Wingate's grievance procedures, please consult the NCPS-EC Student Complaint Policy. The complaint form can be found here. For more information, use the contact information below or visit the this website

North Carolina Office of Post-Secondary Education Complaints

C/O Student Complaints

223 S. West Street, Suite 1800 Raleigh, NC 27603 (919) 962-4550

NC DEPARTMENT OF JUSTICE

To file a complaint with the Consumer Protection Division of the North Carolina Department of Justice, please visit the State Attorney General’s web page. North Carolina residents may call (877) 566-7226. Outside of North Carolina, please call (919) 716-6000. En Español (919) 716-0058.

The complaint may be filed online NC Department of Justice Complaint Form. If you choose to mail a complaint, please use the following address:

Consumer Protection Division

Attorney General’s Office 9001 Mail Service Center Raleigh, NC 27699-9001

SARA-NC COMPLAINT PROCESS

Students living outside of North Carolina taking on-line courses may also choose to file a complaint through SARA-NC. SARA-NC is the portal for the state of North Carolina. Students should follow SARA North Carolina Student Complaint Process and use the SARA-NC Complaint form. The contact information for SARA-NC is:

SARA North Carolina

North Carolina State Education Assistance Authority P.O. Box 41349 Raleigh, NC 27629

Toll-free Telephone: (855) SARA-1-NC (727-2161) Telephone: (919) 248-4667, local Website: http://www.saranc.org/ Email: information@saranc.org

A student who is enrolled in 12 semester hours or more is considered a full-time student. A student who is enrolled for less than 12 semester hours is considered a part-time student.

S UMMER S ESSIONS

Wingate University offers two month-long summer sessions in June and July. During the June and July summer sessions, a student may complete up to seven credit hours per session. No tuition refunds are made during summer enrollment once classes have begun. Students may withdraw from summer school up to the announced deadline without an academic penalty.

The same high standards of the University are maintained, with regular faculty members serving as professors. Living accommodations and dining and recreation facilities are available (contact the Office of Campus Life for more information).

Housing is available to students interested in participating in an internship locally over the summer. Internships begin in June and finish the first or second week of August and must be credit-bearing. As a part of this program, on-campus housing is provided for a modest fee in addition to the cost of credit hours. To participate in this program students must be approved by the Office of Residence Life and Involvement and the Office of Career Services

S UMMER C REDIT P

Wingate University undergraduate students may take no more than a cumulative of nineteen credit hours over a single summer (including all sessions that occur between the spring and fall semesters); a maximum of fifteen credits is recommended. This includes all courses, whether taken as Wingate or transient credit. Courses taken elsewhere require advance approval by the Registrar’s Office. If courses taken elsewhere result in a student exceeding the limit of 19 credit hours in the summer, then the Registrar’s Office will contact the student to identify which classes will be transcripted. No exceptions will be made to this rule unless a student makes an appeal and agrees to pay the overload fee for each credit hour taken and transcripted above 19 credit hours.

T ITLE IX R ESOURCES

Any student who feels discriminated against, or who is a possible victim of sex discrimination, including sex-based harassment, is encouraged to seek help using the resources identified on the Wingate University website. All information can be found at: https://www.wingate.edu/title-ix

T RANSIENT S TUDY ( C OURSES TAKE N AT ANOTHER INSTITUTION )

Wingate students who wish to take a course or courses at another institution during the summer and transfer that credit to Wingate must obtain permission from the Office of the Registrar before taking the course. Likewise, permission must be obtained before enrolling for credit-by-exam. A student must have a cumulative 2.00 GPA to obtain permission to transfer non-Wingate credit back to Wingate University. According to degree requirements, the last 30 hours must be taken in residence at Wingate University. Courses taken at community colleges and other two-year schools are 100/200 level and may not be considered equivalent to Wingate’s 300/400 level courses. While transfer credits of grade “C” or higher are accepted from other institutions, course work taken at other institutions does not raise a Wingate student’s cumulative GPA. Coursework from other institutions will be considered in determining graduation honors designations, although cannot raise the Wingate average.

Second Language requirements: Students may receive credits for second language courses which the student has approved at another college or university, even if the language is not taught at Wingate University, under the following conditions:

• The courses are completed with a grade of “C” or better

• The courses are not continuing education courses

• The courses are offered by an accredited higher education program, college, or university

C O - R EGISTRATION

During pre-registration and registration for the fall and spring semesters, full-time undergraduate students will be allowed to coregister at area institutions provided that Wingate University does not offer the selected courses during the same semester. This registration process is initiated in the Office of the Registrar and requires the approval of the department chair or program coordinator. All students who are approved for transient study during the semester must be enrolled for a minimum of 12 credit hours at Wingate and will not be allowed to co-register elsewhere for more than six credit hours. An overload analysis will be made on the total number of semester credit hours taken at Wingate University added to the total number of semester credit hours taken simultaneously as transient study. Students taking credits above the 19 hours will be charged an overload fee that is set every spring for the following academic year

T RANSCRIPTS

The official academic record for each student is maintained in the Office of the Registrar. A student has access to the official record during normal office hours.

A student may receive copies of the official transcript by making a request through the National Student Clearinghouse for an electronic transcript or by making a written request by signing a release form in the Office of the Registrar. Unofficial transcripts can be printed by the student using the web-based student information system. Transcripts will not be released if the student’s account with the University is delinquent.

W ITHDRAWAL FROM THE U NIVERSITY

T EMPORARY L EAVE OF A BSENCE (TLA)

Wingate University recognizes that situations may arise when a student may want to voluntarily interrupt his or her academic studies. The University is committed to handling reasonable requests for leaves in a responsible manner.

A Temporary Leave of Absence (TLA) provides students the opportunity to leave during a semester, or, to take up to two semesters away without having to reapply to the University. The TLA is not designed for individual courses or for students planning to enroll elsewhere while away. The TLA allows the student eligibility to register for the upcoming semester’s courses during the designated time for his or her class. Students on a TLA are considered to be matriculating students and still enrolled. Students who do not return to Wingate University by the established deadline will automatically be converted to an unenrolled status into the next semester.

To be granted a Temporary Leave of Absence, a student (or immediate family member) must submit a TLA form to the Associate Director of Student Success. The Associate Director will recommend to the Registrar whether a temporary leave of absence is appropriate. Students must be in good academic and social standing with the University to be eligible to participate in this program. Those on academic suspension or community standards probation may not be eligible. Additionally, a student may not request more than two TLA’s in an academic career without permission for special circumstances from the Associate Director of Student Success, or a designee. If a TLA is initiated and approved within a semester, the student will receive “W’s”. All information must be received prior to the first day of exams in order to be considered.

A temporary leave of absence provides the student with the right to return to the University (in the semester following the leave of absence) without re-application. The student will be allowed to register for University courses at the time designated for his or her class (i.e., junior, senior, etc.) after approval for re-entry to the Associate Director of Student Success. Students who are granted a temporary leave of absence are subject to all University refund/repayment policies. Questions about

Title IV student loan deferment while on a temporary leave of absence should be addressed to the Office of Financial Planning.

M EDICAL L EAVE AND / OR L EAVE D UE TO M ENTAL H EALTH C RISIS

Medical leave is an option available to students who, for physical or psychological reasons, are unable to continue at the university. Appropriate medical and/or mental health evaluation is a required part of this process. To be granted a medical leave or withdrawal, a student (or immediate family member) must submit a request with supporting documentation to the Associate Director of Student Success. The Associate Director will recommend to the Registrar whether a medical leave of absence or withdrawal is appropriate. In certain cases, the university may initiate a medical leave, where medical or mental health practitioners or physicians recommend that it is not in the student’s or the community’s best interest for the student to continue at the university. Such leaves are reviewed and approved by the Associate Director in consultation with the Wingate University Behavioral Intervention Team.

A student who wishes to apply for return to campus after a medical leave of absence, including following a mental health crisis, must provide documentation pertaining to evaluation and/or treatment from a qualified healthcare professional and demonstrate successful engagement in productive activities while on medical leave. The Wingate University Behavioral Intervention Team will convene to evaluate the documentation and any other additional information provided by the student to substantiate their return to campus. The team will then determine whether the student may return to Wingate University, with or without any accommodations, or whether the medical leave should be extended.

A DMINISTRATIVE W ITHDRAWAL

The university may administratively withdraw a student if the student does not satisfy minimum expectations of academically-related activity and/or is not compliant with federal or state requirements for class attendance. Examples of student behavior that could result in an administrative withdrawal include, but are not limited to:

• Persistent failure to complete classroom assignments

• Habitual class absences

• Mid-semester grade reports indicating failing grades for all courses

• Failure to provide required documentation to meet federal or state regulations (as an example: medical records providing proof of immunizations)

Appropriate university officials (such as Associate Director of Student Success, and the Registrar) will investigate cases, seek input from the

student, and determine if an administrative withdrawal is necessary. Appeals of administrative withdrawals may be made to the Executive Director of Academic Advising within 48 hours of notification of the withdrawal action. The decision of the Executive Director of Academic Advising will be final.

Administrative withdrawal does not eliminate the student’s financial obligation to the university (see Return of Title IV Funds within the Refund/Repayment Policy for Traditional Undergraduate Students in the Academic Catalog).

As also indicated in other sections of the Academic Catalog, students may face interim removal and/or suspension from the university for failure to meet academic standards or for violations of the Code of Community Standards.

V OLUNTARY

Any student voluntarily leaving the University before the close of the term must withdraw officially. The student initiates the withdrawal procedure with the Registrar’s Office. The withdrawal form must be signed by representatives from Residence Life, Athletic Compliance, Financial Planning, and the Business Office. The withdrawal process is completed at the Business Office.

The deadline for withdrawal is stated in the University calendar. A student who withdraws by the deadline and has settled all accounts with the University will receive grades of “W” for the semester. A student who withdraws after the deadline will receive grades of “F” for the semester. In cases where extenuating circumstances warrant it, a student may receive grades of “W” from the University after the deadline has passed. The student who wishes to make this appeal should submit a letter and any other supporting documentation to the Executive Director of Academic Advising detailing the reason(s) for the request. If the appeal is accepted, the Registrar will change the semester grades from “F”s to “W”s. Appeals will only be considered for those students who complete the appeal process before the first day of the final exam period of the semester of voluntary withdrawal. Students who have questions about withdrawing or would like to begin the withdrawal process should contact the Registrar’s Office.

All Temporary Leaves of Absences or Withdrawals are initiated with the Director of the Wingate Online Degree program first before following the above outlined procedures and policies.

DESCRIPTION

A CCOUNTING (ACCT)

Accounting 253. Principles of Financial Accounting

Accounting as an information development and communication function that supports business decision making. Overview of the accounting cycle; impact of decisions on the financial statements, and introduction to financial reporting including preparation and analysis of financial statements.

Prerequisite: Sophomore standing or permission of the Dean of the School of Business

Credit: 3 hours (recommended Fall)

Accounting 254. Principles of Managerial Accounting

Use of accounting information in management planning, controlling, evaluating, and decision making. Specific topics include cost classification, behavior, allocation and accumulation; planning and control systems; budgeting; cost/volume/profit analysis; relevant costs; and responsibility accounting.

Prerequisite: ACCT 253

Credit: 3 hours (recommended Spring)

Accounting 313. Intermediate Accounting I

Overview of financial accounting and accounting standards. Specific topics include: conceptual framework of accounting, overview of accounting information systems, balance sheet, income statement, retained earnings statement, statement of cash flows, time-value of money, cash and receivables, inventories, and basic financial statement analysis. Includes an interactive financial accounting lab covering the mechanics of the accounting cycle and preparation of financial statements.

Prerequisite: ACCT 253 with grade of “C-” or higher Credit: 3 hours (Fall)

Accounting 314. Intermediate Accounting II

Continuation of Accounting 313. In-depth study of the accounting for property, plant and equipment, intangible assets, liabilities, stockholders’ equity, dilutive securities and earnings per share, investments, revenue recognition, and financial statement disclosures.

Prerequisite: ACCT 313

Credit: 3 hours (Spring)

Accounting 325. Cost Accounting

Review of cost terminology and behaviors. In depth study of overhead rates and allocations, budgeting including flexible and cash budgets, and absorption/variable costing. Topics covered include job order, process, and standard costing including variance, break-even and relevant cost analyses, responsibility accounting, performance measurement, and other emerging cost/management practices/topics.

Prerequisite: ACCT 254 & (ACCT 313 or ACCT 330) Credit: 3 hours (Spring)

Accounting

330.

Accounting Information Systems

Students will receive considerable hands on experience implementing, configuring, securing, and using accounting software. Course topics include – creating a chart of accounts, recording of: banking, accounts receivable, accounts payable, revenue, expenses and inventory transactions, as well as generating periodic financial statements.

Prerequisite: ACCT 253 & BUS 111 Credit: 3 hours. (Fall)

Accounting 411. Special Topics in Accounting

Special topics relating to financial accounting, managerial accounting, auditing, or income tax. May be taken at the junior or senior level and up to three times as topics will vary.

Prerequisite: Permission of the Dean of the School of Business

Credit: 3 hours

Accounting 421. Advanced Accounting Topics and Financial Statement Analysis

Financial statements and financial accounting from a user’s perspective. Introduction to selected advanced accounting topics such as fair value accounting while focusing on financial statement reading and analysis. Business valuation concepts are central to the analysis and spreadsheet modeling is used throughout the course.

Prerequisite: ACCT 313 or permission of the Dean of the School of Business Credit: 3 hours (Fall)

Accounting 426. Volunteer Income Tax Assistance

Program

This course will focus on providing students with practical experience serving in a Volunteer Income Tax Assistance (VITA) program. Students will schedule time at an external location and come together once a week to share experiences and key learnings. Students will also complete weekly discussion forums that will relate to timely topics. Students will complete other activities (such as maintaining a weekly journal and creating a portfolio of key learnings) to assist with documenting their experiences. A reflective assignment will be completed by students that can then be shared with Wingate University’s Collaborative for the Common Good in order to help share with others our work for the community. Finally, feedback will be collected from VITA program representatives (both internal and external), shared with students as appropriate, and documented/reviewed to help with continuous improvement of the course.

Prerequisites: ACCT 253 & permission of professor

Credit: 3 hours

Accounting 427. Federal Income Tax I

An introduction to federal income taxation of individuals and business entities from a planning perspective. Tax concepts related to common individual and business decisions are emphasized.

Prerequisite: ACCT 253

Credit: 3 hours (Spring)

Accounting 431. Auditing

Auditing theory and practice. Topics include reports of financial statements; auditing concepts; risk assessment, materiality, and evidential matters; planning the audit and understanding internal controls; auditing business cycles; fraud; test of controls; substantive tests; evaluating audit documentation; and completing the audit.

Prerequisite: ACCT 314 or permission of Dean of the School of Business

Credit: 3 hours (Spring)

Accounting 498. Independent Study

Requires consent by the Dean of the School of Business. Must be approved and supervised by a faculty member.

Credit: 3 hours

Accounting 499. Internship

Internship in accounting. Requires consent of the Dean of the School of Business. Must be approved and supervised by a faculty member.

Credit: 3/6 hours+

A GRICULTURAL F OOD S YSTEMS (AGR)

Agricultural Food Systems 116 Introduction to Agroecology (BIO 116)

A multi-disciplinary approach of applying ecological principles to the analysis and management of agricultural systems. Field trips to farms will be included. Three hours lecture, three hours lab.

Credit: 4 hours

Agricultural Food Systems 203. Animal Science (BIO 203)

This course will introduce the principles of animal agriculture and management. Focus will include the biological fundamentals of animal development, inheritance, animal breeds, animal physiology, and reproduction as it relates to the animal industry and products. Three hours lecture, three hours lab.

Credit: 4 hours

Agricultural Food Systems 235. Scientific Literacy & Communication

Explores the basics of scientific literacy including the use of searchable databases, experimental design, methods, and introductory biological statistical analysis. This course will include developing skills to think critically, or “think like a scientist” and utilize all aspects of the scientific method. Involves learning to read scientific literature and communicating findings in various formats such as, but not limited to layman’s abstracts, formal scientific abstracts, and oral and poster presentations using current topics in agriculture. Discussion on the importance of scientific research data and communication of research findings along with its role in social media and scientific literacy is emphasized.

Credit: 2 hours

Agricultural Food Systems 335. Contemporary Issues in Agriculture (BIO 335)

This course is designed to educate students about major issues in the food, agricultural, and natural resource sciences and to expose students to a variety of methods used to critically evaluate contentious issues and effectively communicate, inform, and influence decisions made about these issues.

Credit: 3 hours

Agricultural Food Systems 435. Community Food Systems

This course relies on a project-based approach to explore a particular field within food systems. Students will develop a service learning or community engagement project based on their interests in food systems.

Credit: 3 hours

Agricultural Food Systems 499. Food Systems Internship

This course will introduce students with experiential opportunities to learn more about the different aspects of food systems. Student will be placed in three to four-week rotations with various community partners to better understand how each partner is involved in the process of providing food to the community.

Credit: 4 hours

American Sign Language 101. Elementary American Sign Language I

The first elementary course in the two-semester course sequence for American Sign Language. The sequence satisfies the University’s second language requirement for B.S. degree programs. ASL is taught using a communicative approach with the majority of class time spent using the language to develop the necessary skills to communicate effectively at an elementary level. Study of deaf culture plays an integral role.

Credit: 3 hours

American Sign Language 102. Elementary American Sign Language II

The second elementary course in the two-semester course sequence for American Sign Language. The sequence satisfies the University’s second language requirement for B.S. degree programs. ASL is taught using a communicative approach with the majority of class time spent using the language to develop the necessary skills to communicate effectively at an elementary level. Study of deaf culture plays an integral role.

Prerequisite: ASL 101

Credit: 3 hours

American Sign Language 201. Intermediate American Sign Language I

Reinforcement and progressive oral and expressive/receptive skills and practice of American Sign Language through discussions of contemporary issues pertinent to students’ lives. Application of ideas and issues studied through guided and unguided compositions.

Prerequisite: ASL 102

Credit: 3 hours

American Sign Language 202. Intermediate American Sign Language II

This course continues to build on an extensive vocabulary and usage focus, as used to communicate on formal and informal registers. It compares and contrasts American mainstream and the world of deaf culture, including nuisances and sociological behaviors. There will be practice telling and analyzing short stories. It provides reinforcement and progressive oral and expressive/receptive skills and practice of American Sign Language through discussions of contemporary issues pertinent to students’ lives. Application of ideas and issues will be studied through guided and unguided compositions.

Prerequisite: ASL 201

Credit: 3 hours

A RT (ART)

Art 105. Drawing Fundamentals (Fine Arts)

Introduction to drawing media and techniques with an emphasis on drawing as a process of intense visual observation. Elements of line, value, scale, proportion and composition studied and practiced.

Credit: 4 hours

Art 108. Studio Art for Non-Majors-2D (Fine Arts)

Introduction to elements and principles of two-dimensional design. Projects will explore the elements of line, shape, value, texture, color and methods of organizing elements into a unified composition. A variety of media will be used.

Credit: 2 hours

Art 109. Studio Art for Non-Majors- Clay (Fine Arts)

Introduction to basic hand building techniques with clay. Students practice and become familiar with the ceramic techniques of Native Americans as well as the ancient civilizations of Europe and Asia. Projects encourage thinking individually and creatively about pottery making.

Credit: 2 hours

Art 110. Focus on Visual Arts (Fine Arts)

Introduction to the visual arts, including creative processes in both two and three dimensional media. Students will also gain an appreciation of the role art plays in their lives, and its importance to societies past and present. Lecture format.

Credit: 2 hours

Art 115. Basic Photographic Techniques (Fine Arts)

Fundamentals of making better photographs. Practical experience includes photographic principles, camera operation, camera handling techniques, and composition. Students will explore creative approaches to their own personal photography through a series of projects under the professor’s guidance. A digital point-and-shoot camera is required. More advanced cameras also qualify. No darkroom work.

Credit: 2 hours

Art 202. Painting (Fine Arts)

Exploration of materials, techniques, and problems of painting using either oil or acrylic media. Emphasis on representational subject matter including still life and landscape.

Credit: 4 hours (Fall)

Art 203. Ceramics (Fine Arts)

Exploration of hand building with clay. This class explores the creative possibilities of using stoneware clay and working at the studio table, to design a number of interesting projects. A variety of techniques such as slab work, pinch pot and coil pot methods are part of the syllabus. Wheel throwing concepts introduced. Glaze experimentation make final projects unique.

Credit: 4 hours

A MERICAN S IGN L ANGUAGE (ASL)

Art 204. Art Therapy Methods (Fine Arts)

This course will explore methods and techniques that will be useful in the studio work of art therapists. Projects are designed to heighten perception and sensory awareness. Combining an open studio and thematic approach, experientials will be used to explore personal and artistic identity, and facilitate an understanding of the art-making processes that art therapists employ.

Credit: 1 hour

Art 206. Watercolor (Fine Arts)

Exploration of uses and techniques of watercolor painting. Exercises using wash, wet-in-wet, color overlay, and special effects. Painting projects will range from figurative to abstract compositions. Portfolio of watercolor compositions required. Course is repeatable for credit up to 6 hours.

Credit: 2 hours (Spring)

Art 207. Surface Design: Dyes & Pigments (Fine Arts)

Fundamentals of surface design through the use of direct and immersion dyes, batik, stamping and stenciling tools, marbling, and shibori. Experimentation with dyes and pigments on natural fibers. Course is repeatable for credit up to 6 hours

Credit: 2 hours (Fall)

Art 214. Jewelry (Fine Arts)

Introduction to basic jewelry design and fabrication. Students learn cultural beading techniques. A study of general wire, beaded jewelry, and beading techniques will be covered. Course is repeatable for credit up to 4 hours. May be taken twice for credit.

Credit: 2 hours

Art 225. Photography: Process and Practice

Exploration of photographic theory, techniques and equipment. Emphasizes the use of the 35 millimeter camera as a creative and expressive tool. Studio work includes darkroom experience in developing and printing black and white film. Student must have 35mm manually adjustable camera. Some cameras are available for loan via application to professor. Lab fee.

Credit: 4 hours

Art 230. Graphics/Digital Design (Fine Arts)

Introduction to the use of the computer as a tool for fine and graphic arts applications. Computer design concepts, terminology and processes explored. Foundations of Adobe Photoshop practiced to compose, edit and retouch images. Visual problem solving in combining image and type.

Prerequisite: ART 108 or portfolio showing previous experience in graphic art

Credit: 4 hours

Art 302. Advanced Painting (Fine Arts)

Advanced study of painting techniques in oils or acrylics. Emphasis on individual and creative approaches to medium, composition, subject matter and personal expression. Thematic painting series required. Course is repeatable for credit up to 6 hours.

Prerequisite: ART 202

Credit: 2 hours (Spring, odd years)

Art 303. Ceramics: Wheel (Fine Arts)

Exploration of potter’s wheel techniques. Wheel throwing fundamentals such as: Centering, making handles, making lids, and plates are practiced. Glaze application and the mixing of glaze ingredients learned. Firing kilns give students the opportunity to know the total process of making pottery from start to finish. Course is repeatable for credit up to 6 hours.

Prerequisite: ART 109 or ART 203

Credit: 2 hours

Art 309. Mixed Media (Fine Arts)

Exploration of mixed media techniques with an emphasis on development of individual creative process and expression. Students work with a combination of papermaking, drawing, painting, wood, and collage. Both representational and non-objective subject matter encouraged. Course is repeatable for credit up to 6 hours

Credit: 2 hours (Fall, odd years)

Art 315. Advanced Sculpture (Fine Arts)

Advanced explorations of sculpture technique focusing on one major sculptural method. Emphasis on craftsmanship and development of personal expression. Course is repeatable for credit up to 6 hours.

Prerequisite: ART 109 or ART 230

Credit: 2 hours (Fall, odd years)

Art 326. Digital Photography (Fine Arts)

Advanced photographic work emphasizing the use of digital technologies in the photographic process. Includes aspects of digital capture, editing, and output, using Photoshop techniques in the production of finished images for creative and commercial purposes. Studio course. Students provide 6 MP digital camera. For exceptions to prerequisites, consult with professor.

Prerequisite: ART 115

Credit: 4 hours (Spring)

Art 331. Logos & Letterforms (Fine Arts)

A digital studio course in the study of logos, letterforms and typographic concepts as elements of graphic communication. Design processes practiced to develop vector graphic logos and symbols using Adobe Illustrator. Course is repeatable for credit up to 6 hours.

Prerequisite: ART 230

Credit: 2 hours (Fall, even years)

Art 332. Page Design (Fine Arts)

Page design concepts explored for the creation of single and multiple page graphic documents. Integration of type, images and other design elements practiced. Computer skills in industry standard Adobe InDesign will be developed. Professional file preparation procedures for print and web practiced. Course is repeatable for credit up to 6 hours.

Prerequisite: ART 230

Credit: 2 hours (Fall, odd years)

Art 341. Relief Printmaking (Fine Arts)

Exploration of relief printmaking processes including linoleum cuts, wood cuts and monoprints. Image development and printing of small editions required. Lab fee. Course is repeatable for credit up to 6 hours.

Prerequisites: ART 105 & ART 111

Credit: 2 hours (Fall)

Art 370. Art Internship

A program of work/study, academic and/or studio, off campus at an established art facility or professional artist’s studio. Choices will include area museums, galleries, photography studios, graphic design establishments, fashion design, interior design business, etc. The internship will be tailored to area of specialization of each individual student. Course is repeatable for credit up to 12 hours.

Credit: 2 hours

Art 404. The Creative Process-Research Methods for Artists (Fine Arts)

Research methods appropriate to the development of individual visual expression explored. Topics include idea generation, sketchbook explorations, media research, and practice with collecting, processing & filtering content.

Credit: 2 hours (Spring)

Art 470. Independent Study (Fine Arts)

Specialized research or studio work selected by student with approval and supervision by art faculty member.

Credit: 1-4 hours

Art 491. Special Topics in Studio Art (Fine Arts)

Variable course designed to offer students experiences with art media & techniques which are outside of established curriculum. Specific course description to be announced as course is offered. Repeatable with different topics.

Credit: 2 hours

B IOLOGY (BIO)

Biology 101. Introductory Cell Biology

The course will provide introductory coverage of the basic cellular concepts with emphasis placed on cellular structure and function, basic chemistry as it relates to biological organisms, scientific method, cellular membranes and transport, cellular replication, inheritance, cellular energetics, biomolecules, and cellular diversity. Laboratory will consist of a course undergraduate research experience, with students participating a project-based laboratory. Three hours lecture, three hours lab.

Credit: 4 hours

Biology 103. Introductory Ecology and Evolutionary Biology

An Introduction to the foundational concepts of ecology and evolution of organisms and how ecology and evolution impact daily life. Topics covered include Biodiversity, Population Ecology, Speciation, Population Genetics, Community Ecology, Natural Selection and Evolution, Animal Behavior, Conservation Biology and Climate Change are covered. Paired with field and inquiry-based laboratory activities. Discovery based learning as a 100-level science course intended for Biology majors, minors, and non-majors. Three hours lecture, three hours lab.

Credit: 4 hours

Biology 105. Microbe Hunters – Antibiotic Discovery

Covers an introduction to basic biological concepts (central dogma, biological chemistry, cell structure and function) taught through the lens of microbes and antibiotic resistance. Broader concepts include the meaning of disease, how that meaning has changed over time, and the implications of widespread antibiotic resistance for society. This is a research-based discovery course in which students participate as part of an international consortium of undergraduates at other colleges. Students will isolate and characterize antibiotic-producing bacteria from the environment using modern molecular biological techniques and submit their data to a global database.

Credit: 4 hours

Biology 107. Plants and People

Addresses the interrelationships between plants and people. Includes a survey of the past, present, and future uses of plants, and the role of conservation biology in the preservation of plant resources. Three hours lecture. For non-Biology majors only

Credit: 3 hours

Biology 110. Bugs and Us: Exploring the Fascinating World of Insects

Welcome to Bugs and Us, where we'll take a magnifying glass to the tiny critters that share our planet and, often, our homes! In this course, we'll embark on a thrilling journey through the captivating world of insects as food (entomophagy), pollinators, public health pests, structural and agronomical pests, insects in history, and the art of analyzing and communicating scientific data. Get ready for an adventure filled with discovery, intrigue, and a newfound appreciation for the incredible creatures that share our world. For non-majors only

Credit: 3 hours

Biology 115. Environmental Biology (ENV 115)

Basic concepts of ecosystem structure and function, and varieties of interactions in the environment. Problems of energy and energy flow, resources, disruptive influences, and man’s response and responsibility. Three hours lecture with lab.

Credit: 3 hours

Biology 116. Introduction to Agroecology (AGR 116)

A multi-disciplinary approach of applying ecological principles to the analysis and management of agricultural systems. Field trips to farms will be included. Three hours lecture, three hours lab.

Credit: 4 hours

Biology 120. Human Biology

Study of the physiology of living organisms, with emphasis on human physiology. Includes an overview of growth and development, physiological control, reproduction and genetics. Three hours lecture, three hours lab. For non-Biology majors only

Credit: 4 hours

Biology 125. Reproductive Health

Introduction to the human reproductive system. Includes comparative anatomy, gonadal function in the adult, hormone regulation, puberty, fertilization, establishment of a pregnancy, fetal development, parturition, lactation, reproductive aging, assisted reproductive techniques, and reproductive health issues. Three hours lecture, three hours lab. For non-Biology majors only

Credit: 3 hours

Biology 140. Human Genetics

Principles of classical and molecular genetics as applied to the human organism. Medical genetics and chromosomal disorders. Modern genetic manipulation. Three hours lecture, three hours lab. For nonBiology majors only.

Credit: 4 hours

Biology 200. Zoology

Survey of the biology of the major groups of animals. Phylogenetic relationship is basis for examination of major patterns of structure, physiology, behavior, and natural history. Laboratory includes field work. Three hours lecture, three hours lab.

Prerequisites: (BIO 101 & BIO 103) OR (BIO 101 & BIO/ENV 115) with grade of “C-”or higher

Credit: 4 hours

Biology 201. Molecular Foundations of Genetics

Flow of genetic information across generations, including central dogma of genetics DNA replication, RNA transcription, protein translation cellular response to stimuli, mitosis, meiosis, and genetic disorders. Genetic techniques such as genetic screens, molecular cloning, and CRISPR. Laboratory will include a course undergraduate research experience, with students gaining skills in both bioinformatic analysis and wet laboratory techniques.

Prerequisites: (BIO 101 & BIO 103) OR (BIO 101 & BIO/ENV 115) with grade of “C-” or higher

Credit: 4 hours

Biology 203. Animal Science (AGR 203)

This course will introduce the principles of animal agriculture and management. Focus will include the biological fundamentals of animal development, inheritance, animal breeds, animal physiology, and reproduction as it relates to the animal industry and products. Three hours lecture, three hours lab.

Credit: 4 hours

Biology 205. Plant Biology

Evolution of the plant kingdom and related organisms with a focus on life cycles; ecology and adaptation; structure and function; growth and development; medical and economic significance. Three hours lecture, three hours lab.

Prerequisites: (BIO 101 & BIO 103) OR (BIO 101 & BIO/ENV 115) with grade of “C-” or higher

Credit: 4 hours

Biology 211. Principles of Anatomy and Physiology I

Fundamental principles of human anatomy and physiology with emphasis on gross and microscopic anatomy and physiology of the human integumentary, skeletal, muscular, nervous, endocrine system. May serve as a prerequisite for Allied Health programs such as Nursing. Three hours lecture, three hours lab. May not be counted towards the major or minor in Biology.

Prerequisite: BIO 101 with grade of “C-” or higher

Credit: 4 hours

Biology 212. Principles of Anatomy and Physiology II

Fundamental principles of human anatomy and physiology with emphasis on gross and microscopic anatomy and physiology of human circulatory, lymphatic, immune, respiratory, digestive, urinary, and reproductive systems and fundamentals of metabolism, nutrition, and acid-base and fluid / electrolyte balance. May serve as a prerequisite for Allied Health programs such as Nursing. Three hours lecture, three hours lab. May not be counted towards the major or minor in Biology.

Prerequisite: BIO 101 & BIO 211 with grade of “C-” or higher

Credit: 4 hours

Biology 230. Principles of Microbiology

General biology of microbial cell structure, physiology, metabolism, genetics, basic virology, microbe-human interactions, disease pathogenesis, and fundamental immunology will be explored. Laboratory includes the use of classical microbiological techniques including culturing, microscopy, staining, and aseptic technique; evaluation and identification of pure microbial cultures, and investigation of the human microbiome. Appropriate for students in allied health fields, such as nursing or occupational therapy Three hours lecture, three hours lab. May not be used towards major or minor in Biology.

Prerequisite: BIO 101 & (CHEM 101 or CHEM 102) with grade of “C-” or higher; OR permission of professor

Credit: 4 hours

Biology 235. Scientific Literacy and Communication

Explores the basics of scientific literacy including the use of searchable databases, experimental design, methods, writing and presenting science, and introductory biological statistical analysis. This course will include developing skills to think critically, or “think like a scientist” and utilize all aspects of the scientific method. Involves learning to read scientific literature and communicating findings in various formats such as, but not limited to layman’s abstracts, formal scientific abstracts, and oral and poster presentations using current topics in medicine, biological, and environmental sciences. Discussion on the importance of scientific research data and communication of research findings along with its role in social media and scientific literacy is emphasized.

Prerequisites: Sophomore standing. (BIO 101 and/or BIO 103 with grade of “C-” or higher)

Credit: 2 hours

Biology 300. Ornithology

Integrated lecture/laboratory/field study examining the anatomy, physiology, identification, and natural history of birds. Students are expected to supply their own binoculars. Three and one-half hours per week of lecture/laboratory/field study.

Prerequisite: Junior or Senior standing BIO 101 & (BIO 200 or BIO 205) with grade of “C-” or higher

Credit: 3 hours

Biology 302. Invertebrate Biology

This course will provide the student with an evolutionary progression of taxonomic characteristics of invertebrates, a basic understanding of the anatomy, natural history, and ecology of selected invertebrates.

Prerequisite: BIO 201 & (BIO 200 or BIO 205) with grade of “C-” or higher

Credit: 3 hours

Biology 311. Integrated Anatomy and Physiology I

This course is the first half of a two-course sequence that focuses on the intricate physiological mechanisms that govern development and growth, integration and coordination, and the maintenance and regulation of homeostasis. Special emphases will be given to control systems, compartmentation, membrane dynamics, structural design, muscle mechanics, and the integration of function. Laboratory sessions will focus on the relationship between structure and function, through histological examination of animal tissues and detailed dissections of mammalian organs, systems, and whole organisms. In addition, students will investigate the underlying physiological processes of major body systems through inquiry-based physiological experiments and analysis of scientific literature. BIO 311 and BIO 311L are corequisites and must be taken in the same semester.

Prerequisite: BIO 201 & (BIO 200 or BIO 205) with grade of “C-” or higher; OR permission of professor

Credit: 4 hours

Biology 312. Integrated Anatomy and Physiology II

This course is the second of a two-semester sequence that builds on principles from Biology 311. It focuses on cellular communication and feedback mechanisms associated with the endocrine system used by cells, tissues, organs and interactions between multiple body systems to maintain homeostasis. Special emphasis will be placed on water, ion, nutrient, and metabolic balance, blood and hemodynamics, immune responses, respiration and gas exchange, chemical and physical digestion, waste excretion, and reproduction. The laboratory session will focus on how structure relates to physiological function through histological identification and detailed dissection of mammalian organs and tissues. In addition, students will investigate the underlying physiological processes of major body systems through inquiry-based physiological experimentation and analysis of scientific literature. BIO 312 and BIO 312L are corequisites and must be taken in the same semester.

Prerequisites: BIO 311 with grade of “C-” or higher

Credit: 4 hours

Biology 315. Human Anatomy and Physiology

Anatomy and physiology of human organ systems. Laboratory includes whole organ and whole animal dissections, and measurements of physiological processes. Three hours lecture, three hours lab. This onesemester course serves as a prerequisite for graduate professional programs that require only 4 credit hours of Human Anatomy and Physiology, such as Pharmacy.

Prerequisites: BIO 101 & CHEM 101 with grade of “C-” or higher

Credit: 4 hours

Biology 320. Microbiology

Biology of microorganisms with emphasis on microbial cell structure, physiology, metabolism, genetics, medical and ecological importance, basic virology and immunology. Laboratory includes the use of classical techniques including culturing, microscopy, staining, and aseptic technique; evaluation of microbial samples – pure, and environmental. Three hours lecture, three hours lab.

Prerequisite: BIO 201 & (BIO 200 or BIO 205) with grade of “C-” or higher; OR permission of professor

Credit: 4 hours

Biology 330. Marine Biology and Oceanography (ENV 330)

Study of the Earth’s marine life and ocean ecosystems; ecological relationships among different forms of sea life and their interactions with the physical environment of the world’s oceans.

Prerequisite: Junior or Senior standing. BIO/ENV 115 OR (BIO 200 or BIO 205) with grade of “C-” or higher

Credit: 3 hours

Biology 335. Contemporary Issues in Agriculture (AGR 335)

This course is designed to educate students about major issues in the food, agricultural, and natural resource sciences and to expose students to a variety of methods used to critically evaluate contentious issues and effectively communicate, inform, and influence decisions made about these issues.

Credit: 3 hours

Biology 340. Advanced Molecular Biology

This course delves into the intricacies of genetic information flow, cellular processes, and the molecular basis of life. Topics include the structure and function of nucleic acids, maintenance of the genome, regulation of gene expression in prokaryotic and eukaryotic organisms, and how these processes govern cellular activity. The course features discussions of primary literature with an emphasis on data analysis and experimental design. The laboratory consists of a course undergraduate research component where students utilize recombinant DNA technology to answer basic scientific questions.

Prerequisite: BIO 201, (BIO 200 or BIO 205), & CHEM 102 with grade of “C-” or higher; CHEM 201 recommended Credit: 4 hours

Biology 355. Animal Behavior

Animal communication, development of behavior, animal-plant interactions, adaptations, and other fundamental topics in ethology will be explored. Standard lecture and student participation in scientific article discussions in the field of animal behavior. Designing, conducting, analyzing, and presenting group research projects involving animal behavior and presenting results to class in various formats. This course is designed for upper level advanced biology majors and will both introduce many new aspects of animal behavior while reinforcing major topics from other Biology courses. Active participation and attendance in class meetings, discussions, and lectures is essential and mandatory.

Prerequisite: BIO 201 & (BIO 200 or BIO 205) with grade of “C-” or higher

Credit: 3 hours

Biology 360. Parasitology

Principles of veterinary and medical parasitology. Diagnosis and treatment of parasitic infection. Taxonomy and anatomy of parasitic organisms.

Prerequisite: BIO 201 & (BIO 200 or BIO 205) with grade of “C-” or higher; Microbiology strongly recommended

Credit: 3 hours

Biology 365. Herpetology

Introduction to the study of amphibian and reptile diversity, life history, ecology, and evolution using a phylogenetic approach, with an emphasis on North Carolina herpetofauna. This course will include required local and regional field excursions and short-term research studies. In addition, this course will include scientific journal discussions relevant to the field of herpetology. Three hours lecture. For Biology/ Environmental Biology majors only.

Prerequisites: Junior or Senior standing BIO 201 & (BIO 200 or BIO 205) with grade of “C-” or higher; OR permission of professor

Credit: 3 hours

Biology 370. Field Botany

Focus on plant family characteristics using a phylogenetic approach, nomenclature, structural characteristics, and identification of species using a dichotomous key. Laboratory emphasizes identification of regional flora focusing on gymnosperms and angiosperms. Three hours lecture, three hours lab.

Prerequisites: Junior or Senior standing BIO 201 & (BIO 200 or BIO 205) with grade of “C-” or higher

Credit: 4 hours

Biology 380. Advanced Cell Biology

Study of advanced cell structure and mechanisms that regulate cell function. Topics include protein trafficking, signal transduction, and cellular migration, cell cycle control and apoptosis, & stem cells, differentiation and gene regulation with an emphasis in health and disease. Laboratory will utilize current methodologies for the manipulation, purification, identification, and functional analysis of cellular components.

Prerequisite: BIO 201 & (BIO 200 or BIO 205) with grade of “C-” or higher

Credit: 4 hours

Biology 390. Applied Environmental Microbiology

Theory and application of environmental microbiology. Basic principles of microbiology are applied to the study of microbial ecology in aquatic and terrestrial ecosystems, and microbial interactions within organismal populations. Laboratory course explores current techniques in studying microbial ecology. Three hours lecture, three hours lab.

Prerequisites: BIO 320, CHEM 101, & CHEM 102 with grade of “C-” or higher; OR permission of professor

Credit: 4 hours

Biology 401. Ecology

Patterns of distribution and abundance of organisms, stressing quantitative evaluation of population dynamics, community structure, and ecosystem relations. Energetics and reproductive success are unifying principles. Three hours lecture, three hours lab.

Prerequisite: BIO 201 & (BIO 200 or BIO 205) with grade of “C-” or higher

Credit: 4 hours

Biology 402. Virology

Introduction to basic principles of virology, including virus-host interactions (in particular bacterial and eukaryotic hosts), viral diseases, oncoviruses, methods of studying viruses and impact of viruses on human society.

Prerequisite: BIO 201 & (BIO 320 or BIO 340) with grade of “C-” or higher

Credit: 3 hours

Biology 405. Biology Seminar

Selected topics in biology involving student presentations and discussions. Capstone course in the major. Two hours lecture.

Prerequisite: Permission of professor

Credit: 3 hours

Biology 410. General Entomology

Focus on the evolution, diversity, behavior and physiology of insects. The laboratory component focuses on identification of insects to the ordinal and family level, and will include a collection of at least 75 specimens, prepared and mounted via professional methods.

Prerequisite: BIO 201 & (BIO 200 or BIO 205) with grade of “C-” or higher; or permission of professor

Credit: 4 hours

Biology 412. Physiology of Reproduction

Functional and anatomical processes that control reproduction in mammals and avian species. Laboratory will include gross anatomical dissection and microscopic study of the male and female reproductive system, studies of endocrinology associated with embryonic development and pregnancy, palpation and ultrasonography of pregnancy, and reproductive management of mammals. Three hours lecture, three hours lab.

Prerequisite: BIO 312 with grade of “C-” or higher

Credit: 4 hours

Biology 413. Pathophysiology

A conceptual course focusing on underlying principles of pathophysiology. Course topics will include cell injury, inflammatory processes, neoplasia, metabolic disturbances, pain, degenerative processes, and general dysfunction of organ systems.

Prerequisite: BIO 312 & (BIO 320 or BIO 340) with grade of “C-” or higher

Credit: 3 hours

Biology 414. Animal Physiology

Comparative study of the diverse functional characteristics of invertebrate and vertebrate organisms; special emphasis given to physiological adaptations to aquatic and terrestrial environments. Topics include temperature acclimation, osmoregulation, excretion, circulation and respiration. Laboratory includes computer assisted analysis of physiological mechanisms using animal models’ systems. Three hours lecture, three hours lab.

Prerequisite: BIO 312 with grade of “C-” or higher or permission of professor

Credit: 4 hours

Biology 415. Histology

Microscopic anatomy and identification of cells, tissues, and organs; introduction to histological techniques and preparation. Three hours lecture, three hours lab.

Prerequisite: BIO 312 with grade of “C-” or higher

Credit: 4 hours

Biology 420. Immunology

Integrated study of the immune system including the molecules, cells, and tissues that coordinate the development, activation, effector functions, and regulation of an immune response. Connections to disease models and applications of immunological techniques will be emphasized. Three hours lecture.

Prerequisites: BIO 340 or BIO 380 with grade of “C-” or higher

Credit: 3 hours

Biology 424. Biochemistry (CHEM424)

Structure and function of proteins, carbohydrates, and lipids. Pathways of intermediary metabolism; thermodynamics, and regulation of ratelimiting enzymes. Signal transduction across membranes, and integration and regulation of metabolism. Three hours lecture.

Prerequisites: BIO 101 & CHEM 201 with grade of “C-” or higher; BIO 340 highly recommended

Credit: 3 hours

Biology 430. Wildlife Management (ENV 430)

Basic principles of wildlife management; study of how wildlife populations are maintained in natural and disturbed communities.

Prerequisite: (BIO/ENV 115 or BIO 101) & (BIO 200 or BIO 205)

Credit: 3 hours

Biology 441-444. Directed Research

Individual study of a topic of interest and concern to the student. May involve directed reading and/or experimental work in consultation with and supervision by a biology faculty member. May be repeated for credit (with approval of biology faculty). Offered on demand.

Prerequisites: 2.0 GPA & approval of Biology Chair and Dean of the College of Arts and Sciences 30 days prior to study

Credit: 1-4 hours

Biology 445. Teaching Assistantship in Biology

The course is designed to encourage Biology majors to enroll as a Supplemental Instructor or Laboratory Assistant to gain teaching assistant experience. Students must have made an A or B in the course of interest. May be repeated for a maximum of 6 credit hours.

Prerequisite: Overall 3.0 GPA & permission of professor

Credit: 1-2 hours

Biology 450. Evolutionary Biology

Principles of modern evolutionary thought; an investigation of the molecular mechanisms, patterns, and consequences of genetic change at the cellular, organismic, and population level.

Prerequisite: BIO 340 with grade of “C-” or higher

Credit: 3 hours

Biology 460. Neurobiology

The study of core operational principles of the nervous system with special emphasis on the cellular and molecular mechanisms in the organization and functions of the nervous system. Topics include membrane potentials, neuronal circuits, synaptic structure and transmission, signal transduction, sensory systems, development and plasticity, learning and memory, and neurological diseases. Laboratory component examines the gross anatomy and microscopic study of the central nervous system, computer-assisted neurophysiology experimentation and a semester long behavior project. Three hours lecture, three hours lab.

Prerequisite: BIO 312 with grade of “C-” or higher OR permission of professor

Credit: 4 hours

Biology 480. Cancer Biology

Study of cell and molecular processes altered by genetic, epigenetic, and micro environmental changes that contribute to cancer initiation, tumor development, and its progression into a metastatic disease. These topics will be evaluated in alignment with the Hallmarks of Cancer as established by Hanahan and Weinberg to determine the cellular changes that are required in order for a cancer cell to thrive. Implications to cancer prevention, diagnosis, and treatment explored through primary literature.

Prerequisite: BIO 380 with grade of “C-” or higher

Credit: 3 hours

Biology 491-494. Special Topics in Biology

Special topics of interest in Biology.

Prerequisites: Junior or Senior standing & permission of professor

Credit: 1-4 hours

Biology 497. Exit Examination

Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours

Biology 499. Biology Internship

Field experience in biology through internship or volunteer opportunity. An acknowledged learning agenda between the supervisor and student is recognized; the student and supervisor will set goals to be met during the internship.

Prerequisites: 2.0 GPA & approval of Biology Chair and Dean of the College of Arts & Sciences

Credit: 4 hours

B USINESS (BUS)

Business 105. Business, Society, and Sustainability

This course considers the role of business in society from a JudeoChristian, capitalistic and free market perspective, educating women and men in service to others. This class is comprised three areas: faith exploring the vocation of a business leader and a philosophical and ethical framework incorporating virtues, fairness, and equity; knowledge studying the functional areas of business, accounting, finance, economics, management, marketing, strategy, and sustainability; and service incorporating an experiential learning project and reflections.

Credit: 3 hours

Business 111. Business Applications

Students in this course will learn important business application skills, based around Microsoft Office-related technologies. Students will take a hands-on approach to learning business application concepts and skills through completing engaging projects. There will be projects throughout the course that will help students master important skills and concepts related to business application integration. The projects progress in difficulty, culminating in a Capstone Project that brings the skills gained in the previous projects together into one combined project.

Credit: 3 hours

Business 209. Business Ethics

This course aims to cultivate a robust moral imagination and engage with issues facing our world today. Students will identify sources for personal and communal values, appreciate the ways individuals and multinational corporations decide what is ethical, and engage with current ethical dilemmas in business across the globe. Students will develop abilities to recognize and appreciate the strengths and limitations of different ethical perspectives and their application to real life situations encountered in the business world.

Credit: 3 hours

Business 305. Legal Environment of Business

General principles of law applicable to the business setting and how they are integrated into the business environment by way of problem solving and decision making. Course only available to junior and senior business majors.

Credit: 3 hours

Business 308. Business Statistics

Development of analysis techniques designed to promote sound decision making. Business applications involving Descriptive Statistics; Probability Theory; Interval Estimation; Hypothesis Testing; Linear Regression and Analysis of Variance are explored with an equal emphasis on understanding manual calculations and interpreting computer solutions using Microsoft Excel.

Prerequisite: MATH 117 or MATH 120

Credit: 3 hours

Business 323. Production and Operations Management

A medley of quantitative techniques designed to effectively manage manufacturing and service operations. Applications include Simulation; Quality Control; Forecasting; Aggregate Planning; Inventory Models, Queuing Models; Linear Programming; Transportation Problems; Assignment Problems and Integer Linear Programming. Manual calculations and interpretation of computer output are integrated.

Prerequisite: BUS 308 & MGMT 302

Credit: 3 hours

Business 405. Global Business

Introduction to managing and marketing in a global economy. Emphasis on the impact of political, legal, economic, and cultural variables due to government’s policies; consumer values, attitudes and lifestyles; variations in product and technology life cycle; and resource availability.

Prerequisite: MGMT 302 & MARK 301

Credit: 3 hours

Business 413. Special Topics in Business

Special topics relating to management science or other specialized topics in business. May be taken at the junior or senior level and up to three times as topics will vary.

Prerequisite: Permission of the Dean of the School of Business Credit: 3 hours

Business 417. Business Strategy

Capstone course for knowledge of the various functional areas of business from a top management viewpoint of company operations. Focus on top management’s role in strategy formulation and long-range planning in a dynamic environment. Capstone course for Accounting, Finance, Management, and Marketing majors.

Prerequisite: Senior standing. ACCT 254, ECON 222, FINA 318, MGMT 302, & MARK 301

Credit: 3 hours

Business 490. Research Methods

This class introduces students to applied research. Students will read and discuss papers published in journals across the business disciplines. Techniques to formulate and test hypotheses will be examined. Primary sources and secondary sources will be investigated. The course emphasis is on each student developing an APA-style research proposal, writing a comprehensive literature review, formulating hypotheses and collecting relevant qualitative or quantitative data. Work will be conducted with guidance from the student’s Honors committee.

Prerequisite: Participation in the Honors program or permission of professor

Credit: 2 hours (Fall)

Business 491. Thesis

This class is a continuation of Business 490. The emphasis is on each student conducting data analysis and writing the results in a manuscript style appropriate for the academic discipline. Each student will present his or her research at the University’s symposium. Work will be appraised by the student’s Honors committee and the final manuscript submitted to the Honors program director.

Prerequisite: BUS 490 & participation in the Honors program OR permission of professor

Credit: 1 hours (Spring)

Business 498. Independent Study

Requires consent of the Dean of the School of Business. Must be approved and supervised by a faculty member.

Credit: 3 hours

Business 499. Internship in Business

Requires consent of the Dean of the School of Business. Must be approved and supervised by a faculty member.

Credit: 3 hours

C HEMISTRY (CHEM)

Chemistry 100. Fundamentals of Chemistry

Major concepts of general chemistry. Atomic and molecular structure, bonding, types of reactions, acid-base chemistry, solution chemistry, equilibrium, oxidation-reduction and an introduction to organic chemistry. Three hours lecture and three hours lab per week. Does not count toward Chemistry major or minor.

Credit: 4 hours

Chemistry 101. Principles of Chemistry I

The first half of an integrated two-semester sequence. Coverage includes the nature of matter, chemical equations and stoichiometry, gases, and chemical equilibrium. Three hours lecture and three hours lab per week.

Credit: 4 hours (Fall)

Chemistry 102. Principles of Chemistry II

Second of a two-part integrated sequence. Thermochemistry and equilibria, electrochemistry and oxidation-reduction, chemical kinetics, atomic structure (quantum mechanics), chemical bonding, and spectroscopy. Three lecture and three hours lab per week.

Prerequisite: CHEM 101 with grade of “C-“ or higher

Credit: 4 hours (Spring)

Chemistry 120. Chemistry and Society

Basic chemical principles explained within real-world societal issues. Through current technological issues, concepts such as atomic structure, chemical bonding, electromagnetic radiation, stoichiometry, thermodynamics, water quality, acids and bases will be explored. Three hours lecture and three hours lab per week. Intended for non-science majors.

Credit: 4 hours

Chemistry 125. Kitchen Chemistry

The aim of this course is to scientifically explore the chemistry of food through lecture, discussion, hands-on-activities and laboratory experiments. Students will be introduced to the Scientific Method, basic chemical concepts involving unit conversions, matter, and energy, and to the basic food categories (carbohydrates, fats, proteins, minerals and water). Students will explore taste and flavor and the use of various cooking methods. Students will conduct a research project based on information learned in the lecture and laboratory work. Three hours lecture, three hours lab. Intended for non-science majors.

Credit: 4 hours

Chemistry 130. Forensic Science

This course is designed to introduce some of the fundamental principles in scientific analysis and to apply them to a number of specialized fields of forensic science. Because forensic science is a multidisciplinary science, the course will cover concepts from physics, chemistry, biology, geology, mathematics, criminal justice, and history. The course will compare/contrast the process of doing real science investigations to that used in various aspects of criminalistics, such as the scope of forensic investigation, the matter of expert qualifications, and the admissibility of evidence in court. Three hours lecture and three hours laboratory per week. Intended for non-science majors.

Credit: 4 hours (Fall)

Chemistry 201. Organic Chemistry I

Chemical bonding; introduction to stereochemistry and spectroscopy; survey of common functional groups. Three hours lecture, three hours lab.

Prerequisite: CHEM 102 with grade of “C-” or higher

Credit: 4 hours (Fall)

Chemistry 202. Organic Chemistry II

Continuation of functional group survey with emphasis on selected topics of biological importance. Three hours lecture, three hours lab.

Prerequisite: CHEM 201 with grade of “C-” or higher Credit: 4 hours (Spring)

Chemistry 291, 292. Introduction to Chemical Research I & II

An introduction to the development, methodologies, management, and presentation of chemical ideas, proposals, and research. The topics will also include current awareness methods, the laboratory notebook, ethics in research, library and Internet resources, the use of Chemical Abstracts, and presentations by students and faculty. Student affiliation in the American Chemical Society is required. One lecture per week.

Prerequisite: Sophomore standing or permission of professor Credit: 1 hour

Chemistry 311. Physical Chemistry I

A detailed study of gas laws, general thermodynamics, chemical thermodynamics, and equilibrium. Three hours lecture, three hours lab. Capstone course in the major.

Prerequisites: CHEM 202, MATH 220, & (PHYS 202 OR PHYS 205 OR (PHYS 102 & PHYS 206)) with grade of “C-“ or higher

Credit: 4 hours

Chemistry 312. Physical Chemistry II

A detailed study of kinetics, quantum mechanics, spectroscopy, and solid-state properties. Three hours lecture, three hours lab. Capstone course in the major.

Prerequisite: CHEM 311

Credit: 4 hours

Chemistry 331. Analytical Chemistry I

A study of the methods, techniques, and problems in chemical analysis. Includes error analysis; equilibrium analysis focusing on acid-base, complexation, precipitation, and oxidation-reduction reactions; introductory spectroscopy; and chromatography covering both gas and liquid techniques. Three hours lecture, three hours lab.

Prerequisite: CHEM 202 with grade of “C-” or higher

Credit: 4 hours (Fall)

Chemistry 332. Analytical Chemistry II

Basic instrumental analysis featuring electronic, electrochemistry, atomic spectroscopy, molecular spectroscopy, and NMR. Three hours lecture, three hours lab.

Prerequisite: CHEM 331 with grade of “C-” or higher

Credit: 4 hours (Spring, odd years)

Chemistry 391, 392. Junior Research I & II

The active investigation of a chemical research problem under the direct supervision of the chemistry faculty. Includes participation in the CHEM 291, 292 Introduction to Chemical Research course. One lecture and one lab per week.

Prerequisite: Junior standing & permission of professor

Credit: 2 hours

Chemistry 413. Inorganic Chemistry

A unified study of the non-carbon elements with an emphasis on properties, periodic trends, and reactions. Three hours lecture and three hours lab.

Prerequisite: CHEM 202 with grade of “C-” or higher

Credit: 4 hours

Chemistry 424. Principles of Biochemistry (BIO 424)

Structure and function of proteins, carbohydrates, and lipids. Pathways of intermediary metabolism emphasizing cellular location, thermodynamics, and regulation of rate-limiting enzymes. Signal transduction across membranes, and integration and hormonal regulation of metabolism. Three hours lecture.

Prerequisite: CHEM 202 & BIO 101 with grade of “C-” or higher

Credit: 3 hours (Fall)

Chemistry 426. Biological Chemistry

This course will explore the organic chemistry behind polymers and biological macromolecules. Structure, synthesis, and mechanism of action will be discussed from an organic standpoint including reaction mechanisms. Topics will include DNA, proteins, lipids, and carbohydrates as well as the chemical mechanisms and kinetics of enzyme action. Laboratory work will include polymer synthesis, solid phase peptide synthesis, DNA “click” chemistry, PCR, and enzyme kinetics. Three hours lecture and three hours laboratory per week.

Prerequisite: CHEM 202 with grade of “C-” or higher

Credit: 4 hours (Spring)

Chemistry 430. Modern Synthesis and Analysis

A unified approach to the development and implementation of a multistep organic reaction synthesis involving the disciplines of organic and analytical chemistry. During the semester, the student will present their progress both as informal class discussions and as formal oral/poster presentations to showcase their results. Two hours lecture, six hours of laboratory per week.

Prerequisite: CHEM 331 with grade of “C-” or higher

Credit: 4 hours

Chemistry 450. Hazardous Materials and Chemical Safety

Properties and reactions of hazardous materials. Fire prevention and control, chemical storage and labeling, safety procedures, and transportation regulations. Three hours lecture/demonstration.

Prerequisite: CHEM 202 with grade of “C-” or higher

Credit: 3 hours (or 4 hours if lab component is included)

Chemistry 460. Introduction to Commercial Chemistry

Problems and challenges of moving chemical reactions and processes from the laboratory scale to the commercial scale. Combines the chemical engineering aspects of large-scale operations with the economics and business aspects of producing and marketing a product. In labs, students move from beaker chemistry to bucket and barrel chemistry. Production, packaging, labeling, and selling of the product. Three hours lecture and three hours lab.

Prerequisite: CHEM 202 with grade of “C-” or higher

Credit: 4 hours

Chemistry 470. Current Topics in Chemistry

Investigation of chemical topics of current interest. The choice of topics will be based on the students’ backgrounds and interests, the topics of current interest in the chemical literature, and those topics that would supplement the students’ other chemistry courses.

Prerequisite: CHEM 202 with grade of “C-” or higher

Credit: 3 hours

Chemistry 471. Current Topics and Experimental Chemistry

Investigation of chemical topics of current interest. The choice of topics will be based on the students’ background and interest, the topics of current interest in the chemical literature, and those topics that would supplement the students’ other chemistry courses. Three hours lecture and three hours lab per week.

Prerequisite: CHEM 202 with grade of “C-” or higher

Credit: 3 hours

Chemistry 491, 492. Senior Research I & II

An active investigation of a chemical research problem under the direct supervision of the chemistry faculty. Includes participation in the CHEM 291,192 Introduction to Chemical Research course. One lecture and two labs per week.

Prerequisite: Senior standing & permission of professor

Credit: 3 hours

Chemistry 497. Exit Examination

Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours

C OMMUNICATION (COMM)

Communication 101. Public Speaking

Fundamental techniques and basic principles essential to effective public speaking.

Credit: 3 hours

Communication 110. Mass Communication

Role of mass media in American society. Emphasis on the impact of technological, economic, social, and governmental factors.

Credit: 3 hours

Communication 202. Introduction to Theatre (Fine Arts)

Basic understanding of and experience in the art of theatre with emphasis on drama appreciation and production. Fulfills fine arts general education requirement.

Credit: 3 hours

Communication 203. Technical Theater

The course will introduce the fundamentals and various jobs associated with theatrical scenery, stage lighting, and sound technology.

Credit: 3 hours

Communication 205. Principles of Strategic Communication

Definition of public relations, identification of publics and overview of public relations practice in for profit and non-profit settings. Media relations, crisis communications.

Credit: 3 hours

Communication 220. Newswriting

Fundamental principles of news gathering and newswriting; study of news and news values.

Credit: 3 hours

Communication 225. Interpersonal Communication Principles and techniques of effective dyadic and interpersonal communication.

Credit: 3 hours

Communication 250. Visual Communication

The study of visual theory and practices of visual communication. Involves production of short video programs and editing. Students typically create a news package and/or photography, video or web-based projects. May involve initial exposure to principles of film-making.

Credit: 3 hours

Communication 251. Video Production

Explores the use of multi-camera video production (in a studio setting) for the creation of television and/or online programming. While primarily a hands-on laboratory course to teach basic studio operation and production skills, including directing, lighting, crewing, and production planning, the emphasis is on developing an understanding of how to translate communications principles and techniques into productions that accomplish the goals of the producer. Students will mostly produce programming in a variety of nonfiction formats, but some attention will be given to drama/comedy production.

Prerequisite: COMM 110 recommended

Credit: 3 hours

Communication 280. Mass Media Law

Laws and regulations concerning the mass media, to include privacy, libel, broadcast, and advertising regulations. Ethical considerations in gathering and presentation of news.

Credit: 3 hours

Communication 302. Group Communication

Exploration of communication processes in groups. Emphasis on techniques of group decision making and problem solving.

Credit: 3 hours

Communication 304. Health Communication (PH 304)

This course provides students with an introductory overview of health and science communication in research, industry, and practice. Students will explore the role communication plays in health care delivery, health promotion, disease prevention, environmental and risk communication, media and mass communication, and technology. A key aspect of this course will be evaluating how community and organizational dynamics affect communication strategies.

Credit: 3 hours

Communication 305. Health Communication Theory

This course explores the role of theory in the practice and delivery of healthcare. Students will explore the role of communication theory in the design and implementation of healthcare policy and health education. Students will understand how research informs theory and how health communication professionals use research and theory to understand how best to serve different health populations and fight health disparities. They also explore theoretical solutions to healthrelated challenges including food deserts, patient advocacy, health literacy, and patient-provider communication.

Credit: 3 hours

Communication 307. Health Communication Technology

This course explores in depth the various ways technology and media influence health and wellness at the individual, societal, and global levels. This course will offer students hands-on skills in the design, implementation, and evaluation of health messages such as public service announcements, social media campaigns, infographics, and other health messages. Students will learn to create video and print materials utilizing good technology practices that help inform the population about health threats and healthy behaviors. The course will examine how technology both contributes to and helps solve health disparities and the influence technology has on culture, healthcare practice, and wellness.

Credit: 3 hours

Communication 308. Cases in Health Communication

This course explores in depth the various areas of healthcare that are influenced and changed by the communication process. The course will offer students the opportunity to evaluate message design, social media campaigns, and public service announcements in areas such as body image, reproductive health, patient advocacy, mental health, health disparities, and various other areas of healthcare. Students will learn how campaigns are created for various populations and how the creation process changes for different health topics. Current trends in health communication and new research will be reviewed for each topic.

Credit: 3 hours

Communication 315. Cases in Strategic Communication

Use of the case study methods to devise solutions to public relations problems, design and execution of public relations campaigns. (Even number Spring semesters or as needed).

Prerequisite: COMM 205

Credit: 3 hours

Communication 320. Writing for the Media

Writing messages targeted for distribution through channels such as Radio, Television, and the Internet. Emphasis on unity, economy, and appropriateness to medium. Offered in the Wingate Online Degree Program only.

Prerequisite: ENG 110, permission of professor

Credits: 3 hours

Communication 330. Nonverbal Communication

Analysis of nonverbal human communication and its significance in various settings

Credit: 3 hours

Communication 340. Intercultural Communication

Examination of the influence of cultural difference on communication. Credit: 3 hours (Spring, even years)

Communication 346. Social Media

Students will survey and analyze online media offerings, in terms of purpose, placement, intended audience, effectiveness and technical/creative accomplishment. Students will produce a variety of media based on assigned topics/formats and personal interests. Course open to all students.

Credit: 3 hours

Communication 350. Dramatic Performance of Literature (Fine Arts)

Introduction to selection, analysis, and presentation of literature through performance.

Prerequisite: Six (6) credit hours of literature

Credit: 3 hours

Communication 351. Theatrical Improvisation (Fine Arts)

Students will study history, elements, benefits, and applications of theatrical improvisation. Students will research and review improvisational concepts and principles. Students will actively engage in theatre exercises designed to develop creativity, communication, and collaboration.

Credit: 3 hours

Communication 352. Acting

The class is an introduction to the craft of acting. Students will develop personalized creative processes through monologues, scene work, and a wide variety of theatre exercises. The course will provide opportunities to develop stagecraft, voice, focus, listening, movement, concentration, imagination, and trust. A rubric will be provided for subjective grading.

Prerequisite: COMM 202

Credit: 3 hours

Communication 360. Strategic Communication Writing

Focuses on the application of writing skills to the field of public relations. Will emphasize adapting writing style and format to specific stakeholders and to a variety of public relations situations. Students will have the opportunity to examine professional copy and produce their own writing for inclusion in their portfolios. Each student will receive instructor’s critique of his/her writing and will have a chance to critique fellow students’ work.

Prerequisite: COMM 220

Credit: 3 hours

Communication 365. Crisis Communication

Role of public communication in crisis situations; types of crisis; preand post-crisis planning; crisis communication management; risk communication; crisis narratives and rhetoric; ethical obligations of crisis communication; dealing with media; image restoration.

Prerequisite: COMM 205 (may be taken concurrently)

Credit: 3 hours

Communication 375. Organizational Communication

This course provides a review and analysis of the major theories of organizational communication and their application in real-world settings. Students will gain knowledge about how communication functions as an integral part of any organizational experience. Topics will include different perspectives on organizations and communication, varying approaches to studying organizational communication, relationships with teams within organizations, managing organizational change, and organizational ethics. Student will complete projects which require engagement with real organizations on a pragmatic basis.

Credit: 3 hours

Communication 390. Sports Broadcasting

Overview of the sports broadcasting industry in the U.S., with emphasis on understanding the role of the sportscaster in creating the content seen and heard by millions every day via TV, radio and online outlets. Explores key issues that drive the sports broadcasting industry as they relate to the current state of sports broadcasting. Surveys all aspects of on-air sports broadcasting including anchoring, reporting, play-by-play announcing, and color commentary.

Prerequisite: COMM 101; COMM 250 recommended

Credit: 3 hours

Communication 405. News Editing

Copy editing, mark-up, headline writing, picture editing, typography, and mass media law.

Prerequisite: COMM 220

Credit: 3 hours

Communication 406. Digital Journalism

An increasing number of people are turning to online sources for news, resulting in a re-thinking of methods of news gathering and presentation. This course is designed to give students a hands-on introduction to the use of “Web 2.0” applications as both reporting tools and platforms for storytelling.

Prerequisite: COMM 220

Credit: 3 hours

Communication 410. Persuasion

Theories and techniques of persuasive communication in contemporary society. Offered in the Wingate Online Degree Program only.

Prerequisite: ENG 110, permission of professor

Credits: 3 hours

Communication 420. Internship in Communication

Directed field experience in selected areas of communication. Requires approval of the chair of the Communication Department. Students are under the supervision of Wingate University faculty. May be repeated for a total of six credit hours.

Credit: 3 hours

Communication 425. Sports Reporting

Application of the principles of news reporting and writing to sportsrelated topics.

Prerequisite: COMM 220

Credit: 3 hours

Communication 435. Feature Writing

Feature article writing for newspapers and magazines with frequent writing assignments aimed toward publication.

Prerequisite: COMM 220

Credit: 3 hours

Communication 440. Documentary

Examination of important non-fiction films and video programs from Lumiere to the present. Emphasis is on structure, argument, and individual style. In-class viewing and discussion; out-of-class analysis of selected programs. Research and writing of a feature length documentary script.

Credit: 3 hours

Communication 447. Media Research

This survey course will introduce students to data analytics commonly used by media professionals to examine quantitative and qualitative data for planning, programming and evaluating effective communication programs and strategies. Students will learn to use techniques such as background searches, data collection methods, database information input, retrieval and analysis, writing style guide, and copy-testing.

Prerequisites: COMM 110, COMM 220, & COMM 250 OR permission of professor

Credit: 3 hours

Communication 449. Independent Study

Pursuit of a special project in communications. Requires consent of professor and Dean. May be repeated for a total of six credit hours.

Credit: 3 hours

Communication 460. Special Topics in Communication

Special topics relating to journalism, media arts, public relations, theater, or speech communication. May be taken up to three times as topics vary.

Credit: 3 hours

Communication 495. Career Pathways in Communication

This course explores the process of finding employment after graduation and seeks to prepare students for entrance into their professional lives. The course will explore possible career paths a communication major will take and will instruct students on essential employment skills such as resume writing, interviewing networking, and corporate culture. Students will have the opportunity to speak with guest speakers, learn about internship opportunities, and map out a plan for after graduation.

Credit: 3 hours

Communication 498. Senior Capstone

This is the capstone course for Communication majors. Students devise, conduct and complete a challenging communication project. Students will also learn about career development and prepare for life after graduation. This course is required for all Communication majors.

Prerequisite: Senior standing

Credit: 3 hours

C OMPUTER S CIENCE (CS)

Computer Science 110. Computing for the 21st Century

Introduces computers as tools for communicating in the information age. Topics to be covered include introductions to computer hardware, the operating system, the Internet, and number of applications which can be used to communicate information and ideas. For lower level elective credit only. Does not meet science or math requirements. Not a substitution for BUS 111.

Credit: 3 hours

Computer Science 119. Web Page Development

Design to familiarize students with back-end and front-end web page development, with emphasis on scripting languages, database connectivity, and software development. Students must complete a major project designing a website. Programs will be written using web page development languages such as HTML5, CSS3, JavaScript, and SQL.

Credit: 3 hours (Spring, odd years)

Computer Science 120. Introduction to Java

Introduces the student to computer programming, with an emphasis on object-oriented programming and design concepts, including classes, inheritance, function overloading and overriding, etc. Programs will be written using Java.

Credit: 3 hours (Fall, odd years)

Computer Science 121. Introduction to Python

Introduces the student to the basic concepts of the discipline of computing, emphasizing elementary facts concerning programming languages, software methodology, and algorithms. Considerable time is devoted to learning how to solve problems. Basic principles of program design and implementation are introduced. Abstract data types, sorting and searching are treated at an elementary level. Programs will be written using a high level language such as Python.

Credit: 3 hours (Fall, even years)

Computer Science 498. Independent Study

Designed for students who wish to undertake an in-depth examination of a computer science related topic. The project will be carried out under the direction of a faculty sponsor.

Prerequisite: Junior or Senior standing CS 120 or CS 121

Credit: 1-3 hours

C RIMINAL J USTICE (CRJ)

Criminal Justice 201. Introduction to Criminal Justice

Introduction to the components and processes of the criminal justice system. Topics include history, structure, functions, and philosophy of the criminal justice system and their relationship to life in our society. Upon completion, students should be able to define and describe the major system components and their interrelationships and evaluate career options.

Prerequisite: SOC 101 & PSYC 101

Credit: 3 hours

Criminal Justice 205. Juvenile Justice

Covers the juvenile justice system and related juvenile issues. Topics include an overview of the juvenile justice system, treatment and prevention programs, special areas and laws unique to juveniles, and other related topics. Upon completion, students should be able to identify/discuss juvenile court structure/procedures, function and jurisdiction of juvenile agencies, processing/detention of juveniles, and case disposition.

Prerequisite: SOC 101 & PSYC 101

Credit: 3 hours

Criminal Justice 206. Terrorism

This course will provide a theoretical and empirical understanding and explanation of terrorism. It will identify various analytical approaches to the study of terrorism: identify terrorist groups, reviewing terrorist attacks, and examining police and governmental response to reduce or control the incidence of terrorism.

Credit: 3 hours

Criminal Justice 207. Drugs and Crime

This course will examine the social factors related to alcohol and drug use, abuse, and addiction. There will be emphasis on the legal and social elements of substance abuse and their relationship to the criminal justice system. Additionally, the course will examine medical aspects of addiction including short- and long-term effects of repeated use and treatment programs and efficacy.

Credit: 3 hours

Criminal Justice 208. Race, Gender, and Crime

This course is designed to provide a systematic introduction to the study of race and gender in criminology and criminal justice. This course provides an in‐depth survey of changing social values about race and gender, changing criminal codes, changing law enforcement policies and procedures in prosecuting offenders, and emerging trends in response to gender or race equality in the criminal justice system.

Credit: 3 hours

Criminal Justice 275. Criminal Justice Special Topics

Offers students an opportunity to study criminal justice topics which may be of interest to the general student body and are beyond the scope of the current curriculum. Since the content varies, the course may be taken for a maximum of six credits.

Credit: 3 hours

Criminal Justice 301. Criminal Law

Presents the nature and development of criminal law including the concepts of criminal liability, responsibility, and capacity; comprehensive analysis of the various crimes against persons, property, and morality.

Prerequisite: CRJ 201

Credit: 3 hours

Criminal Justice 305. Corrections

Covers the history, major philosophies, components, and current practices and problems of the field of corrections. Topics include historical evolution, functions of the various components, alternatives to incarceration, treatment programs, inmate control, and other related topics. Upon completion, students should be able to explain the various components, processes, and functions of the correctional system.

Prerequisite: CRJ 201

Credit: 3 hours

Criminal Justice 307. Criminology (SOC 307)

Topics include theories of crime causation; crime data; statistical analysis of criminal behavior; past, present, and future social control initiatives; and other related topics. Upon completion, students should be able to explain, discuss, and apply various theories of crime causation and societal response.

Prerequisite: SOC 101 & PSYC 101

Credit: 3 hours

Criminal Justice 308. Victimology

Criminal justice professionals, regardless of their specific role, will always come in contact with victims of crime. This course provides an introductory examination of criminal victimization in the United States via an overview of current theory, research, and trends within the context of specific victimization types. The class will examine specific crimes types, the impact of crime on victims and society, the role of victims within the criminal justice system, specific remedies, and victim rights and services. Students will engage in many of these topics within a context of current events and local models of crime victim services.

Prerequisite: CRJ 201

Credit: 3 hours

Criminal Justice 310. Community Corrections

This course will examine community-based corrections and its various components. Community corrections typically includes probation and parole, as well as, pretrial diversion, and emerging alternatives to traditional incarceration. In addition, this class will explore the role of community corrections within the larger correctional context. Such contextual issues include offenders returning to the community, critical issues facing jails, and the management of offenders in community settings.

Prerequisite: CRJ 201

Credit: 3 hours

Criminal Justice 390. Research Methods in Criminal Justice

Research designs, data collection, and data analysis methods relevant to criminal justice.

Prerequisite: CRJ 307 & MATH 209

Credit: 3 hours

Criminal Justice 404. Global Crime

Many crimes in the modern age are transnational crimes. This course seeks to strengthen an understanding of crime and its causes from a comparative, transnational standpoint. Particular focus will be placed on those crimes that transcend country boundaries. Course content includes an introduction to transnational crime, a discussion of the “problem” of transnational crime, a review of a range of illicit transnational crimes and the various transnational criminal organizations.

Prerequisite: CRJ 201

Credit: 3 hours

Criminal Justice 475. Special Topics in Criminal Justice

Offers students an opportunity to study emergent topics which are beyond the scope of the current curriculum. Since the content varies, the course may be taken for a maximum of six credits.

Prerequisite: CRJ 201 or Junior standing

Credit: 1-3 hours

Criminal Justice 495. Internship in Criminal Justice

Provides an opportunity to develop professional skills in a law enforcement setting. Requires a minimum of 100 hours of field work for the semester. Scheduled seminars with a faculty member provide guidance and evaluation of the learning experience.

Prerequisite: CRJ 201

Credit: 4 hours

Criminal Justice 497. Exit Exam

Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours

E CONOMICS (ECON)

Economics 221. Principles of Microeconomics

An introduction to price theory and forms of market organization. This includes the theory of demand and supply for goods and services and an analysis of how markets operate to produce and allocate those goods and services.

Credit: 3 hours (Recommended Fall)

Economics 222. Principles of Macroeconomics

An introduction to the macro-economy including economic growth and national income, money and inflation, employment and business cycles. Current topics may be included.

Prerequisite: ECON 221 or permission of the Dean of the School of Business

Credit: 3 hours (Recommended Spring)

Economics 309. The Foundations of Capitalism in U.S. Economic History

Investigate the foundations and origins of capitalism beginning with the early writings of economic thought and the evolution of the market system. Seeks to understand why markets have flourished in the U.S. economy and what are the nature and causes of market disruptions, while also examining the historical significance American political freedom has played in the capitalist system.

Credit: 3 hours (Fall)

Economics 321. Intermediate Microeconomics

Intermediate level treatment of the theory of price. Topics include consumer demand, production theory, factor pricing, and market structures.

Prerequisite: ECON 221 & ECON 222 with grade of “C-” or higher Credit: 3 hours (Fall)

Economics 322. Intermediate Macroeconomics

Intermediate level treatment of theories of national income determination and growth, business cycles and employment, inflation and the general price level.

Prerequisite: ECON 221 & ECON 222 with grade of “C-” or higher Credit: 3 hours (Spring)

Economics 350. Money and Financial Institutions (FINA350)

A study of financial markets, money, and banking. Topics include financial intermediation, information asymmetries, interest rate determination, securities and the markets in which they trade, risk, monetary policy, and the role and structure of the Federal Reserve. Financial markets are described and evaluated from the perspective of individual investors and financial intermediaries. Students who are Finance majors or minors must enroll in FINA 350, not ECON 350.

Prerequisites: ECON 222 & FINA 318 with grade of “C-” or higher Credit: 3 hours (Fall, Spring)

Economics 412. Economic Impact Analysis

The course begins with a review of fundamental economic concepts and terminology and an introduction to theories of economic growth. It then explores community economic development, factors that generate local economic development and factors that account for different economic outcomes across regions. Students will investigate data and methods to analyze local industries and sector interconnectedness, and gain handson experience using IMPLAN software. Students will prepare quantitative estimates of changes resulting from business expansion opportunities, business closures or from local government incentives. As service learning, a research project will be conducted for a community organization; students will prepare and present an economic impact analysis of the client’s operations.

Prerequisites: ECON 221 & BUS 308 with grade of “B-“ or higher Credits: 3 hours (Spring)

Economics 413. Special Topics in Economics

Special topics relating to labor markets, public policy, industrial organization, sports economics, or other applied micro or macro topics. May be taken at the junior or senior level and up to three times as topics will vary.

Prerequisite: ECON 221 & ECON 222 OR permission of professor Credit: 3 hours

Economics 498. Independent Study

Requires consent of the Dean of the School of Business. Must be approved and supervised by a faculty member.

Credit: 3 hours

Economics 499. Internship in Economics

Requires consent of the Dean of the School of Business. Must be approved and supervised by a faculty member.

Credit: 3 hours

E DUCATION (ED)

Education 299. Special Topics in Education

Special topics related to public education in the U.S., 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 cannot be used as a substitute for any other education course.

Prerequisite: Variable by topic

Credit: 1-3 hours

Education 300. Education: The Profession

For students planning or considering a major in education; Education 300 is an overview of the education profession. This one-hour course will allow students the opportunity to familiarize themselves with governance and licensure, issues in education and in specialty areas, as well as provide an opportunity to visit at least 2 of the 3 types of public schools.

Credit: 1 hour

Education 301. Foundations of Education

Historical, philosophical, and social foundations of education; the governance of education; patterns of school organization; trends in education; and professionalism. Intended to assist in the decision to pursue a career in education. Requires a field experience in a public school classroom.

Prerequisite: ED 300 or permission of professor

Credit: 3 hours

Education 303. Educational Psychology

Theories of learning; maximizing learning and retention; motivation; classroom management and control; working with disadvantaged and gifted learners; fostering creativity; testing and evaluation. Field experience required. Projects focused at licensure level.

Prerequisite: ED 300 or permission of professor

Credit: 3 hours

Education 304. Exploring Diversity

The purpose of the course is to introduce students to the diverse nature of classrooms in America and to assist in their understanding of the system of schooling in the United States. It will address issues related to how race, gender, language, socioeconomic status, ethnicity and other traits impact this system. Major topics in the course include, among others, immigration, educational and socioeconomic inequality, family structure, and social policy initiatives. The readings for the course bring a range of perspectives to these issues, including sociological, historical, cultural, legal, and economic. It will serve as the foundation for further discussions of diversity in upper level education courses. Requires a field experience in a classroom with a diverse student population.

Credit: 1 hour

Education 305. Introduction to Differentiated Instruction for All Learners

Building on the exploration of diversity in ED 304, this course focuses attention on how teachers serve students of different backgrounds, abilities and exceptionalities in the classroom. “Differentiated Instruction” or Universal Design for Learning (UDL) identifies students of varying abilities and prior experiences as benefiting from classroom practices that engage them “where they are.” UDL, furthermore, is an attempt to embrace the diversity within the classroom and serve each student as most benefits them. This course is designed to present a general introduction and knowledge of DI. This includes accounting for the trends in the educational programming and the needs of a diverse student population including those with special needs. Projects focused at certification level. Field experience or content specific project required.

Prerequisite: ED 303

Credit: 3 hours

Education 305FE. Introduction to Differentiated Instruction for All Learners Field Experience

Field experience connected to ED 305. Required for ED majors.

Prerequisite: Permission of the professor

Co-requisite: ED 305

Credit: 0 hours

Education 306. Curriculum and Instruction

Concepts of curriculum theory, curricular design, curriculum planning, assessment, classroom organization and management, addressing the needs of all children. Audio-visual component. Field experience or content specific project required. Projects focused at certification level. For all teacher education majors.

Prerequisite: ED 301, ED 303, & acceptance into the Teacher Education program

Credit: 3 hours

Education 306FE. Curriculum and Instruction Field Experience

Field Experience component for ED 306.

Prerequisite: Admission to Teacher Education or permission of the professor

Co-requisite: ED 306

Credit: 0 hours

Education 308. Reading Foundations Grades K-8

Emphasis will be placed on the reading process, readiness for reading instruction, methods of teaching reading, attitudes regarding reading, cultural diversity as it affects learning to read and the teaching of reading, essential skills related to word processing and comprehension, and the interrelatedness of all modes of communication. Different types of reading materials will be evaluated and current literature on the teaching of reading, as well as current public school practices will be discussed. Field experience or content specific project required.

Prerequisite: ED 301 & ED 306

Co-requisite: ED 411

Credit: 3 hours (Fall)

Education 308FE. Reading Foundations Grades K-8 Field Experience

Field Experience component for ED 308.

Prerequisite: Admission to Teacher Education or permission of the professor

Co-requisite: ED 308

Credit: 0 hours

Education 320. Methods of Health Instruction (HPE 320)

This course develops the ability to plan, manage, and instruct a health education program at the middle and high school levels. Field experience or content specific project required. Corequisite or

Prerequisite: ED 306

Credit: 3 hours (Spring)

Education 320FE. Methods of Health Instruction (HPE 320) Field Experience

Field Experience component for ED 320.

Prerequisite for ED 320FE: Admission to Teacher Education or permission of the professor

Co-requisite: ED 320

Credit: 0 hours

Education 322. Content Literacy for Elementary and Middle Grades

Strategies for teaching pertinent reading skills including word analysis and work-study skills in major content areas; techniques for assessing readability and other characteristics of textbooks as well as determining the reading levels of students; non-reading alternatives for helping nonreading students. Field experience or content specific project required.

Prerequisite: ED 301 & ED 306

Credit: 3 hours (Fall)

Education 322FE. Content Literacy for Elementary and Middle Grades Field Experience

Field experience connected to ED 322

Prerequisite: Admission to Teacher Education or permission of the professor

Co-requisite: ED 322

Credit: 0 hours

Education 324. English Methods for Secondary Teachers

Methods, materials, techniques, and content for teaching English on the secondary level. Sources and uses for supplementary materials, activities, and devices. Includes component on the writing process. Simulated or real field experience. Open only to English majors seeking secondary education licensure. Capstone course in English and Education major Field experience or content specific project required.

Prerequisite: ED 301 & ED 306

Credit: 3 hours (Fall)

Education 324FE. English Methods for Secondary Teachers

Field Experience

Field experience connected to ED 324

Prerequisite: Admission to Teacher Education or permission of the professor

Co-requisite: ED 324

Credit: 0 hours

Education 326. Content Area Literacy

Strategies for teaching pertinent reading skills, including vocabulary and work-study skills in major content areas; characteristics of trade books/text sets; strategies for English Language Learners (ELL); and use of technology. Field experience or content specific project required.

Prerequisite: ED 301 & ED 306

Credit: 1 hour (spring)

Education 326FE. Content Area Literacy Field Experience

Field experience connected to ED 326.

Prerequisite: Admission to Teacher Education or permission of the professor

Co-requisite: ED 326

Credit: 0 hours

Education 327. Literature for Children and Young Adults

Study of literature for children and young adults including preferences and needs. Includes methods and techniques for presenting and responding to literature including read aloud, creative dramatics, and other types of reader response. Graphic novels and current trends in literature will be explored. Includes the development of a resource of titles and descriptions for use in teaching. Field experience or content specific project required.

Prerequisite: ED 306

Credit: 3 hours (spring)

Education 327FE. Literature for Children and Young Adults

Field Experience

Field experience connected to ED 327.

Prerequisite: Admission to Teacher Education or permission of the professor

Co-requisite: ED 327

Credit: 0 hours

Education 331. Middle Grades Curriculum and Instruction

Uniqueness of Middle Grades; curriculum content and structure, instruction, motivation, general teaching methodologies, remediation, enrichment strategies, appropriate test and evaluation strategies. Field experience or content specific project required. For all Middle Grades education majors.

Prerequisite: ED 301 & ED 306

Credit: 3 hours (Spring)

Education 331FE. Middle Grades Curriculum and Instruction

Field Experience

Field experience connected to ED 331.

Prerequisite: Admission to Teacher Education or permission of the professor

Co-requisite: ED 331

Credit: 0 hours

Education 335. Classroom Strategies for the Secondary Teacher Grades 9-12

This course will provide an introduction to teaching methods that are common to all subjects at the secondary level. Topics will include cooperative learning, discovery learning, direct instruction, questioning techniques, differentiation of instruction for diversity, appropriate use of technology, and basic issues of assessment. Field experience or content specific project required.

Prerequisite: ED 301, ED 303, & ED 306

Credit: 2 hours (Spring, alternate years)

Education 335FE. Classroom Strategies for the Secondary Teacher Grades 9-12 Field Experience

Field experience connected to ED 335.

Prerequisite: Admission to Teacher Education or permission of the professor

Co-requisite: ED 335

Credit: 0 hours

Education 353. Developing Scientific Inquiry in the Elementary Grades

Content, material and strategies for teaching science in grades K-6. Simulated and classroom science teaching experience appropriate for student goals. Development of lesson plans, a unit, discovery-oriented activities, technology resources for instruction, and long-term observational experiments. Field experience or content specific project required.

Prerequisite: ED 301 & ED 306

Credit: 2 hours (Fall)

Education 353FE. Developing Scientific Inquiry in the Elementary Grades Field Experience

Field experience connected to ED 353.

Prerequisite: Admission to Teacher Education or permission of the professor

Co-requisite: ED 353

Credit: 0 hours

Education 354. Middle Grades and Secondary Science Methods

Methods, materials, techniques and relevant content for teaching science on the Middle Grades (6-9) and secondary (9-12) levels. Development of lesson plans, a unit, demonstrations, labs, long term experimentation, and technology resources for instruction along with simulated and field experiences. Two hours lecture, three hours lab.

Prerequisite: ED 301 & ED 306

Credit: 3 hours (Fall)

Education 357. Middle Grades and Secondary Mathematics Teaching Methods

This course will focus on curricula, instructional methods, and assessment strategies appropriate for effective teaching and learning in middle school and high school level mathematics classes. The emphasis of the course will be on lesson design, effective instructional methods, and the nature of learning mathematics with conceptual understanding. An overview of digital learning methods appropriate for middle grades and high school mathematics classes will be included. Field experience or content specific project required.

Prerequisite: ED 301 & ED 306

Credit: 3 hours

Education 357FE. Middle Grades and Secondary Mathematics Teaching Methods Field Experience

Field experience connected to ED 357.

Prerequisite: Admission to Teacher Education or permission of the professor

Co-requisite: ED 357

Credit: 0 hours

Education 358. Teaching Problem Solving and Quantitative Reasoning in the Elementary Grades

An overview of the essential components basic in mathematics; methods and techniques for teaching mathematics in the elementary grades; diagnosis and correction techniques; integration within mathematics and with other subjects; techniques for working with the special child; selection and use of technology in the teaching of mathematics; design and use of lesson plans. Field experience or content specific project required.

Prerequisite: ED 301 & ED 306

Credit: 3 hours (Fall)

Education 358FE. Teaching Problem Solving and Quantitative Reasoning in the Elementary Grades Field Experience

Field Experience component for ED 358

Prerequisite: Admission to Teacher Education or permission of the professor.

Co-requisite: ED 358

Credit: 0 hours

Education 361. Promoting Healthy Lifestyles in the Elementary Grades

This course develops the abilities to teach health and manage both classroom physical activity and recess at the elementary school level.

Prerequisite: ED 301, ED 303, & ED 306

Credit: 2 hours (Fall)

Education 361FE. Promoting Healthy Lifestyles in the Elementary Grades Field Experience

Field experience connected to ED 361.

Prerequisite: Admission to Teacher Education or permission of the professor

Co-requisite: ED 361

Credit: 0 hours

Education 362. Integrating Fine Arts in the Elementary Curriculum.

Designed to develop knowledge and to integrate the basic elements, concepts and skills of fine arts. Specific projects are assigned to promote integration of the arts through current and historical themes, appropriate for the K-6 curriculum. Field experience or content specific project required.

Prerequisite: ED 301 & ED 306

Credit: 3 hours

Education 362FE. Promoting Healthy Lifestyles in the Elementary Grades Field Experience

Field experience connected to ED 362.

Prerequisite: Admission to Teacher Education or permission of the professor.

Co-requisite: ED 362

Credit: 0 hours

Education 371. Elementary Music Methods (MUS 371)

Music teaching methods and materials for the elementary music classroom (K-5). Philosophy of music in the education of children. Introduction to music lesson planning including scope and sequence, assessment methods, standards-based music education, and crosscurricular planning. Field experience or content specific project required.

Credit: 2 hours

Education 371FE. Elementary Music Methods (MUS 371)

Field Experience

Field experience connected to ED 371

Prerequisite: Admission to Teacher Education or permission of the professor

Co-requisite: ED 371

Credit: 0 hours

Education 374. Middle School Choral Methods (MUS 374)

Music teaching methods and materials for middle school chorus (6-8). Topics include philosophy, curriculum, discipline, assessment, and techniques for vocal ensembles and general music classes. Three class hours per week. Field experience or content specific project required.

Prerequisite: MUS 371

Credit: 2 hours (Spring)

Education 374 FE. Middle School Choral Methods (MUS 374) Field Experience

Field experience connected to ED 374.

Prerequisite: Admission to Teacher Education or permission of the professor

Co-requisite: ED 374

Credit: 0 hours

Education 376. Middle School Instrumental Methods (MUS 376)

Music teaching methods and materials for middle school band (6-8). Topics include philosophy, curriculum, discipline, assessment, and techniques for instrumental ensembles. Three class hours per week. Field experience or content specific project required.

Prerequisite: MUS 371

Credit: 2 hours (Spring)

Education 376FE. Middle School Instrumental Methods (MUS 376) Field Experience

Field experience connected to ED 376.

Prerequisite: Admission to Teacher Education or permission of the professor

Co-requisite: ED 376

Credit: 0 hours

Education 380. Elementary Physical Education Methods (HPE 380)

Develops the ability to plan, manage, and teach physical education at the elementary school level. Field experience or content specific project required.

Corequisite or Prerequisite: ED 306

Credit: 3 hours (Fall)

Education 380FE. Elementary Physical Education Methods (HPE 380) Field Experience

Field experience connected to ED 380.

Prerequisite: Admission to Teacher Education or permission of the professor

Co-requisite: ED 380

Credit: 0 hours

Education 384. High School Choral Methods (MUS 384)

Music teaching methods and materials for high school chorus (9-12). Topics focused on teaching the choral ensemble and include parental support, discipline, voice building, repertoire, rehearsal techniques, and assessment. Three class hours per week. Field experience or content specific project required.

Prerequisite: MUS 373

Credit: 2 hours (Fall)

Education 384FE. High School Choral Methods (MUS 384) Field Experience.

Field experience connected to ED 384.

Prerequisite: Admission to Teacher Education or permission of the professor

Co-requisite: ED 384

Credit: 0 hours

Education 385. Middle and Secondary Physical Education Methods (HPE 385)

This course develops the ability to plan, manage, and instruct a physical education program at the middle and high school levels. Field experience or content specific project required. Corequisite or

Prerequisite: ED 306

Credit: 3 hours

Education 385FE. Middle and Secondary Physical Education Methods (HPE 385) Field Experience

Field experience connected to ED 385

Prerequisite: Admission to Teacher Education or permission of the professor

Co-requisite: ED 385

Credit: 0 hours

Education 386. High School Instrumental Methods (MUS 386)

Music teaching methods and materials for high school (9-12). Topics focused on teaching the instrumental ensemble and include parental support, discipline, tone building, repertoire, and assessment. Three class hours per week. Field experience or content specific project required.

Prerequisite: MUS 373

Credit: 2 hours (Fall)

Education 386FE. High School Instrumental Methods (MUS 386) Field Experience

Field experience connected to ED 386

Prerequisite: Admission to Teacher Education or permission of the professor

Co-requisite: ED 386

Credit: 0 hours

Education 390. Teaching Citizenship and Global Issues

Grades 9-12

Role of the social studies in a spiral curriculum. Methodologies derived from learning theories and the nature of the social sciences are considered as sources for instruction strategies. Field experience or content specific project required.

Prerequisite: ED 301 & ED 306

Credit: 3 hours (Fall)

Education 390FE. Teaching Citizenship and Global Issues

Grades 9-12 Field Experience

Field experience connected to ED 390

Prerequisite: Admission to Teacher Education or permission of the professor

Co-requisite: ED 390

Credit: 0 hours

Education 392. Teaching Citizenship and Global Issues

Grades K-6

An overview of the rationale and goals of social studies instruction in 21st century elementary schools; planning, implementing, and assessing social studies instruction for global awareness and effective citizenship; and the integration of social studies skills and concepts across the curriculum. Field experience or content specific project required.

Prerequisite: ED 306

Credit: 3 hours

Education 392FE. Teaching Citizenship and Global Issues

Grades K-6 Field Experience

Field experience connected to ED 392.

Prerequisite: Admission to Teacher Education or permission of the professor

Co-requisite: ED 392

Credit: 0 hours

Education 395. Teaching Citizenship and Global Issues

Grades 6-9

An overview of and methods and techniques for teaching social studies in grades 6-9; integration with other subjects; techniques for teaching the special child; preparation and use of lesson plans. Field experience or content specific project required.

Prerequisite: ED 301 & ED 306

Credit: 3 hours (Fall)

Education 395FE. Teaching Citizenship and Global Issues

Grades 6-9 Field Experience

Field experience connected to ED 395.

Prerequisite: Admission to Teacher Education or permission of the professor

Co-requisite: ED 395

Credit: 0 hours

Education 399. Special Topics in Education

Special topics related to public education in the U.S., 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 cannot be used as a substitute for any other education course. Field experience or content specific project required.

Prerequisite: Variable by topic

Credit: 1-3 hours

Education 399FE. Special Topics in Education Field Experience

Field experience connected to ED 399.

Prerequisite: Admission to Teacher Education or permission of the professor

Co-requisite: ED 399

Credit: 0 hours

Education 400. Student Teaching Seminar

The student teaching seminar is a required course that is concurrent with the student teaching semester. Its purpose is to provide opportunities for the student teacher to process the experiences that are occurring in the classroom and to strengthen professional growth.

Prerequisite: Completion of all other University and program requirements and/or permission of the Dean of the School of Education with approval from the Teacher Education faculty

Co-requisite: Enrollment in student teaching or practicum courses

Credit: 0-3 hours

Education 410. Teaching Writing and Communication Grades K-8

An overview of language development and methods and techniques for teaching writing and communication skills in the 21st Century Elementary and Middle grades classroom; principles and processes for the planning, implementation, and assessment of authentic, differentiated language arts instruction for both native and non-native language learners; aligning language arts instruction with learning standards and learner needs; integration of writing, speaking, listening, viewing, and visually representing within the total literacy program and across the curriculum. Field experience or content specific project required.

Prerequisite: ED 301 & ED 306 OR permission of program coordinator

Credit: 3 hours (Spring)

Education 410 FE. Teaching Writing and Communication Grades K-8 Field Experience

Field experience connected to ED 410.

Prerequisite: Admission to Teacher Education or permission of the professor

Co-requisite: ED 410

Credit: 0 hours

Education 411. Reading Assessment and Intervention

Strategies for diagnosing difficulties in reading and other subject areas, writing individual educational prescriptions, implementing individualized programs of instruction, conferring with parents, and utilization of other professional resources. Field experience or content specific project required.

Prerequisite: ED 301 & ED 306

Co-requisite: ED 308

Credit: 3 hours (Fall)

Education 411FE. Reading Assessment and Intervention

Field Experience

Field experience connected to ED 411

Prerequisite: Admission to Teacher Education or permission of the professor

Co-requisite: ED 411

Credit: 0 hours

Education 412. Orton Gillingham

Students participate in the Orton-Gillingham method which goes deeper into phonemic awareness, phonics, and the science of reading while incorporating multisensory learning going beyond what is taught in traditional foundational reading courses. The Orton Gillingham approach is currently used in many Union County public schools as well as schools across North Carolina.

Credit: 3 hours

Education 440a (K-6) Elementary Education Student Teaching: Instructional Prep.; 440b (K-6) Elementary Education Student Teaching: Instructional Presentation; 440c (K-6) Elementary Education Student Teaching: Classroom Organization and Management

Supervised 16-week internship in teaching the elementary grades K-6. Involves observation, participation, and structuring an educational environment. Three grades given: 440a-, 440b-, 440c-. Prerequisite: Completion of all other University and program requirements and/or permission of the Dean of the School of Education with approval from the Teacher Education faculty Credit: 12 hours

Education 442a Music Student Teaching: Instructional Preparation;

442b Music Student Teaching: Instructional Presentation; 442c Music Student Teaching: Classroom Organization and Management

Supervised internship in music education. Involves observation, participation, and structuring an educational environment.

Prerequisite: Completion of all other University requirements, permission of the Dean of the School of Education with approval from the Teacher Education faculty Credit: 12 hours

Education 443a (9-12) History Student Teaching: Instructional Preparation; 443b (9-12) History Student Teaching: Instructional Presentation; 443c (9-12) History Student Teaching: Classroom Organization/Management

Supervised 16-week internship in teaching secondary (9-12) social studies. Involves observation, participation, and structuring an educational environment. Three grades given: 443a-, 443b-, 443cPrerequisite: Completion of all other University and program requirements and/or permission of the Dean of the School of Education with approval from the Teacher Education faculty Credit: 12 hours

Education 444a Middle Grades Student Teaching: Instructional Preparation;

444b Middle Grades Student Teaching: Instructional Presentation;

444c Middle Grades Student Teaching: Classroom Organization and Management

Supervised 16-week internship in teaching the Middle Grades (6-9) in appropriate areas of concentration. Involves observation, participation, and structuring an educational environment. Three grades given: 444a, 444b-, 444c-

Prerequisite: Completion of all other University and program requirements and/or permission of the Dean of the School of Education with approval from the Teacher Education faculty Credit: 12 hours

Education 460a (9-12) Mathematics Student Teaching: Instructional Preparation

460b (9-12) Mathematics Student Teaching: Instructional Presentation

460c (9-12) Mathematics Student Teaching: Classroom Organization and Management

Supervised 16-week internship in teaching secondary (9-12) mathematics. Involves observation, participation, and structuring an educational environment. Three grades given: 460a-, 460b-, 460cCapstone course for the major.

Prerequisite: Completion of all other University and program requirements and/or permission of the Dean of the School of Education with approval from the Teacher Education faculty Credit: 12 hours

Education 465a (9-12) English Student Teaching: Instructional Preparation

465b (9-12) English Student Teaching: Instructional Presentation

465c (9-12) English Student Teaching: Classroom Organization and Management

Supervised 16-week internship in teaching secondary (9-12) English. Involves observation, participation, and structuring an educational environment. Three grades given: 465a-, 465b-, 465c-

Prerequisite: Completion of all other University and program requirements and/or permission of the Dean of the School of Education with approval from the Teacher Education faculty Credit: 12 hours

Education 470a (9-12) Science Student Teaching: Instructional Preparation; 470b (9-12) Science Student Teaching: Instructional Presentation;

470c (9-12) Science Student Teaching: Classroom Organization and Management

Supervised 16-week internship in teaching secondary (9-12) Biology and Chemistry. Involves observation, participation, and structuring an educational environment. Three grades given: 470a-, 470b-, and 470cPrerequisite: Completion of all other University and program requirements and/or permission of the Dean of the School of Education with approval from the Teacher Education faculty Credit: 12 hours

Education 486a (K-12) Reading/Elem. Ed. Student Teaching: Instructional Prep.; 486b (K-12) Reading/Elem. Ed. Student Teaching: Instructional Presentation; 486c (K-12) Reading/Elem. Ed. Student Teaching: Class. Organization/Management

Supervised 16-week internship in teaching to be divided between placements in elementary grades K-6 and a remedial reading lab. Involves observation, participation, and structuring an educational environment. Three grades given for 486a, 486b, 486c.

Prerequisite: Completion of all other University and program requirements and/or permission of the Dean of the School of Education with approval from the Teacher Education faculty Credit: 12 hours

Education 487a Student Teaching: Instructional Preparation;

487b Student Teaching: Instructional Presentation;

487c Student Teaching: Classroom Organization and Management

Supervised 10-week internship in teaching in one of the Education majors offered. Involves observing, participating, and structuring an educational environment. Three grades given for 487a, 487b, 487c. Offered under special circumstances and may be taken only through special permission of the Teacher Education Committee and Dean.

Prerequisite: Completion of all other University and program requirements and/or permission of the Dean of the School of Education with approval from the Teacher Education faculty

Credit: 6 hours

Prerequisite: ED 306 and full admission to the Teacher Education Program, or permission of the Dean of School of Education

Education 490a Health and Physical Education Student Teaching: Instructional Prep.;

490b Health and Physical Education Student Teaching: Instructional Presentation;

490c Health and Physical Education Student Teaching: Classroom Org/Management

Supervised internship in teaching health and physical education. Involves observation, participation, and structuring an educational environment for physical education.

Prerequisite: Completion of program requirements and permission of the Dean of the School of Education with approval from the Teacher Education faculty

Credit: 12 hours

Education 491. Introduction to Gifted Education

Provides an overview of current and historical issues in the field. Introduces characteristics of gifted students, educational and programming opportunities. Issues in identifying AIG populations and current research are reviewed. Field experience required.

Prerequisite: ED 301, ED 303, & ED 306

Credit: 3 hours

Education 492. Social and Emotional Needs of the Gifted/Talented

Focuses on theoretical and practical knowledge to understand and support the social and emotional needs of gifted youth. Field experience required.

Prerequisite: ED 301, ED 303, & ED 306

Credit: 3 hours

Education 493. Methods and Materials in Gifted Education

Covers 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. Field experience required.

Prerequisite: ED 301, ED 303, & ED 306

Credit: 3 hours

Education 494. Curriculum Development for the Gifted

Explores ways to use assessment data to extend basic differentiation of curriculum elements and integrative methods to design appropriate learning experiences to improve student achievement and growth. Field experience required.

Prerequisite: ED 301, ED 303, & ED 306

Credit: 3 hours

Education 495. Pre-Internship Seminar

This course equips Education Studies majors and minors to set professional goals and to secure and prepare for placement for the Education Studies Internship.

Credit: 1 hour

Education 496. 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 497. Exit Examination

Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours

Education 498. Content Area Project

Required for all Teacher Education programs. Graded on P/F basis.

Credit: 0 hours

Education 499. Educational Studies Internship

This course provides expertise and experience working in noninstructional settings within K-12 schools in a partner school system, within education-related agencies, or in other agencies which provide education-related services. Activities include observation/participation in appropriate activities in the field setting and reflection on the activities with the site supervisor and others as appropriate.

Credit: 2-4 hours

E NGLISH (ENG)

English 110. University Writing and Research

Emphasis on writing expository essays, conducting research, and reading discursive prose.

Credit: 3 hours

English 111. Writing Studio

This writing studio provides support in reading and writing for students enrolled in English 110. Topics will parallel those being studied in English 110 and the essential reading and writing skills needed to be successful in English 110. Taken with English 110, this is a workshop focusing on skills required for effective writing in a variety of contexts, with emphasis on exposition, analysis, and argumentation, and also including introductory use of a variety of research skills.

Credit: 1 hour

English 203. Early American Literature

Representative American writers from the Colonial through the Romantic period.

Prerequisite: ENG 110

Credit: 3 hours

English 204. Modern American Literature

Representative American writers from the Civil War period to the present.

Prerequisite: ENG 110

Credit: 3 hours

English 205. Global Perspectives in Literature (Global Perspectives)

(formerly Global Perspectives 210)

This course is an intersection of global literature, culture, and writing to enrich students’ self-understanding through comparative inquiry. Readings will include texts from a variety of genres, periods, and cultures across the globe. Course themes will vary depending on the instructor’s expertise and interests and will be published prior to registration each semester.

Prerequisite: ENG 110

Credits: 3 hours

English 206. Contemporary Southern Fiction

An introduction to contemporary Southern novel and short stories through the exploration of established themes.

Prerequisite: ENG 110

Credit: 3 hours

English 210. Major British Authors I

Representative British texts from Beowulf through the Restoration.

Prerequisite: ENG 110

Credit: 3 hours

English 211. Major British Authors II

Representative British authors from the Romantic movement through the contemporary period.

Prerequisite: ENG 110

Credit: 3 hours

English 220. Health in Literature (PH 220)

Survey of literature about health to promote inquiry into medical and public health concerns that impact communities and individuals. Readings will include prose, poetry, drama and film and analysis of cultural contexts and works that help students explore narratives about diversity, equity, and inclusion.

Prerequisite: ENG 110

Credit: 3 hours

English 255. Professional and Technical Writing

Study of practical writing projects. Emphasis on 1) the process of completing on-the-job writing assignments, 2) commonly used formats, and 3) related communication tasks such as oral presentations and graphics. Not for Core or literature credit.

Prerequisite: ENG 110

Credit: 3 hours

English 256. Desktop Publishing

An introduction to desktop publishing and fundamentals of design, including layout, formatting, imaging, and publishing. Assignments will include letterhead design, brochures, manuals, newsletters, and web pages using desktop publishing software and equipment. Not for Core or literature credit.

Prerequisite: ENG 110

Credit: 3 hours

English 301. Religious Thought in Literature (REL 301)

Study literary works that address a variety of theological issues, such as forgiveness, the nature of Christ, the status of the church, and the relationship of faith to doubt. Analyze how literature becomes a conduit for exploring spiritual and moral inquiries, challenging perspectives, and fostering a nuanced understanding of faith. Uncover the profound connections between storytelling, theology, and the human experience.

Prerequisite: ENG 110

Credit: 3 hours

English 305. Autobiography as Literature

Study of major literary autobiographies from antiquity to the present. Research in autobiographical theory and analysis of the types of literary autobiography. Final project will be the composition of an original autobiographical narrative.

Prerequisite: ENG 110

Credit: 3 hours

English 306. Irish Literature 1880-1949, From Renaissance to Revolution

Survey of Irish writing, including fictional prose, poetry, and drama; from British-controlled Victorian Ireland, through the establishment of the Irish Free State, to the independence of the 26 counties of the Irish Republic. Its aim is to familiarize students with aspects of Irish literature in English, including the influence of politics and history on Ireland’s literature.

Prerequisite: ENG 110

Credit: 3 hours

English 307. Jewish-American Literature

Fiction, autobiography, poetry, cultural theory, and literary criticism related to Jews in America.

Prerequisite: ENG 110

Credit: 3 hours

English 308. African-American Literature: A Survey

African-American literature, including prose, poetry, and drama, from the 18th century to the present. Emphasis on movements and developments in writing by black Americans, from slave narratives to the novels of Toni Morrison.

Prerequisite: ENG 110

Credit: 3 hours

English 309. Native American Literature

Survey of Native American literature and culture from the 1770s to the present, with special attention to contemporary Native American authors.

Prerequisite: ENG 110

Credit: 3 hours

English 310. Studies in Fiction

Novels and short stories from various periods with emphasis on forms, ideas, and techniques.

Prerequisite: ENG 110

Credit: 3 hours

English 311. American Renaissance Literature

Examination of American literature and culture from 1840 to 1880.

Prerequisite: ENG 110

Credit: 3 hours

English 312. Literature of the British Enlightenment

Survey of literature written in the British Isles from 1660 to 1800 with emphasis on European Neoclassical influences, scientific discovery, and the Industrial Revolution.

Prerequisite: ENG 110

Credit: 3 hours

English 315. Women in Literature (WS 315)

Extensive exploration of such topics as images, roles, and life stages of women in literature. Discussion and application of feminist perspective.

Prerequisite: ENG 110

Credit: 3 hours

English 320. Linguistics

English phonology, morphology, syntax, semantics, sociolinguistics, historical linguistics, language acquisition, neurolinguistics, and the history of writing. Not for Core literature credit.

Prerequisite: ENG 110

Credit: 3 hours

English 330. Poetry and Creative Writing

Poetry from various periods and countries with emphasis on structure and meaning combined with creative writing techniques. Fulfills literature general education requirement.

Prerequisite: ENG 110

Credit: 3 hours

English 335. Fiction-Writing (Fine Arts)

The study of the craft of fiction (structure, scene, setting, characterization, dialogue, atmosphere, point of view, theme) in published models and in the production/revision of student work. Student writing examined in class and in conference with professor. Cannot be used for English major or English minor credit or for Core or literature credit.

Prerequisite: ENG 110

Credit: 3 hours

English 340. Literature and Film

Selected literary genres and their film adaptations with emphasis on verbal and visual language, aesthetic effectiveness, and critical judgment.

Prerequisite: ENG 110

Credit: 3 hours

English 342. Shakespeare in Film and Fiction

A study of reinterpretations of Shakespearean plays in film, dramas, novels, and other genres of contemporary culture. Exploration of how changing the medium changes the message. Emphasis on issues such as power, justice, love, hatred, and loyalty.

Prerequisite: ENG 110

Credit: 3 hours

English 350. Studies in Drama

Drama from various periods with emphasis on forms, ideas, and techniques.

Prerequisite: ENG 110

Credit: 3 hours

English 355. Advanced Studies in Professional and Technical Writing

Advanced exploration of the interrelation between written, oral, and graphic communication. Emphasis on research, editing, and producing camera-ready documents. Not for Core or literature credit.

Prerequisite: ENG 255 or permission of professor

Credit: 3 hours

English 360. Advanced Composition

Advanced instruction in the various types of composition. Not for Core or literature credit.

Prerequisite: ENG 110

Credit: 3 hours

English 370. Middle English Literature

Study of prominent works of Middle English literature, including Chaucer, Langland, the Pearl Poet, and Julian of Norwich.

Prerequisite: ENG 110

Credit: 3 hours

English 371. Old English Literature

Study of the form of English used prior to the Norman Invasion (1066), including its grammar and lexicon, in the service of appreciating and analyzing its literature.

Prerequisite: ENG 110

Credit: 3 hours

English 401. Twentieth Century British Literature

Poetry, drama, fiction, and the essay from 1900 to the present.

Prerequisite: ENG 110

Credit: 3 hours

English 402. Advanced Studies in Literature

An intensive study of a special topic, individual author, or literary movement. Attention to be given to current critical and theoretical issues relevant to the area of study. May be repeated for credit as topics vary.

Prerequisite: Junior standing or permission of department chair

Credit: 3 hours

English 403. Contemporary American Literature

Genres of recent American literature, focusing on the issues and themes confronting Americans; contributions by modern ethnic writers.

Prerequisite: ENG 110

Credit: 3 hours

English 404. Renaissance Studies

Selections from all major genres of the English Renaissance (15001650), including writers such as Spenser, Sidney, Shakespeare, Donne, and Milton.

Prerequisites: ENG 110 & ENG 210

Credit: 3 hours

English 406. Studies in Romantic British Literature

Studies in poetry and prose of selected English Romantic writers with emphasis on the creation and characteristics of the English Romantic Movement.

Prerequisite: ENG 110

Credit: 3 hours

English 407. Studies in Victorian British Literature

An overview of British prose and poetry written between 1830 and 1901 with an emphasis on dominant ideological Preoccupations of the period.

Prerequisite: ENG 110

Credit: 3 hours

English 408. Scottish Literature

An overview of Scottish literature from its beginnings to the present with emphasis on the relationship between history and literature.

Prerequisite: ENG 110

Credit: 3 hours

English 411. Southern Literature

Significant Southern writers from Colonial to Modern with emphasis on 20th Century works.

Prerequisite: ENG 110

Credit: 3 hours

English 420. Shakespeare

Representative comedies, histories, and tragedies showing the development of his thought and style. Shakespeare’s world and theatre examined.

Prerequisite: ENG 210 or permission of professor

Credit: 3 hours

English 430. Literary Theory

A survey of theoretical reflection upon literature and its interpretation from Plato to the present. Capstone course in the major. Not for Core literature credit.

Prerequisite: ENG 110 OR six (6) hours of literature & permission of professor

Credit: 3 hours

English 449. Independent Study

Selected topic under faculty supervision.

Prerequisite: Permission of department chair and Dean of the College of Arts and Sciences

Credit: 3 hours

English 455. Internship in Professional and Technical Writing

Intensive study and work at a nearby business or other organization that produces technical writing. A total of 100 contact hours is required. Consent of the English Department is required, and the Department will oversee the internship. Cannot be used for English major or English minor credit, or for Core or literature credit.

Prerequisite: ENG 355 or permission of professor

Credit: 3 hours

English 497. Exit Examination

Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours E

Entrepreneurship 315. Small Business Management/Entrepreneurship (MGMT 315)

Study of the small business sector within a free enterprise system; examines the startup process; and reinforces managerial techniques for the continuing success of small firms.

Prerequisite: MGMT 302 & MARK 301

Credit: 3 hours (Spring)

Entrepreneurship 340. Social Entrepreneurship

Designed to expose students to the field of social entrepreneurship, this course will develop innovation skills, and social awareness required for success in the field. Topics include development of a sustainable business model capable of providing a positive long-term social impact.

Prerequisite: ENTR/MGMT 315 or permission of the Dean of the School of Business

Credit: 3 hours (Fall)

Entrepreneurship 410. New Venture Entrepreneurship

By the completion of this course, students will be able to integrate multiple innovative and entrepreneurial factors into a complete enterprise strategy. Included in the topics will be market evaluation, business modeling, business strategies, financial structures and early and late stage funding sources to ensure sustainable growth.

Prerequisites: Senior standing. ENTR/MGMT 315 or permission of the Dean of the School of Business

Credit: 3 hours (Spring)

Entrepreneurship 496. Entrepreneur in Action Practicum

Designed to prepare an entrepreneurship minor with the hands-on practical skills necessary to start a business venture. The practicum can focus on launching a student business or a student run on-campus venture. Requires the consent of the Dean of the School of Business. Must be approved by the entrepreneurship minor coordinator and supervised by a faculty member.

Credit: 3 hours

Entrepreneurship 499. Internship in Entrepreneurship

For students who are interested in being entrepreneurial within a small business or non-profit organization. Requires the consent of the Dean of the School of Business. Must be approved by the entrepreneurship minor coordinator and supervised by a faculty member.

Credit: 3 hours

E NVIRONMENTAL B IOLOGY (ENV)

Environmental Biology 115. Environmental Biology (BIO 115)

Basic concepts of ecosystem structure and function, and varieties of interactions in the environment. Problems of energy and energy flow, resources, disruptive influences, and man's response and responsibility. Three hours lecture.

Credit: 3 hours (Fall)

Environmental Biology 330. Marine Biology and Oceanography (BIO 330)

Study of the Earth’s marine life and ocean ecosystems; ecological relationships among different forms of sea life and their interactions with the physical environment of the world’s oceans.

Prerequisite: ENV/BIO 115 OR (BIO 101 & BIO 200)

Credit: 3 hours

Environmental Biology 430. Wildlife Management (BIO 430)

Basic principles of wildlife management; study of how wildlife populations are maintained in natural and disturbed communities.

Prerequisite: (ENV/BIO 115 or BIO 101) & (BIO 200 or BIO 205)

Credit: 3 hours

Environmental Biology 442-444. Independent Study

Individual study of a topic of interest and concern to the student. May involve directed reading and/or experimental work in consultation with and supervision by a biology faculty member. May be repeated for credit (with approval of biology faculty.) Offered on demand.

Prerequisite: 2.0 GPA & approval of Biology Chairperson and Dean of College of Arts and Sciences 30 days prior to study

Credit: 2-4 hours

Environmental Biology 491-493. Special Topics in Environmental Biology

Special topics of interest in environmental biology. May be repeated for a maximum of six hours.

Prerequisite: Junior or Senior standing & permission of professor

Credit: 1-3 hours

Environmental Biology 495. Environmental Biology Internship

Field experience in environmental biology through paid internship or volunteer opportunity. An acknowledged learning agenda between the supervisor and student is recognized; the student and supervisor will set goals to be met during the internship.

Prerequisite: Completion of junior year & permission of faculty advisor

Credit: 4 hours

Environmental Biology 497. Exit Examination

Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours

E THNIC STUDIES (ETHN)

Ethnic Studies 200. Introduction to Race and Ethnic Studies

The course will expose students to both past and current perspectives related to race and ethnicity in the United States. We will take a look at how past Americans invented notions of race and ethnic identity, and how these identities intersect and overlap in meaningful ways. We will learn about stereotypes, prejudice, and racial ideologies. We will examine why race and ethnicity is still relevant decades after the peak of the civil rights movement, and how public policies relate to citizenship, diversity, and inequality.

Credit: 3 hours

Ethnic Studies 300. Race and Ethnic Studies Independent Study

This course serves as an original research project that minors must undertake with the consent and guidance of a faculty member teaching in the minor. Research projects will build on knowledge gained in minor field of study. Research projects will include the development of an original research question and in-depth research into relevant secondary and primary sources, culminating in a 15-25 page long essay, with reference notes and annotated bibliography. Student will meet with instructor 1 hour per week for the duration of the semester in which the course is undertaken. *Student and faculty mentor must meet and complete a Directed Study form prior to the beginning of the semester.

Prerequisite: ETHN 200

Credit: 1 hour

E XERCISE S CIENCE (EXSC)

Exercise Science 101. Introduction to Exercise Science

Includes an overview of the profession of exercise science, the characteristics of an exercise science professional, the various career opportunities, history of exercise science, and the role of organizations such as ACSM and NSCA. Requires a grade of “B-” or higher to pass. Open only to Exercise Science majors and minors, or students with departmental permission.

Credit: 3 hours

Exercise Science 205. Principles of Resistance Training

Focus on executing proper form and becoming familiar with various resistance training programs for improvement in sports performance, rehabilitation, and general health. Methods of developing muscular hypertrophy, strength, and endurance are covered in practical laboratories. Open only to Exercise Science majors and minors, Health & Physical Education majors, or students with departmental permission.

Prerequisites: WELL 101 & EXSC 101 with grade of “B-” or higher OR HPE 201 OR students with departmental permission

Credit: 2 hours

Exercise Science 210. Human Structure & Function

Study of the major anatomical and physiological aspects of the human body. Three hours lecture and three hours lab. Open only to Exercise Science majors and minors, Health & Physical Education majors, or students with departmental permission.

Prerequisite: BIO 101 or BIO 120 with grade of “C-” or higher

Credit: 4 hours

Exercise Science 230. Fitness Promotion and Assessment

Develops understanding and skill to promote and assess fitness. Only open to HPE or EXSC majors or students with departmental permission. Open only to Exercise Science majors and minors, Health & Physical Education majors, or students with departmental permission.

Prerequisites: WELL 101 & EXSC 101 with grade of “B-” or higher OR HPE 201 OR students with departmental permission

Credit: 2 hours

Exercise Science 255. Applied Nutrition

Basic concepts of nutrition including meal balancing, food grouping, and weight gain/loss coupled with the relationship between nutrition and the human physiological processes. Open only to Exercise Science majors and minors, Health & Physical Education majors, or students with departmental permission.

Prerequisite: EXSC 101 or HPE 201

Credit: 3 hours

Exercise Science 303. Motor Control and Motor Learning

This course could also be titled the “science of practice.” Develops understanding of how we learn and perform motor (physical) skills and how to improve them through practice and instruction.

Credit: 3 hours

Exercise Science 305. Care and Prevention of Athletic Injuries

General introduction to athletic training. Exposure of the student to the recognition of athletic injuries/illnesses and their care and the prevention of future injuries/illnesses.

Credit: 3 hours

Exercise Science 306. Psychology of Sport and Exercise

Examines psychological theories and research related to sport and exercise psychology by providing a broad overview of the major topics in the area.

Prerequisite: Junior standing

Credit: 3 hours

Exercise Science 310. Exercise Physiology

Study of the physiological effects of exercise on the human body; includes instruction in designing and implementing exercise and conditioning techniques as well as the study of all human biologic systems and how they are influenced/altered by exercise and movement.

Three hours lecture and three hours lab. Open only to Exercise Science majors and minors, Health & Physical Education majors, or students with departmental permission.

Prerequisites: (EXSC 101 or HPE 201 with grade of “B-” or higher) & (EXSC 210 or BIO 211 with grade of “C-” or higher)

Credit: 4 hours

Exercise Science 315. Anatomical Kinesiology

Study of the human body; specifically, the musculoskeletal system will be studied in great depth. Students will learn the basic principles of the body in motion in terms of muscles and joints and will apply the knowledge gained to improve performance in motor skills. Open only to Exercise Science majors and minors, Health & Physical Education majors, or students with departmental permission.

Prerequisites: EXSC 101 with grade of “B-” or higher & (EXSC 210 or BIO 211 with grade of “C-”or higher)

Credit: 3 hours

Exercise Science 325. Principles of Strength and Conditioning

A study of the fundamentals of history and applications of physical training and fitness testing, including the various forms of aerobic and anaerobic exercise, resistance and weight training, all as they apply to an individual or to a group/team. Open only to Exercise Science majors and minors, Health & Physical Education majors, or students with departmental permission.

Prerequisite: EXSC 101 with grade of “B-” or higher, EXSC 205, & (EXSC 210 or BIO 211 with grade of “C-” or higher)

Credit: 3 hours

Exercise Science 410. Exercise Prescription for Special Populations

Provides the study of common diseases and conditions with a concentration in the design and implementation of exercise programs. Open only to Exercise Science majors or students with departmental permission.

Prerequisite: EXSC 101 with grade of “B-” or higher, (EXSC 210 or BIO 211 with grade of “C-” or higher), & EXSC 325

Credit: 3 hours

Exercise Science 415. Current Topics in Exercise Science

Designed as a culminating course to integrate the academic and internship experiences in the Exercise Science program. Recent issues, trends, theories, problems, and research will be examined. Additional content will include career skills, employment strategies, and marketplace needs. Open only to Exercise Science majors or students with departmental permission.

Prerequisites: Senior standing. EXSC 101 with grade of “B-” or higher, (EXSC 210 or BIO 211 with grade of “C-“ or higher), & EXSC 310 with grade of “C-” or higher

Credit: 3 hours

Exercise Science 477. Pre-Internship Seminar

This course is a career counseling seminar for Exercise Science majors. It provides the student with the skills for preparing a resume, writing cover letters, interviewing techniques, professional networking, and obtaining an internship. The course is taken during the junior year

Prerequisites: EXSC 101 with grade of “B-”or higher

Credit: 3 hours

Exercise Science 479. Internship Experience

An experiential learning opportunity with the focus on implementing exercise program design in the college community, health/fitness clubs, professional sports teams, or in clinical settings. 3 to 6 credit hours. Open only to Exercise Science majors or students with departmental permission.

Prerequisites: EXSC 325 & EXSC 477 with grade of “C-” or higher

Credit: 3 hours

Exercise Science 490. Special Topics

This course will examine current topics in interest in the field of Exercise Science. The course will serve as an advanced elective for student majors in the Exercise Science program

Prerequisites: Exercise Science major or permission of professor

Credit: 3 hours

Exercise Science 497. Exit Examination

Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours

Exercise Science 499. Independent Study

Designed to give the candidate individually structured study and experience in allied areas such as exercise physiology, cardiac rehabilitation, pre-physical therapy, fitness and recreation, or others approved by Exercise Science faculty. Open only to Exercise Science majors or students with departmental permission.

Credit: 3 hours

F INANCE (FINA)

Finance 318. Financial Management

Introduction to the finance function of organizations and the long run decisions faced by firms. The general institutional environment facing firms and other entities will be covered. Valuation principles and present value techniques are developed and applied to securities prices and firm’s investment decision. An understanding of basic principles of accounting, economics, and elementary algebra are needed to succeed in this course.

Prerequisite: ACCT 253, (ECON 221 or ECON 222), & (MATH 117 or MATH 120)

Credit: 3 hours

Finance 350. Money and Financial Institutions (ECON350)

A study of financial markets, money, and banking. Topics include financial intermediation, information asymmetries, interest rate determination, securities and the markets in which they trade, risk, monetary policy, and the role and structure of the Federal Reserve. Financial markets are described and evaluated from the perspective of individual investors and financial intermediaries. Students who are Finance majors or minors must enroll in FINA 350, not ECON 350.

Prerequisite: ECON 222 & FINA 318 with grade of “C-” or higher Credit: 3 hours (Fall, Spring)

Finance 411. Special Topics in Finance

Special topics relating to investments, derivatives, portfolio management, or other advanced topics in finance. May be taken at the junior or senior level and up to three times as topics will vary.

Prerequisite: Permission of professor Credit: 3 hours

Finance 414. Equity Investing and Portfolio Management

Equity securities and related markets are described from the perspectives of equity investing and portfolio management. Topics include equity valuation methods, mean variance theory, efficient markets, portfolio management, and return measurement.

Prerequisite: FINA 318 with grade of “C-” or higher Credit: 3 hours (Fall)

Finance 418. Corporate Finance

Firm’s investment, financing, and dividend decisions are studied. Theories of value are considered under certainty and uncertainty. Recent developments and applications are included as needed.

Prerequisite: FINA 318 with grade of “C-” or higher Credit: 3 hours (Fall)

Finance 420. International Finance

The goal of this course is to study and understand issues facing firms in the global marketplace. Advanced course topics include exchange rate management through derivative instruments, understanding global financial markets, and investment evaluation and selection for multinational firms.

Prerequisite: FINA 318 with grade of “C-” or higher

Credit: 3 hours (Spring)

Finance 497. Exit Examination

Required of majors in the last semester before graduation. Graded on a P/F basis.

Credit: 0 hours

Finance 498. Independent Study

Requires consent of the Dean of the School of Business. Must be approved and supervised by a faculty member.

Credit: 3 hours

Finance 499. Internship in Finance

Requires consent of the Dean of the School of Business. Must be approved and supervised by a faculty member.

Credit: 3 hours

F RENCH (FREN)

French 101. Elementary French I

Basic French with emphasis on communication skills. Introduction to aural comprehension, pronunciation, structure of the language, and essential vocabulary for practical communication. No previous preparation in French required.

Credit: 3 hours (Fall)

French 102. Elementary French II

Basic French with emphasis on communication skills. Aural/reading comprehension. Pronunciation, grammar, and structure. Progressive vocabulary for written and oral communication.

Prerequisite: FREN 101

Credit: 3 hours (Spring)

French 201. Intermediate French I

Reinforcement and expansion of skills developed in elementary courses (French 101, 102) using grammar review, composition, conversation, and selected readings.

Prerequisite: FREN 102

Credit: 3 hours (Fall)

French 202. Intermediate French II

Progressive practice in oral and written communication with analysis of selected readings.

Prerequisite: FREN 201

Credit: 3 hours (Spring)

French 304. Conversation and Composition

Advanced practice of oral and written skills in French. Review of selected grammatical topics.

Prerequisite: FREN 202 or permission of professor

Credit: 3 hours

French 340. Introduction to French and Francophone Civilization (Global Perspectives)

An introductory overview of the culture and civilization of Francophone nations through readings, films, and other materials.

Prerequisite: FREN 202 or permission of professor

Credit: 3 hours

French 401. Introduction to French Literature I: from Classicism to Enlightenment

In this course we will read, situate, and analyze French authors from classicism to enlightenment representing different literary genres. Reading a variety of literary works of the time will help students reach a better understanding of French people, culture, history, society, and politics under the “Ancient Régime.” French is the language of instruction.

Prerequisite: FREN 304 or permission of professor

Credit: 3 hours

French 402. Introduction to French Literature II: 19th Century to Present

This course focuses on providing students with an introduction to major literary movements in 19th century. Students are supposed to become familiar with romanticism, realism, and naturalism that Sartre called the “bourgeois literary tradition”; they are also expected to be able to examine today’s French literature evolving around continuity or rupture of this “bourgeois literary tradition”. French is the language of instruction.

Prerequisite: FREN 304 or permission of professor

Credit: 3 hours

French 440. Advanced Francophone Studies (Global Perspectives)

Advanced study of a specific topic in French or Francophone literature or culture. Topic will be announced at the beginning of the preceding semester. May be repeated for credit as topics vary.

Credit: 3 hours

French 410. Independent Study in French

In depth study of special interest area. By permission only.

Credit: 3 hours

G EOGRAPHY (GEOG)

Geography 201. Introduction to Cultural/Human Geography

An introductory course including physical geography, environmental studies, regional geography, and cultural geography.

Credit: 3 hours

G ERMAN (GERM)

German 101. Elementary German I

Basic German with emphasis on communication skills. Introduction to aural comprehension, pronunciation, structure of the language, and essential vocabulary for practical communication. No previous preparation in German required. Not recommended for BA degree. Intermediate German may not be offered.

Credit: 3 hours (Fall)

German 102. Elementary German II

Basic German with emphasis on communication skills. Aural/reading comprehension. Pronunciation, grammar, and structure. Progressive vocabulary for written and oral communication.

Prerequisite: GERM 101

Credit: 3 hours (Spring)

German 201. Intermediate German I

Intensive aural/reading comprehension. Structure of contemporary German with emphasis on grammatical and syntactical accuracy. Vocabulary for written communication.

Prerequisite: GERM 102

Credit: 3 hours (Fall)

German 202. Intermediate German II

Progressively intensive aural and reading comprehension. Emphasis on grammatical and syntactical accuracy and communication skills in conversation and writing. Extensive reading. Three class hours and one laboratory hour per week.

Prerequisite: GERM 201

Credit: 3 hours (Spring)

G REEK (GREK)

Greek 101. Elementary Ancient Greek I

Essentials of Ancient Greek with emphasis on grammatical forms, syntax, and vocabulary. Course will cover the basics of Ancient Greek including Attic and Koine Greek so that the students will be prepared to translate in a variety of disciplines including Classics, History, Philosophy, and Biblical Studies.

Credit: 3 hours (Fall, odd years)

Greek 102. Elementary Ancient Greek II

Continuation of GREK 101 covering more advanced grammatical forms, syntax, and vocabulary. Students will begin to read and translate elementary passages from Greek literature including the New Testament.

Prerequisite: GREK 101

Credit: 3 hours (Spring, even years)

H EALTH (HETH)

Health 101. Personal and Community Health

Principles and practices of personal and community health. Open only to Exercise Science majors and minors, Health and Physical Education majors, or students with departmental permission.

Credit: 3 hours

Health 105. Medical Terminology

Offers a comprehensive overview of medical terminology, including prefixes, suffixes, and root words used in the language of medicine. Topics include medical vocabulary and the terms that relate to the

anatomy, physiology, pathological conditions, and the treatment of selected systems. Upon completion, students should be able to spell and define medical terms as related to selected body systems and their pathological disorders.

Credit: 2 hours

Health 210. Introduction to Holistic Care Concepts (Wellness)

A non-clinical three-hour sophomore course which introduces the student to selected basic concepts in the holistic delivery of healthcare. Purpose of the course is to introduce holistic care concepts to health science majors. The course focuses on the caring professions; professionalism (behavior, communication, etc.); healthcare team member’s roles and functions; holistic caring core values; health promotion and disease prevention; legal and ethical aspects, health care delivery systems; standards of practice; and clinical judgment.

Prerequisite: CHEM 101 & (BIO 211 or BIO 311) with grade of “C-”or higher

Credit: 3 hours

Health 305. Human Pathophysiology and Nutrition

Focuses on the pathophysiology of common disease conditions affecting human beings across the lifespan. Content builds on basic anatomy and physiology, microbiology, and chemistry content obtained from earlier courses. The pathophysiologic bases of common human health alterations and associated clinical manifestations are discussed. The six nutrient categories and diet recommendations for health promotion and maintenance will be discussed. Topics include the food pyramid recommendations for individuals across the lifespan, energy balance, and dietary modifications required for common health alterations.

Prerequisite: BIO 212 with a grade of “C-” or higher

Credit: 4 hours

H EALTH AND P HYSICAL E DUCATION (HPE)

Health and Physical Education 201. Introduction to Health and Physical Education

Introductory course for students in or interested in the Health and Physical Education major. Examination of the purposes of health and physical education and appropriate teaching behaviors.

Credit: 3 hours (Fall)

Health and Physical Education 220. Teaching Educational Gymnastics, Dance, and Rhythms

Develops skill and understanding of educational gymnastics and various dance and rhythm activities, along with an understanding of activityspecific teaching issues, including safety, task design, instruction, and assessment. Only open to majors in HPE or SRMT with a concentration in Community and Commercial Recreation or students with departmental permission.

Prerequisite: HPE 201 or departmental permission

Credit: 2 hours (Fall)

Health and Physical Education 221. Teaching Individual and Dual Sports

Develops skill and an understanding of strategy and rules of various individual and dual sports, along with an understanding of sportspecific teaching issues, including safety, task design, and instruction. Only open to majors in HPE or SRMT with a concentration in Community and Commercial Recreation or students with departmental permission.

Prerequisite: HPE 201 or departmental permission

Credit: 2 hours (Spring)

Health and Physical Education 222. Teaching Team Sports

Develops skill and an understanding of strategy and rules of various team sports, along with an understanding of sport-specific teaching issues, including safety, task design, and instruction. Only open to majors in HPE or SRMT with a concentration in Community and Commercial Recreation or students with departmental permission.

Prerequisite: HPE 201 or departmental permission

Credit: 2 hours (Spring)

Health and Physical Education 320. Methods of Health Instruction (ED 320)

Develops the ability to plan, manage, and instruct a health education program at the middle and high school levels Includes field experience. Corequisite or Prerequisite: ED 306, ED 320FE

Credit: 3 hours (Fall)

Health and Physical Education 380. Elementary Physical Education Methods (ED 380)

Develops the ability to plan, manage, and teach physical education at the elementary school level. Includes field experience. Corequisite or Prerequisite: ED 306, ED 380FE

Credit: 3 hours (Fall)

Health and Physical Education 385. Middle and Secondary Physical Education Methods (ED 385)

Develops the ability to plan, manage, and instruct a physical education program at the middle and high school levels. Includes field experience. Corequisite or Prerequisite: ED 306, ED 385FE

Credit: 3 hours (Spring)

Health and Physical Education 497. Exit Examination

Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours

History 103. Modern European History I (formerly History 303)

Major European powers from conclusion of the Hundred Years War to the beginning of the French Revolution, emphasizing significant political, cultural and religious developments.

Credit: 3 hours (Fall, alternate years)

History 104. Modern European History II (formerly History 304)

Major European powers in their global setting from the French Revolution to the present, emphasizing political, cultural and religious developments.

Credit: 3 hours (Fall, alternate years)

History 110. United States History I (formerly History 201)

Major political, social, and economic trends in the history of the United States from the First Peoples through the Civil War.

Credit: 3 hours (Fall)

History 111. United States History II (formerly History 202)

Major political, social, and economic trends in the history of the United States from the Civil War through the 21st century.

Credit: 3 hours (Spring)

History 114. The South in Black and White: History, Culture, and Change (Global Perspectives)

In an attempt to make sense of this hard-to-understand region, this class will take a historical look at how Southerners have developed and identified with their region. In particular, we will examine if the South is really different from other regions, what does it mean to identify as a Southerner, and how the outside world has shaped the region. Students will make use of personal experience and historical analysis to answer questions posed by our readings and class discussions.

Credit: 3 hours

History 116. Colonial Latin America (Global Perspectives)

(formerly History 316)

Latin American societies under Spanish and Portuguese rule; contemporary legacies of colonialism; emphasis on social conflict and interplay of gender, race, and class.

Credit: 3 hours

History 117. Modern Latin America (Global Perspectives) (formerly History 317)

Latin American history from the Wars of Independence through the 20th Century.

Credit: 3 hours

History 124. Modern African History (formerly History 324)

Modern sub-Saharan Africa from 1800; precolonial, colonial and postcolonial political and social structures; emphasis on political, economic and social transformation.

Credit: 3 hours

History 126. Middle East (Global Perspectives) (formerly History 326)

History of the Middle East from the rise of Islam to the present. Creation and institutionalization of Islamic institutions and law; political expansion and disintegration; focus on modern Middle Eastern conflicts.

Credit: 3 hours

History 130. Ancient and Early World History (Global Perspectives)

(formerly Global Perspectives 120)

A survey of ancient and early modern world history and its contributions to global culture up to 1500.

Credit: 3 hours

History 131. A Survey of the Modern World (Global Perspectives)

Surveys world history from early modern times to the present. The course examines themes, events, trends, institutions, and ideas with a focus on global connections and interactions. It presumes no prior knowledge and has no prerequisites.

Credit: 3 hours

History 210. Latinos in the United States (Global Perspectives)

This course examines the history of peoples and communities from Latin American and Caribbean societies have been integrated into the United States since independence to the present.

Prerequisites: None required but HIST 101, HIST 102, & HIST 117 are recommended

Credit: 3 hours

History 211. History of North Carolina (formerly History 311)

History of North Carolina within the context of growth of the United States; colonial role and participation in Revolutionary War; growth of a sectional outlook and participation in Civil War; emergence of national perspective.

Credit: 3 hours (Fall)

History 212. Revolutions in Modern Latin America (Global Perspectives)

(formerly History 411)

A seminar on the revolutions in Latin America. Particular focus on the Mexican, Cuban, and Nicaraguan Revolutions and the perspective of the participants.

Credit: 3 hours

History 215. Modern East Asia (Global Perspectives) (formerly History 315)

A comparative study of China, Japan, Korea and Taiwan from the 18th century to the present, with special emphasis on the 19th century encounter with Western powers; on Communist China and the Cultural Revolution; and on the “economic miracles” that have transformed these East Asian nations in recent decades.

Credit: 3 hours

H ISTORY (HIST)

History 300. Research Methods

(formerly History 200)

Research methods in history.

Credit: 3 hours

History 308. International Relations (PSCI 308)

The politics of international conflict and cooperation. We will study different perspectives on international relations and apply them in contexts central to global politics: war and peace, the international economy, international law, and related issues. Our aim is to understand the patterns of conflict and cooperation in a world with both incredible opportunities and substantial dangers for all members of the international community.

Credit: 3 hours (Spring)

History 309. African-American History

This course introduces students to the major themes, issues, and debates in African-American history. Students will develop an appreciation of how African Americans shaped their own history and how the AfricanAmerican experience has become a part of the broader American experience.

Credit: 3 hours

History 312. Women in American History (WS 312)

History of American Women from the colonial era to the present. Topics include changes in the household and women’s work, rise of female public activism and feminism, and debates over “ideal” womanhood and female sexuality.

Credit: 3 hours (Spring)

History 318. The United States and Latin America (PSCI318) (Global Perspectives)

Inter-American relations from the perspective of both the United States and Latin American societies. Examines US political, economic, social and cultural influences in Latin America as well as Latin American responses.

Credit: 3 hours

History 320. Ancient and Early World History (Global Perspectives)

(formerly Global Perspectives 320)

A critical history of the modern world from the 18th century to the present day. This class is global in its geographic scope, uses case studies and comparisons drawn from the Americas, Europe, Asia, the Middle East, and Africa, and incorporates multiple voices and perspectives in analysis. This class cultivates a range of skills that are readily transferable beyond the classroom.

Credit: 3 hours

History 321. Culture and History of Japan (Global Perspectives)

Origins of Japanese society with focus on national identity and the development of art, literature and religion from earliest times to today. Influence of China and creation of a distinctive Japanese culture; rise of the samurai; Japan’s encounter with the West; 20th-century militarism; pop culture icons such as Godzilla and Hello Kitty.

Credit: 3 hours

History 323. Southeast Asia: Crossroads of Cultures (Global Perspectives)

Southeast Asia has been a crossroads of trade and cultural exchange for much of the past two thousand years and has developed into one of the most religiously and ethnically diverse regions in the world. This course focuses on how geography and trade have impacted the cultures of the nations that comprise Southeast Asia by tracing the influences of Indian, Chinese, Arab, and European missionaries, traders and colonizers.

Credit: 3 hours

History 338. The Vietnam War in Film (Global Perspectives)

Most young Americans have heard of the Vietnam War and may even have a sense of some of the controversies surrounding it. Learn about these controversies as well as the origins and outcomes of the war and attitudes about it as depicted in popular films from the 1960’s through 2019. This is a writing intensive course.

Credit: 3 hours

History 342. Religion in American History (REL 342)

Explore the role of religion in the development of the United States and in shaping an American identity. Investigate how Americans practiced and expressed spirituality and consider how religion was influenced by immigration, politics, technology, and broader social trends. Discover how Americans of different faiths and nationalities interacted, argued, clashed, and cooperated with one another, and appreciate how the nation’s diverse religious landscape contributed to our understanding of religious freedom.

Credit: 3 hours

History 365. The Holocaust

A study of the Holocaust, beginning with the conditions that made it possible to establish the Third Reich, and covering the Nazi racial ideology, measures to create a racially “ pure ” society, the war against the Jews, the role of German allies, participation and resistance, other persecuted groups, the last days, and the postwar legacy. Upper level seminar with intensive reading and writing workload.

Credit: 3 hours (Spring)

History 390/490. Special Topics in Global History

Special topics related to in-depth research of themes in global or comparative history, including a basic research project at the junior level, and a longer, in-depth research paper at the senior level.

Credit: 3 hours

History 391/491. Special Topics in U.S. History

Special topics related to in-depth research of themes in United States history, including a basic research project at the junior level, and a longer, in-depth research paper at the senior level.

Credit: 3 hours

History 392/492. Special Topics in European History

S special topics related to in-depth research of themes in European history, including a basic research project at the junior level, and a longer, in-depth research paper at the senior level.

Credit: 3 hours

History 393/493. Special Topics in Latin American History

Special topics related to in-depth research of themes in Latin American history, including a basic research project at the junior level, and a longer, in-depth research paper at the senior level.

Credit: 3 hours

History 394/494. Special Topics in Asian and Pacific History

Special topics related to in-depth research of themes in Asian and Pacific history, including a basic research project at the junior level, and a longer, in-depth research paper at the senior level.

Credit: 3 hours

History 395/495. Special Topics in African and Middle Eastern History

Special topics related to in-depth research of themes in African and Middle Eastern history, including a basic research project at the junior level, and a longer, in-depth research paper at the senior level.

Credit: 3 hours

History 400. Internship in Historical Studies

Students will complete an internship involving the use of historical skills or methods, including but not limited to, the study of the past, researching, writing, speaking, and thinking critically about the past. Students will complete a university learning contract with a supervising faculty and on-site supervisor, and will work/learn onsite 6 hours per week for 3 credits, 4 hours per week for 2 credits, and 2 hours per week for 1 credit, completing a variety of assessments, including for example, written and verbal reports, to demonstrate student learning.

Prerequisite: HIST 300

Credit: 1-3 hours

History 460. Independent Study in History

By permission only.

Credit: 3 hours

History 499. Senior Thesis in History

Involves a major research project that history majors undertake with the consent and guidance of a full-time history instructor in their junior or senior year. Research project will build on knowledge gained in earlier courses and may be an expansion of earlier research. Based on primary and secondary sources, the project culminates in an essay with references, notes, and annotated bibliography, as well as a formal research presentation to students and faculty. Students will meet with their thesis advisor one hour per week during the semester.

Credit: 1 hour

History 497. Exit Examination

Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours

H ONORS (HON)

Honors 101. Leadership and Engagement in Honors

Honors 101 is a one-hour seminar class that will provide opportunities for first year students to engage with and learn from leaders on campus and in the community. In HON 101, first-year students will also make connections with honors peer mentors/guides and each other. HON 101 will replace GATE 101 for honors students. Topics covered in Gateway such as registration, student work opportunities, campus resources and career advising will also be covered in this course.

Credit: 1 hour

Honors 205. Ideas in Fine Arts

Examines interrelationships among art, music, and philosophical ideals from pre-Christian times to the present. Meets Core Fine Arts requirement.

Prerequisite: Admission to the Honors College Credit: 2 hours

Honors 210. Mathematical Masterpieces

An introduction to some of the greatest theorems of mathematics. Proofs and consequences of these theorems are discussed in historical context. The artistic and humanistic aspects of the mathematics are addressed. Meets Core in math.

Prerequisite: Admission to the Honors College & Sophomore standing Credit: 3 hours (Spring)

Honors 220. Honors Seminar

An interdisciplinary examination of a timely, controversial, or perennially favorite topic. Students will do short readings and written responses on the seminar topic. May be repeated as topics vary for a maximum of three times with from one to three credits earned. Graded on a P/F basis.

Prerequisite: Admission to the Honors College & Sophomore or Junior standing Credit: 1 hour

Honors 300. The Making of the Modern Mind

An interdisciplinary seminar in the ideas that make the present age distinctive.

Prerequisite: Admission to the Honors College & Junior standing Credit: 3 hours

Honors 315. Special Topics

An interdisciplinary and in-depth study of a significant academic topic proposed by a faculty pair (or an individual with several guest lecturers). This course could include a field trip or off-campus excursion to reinforce concepts stressed in the class. These special topics will be approved by the Honors Committee.

Prerequisite: Admission to the Honors College & Junior standing Credit: 3 hours

Honors 451. University Honors Research Project

Honors 451 or another upper-level honors capstone choice is required to graduate with University Honors See Honors College Curriculum for honors capstone or thesis options.

Credit: 1 hour

H UMAN S ERVICES (HS)

Human Services 221. Introduction to Human Services

Exploration of human service delivery systems. Survey of the field and clarification of vocational choice.

Prerequisites: PSYC 101 & SOC 101 Credit: 3 hours (Fall only)

Human Services 323. Professional Counseling and Case Management Skills

This course is designed to strengthen students’ understanding of applicable behavioral theories and foundational skills to successfully work as human services professionals in a broad range of settings. Students will examine various theories useful in professional interactions with clients. Students will then apply these theories while practicing foundational skills through case studies, simulations, and role play.

Prerequisites: HS 221 & Junior standing OR permission of professor Credit: 3 hours

Human Services 330. Social Inequalities (SOC 330)

Analysis of social stratification and social inequality empirically, theoretically, historically, and comparatively. Examination of dimensions of inequality such as class, status, and power as both causes and consequences of social structure. Specific attention to inequality based on race, class, gender, and age.

Prerequisite: SOC 101 & Junior standing OR permission of professor Credit: 3 hours

Human Services 401. Introduction to Addictions

This course introduces students to issues regarding the etiology, treatment, and prevention of addictive behaviors. Topics covered include dependence on alcohol, nicotine, and other drugs, as well as pathological gambling, eating disorders, and other compulsive behaviors.

Prerequisite: PSYC 101 or SOC 101

Credit: 3 hours

Human Services 402. Co-Occurring Disorders

This course provides an introduction to co-occurring disorders and the treatment needs of those who have a psychiatric or mental health disorder in combination with a substance abuse disorder. This course examines co-occurring disorders using a biopsychosocial model. The course explores causes, treatment, and outcomes related to co-occurring disorders.

Prerequisite: PSYC 101 or SOC 101

Credit: 3 hours

Human Services 403. Assessment and Diagnosis of Chemical Dependency

This course provides an in-depth exploration of the assessment and diagnosis of chemical dependency, focusing on understanding the complexities of substance abuse and addiction. Students will examine various theoretical models and diagnostic frameworks used in the assessment of chemical dependency, including the Diagnostic and Statistical Manual of Mental Disorders (DSM) criteria.

Prerequisite: PSYC 101 or SOC 101

Credit: 3 hours

Human Services 404. Counseling Assessment and Diagnosis

The purpose of this course is to introduce the DSM-5 and its utilization for addiction and mental disorder diagnostics. Addiction disorder etiology, epidemiology, and diagnostic criteria will be addressed, as well as psychotherapeutic and pharmacological treatment modalities. This course explores various counseling assessment and evaluation approaches, techniques, interpretation, and available resources.

Prerequisite: PSYC 101 or SOC 101

Credit: 3 hours

Human Services 405. Prevention, Treatment, and Intervention of Alcohol, Drug, and Behavioral Addiction

This course provides students with an understanding of effective substance abuse treatment planning and intervention strategies in diverse settings. The course helps the student use the knowledge of individual, group, and family counseling strategies as they are applied to behavior change and relapse prevention.

Prerequisite: PSYC 101 or SOC 101

Credit: 3 hours

Human Services 406. Addictions in Family Systems

This course blends addiction studies and family systems approaches through examination of addictive and intergenerational patterns within families. This course presents a knowledge base that includes content information about addiction, methods for assessing, skills for treating addictive systems, and collaboration with other mental health professionals who treat addictions.

Prerequisite: PSYC 101 or SOC 101

Credit: 3 hours

Human Services 407. Community Mental Health and Group Work

This course integrates principles of community mental health and group work to equip students with the knowledge and skills necessary for supporting mental wellness in diverse communities. Students will learn about the intersection of mental health and community dynamics and effective strategies for facilitating group interventions. The course includes national certification in Adult and Youth Mental Health First Aid and opportunities for hands-on practice and skill development.

Prerequisite: PSYC 101 or SOC 101

Credit: 3 hours

Human Services 409. Independent Study

Under the supervision of a faculty member, students develop a topic relevant to their program and vocational goals. Topics focus explicitly and in depth on methods of human services. Restricted to seniors who have a 3.00 cumulative GPA.

Credit: 3 hours

Human Services 411. Practicum

Field experience under supervision of experienced practitioners. Assessment and development of skill strengths. Departmental screening required prior to registration. Capstone course for the major. Students under supervision of Wingate University faculty member.

Prerequisite: HS 221 & Senior standing OR permission of professor

Credit: 4 hours

Human Services 415. Field Experience in Human Services

Directed field experience in selected human services settings.

Prerequisite: HS 411

Credit: 3 hours (Spring)

Human Services 475. Special Topics

Human Services perspective on subjects or issues beyond the scope of the current curriculum. Since the content varies, the course may be taken two times.

Prerequisite: PSYC 101 or SOC 101

Credit: 3 hours

Human Services 497. Exit Examination

Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours

I NTERPROFESSIONAL E DUCATION ( IPE )

Interprofessional Education 100. Foundations of Health and Wellness (Wellness)

This course will introduce students to concepts of personal well-being, health literacy and advocacy, and community health. As all individuals in the United States of America engage with the healthcare system when making decisions around their health the nature, scope, and organization of it will be discussed. Additionally, components of personal well-being, health literacy and advocacy will be discussed from various health care professional perspectives. Ultimately, students will gain an appreciation for health and wellness standards along with other influences that affect the health of individuals and communities. A key part of this course utilizes self-reflection which allows students the opportunity to incorporate techniques and tools to promote a healthenhancing lifestyle while also acting as an advocate for themselves and others when engaging with the healthcare system.

Credit: 1 hour

Interprofessional Education 101. Introduction to Health Professions

This course is designed to introduce the learner to the health professions of physical therapy, occupational therapy, nursing, physician assistant studies and pharmacy, as well as exercise science as a major. It will provide participants with an overview of practice areas, educational requirements, and career options within each profession. This course will incorporate extensive and immersive active learning experiences to engage the learner in activities performed by each of the professions, and additionally, will introduce the student to ancillary health services such as CPR, EMS, service animals, and mental health considerations. Students will acquire certification in basic CPR

Credit: 1 hour

Interprofessional Education 102. Introduction to Health Professions

To provide an introduction to the interprofessional education competencies where health science students will learn about, from, and with each other regarding roles and responsibilities, communication, teamwork, and values and ethics.

Credit: 0 hours

M ANAGEMENT (MGMT)

Management 302. Principles of Management

Principles underlying the organization, management, and operation of business activities. Emphasis on the creation and maintenance of the administrative organization, the definition of goals, and the diagnosis and solution of problems which may result from changing conditions. Prerequisite: Sophomore standing or permission of professor

Credit: 3 hours

Management 306. Managerial Communication

Practice in frequently prepared written communications, media, memoranda, letters, instructions, procedures, proposals, and guidelines. Integration with oral dimensions; interpersonal and technological considerations.

Credit: 3 hours

Management 313. Human Resource Management

Procurement, development, utilization, and maintenance of an effective work force.

Prerequisite: MGMT 302

Credit: 3 hours (Spring)

Management 315. Small Business Management/ Entrepreneurship (ENTR315)

Study of the small business sector within a free enterprise system; examines the startup process; and reinforces managerial techniques for the continuing success of small firms.

Prerequisites: MGMT 302 & MARK 301

Credit: 3 hours (Fall)

Management 330. Management Information Systems

An examination of the role of managed information technology in supporting the internal and external mission components of an organization. Focus upon issues and procedures associated with the commercially-oriented facilitation of technology architectures to enable efficient, effective, and flexible actions at the strategic, tactical, and operational levels

Prerequisite: BUS 111

Credit: 3 hours

Management 411. Special Topics in Management

Special topics relating to distribution/transportation, industrial purchasing, corporate restructuring, emerging technologies, or other special management topics. May be taken at the junior or senior level and up to three times as topics will vary.

Prerequisite: Permission of the Dean of the School of Business

Credit: 3 hours

Management 416. Organization Theory and Behavior

Impact of different types of markets, technologies, and other factors on the design of organizational structures and the behavior of organization members. Leadership in the goal-directed organization including conflict management, motivation, communications, and decisionmaking.

Prerequisite: MGMT 302

Credit: 3 hours (Fall)

Management 419. Project Program Management Fundamentals

The course will focus on the role of the project manager and the specific processes required for successful outcomes in managing projects. In today’s competitive and global environment, the ability to successfully complete projects within the constraints of time, scope, quality, and cost is absolutely vital to any organization.

Prerequisites: ACCT 253, FINA 318, & MGMT 302

Credit: 3 hours

Management 497. Exit Examination

Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours

Management 498. Independent Study

Requires consent of the Dean of the School of Business. Must be approved and supervised by a faculty member.

Credit: 3 hours

Management 499. Internship in Management

Requires consent of the Dean of the School of Business. Must be approved and supervised by a faculty member.

Credit: 3 hours

M ARKETING (MARK)

Marketing 301. Principles of Marketing: The Customer Experience

Aligning organizations with strong customer engagement and focus, this course provides a conceptual framework for marketing decision making focusing on principles, techniques, and practices necessary to communicate with various target audiences.

Prerequisite: Sophomore standing or permission of the Dean of the School of Business

Credit: 3 hours

Marketing 323. Integrated Marketing Communications: Client Solutions

Placing customers at the center of business decisions, students develop integrated marketing solutions to solve real world client problems. Utilizing the active learning classroom, students develop integrated marketing solutions and implement marketing deliverables.

Prerequisite: MARK 301 & Junior standing

Credit: 3 hours (Fall)

Marketing 341. Consumer Behavior: Insights into the Customer Experience

Explores the psychology of the consumer and decision process including the cultural, social, and individual factors affecting consumer decision methods.

Prerequisite: MARK 301

Credit: 3 hours

Marketing 355. Digital Marketing

This course introduces the student to the general theories of digital marketing and its relevance and importance as a marketing tool. The student will learn how to create campaigns and the strategies and tactics in the most popular social media platforms, and generate reports and actions based on social media analytics.

Prerequisite: MARK 301

Credit: 3 hours

Marketing 411. Special Topics in Marketing

Current special topics related to marketing from innovative marketing that utilizes customer insights to drive innovative solutions to serve customers desires; digital analytics and strategy examines how organizational leaders should think about digital marketing, social media marketing; and others. Majors are encouraged to take two special topics courses.

Prerequisite: MARK 301

Credit: 3 hours

Marketing 464. Market Research: Customer Analytics

Leveraging data to shape the marketing strategy and solve business problems. Students will learn both qualitative and quantitative research methods to understand customer decision making.

Prerequisites: Senior standing, BUS 308, MARK 301 & MARK 323

Credit: 3 hours (Fall)

Marketing 486. Strategic Marketing

The capstone marketing course integrates knowledge from previous marketing courses and the overall business core including how to make strategic long-term decisions for a business. The capstone course includes an integrated strategic marketing simulation.

Prerequisite: Senior standing. MARK 301, MARK 323, MARK 341, & MARK 464

Credit: 3 hours (Spring)

Marketing 497. Exit Examination

Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours

Marketing 498. Independent Study

Requires consent of the Dean of the School of Business. Must be approved and supervised by a faculty member.

Credit: 3 hours

Marketing 499. Internship in Marketing

All marketing majors are expected to complete an internship in marketing before graduation, although students are not required to complete the internship for credit. Requires consent of the Dean of the School of Business. Must be approved and supervised by a faculty member.

Credit: 3 hours

M ATHEMATICS (MATH)

Mathematics 100. Intermediate Algebra

An introduction to basic algebraic operations as applied to polynomial, linear, and quadratic functions. Selected topics in analytic geometry are introduced. Restricted to incoming freshman

Credit: 3 hours

Mathematics 112. College Algebra

Algebraic operations as applied to polynomial, rational, logarithmic, and exponential functions. Students should be able to fit models to data and solve equations, inequalities, and systems of equations. Restricted to students who do not have credit for Math 115, 117, or Math 120.

Prerequisite: MATH 100 or appropriate score on placement test

Credit: 3 hours

Mathematics 112R. College Algebra Recitation

An algebra lab that is taken together with a section of Math 112. This lab delves deeper into topics of algebraic operations as applied to linear, polynomial, radical, and as time permits, logarithmic and exponential functions. Restricted to students who do not have credit for MATH 115, MATH 117, or MATH 120. This course is only open to students who are selected based on their placement test score.

Credit: 1 hour

Mathematics 115. Precalculus

Linear and quadratic functions, polynomial and rational functions, exponential and logarithmic functions, trigonometric identities. This course requires the minimum of a TI-83 calculator. Restricted to students who do not have at least a C in Math 120.

Prerequisite: MATH 112 is recommended if an appropriate math placement test score was not achieved

Credit: 4 hours

Mathematics 116. Quantitative Reasoning

Quantitative literacy and the development of problem-solving skills through an introduction to statistics, logic, and personal finance. Topics to be covered include, but are not limited to financial fundamentals including loans, credit cards and mortgages, survey of statistical studies and the development of criteria necessary to establish causality and correlation, and an introduction to voting theory.

Credit: 3 hours

Mathematics 117. Calculus for Business Majors

An applied introduction to calculus. Topics include limits, derivatives of algebraic and exponential functions, an introduction to integration, and applications of derivatives to fields of business and economics. Restricted to students who do not have credit for Math 120.

Prerequisite: MATH 112 is recommended if an appropriate math placement test score was not achieved

Credit: 3 hours

Mathematics 118. Mathematics for Elementary Education I

An in-depth study of the real number system, with an emphasis on problem solving. Topics include an introduction to ancient enumeration systems, bases, modular arithmetic, statistics, and algebra. Restricted to majors in elementary and middle-grades education.

Credit: 3 hours (Fall)

Mathematics 119. Mathematics for Elementary Education II

An introduction to geometry and mathematical reasoning, with computer applications. Activities include conjecturing, inventing, and problem solving with activities reinforced by using technology. Also investigate how mathematics is connected to other fields of study. Restricted to majors in elementary education and middle-grades education.

Credit: 3 hours (Spring)

Mathematics 120. Calculus and Analytic Geometry I

Rectangular coordinates in the plane, functions, limits, continuity, differentiation of algebraic, trigonometric functions, and transcendental functions, applications of derivatives and differentials and antiderivatives. The first of three semesters of a united course in analytic geometry and calculus.

Prerequisite: MATH 115 is recommended if an appropriate math placement test score was not achieved

Credit: 4 hours

Mathematics 209. Inferential Statistics

Introduction to methods of inferential statistics, stressing applications. Topics include introduction to probability, discrete distributions, binomial distributions, normal distributions, confidence intervals, hypothesis testing, and linear regression.

Credit: 3 hours

Mathematics 220. Calculus and Analytic Geometry II

The second of three semesters of a unified course in analytic geometry and calculus. Definite and indefinite integrals of algebraic, trigonometric and transcendental functions, hyperbolic functions, methods of integration, applications of integrals, and convergence and divergence of sequences and series.

Prerequisite: MATH 120 with grade of “C-“ or higher

Credit: 4 hours (Spring)

Mathematics 242. Discrete Mathematics

Introduction to combinatorial analysis and graph theory. Topics include combinations, permutations and other counting methods, binomial and multinomial theorems, basic probability theory, equivalence relations, graph theory, generating functions, and difference equations.

Prerequisite: MATH 120 with grade of “C-“ or higher

Credit: 3 hours (Fall)

Mathematics 300. College Geometry

Selected topics from Euclidean, non-Euclidean and solid geometry. Ideas and methods of geometry.

Prerequisite: MATH 242

Credit: 3 hours (Spring, even years)

Mathematics 301. Technology in the Mathematics Classroom

Introduction to the capabilities of the graphing calculator and Geometer’s Sketchpad. Emphasis on techniques that the middle grades and secondary mathematics pre-service teachers will need to know and teach to their students upon completion of their degree. Restricted to majors in middle-grades and secondary mathematics education.

Prerequisite: Junior or Senior standing

Credit: 1 hour (Spring, even years)

Mathematics 305. Calculus and Analytic Geometry III

The third of three semesters of a unified course in analytic geometry and calculus. Emphasis is on functions of more than one variable. Topics include vector functions and their derivatives, partial differentiation, multiple integration, and vector analysis.

Prerequisite: MATH 220 with grade of “C-“ or higher

Credit: 4 hours (Fall)

Mathematics 308. Linear Algebra

Introduction to algebra involving matrices and vector spaces. Topics include systems of equations, matrices and matrix algebra, determinants, linear transformations, vector spaces, eigenvectors and eigenvalues.

Prerequisite: MATH 242

Credit: 3 hours (Spring)

Mathematics 310. Differential Equations

First order equations with variables separable; Euler’s method of approximate solutions; physical and geometric applications. Linear equations of the first order; applications. Solutions of linear equations with constant coefficients; methods of undetermined coefficients; operators. Application to network and dynamic systems. Introduction to series-solutions.

Prerequisite: MATH 305

Credit: 3 hours (Spring)

Mathematics 330. Statistics I

An introduction to continuous and discrete probability distributions. Topics include Bayes Theorem, binomial, Poisson, uniform, normal and other distributions, random variables, moment generating functions, multivariate distributions, and limit theorems.

Prerequisite: MATH 220 & MATH 242

Credit: 3 hours (Fall)

Mathematics 331. Statistics II

An introduction to Statistical methods. Topics include Central Limit Theorem, estimation, hypothesis testing using z, t and chi squared and other methods, and linear models with least squares.

Prerequisite: MATH 330

Credit: 3 hours (Spring)

Mathematics 400. Abstract Algebra I

An introduction to abstract algebra. Topics include groups, abelian groups, symmetric groups, rings, integral domains, fields, homomorphisms and isomorphisms. Emphasis on proof writing.

Prerequisite: MATH 308

Credit: 3 hours (Fall, even years)

Mathematics 401. Abstract Algebra II

A continuation of the introduction to Abstract Algebra. Topics include polynomial rings, ideals, quotient rings, finite abelian groups, and lattices. Emphasis on proof writing.

Prerequisite: MATH 400

Credit: 3 hours (Spring, odd years)

Mathematics 405. History of Mathematics

Study of early numeral systems, Egyptian and Babylonian Mathematics, Greek Mathematics, Chinese and Hindu Mathematics, Arabian Mathematics, Descartes, Pascal, Fermat, the development of Calculus, and an overview of mathematics since 1700 including abstract algebra and non-Euclidean geometry.

Prerequisite: MATH 242

Credit: 3 hours (Fall, even years)

Mathematics 410. Introduction to Analysis

An introduction to single-variable real analysis. Topics include sequences and series, the topology of the real line, limits, continuity, differentiation, and the Riemann integral. Emphasis on proof writing.

Prerequisite: MATH 308

Credit: 3 hours (Fall, odd years)

Mathematics 450. Special Topics

Topics selected from advanced calculus, topology, advanced modern algebra, combinatorics, number theory, or foundations. May be taken up to three times. Taught on demand.

Prerequisite: Permission of professor

Credit: 3 hours

Mathematics 451. Mathematics Research Project

The course will require completion of the student’s research paper and the student will make an oral presentation.

Prerequisite: Junior or Senior standing

Credit: 3 hours

Mathematics 460. Independent Study

Study of a student-selected topic under faculty supervision. Taught on demand.

Credit: 3 hours

Mathematics 497. Exit Examination

Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours

M ODERN L ANGUAGES (MLAN)

Modern Languages 495. Independent Study

Individual work in a selected area of study. Students must write a proposal to be approved by a professor in the semester preceding the coursework. May be repeated for up to a total of six hours credit. By permission only.

Prerequisite: Permission of professor and department

Credit: 1-3 hours

Modern Languages 496. Internship

An internship is designed to connect coursework with a supervised experience that is complimentary to a student’s study of one or more of the modern languages. Students must write a proposal to be approved by a professor and the Wingate Internship Supervisor the preceding semester. May be repeated for credit up to six hours.

Prerequisite: 2.0 cumulative GPA. Students must obtain a Wingate Internship Supervisor to supervise internship, must submit a Learning Contract, and must secure all signatures prior to registering.

Credit: 1-3 hours

Music 103, 303. University Singers (Fine Arts)

Open to all students by audition. Sacred and secular music from the Renaissance to the present. This organization represents the University on and off campus. Five hours of rehearsal per week. May be repeated for credit.

Credit: 1 hour

Music 107, 307. University Wind Ensemble (Fine Arts)

Open to all students by audition. Study and performance of a variety of wind and percussion literature. Performs regularly during the academic year. Formal attire is the responsibility of the student. Three rehearsal hours per week. May be repeated for credit.

Credit: 1 hour

Music 108, 308. University Athletic Bands (Fine Arts)

Open to all students. Performance of popular music styles for athletic games and other university events. This organization represents the university on and off campus. Four rehearsal hours per week in the fall. Two rehearsal hours per week in the spring. May be repeated for credit.

Credit: 1 hour

Music 109, 309. Chamber Choir (Fine Arts)

Select ensemble auditioned from the members of University Singers. Sacred and secular music from the Renaissance to the present. This organization represents the University on and off campus. Four hours of rehearsal per week. May be repeated for credit.

Credit: 1 hour

Music 113, 313. Chamber Ensemble (Fine Arts)

Rehearsal and performance of selected chamber works. For elective credit only. By audition. Two hours per week. May be repeated for credit.

Credit: 1 hour

Music 119, 319. Cantar (Fine Arts)

Open to all tenor and bass voiced students by placement hearing. This ensemble studies and performs a wide range of tenor-bass voiced repertoire representing musical styles of both the Western and nonWestern musical traditions. May be repeated for credit.

Credit: 1 hour

M USIC (MUS)

Music 125, 126; 225, 226; 325, 326; 425, 426. Recital and Concert Lab

To acquaint the student with composers and performance practices through recitals and concerts. Attendance is required at 90% of all recitals and concerts as posted by the music faculty. Exceptions are at the discretion of the professor. Eight semesters, BA; seven semesters, BME. Graded on Pass/Fail basis.

Credit: 0 hours

Music 130. Voice Methods – Vocal Techniques for Instrumental Music Education Majors

Introduction to techniques for singing and teaching singing in the choral setting, intended for instrumental music education majors. Two class hours per week.

Credit: 1 hour

Music 131. Class Voice

Position and poise of the body, strengthening exercises for the development of vocal freedom. Simple songs. Open to secondary voice students and all students who wish to learn basic vocal techniques. May be repeated for credit.

Credit: 1 hour

Music 136. Class Piano I

Basic music terminology, concepts, and keyboard skills. Two class hours per week.

Credit: 1 hour

Music 137. Class Piano II

An extension of Music 136 with more emphasis on improvisation, harmonization, and transposition. Two class hours per week.

Prerequisite: MUS 136

Credit: 1 hour

Music 138. Class Guitar I

Group instruction in beginning guitar. Basic chords and music reading. Students must furnish guitar. Two class hours per week.

Credit: 1 hour

Music 140, 340. Viva Voce (Fine Arts)

Open to all treble voiced students (sopranos and altos) by placement hearing. This ensemble studies and performs treble voiced repertoire representing musical styles of both the Western and non-Western musical traditions. May be repeated for credit.

Credit: 1 hour

Music 155. Hands-On Music (Fine Arts)

Hands-On Music is a course designed for students outside of the Music Major. No previous musical experience is required. Through hands-on music-making, both individually and in groups, students will increase their raw musicianship skills and the physical coordination and stamina of their bodies; widen their capacity for expression and make connections between the realm of music and other subject areas; gain appreciation of a wide range of musical styles, and gain expertise in songwriting and text-setting, which will culminate in a “capstone project” consisting of an original composition, arrangement, or performance.

Credit: 2 hours

Music 156. Global Influences on Music in the U.S.A. (Fine Arts)

Introduces students to the musical influences of countries and cultures from around the world on music created in the United States by American composers. Focus will be placed on classical music, jazz, music for cinema, music for theatre, and popular music.

Credit: 2 hours

MUS 161, 361. Secondary Performance Study

Instruction for non-majors or majors on secondary instrument or voice. May be repeated for credit.

Credit: 1-2 hour(s)

Music 162, 262, 362, 462. Primary Performance Study

Instruction on principal instrument or voice. For Music and Music Education majors only.

Prerequisite: Acceptance into the Music Department or the Music Education Department

Credit: 2 hours

Music 182, 282, 382, 482. Opera Workshop

Opera Workshop is an interactive course designed to introduce and develop the skills that are necessary to be a viable performer in today’s operatic world. Areas of concentration will include: stage movement, general stage vocabulary, the audition process, role preparation and coaching, and operatic literature. These techniques will be addressed and studied through the context of preparing and performing staged scenes to be selected from operas, operettas, and musicals. The semester will culminate in a public presentation of these Opera Scenes and or a full production. This presentation will involve all members of the class. The course will be for elective credit only. May be repeated for credit.

Credit: 0-1 hour

Music 205. Lyric Diction for Singers I

International Phonetic Alphabet; application to pronunciation of Italian and German. Techniques in singing these languages. Two class hours per week.

Credit: 1 hour (Fall)

Music 206. Lyric Diction for Singers II

International Phonetic Alphabet; its application to pronunciation of German and French. Techniques in singing these languages. Two class hours per week.

Prerequisite: MUS 205

Credit: 1 hour (Spring)

Music 215. Collaborative Piano I

Study and practice of collaborative techniques for pianists. Two class hours per week. May be repeated for credit.

Credit: 1 hour (Fall)

Music 216. Collaborative Piano II

A continuation of Music 215. The study and practice of collaborative techniques for pianists. Two class hours per week. May be repeated for credit.

Credit: 1 hour (Spring)

Music 217. Theory I

Entry level course for music majors. Study of scales, intervals, triads and their inversions, basic part-writing principles.

Credit: 3 hours (Fall)

Music 218. Theory II

Continuation of study of tonal harmony with emphasis on seventh chords, nonharmonic tones, modulation, harmonic analysis and partwriting.

Prerequisite: MUS 217

Credit: 3 hours (Spring)

Music 236. Class Piano III

Emphasis on practical keyboard skills and solo literature. Two class hours per week.

Prerequisite: MUS 137 or equivalent

Credit: 1 hour

Music 237. Class Piano IV

Emphasis on keyboard skills; major and minor scales, sight reading (hymns, open choral score), melody harmonization, transposition, solo and ensemble literature. Two class hours per week.

Prerequisite: MUS 236 or equivalent

Credit: 1 hour

Music 238. Ear Training, I

Foundations in sight singing and ear training utilizing computerassisted instruction. Practice of harmonic and melodic intervals to the octave. Rhythmic dictation in simple and compound meters. Reading of all clefs using moveable Do solfège.

Credit: 1 hour (Fall)

Music 239. Ear Training II

Continuation of sight singing and dictation in all major and minor keys. Singing of triads and dominant sevenths in all inversions. Further rhythmic study.

Prerequisite: MUS 238

Credit: 1 hour (Spring)

Music 285. Introduction to Alexander Technique (Wellness)

This class explores the application of the principles employed by F.M. Alexander in finding easier use of self in activity. The Alexander Technique is about improving performance in life by finding the most intelligent means to do what you want to do through attention to process. While performing artists find it useful, this technique is also valuable in everyday activities. May be repeated for credit.

Credit: 2 hours

Music 317. Theory III

Study of chromatic harmony, with emphasis on harmonic and formal analysis of Classical and Romantic works.

Prerequisite: MUS 218

Credit: 3 hours (Fall)

Music 318. Theory IV

Study of musical forms. Introduction to twentieth-century compositional elements and styles.

Prerequisite: MUS 317

Credit: 3 hours (Spring)

Music 320. Junior Recital – Music Performance Emphasis

Formal, public performance of at least 30 minutes. Required of performance emphasis students.

Credit: 0 hours

Music 323. Class Woodwinds

Introduction to techniques for playing and teaching woodwind instruments. Two class hours per week.

Credit: 1 hour

Music 324. Class Brass

Introduction to techniques for playing and teaching brass instruments. Two class hours per week.

Credit: 1 hour

Music 327. Class Strings

Introduction to techniques for playing and teaching string instruments. Two class hours per week.

Credit: 1 hour

Music 328. Class Percussion

Introduction to techniques for playing and teaching percussion, including mallet instruments. Two class hours per week.

Credit: 1 hour

Music 329. Instrumental Methods

Introduction to techniques for playing and teaching woodwind, brass, and percussion instruments and is intended for vocal, keyboard, and guitar music education majors. This course is in lieu of Music 323, 324, and 328.

Credit: 3 hours

Music 330. Class Voice

Position and poise of the body, strengthening exercises for the development of vocal freedom. Moderately advanced songs at the discretion of the instructor. Open to secondary voice students and all students who wish to learn more advanced vocal techniques. May be repeated for credit.

Credit: 1 hour

Music 338. Ear Training III

Continuation of sight singing in all clefs, using moveable Do solfège. Singing, playing, and identification of seventh chords. Harmonic, melodic, and rhythmic dictation.

Prerequisite: MUS 218 & MUS 239

Credit: 1 hour (Fall)

Music 339. Ear Training IV

Continuation of previous material to a more advanced level.

Prerequisite: MUS 317 & MUS 338

Credit: 1 hour (Spring)

Music 343. Choral Conducting/ Arranging and Composition

Basic conducting techniques applied to rehearsal and performance. Application of music theory in adapting music for various types of choral ensembles. Three class hours per week.

Prerequisite: MUS 318 or permission of professor

Credit: 2 hours (Fall)

Music 344. Instrumental Conducting/Arranging and Composition

Study and application of basic conducting theories and methods for various instrumental ensembles. Basic techniques for arranging music for various instrumental ensembles (Brass, woodwinds, percussion, and strings). Three class hours per week.

Prerequisite: MUS 318 or permission of professor

Credit: 2 hours (Spring)

Music 346. Conducting Lab

Open to all students by audition. Study and performance of various styles of choral music. Two class hours per week.

Co-requisite: MUS 343 or MUS 344

Credit: 0 hours (Fall)

Music 353. Choral Conducting II

Intermediate choral conducting techniques applied to rehearsal and performance. Three class hours per week.

Prerequisite: MUS 343

Credit: 2 hours (Spring)

Music 354. Instrumental Conducting II

Intermediate instrumental conducting techniques applied to rehearsal and performance. Three class hours per week.

Prerequisite: MUS 344

Credit: 2 hours (Spring)

Music 355. Applied Coaching for Voice Performance Majors

This course will focus on applied private musical coaching. Students will receive 30-minute individual coaching once a week. Students will bring recital or opera repertoire with notes and rhythms learned, and foreign language text translated. Students will work their repertoire with piano in great detail, focusing on text, poetry, style, musical details, and collaboration. Course may be repeated for credit.

Credit: 1 hour

Music 356. Music History and Literature I

An in-depth study of Western music in the 20th and early 21st centuries (ca. 1900 to the present). This course is designed for music majors and minors.

Credit: 2 hours

Music 357. Music History and Literature II

An in-depth study of Western music in the late Baroque, Classical, and Romantic eras (ca. 1700 to 1900). This course is designed for music majors and minors.

Credit: 2 hours

Music 358. Music History and Literature III

An in-depth study of Western music in the Medieval, Renaissance, and early Baroque eras (ca. 1000 to 1700). This course is designed for music majors and minors.

Credit: 2 hours

Music 371. Elementary Music Methods (Education 371)

Music teaching methods and materials for the elementary music classroom (K-5). Philosophy of music in the education of children. Introduction to music lesson planning including scope and sequence, assessment methods, standards-based music education, and crosscurricular planning. Includes 10 hours of observation/participation.

Credit: 2 hours (Fall)

Music 374. Middle School Choral Methods (Education 374)

Music teaching methods and materials for middle school chorus (6-8). Topics include philosophy, curriculum, discipline, assessment, and techniques for vocal ensembles and general music classes. Three class hours per week. Includes 10 hours of observation/participation.

Prerequisite: MUS 371

Credit: 2 hours (Spring)

Music 376. Middle School Instrumental Methods (Education 376)

Music teaching methods and materials for middle school band (6-8). Topics include philosophy, curriculum, discipline, assessment, and techniques for instrumental ensembles. Three class hours per week. Includes 10 hours of observation/participation

Prerequisite: MUS 371

Credit: 2 hours (Spring)

Music 384. High School Choral Methods (Education 384)

Music teaching methods and materials for high school chorus (9-12). Topics focused on teaching the choral ensemble and include parental support, discipline, voice building, repertoire, rehearsal techniques, and assessment. Three class hours per week. Includes 10 hours of observation/participation.

Prerequisite: MUS 374

Credit: 2 hours (Fall)

Music 386. High School Instrumental Methods (Education 386)

Music teaching methods and materials for high school (9-12). Topics focused on teaching the instrumental ensemble and include parental support, discipline, tone building, repertoire, and assessment. Three class hours per week. Includes 10 hours of observation/participation.

Prerequisite: MUS 376

Credit: 2 hours (Fall)

Music 401. Choral Techniques

Conducting techniques and procedures for choral conductors; score reading; rehearsal preparation and techniques, programming, application of vocal techniques. Three class hours per week.

Prerequisite: MUS 343

Credit: 3 hours (Fall)

Music 403. Instrumental Techniques

Conducting techniques and procedures for instrumental directors; score analysis, rehearsal preparation and techniques adequate to communicate the understanding of musical interpretation. Various instrumental ensembles will serve as laboratory groups. Three class hours per week.

Prerequisite: MUS 344

Credit: 3 hours (Fall)

Music 405. Marching Band Techniques

Study of the basic techniques of planning, charting, and rehearsing marching band shows and administering public school marching bands. Three class hours per week.

Credit: 3 hours (Fall)

Music 406. Congregational Song

An overview and analysis of congregational song in the context of worship, with special attention to the history of congregational song, historical and modern worship trends, the practice of leading congregational song, and the use of a hymnal. Two class hours per week.

Credit: 2 hours

Music 410. Worship in the Modern Church

A study of the planning and structure of organized congregational worship. Two class hours per week.

Credit: 2 hours

Music 413. Silenced Voices in North America

This course will introduce students to various music of minoritized populations and the voices historically silenced in North America, including Black music, music by women composers, LGBTQ+ musical ensembles, traditional music of indigenous populations and more. Students will also be introduced to the field of ethnomusicology by exploring the intersections of culture, sociology, and music history. Opportunities for research of additional music by minoritized populations will be an important feature in this course.

Credit: 2 hours

Music 420A. Senior Recital – Music Performance Emphasis

Formal, public performance of at least 50 minutes in length. Required of performance emphasis students; optional for music students in other emphases, by invitation. Capstone course for the performance major.

Credit: 0 hours

Music 420B. Senior Recital – Music Education

Formal, public performance of at least 30 minutes in length. Required of music education students.

Credit: 0 hours

Music 420C. Senior Project – General Music or Church Music Emphasis

A culminating project under the advisement of the applied instructor. Project will be a formal, public performance of at least 20 minutes of music, a lecture/recital of at least 20 minutes, or a final academic project. Required of Bachelor of Arts in Music and Bachelor of Arts with an emphasis in Church Music.

Credit: 0 hours

Music 455. Applied Coaching for Voice Performance Majors

This course will focus on advanced applied music performance coaching, and is intended for serious voice students who plan to continue on to a masters degree program after graduating. Students will receive 1 hour individual coachings once a week. Students will bring recital or opera repertoire with notes and rhythms learned and foreign language texts translated. Students will work their repertoire with piano in great detail, focus on text, poetry, style, musical details, and collaboration. Course may be repeated for credit.

Credit: 2 hours

Music 470. Independent Study

Must follow guidelines for Independent Study in Chapter 4.

Credit: Up to 3 hours

Music 471. Literature/Pedagogy

Musical literature of the principal instrument representing pre-Baroque through contemporary periods. Pedagogical materials and methodologies will be explored. Taught on demand.

Prerequisite: Principal level of study at the 300 level

Credit: 3 hours

Music 490. Selected Topics in Music

Explores topics in music not available in the music core. May be taken more than once as content varies.

Prerequisite: Permission of professor

Credit: 3 hours

N URSING (NURS)

Nursing 308. Fundamentals of Nursing and Assessment

Prepares students to care for others, using nursing concepts and holistic assessment methods, while providing a foundation for subsequent nursing courses. Students will learn how to identify normal & abnormal assessment data, and document and communicate patient conditions. Co-requisite: NURS 308L, 310 & 312

Credit: 2 hours

Nursing 308L. Fundamentals of Nursing and Assessment

Lab section for NURS 308.

Co-requisite: NURS 308

Credit: 2 hours

Nursing 310. Nursing Process I: Adult I

Clinical course emphasizing providing nursing care to adults and the elderly. Geriatric considerations for disease processes will be discussed. Focus will be on various body systems, disease processes, and the associated nursing care.

Prerequisite: Admission into the Upper Division BSN Nursing Program

Co-requisite: NURS 310L, 308, & 312

Credit: 4 hours (4 classroom hours)

Nursing 310L. Nursing Process I: Adult I

Lab section for NURS 310.

Prerequisite: Admission into the Upper Division BSN Nursing Program

Co-requisite: NURS 310, 308, & 312

Credit: 2 hours (6 clinical hours)

Nursing 312. Nursing Information Management: Safe Management of Health Information in an Electronic, Global Society

Focuses on increasing ability to describe and implement traditional and electronic data management and record keeping safely for patients, healthcare staff and self. Accuracy, communication, ethical, moral, and legal documentation standards will be stressed.

Prerequisite: Admission into the Upper Division BSN Nursing Program

Co-requisite: NURS 310 & 308

Credit: 3 hours

Nursing 320. Nursing Process II: Care of Families and Children

Clinical course focusing on providing nursing care to people of all ages, both individual and families, who are experiencing childbirth, trauma, illnesses, and the ensuing health alterations. Emphasis is placed on the different responses to these condi-tions as well as the necessity of altering nursing care based on age and growth and developmental changes.

Prerequisite: NURS 308, 310, & 312

Co-requisite: NURS 320L, 335, 340, & 355

Credit: 4 hours (4 classroom hours)

Nursing 320L. Nursing Process II: Care of Families and Children

Lab section for NURS 320.

Prerequisite: NURS 308, 310, & 312

Co-requisite: NURS 320, 335, 34,0 & 355

Credit: 2 hours (6 clinical hours)

Nursing 325. Science-Based Nursing

Emphasizes how to critique and analyze research studies that provide the evidence upon which nursing actions are based. Various nursing theoretical frameworks will be discussed. The process of utilizing evidence-based nursing in order to implement scientifically-based decisions for best practice will be highlighted.

Prerequisite: NURS 308, 310, 312, 320, 335, 340, & 355

Co-requisite: NURS 430 & 435

Credit: 3 hours (3 classroom hours)

Nursing 335. Pharmacology for Nursing

Examines pharmacotherapeutic agents used in the treatment of illness and the promotion, maintenance and restoration of wellness in diverse individuals across the lifespan. Emphasis is on the principles of pharmacokinetics and pharmacodynamics in the treatment of selected illnesses. The focus is on concepts of safe administration and monitoring the effects of pharmacotherapeutic agents.

Prerequisite: NURS 308, 310, & 312

Co-requisite: NURS 320, 340, & 355

Credit: 3 hours (3 classroom hours)

Nursing 340. Nursing Process III: Caring for Communities

Clinical course that emphasizes caring for various groups in local, regional, national and international communities. Principles of community health and health policy from local to global perspectives will be addressed.

Prerequisite: NURS 308, 310, & 312

Co-requisite: NURS 320, 335, 340L, & 355

Credit: 2 hours (2 classroom hours)

Nursing 340L. Nursing Process III: Caring for Communities Lab section for NURS 340.

Prerequisite: NURS 308, 310, & 312

Co-requisite: NURS 320, 335, 340, & 355

Credit: 2 hours (6 clinical hours)

Nursing 355. Nutrition for Nurses

This course will cover the science and fundamentals of human nutrition. Topics covered include evidence-based nutritional requirements related to changing individual and family needs, food choices, health behaviors, nutritional prevention/management of chronic disease, and nutritionrelated public health in the United States and globally.

Prerequisite: NURS 308, 310, & 312

Credits: 2 hours (2 classroom hours)

Nursing 380. Strategies for Success in Nursing

A non-clinical two-hour junior course which introduces the student to metacognitive strategies to improve learning. Purpose of the course is to introduce learning versus studying and simple strategies to improve learning in nursing courses. The course focuses on concrete, effective learning strategies to improve success in the nursing program. By improving learning strategies the students should be able to improve critical thinking skills as well as clinical judgment.

Prerequisite: HETH 210 or permission of faculty

Co-requisite: NURS 380, 310, & 312

Credit: 2 hours

Nursing 390. Special Topics

Special Topics in Nursing. May be repeated as content differs.

Credit: 2 hours

Nursing 430. Nursing Process IV. Psychiatric/Mental Health Nursing

Clinical course that emphasizes caring for adult individuals experiencing emo-tional and mental illnesses. Clinical experiences will involve both inpatient and outpatient settings within the community.

Prerequisite: NURS 308, 310, 312, 320, 335, & 340

Co-requisite: NURS 325, 430L, & 435

Credit: 3 hours (3 classroom hours)

Nursing 430L. Nursing Process IV. Psychiatric/Mental Health Nursing

Lab section for NURS 340.

Prerequisite: NURS 308, 310, 312, 320, 335, & 340

Co-requisite: NURS 325, 430, 435

Credit: 1 hour (3 clinical hours)

Nursing 435. Nursing Process V: Adult II

Clinical course emphasizing providing nursing care to adults. Geriatric considerations for disease processes will be discussed. Focus will be on the remaining body systems and disease processes not covered in NURS 310 and the associated nursing care.

Prerequisite: NURS 308, 310, 312, 320, 325, 335, & 340

Co-requisite: NURS 325, 430, 435L

Credit: 4 hours (4 classroom hours)

Nursing 435L. Nursing Process V: Adult II

Lab section for NURS 435.

Prerequisite: NURS 308, 310, 312, 320, 325, 335, & 340

Co-requisite: NURS 325, 430, 435

Credit: 2 hours (6 clinical hours)

Nursing 442. Nursing Leadership

Emphasizes time management, people management, and delegation skills as well as decision making, change theory, planning and working with interdisciplinary teams and within multiple settings to ensure optimal healthcare delivery.

Prerequisite: NURS 308, 310, 312, 320, 325, 335, & 340

Co-requisite: NURS 450, 460, & 465

Credit: 2 hours (2 classroom hours)

Nursing 450. Nursing Process VI: Caring for Adults with Complex Illness

Clinical course focusing on care for individuals who are ill with complex illnesses involving multiple body systems.

Prerequisite: NURS 308, 310, 312, 320, 325, 335, 340, 430, & 435

Co-requisite: NURS 442, 450L, 460, & 465

Credit: 3 hours (3 classroom hours)

Nursing 450L. Nursing Process VI: Caring for Adults with Complex Illness

Lab section for NURS 450.

Prerequisite: NURS 308, 310, 312, 320, 325, 335, 340, 430, & 435

Co-requisite: NURS 442, 450, 460, & 465

Credit: 3 hours (9 clinical hours)

Nursing 460. Nursing Process VII: Nursing Practicum

Concentrated clinical course that prepares students to care for individuals or groups of various ages when functioning as a new graduate nurse. The student will simulate the roles of an employed graduate nurse by working under the guidance of a selected Registered Nurse Preceptor and faculty. Because this course requires flexible scheduling, students should severely limit activities not directly related to this course during the months of March and April.

Prerequisite: NURS 308, 310, 312, 320, 325, 335, 340, 430, & 435

Co-requisite: NURS 442, 450, 460L, & 465

Credit: 2 hours (2 classroom hours)

Nursing 460L. Nursing Process VII: Nursing Practicum

Lab section for NURS 460.

Prerequisite: NURS 308, 310, 312, 320, 325, 335, 340, 430, & 435

Co-requisite: NURS 442, 450, 460, & 465

Credit: 3 hours (9 clinical hours)

Nursing 465. Critical Thinking NCLEX-RN Preparation

Prepares the student for success on the National Council Licensure Examination for Registered Nurses. Processes involving NCLEX-RN exam application, Board of Nursing application, and sitting for the NCLEX-RN exam will be highlighted. The ATI capstone course will be implemented to assess NCLEX-RN readiness.

Prerequisite: NURS 308, 310, 312, 320, 325, 335, 340, 430, & 435

Co-requisite: NURS 442, 450, & 460

Credit: 2 hours (2 classroom hours)

Nursing 499. Senior Honors Project Students in the Nursing Honors Program will complete this course in lieu of taking Honors 451 in the traditional honors track. After completing in-course honors in Nursing 325, students will enroll in NURS 499 in the spring semester. The Nursing Honors student will work with a faculty mentor to write an integrated review paper identifying best practices for a clinical nursing or nursing research topic of his/her choice. The student may have the option of working with the faculty mentor in completing parts of an actual research study. The student will present this research publicly to the nursing faculty/students and has the option to submit the research for presentation at a regional or higher conference and/or for publication in a professional nursing journal.

Prerequisite: Permission of the Director of the Nursing Department & NURS 325 Honors

Credit: 3 hours

O RGANIZATIONAL C OMMUNICATION AND M ANAGEMENT (ORG)

Organizational Communication and Management 497. Exit Examination

Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours

P HARMACY (PHAR)

Pharmacy 100. Introduction to the Pharmacy Profession

Aids pre-pharmacy students in preparing for pharmacy school by developing a realistic understanding of pharmacy education and the pharmacy profession through a survey of pharmacy including its history, the scope of practice, ethical foundations, and educational and career opportunities. Graded on P/F basis.

Credit: 1 hour

P HILOSOPHY (PHIL)

Philosophy 110. The Good Life (Global Perspectives –Religion or Philosophy)

Investigate a variety of influential ways of thinking about the nature of the good life a life worth living. Consider topics such as self-knowledge and intellectual virtue, inner peace and emotional well-being, freedom and mastery over our actions and character, and effective dealing with suffering and death. Learn also about a multiplicity of practical strategies for attaining a good life and develop intellectual capacities for assessing the extent to which different visions of the good life can inform our own search for a life worth living.

Credit: 3 hours

Philosophy 205. Logic and Critical Thinking

Equip yourself with the power of discernment in a world brimming with ideas designed to persuade and influence you. Develop a rigorous and systematic approach to dissect the motives behind every argument, news byte, social media post, or sales pitch. Hone the art of questioning and refine your critical thinking skills to decipher what’s worth embracing and what’s not.

Credit: 3 hours

Philosophy 209. Morals and Meaning (Global Perspectives –Religion or Philosophy) (REL 209)

(formerly Global Perspectives 310)

Analyze the variety of human values and ethical frameworks through real-world dilemmas. Scrutinize the issues in medical, environmental, and/or business ethics. Engage in thought-provoking discussions, case studies, and ethical analyses, fostering a deeper understanding of the complexities underlying moral decision-making in contemporary society.

Credit: 3 hours

Philosophy 215. Latin American Philosophy

Examine the texts and philosophical ideas that have influenced the Latin American mind. Begin with one of the main civilizations before European colonization, Aztec philosophy, and follow the subsequent development of different philosophies to see how they emerged out of and drove historical developments. Explore ideas such as freedom, oppression, and liberation; coloniality, globalism, and culture; and social identity, ethnicity, and gender.

Credit: 3 hours

Philosophy 301. Ancient and Medieval Philosophy

Explore the foundational thoughts of major schools of philosophy from ancient Greece through the Renaissance. Probe the minds of Aristotle, Plato, Augustine, and Aquinas, examining their inquiries into the nature of reality and the human condition. Unravel the complexities of metaphysics and epistemology with religious thinkers and Renaissance humanists, tracing the evolution of ideas that shaped our understanding of the world.

Credit: 3 hours

Philosophy 302. Modern and Contemporary Philosophy

Journey through philosophy’s evolution from the dawn of modern science to our dynamic present. Navigate the contrasting realms of rationalism’s focus on formal reasoning and empiricism’s reliance on observation. Embark on an exploration through the Enlightenment’s quest for liberty and progress to the current landscapes of existentialism, utilitarianism, pragmatism, and language analytics.

Credit: 3 hours

Philosophy 360. Philosophy of Religion

Grapple with timeless challenges within the theistic tradition. Wrestle with the complex nature of religious language, diverse depictions of God, and the interplay between faith and doubt. Reflect on the problem of evil and ponder the foundational underpinnings shaping moral decisions, sparking thought-provoking discussions on ethics and spirituality.

Credit: 3 hours

Philosophy 380. Philosophy of Law

Dissect the competing theories governing legal reasoning and the intricate ties between morality and law. Navigate the intellectual landscape encompassing natural law theory, legal formalism, legal positivism, legal realism, and critical legal studies. Engage in a thoughtprovoking analysis that scrutinizes the foundations of law, morality’s influence, and the dynamic interplay shaping our legal frameworks.

Credit: 3 hours

(PE)

Physical Education 106. Badminton Skills

Fundamentals of badminton. History of the game, rules, and scoring for men, women, and doubles. Emphasis on grip, strokes, and strategy. Exploration of the lifetime benefits of the basic fitness concept for the university student.

Credit: 1 hour

Physical Education 108. Beginner Swimming Skills

This course acquaints the student with the necessary skills, safety concepts, and knowledge to safely enjoy swimming and related aquatic participation.

Credit: 1 hour

Physical Education 113. Racquetball Skills

Basic skills, strategy and rules of racquetball for singles, cutthroat, and doubles. Each student will supply his own racquet, racquetballs and eye protection goggles with instructor approval.

Credit: 1 hour

Physical Education 116. Tennis Skills

Fundamentals of tennis; development of skills to play tennis. Place an emphasis on grip, strokes, strategy and court etiquette. Students furnish tennis racquet and balls. University tennis courts will be used.

Credit: 1 hour

Physical Education 119. Beginning Weight Training

Basic techniques and knowledge of universal, Nautilus, and free weight systems. Fitness evaluation and individual workout programs are included. Development of muscular strength and endurance is stressed. Physiological principles of fitness and their relationship to weight training are also emphasized.

Credit: 1 hour

Physical Education 121. Aerobic Fitness

Cardiovascular fitness program incorporating physiologically safe aerobic dance techniques and various forms of exercise including muscle conditioning and stretching. Students will learn basic training principles and the different components of an aerobic program.

Credit: 1 hour

Physical Education 122. Backpacking and Hiking

Students will learn the various techniques of backpacking and hiking preparations, field participation, and ecologically safe practices in the outdoors. Students will also become familiar with the various state and federal trail systems in the United States.

Credit: 1 hour

Physical Education 123. Mountain Biking

Basic knowledge and skills of mountain biking. Emphasis will be placed on the safe operation and maintenance of the bike for recreational purposes. Students will learn to be comfortable and confident while riding their mountain bike off-road. Included in this course is an introduction to equipment selection and fit and a primer on roadside repairs that covers basic maintenance repair procedures. Taught at the campus lake.

Credit: 1 hour

Physical Education 126. Yoga

This class will explore the various techniques utilized in yoga. Students will learn basic poses and practices so they might use this activity for lifetime fitness.

Credit: 1 hour

Physical Education 131. PE Skills Special Topics

Special topics in Physical Education skills. Can be repeated for up to six hours as topics vary.

Credit: 1-3 hours

Physical Education 145. CPR/AED Training

This course focuses on American Red Cross certifications for first aid and CPR for infants, children and adults, and the use of automatic external defibrillator (AED).

Prerequisite: (HPE 201 & Junior standing) or (EXSC 101 & Senior standing) or students with departmental permission

Credit: 1 hour

Physical Education 403. Research Methods in Sport Sciences

This course is designed to provide current and/or future health professionals and physical education teachers with basic theoretical and practical knowledge of research techniques and scientific writing, with focus on systematic inquiry, the Scientific Method, hypothesis building, reviewing literature, and designing procedures. The final product of the course will be a complete introduction, review of literature and methods for an empirical research study. We will employ a philosophy of “learning by doing” throughout the course, designed to allow each student to practice the research process.

Prerequisite: Junior standing

Credit: 3 hours

Physical Education 420. Coaching Internship

Internship in an area school for a minimum of ten weeks under supervision of a professor.

Credit: 3 hours

Physical Education 490. Special Topics (SRMT 490)

This course will examine current topics of interest in the field of Sport Sciences, and students will be expected to conduct a scholarly research project on the subject. The course will serve as an advanced elective for student majors in the School of Sport Sciences.

Credit: 3 hours

P HYSICS (PHYS)

Physics 101. General Physics I

The first semester of a two-semester introductory course in college physics. The topics in this algebra-based course include linear motion, forces, energy, angular motion, mechanical properties, and sound. This is the first course for all students who need either an algebra-based or a calculus-based physics course. Those students who need the algebrabased course will continue with Physics 102. Those students who need the calculus-based course will continue with Physics 205. Three hours lecture, three hours of laboratory and recitation.

Prerequisite: MATH 115 or equivalent

Credit: 4 hours (Fall)

P HYSICAL E DUCATION

Physics 102. General Physics II

The second semester of a two-semester introductory course in college physics. The topics in this algebra-based course include atomic/nuclear physics, thermodynamics, electricity, magnetism, and optics. Three hours lecture, three hours of laboratory and recitation.

Prerequisite: PHYS 101 with grade of “C-” or higher

Credit: 4 hours (Spring)

Physics 120. Introduction to Astronomy

A broad survey of astronomy. Topics include the structure and formation of the solar system, the birth and death of stars, galaxy formation, and the evolution of the universe. The topics of gravity, motion, energy, and the properties of light and matter are examined to provide a context for astronomy.

Credit: 4 hours (Spring)

Physics 201. Principles of Physics I

The first semester of a two-semester course in the fundamentals of physics. The topics in this calculus-based course include linear motion, forces, energy, angular motion, and mechanical properties. Three hours lecture, three hours of laboratory and problem drill.

Prerequisite: MATH 120 with grade of “C-“ or higher

Credit: 4 hours (Fall)

Physics 202. Principles of Physics II

The second semester of a two-semester course in the fundamentals of physics. The topics in this calculus-based course include thermodynamics, electricity, magnetism, and optics. Three hours lecture, three hours of laboratory and problem drill.

Prerequisite: PHYS 201 with a grade of “C-“ or higher OR (PHYS 101 and permission of the professor)

Co-requisite: MATH 220

Credit: 4 hours (Spring)

Physics 205. Calculus Applications in Physics

A calculus-based second semester of a two-semester course sequence in the fundamentals of classical physics. The first part of this course will cover the calculus applications in kinematics, mechanics, and sound that were not covered in the first semester of Physics 101. The second part will include the calculus-based study of thermodynamics, electricity, magnetism, and optics. Four hours lecture, three hours of laboratory and problem drill.

Prerequisite: PHYS 101 or PHYS 201 with grade of “C-” or higher

Co-requisite: MATH 220

Credit: 5 hours (Spring)

Physics 206. Calculus Extension for General Physics

This course includes the calculus applications in physics that are covered in PHYS 201 (but not covered in PHYS 101) and the thermodynamic sections from PHYS 202 (that is not covered in PHYS 102). This course plus PHYS 102 are the equivalent of PHYS 205. It is required of majors (such as chemistry, physics, and pre-engineering) who take the PHYS 101-102 algebra-based physics courses but require a 200-level calculusbased physics course.

Prerequisites: PHYS 101 & MATH 120

Credit: 1 hour

Physics 311. Modern Physics

Introduction to the major discoveries in physics since the 19th century. Topics include special relativity, general relativity, the development of quantum theory, atomic structure, nuclear physics, and particle physics. Three hours lecture.

Prerequisite: PHYS 202 OR PHYS 205 OR (PHYS 102 & PHYS 206) with grade of “C-” or higher

Credit: 3 hours (Spring, odd years)

Physics 320. Astrophysics

Introduction to the principles of modern astrophysics. Topics include celestial mechanics, stellar observations, structure of stars and galaxies, and modern cosmology. Three hours lecture.

Prerequisite: PHYS 120 & (PHYS 202 or PHYS 205) with grade of “C-“ or higher

Credit: 3 hours (Spring, even years)

P OLITICAL S CIENCE (PSCI)

Political Science 101. Introduction to Political Science

This course introduces students to the core concepts of political science, as well as the significance of politics for citizens. Topics covered include methods of social scientific reasoning, political philosophy and ideologies, varieties of political institutions, and patterns in political behavior. Recommended for any student wishing to learn more about the relationships between ideas, government, and society.

Credit: 3 hours

Political Science 201. American Government

This course will provide an introduction to essential information about the American government system. We will by examining what has shaped the political system that is present today – American culture, political thought, and important historical transformations of the system. We will then move on to learn about the institutions that exist in the present-day system in this context of this history. Next, we will learn about how the people are connected to this system – what do they think about politics, and what do groups like parties, special interests, and the media do? Finally, we will tie each of these together in learning about how they shape contemporary public policy debates in American politics.

Credit: 3 hours

Political Science 210. Political Ideologies

Introduces students to the varied ways individuals and groups “think” about politics. An ideology is a belief system that shapes our worldview about such things as politics, economics and culture. Topics include the history of ideology, understanding liberalism and conservatism historically, and ideological developments of the 20th century.

Credit: 3 hours

Political Science 220. Comparative Politics (Global Perspectives)

(formerly Global Perspectives 220)

The course provides students with a background and understanding of politics using the comparative method and case studies. Students will learn about government institutions and domestic politics of several countries. The course combines foundational knowledge with coverage of current issues affecting these countries.

Credit: 3 hours

Political Science 300. Model United Nations (Global Perspectives)

Delve into the world of international diplomacy in Model United Nations. This 1-credit course immerses students in the dynamic realm of the United Nations through engaging in Model UN simulations. Acquire a foundational understanding of the UN's structure, functions, and the workings of international relations. Through active participation, students will hone diplomacy, negotiation, and public speaking skills, while developing a nuanced global outlook. This course will help students appreciate the complex interplay of global actors and issues, fostering informed and active global citizenship. May be repeated for credit up to 3 hours. Students who successfully complete the course three times will receive Global Perspectives credit. Students who do not complete the three credit hours will receive elective credit.

Credit: 1 hour

Political Science 302. Research Methods in Political Science

Introduction to the logic of inference and the use of the scientific method to study politics. Students will develop applied research skills, including basic quantitative research methods and case study methods.

Credit: 3 hours

Political Science 303. Public Opinion

What do people think about politics and why? Where do they develop these beliefs? How do these beliefs translate into election outcomes and public policies? And how exactly do we know what these opinions are? This course will introduce students to the nature and development of political opinions; political socialization; voting behavior; and the relation between opinions and public policy. Additionally, this course will teach students to design, conduct, and interpret public opinion polls.

Credit: 3 hours

Political Science 308. International Relations (HIST308)

The politics of international conflict and cooperation. We will study different perspectives on international relations and apply them in contexts central to global politics: war and peace, the international economy, international law, and related issues. Our aim is to understand the patterns of conflict and cooperation in a world with both incredible opportunities and substantial dangers for all members of the international community.

Credit: 3 hours (Spring)

Political Science 310. Contemporary Policy Issues

Public policy is the formation of policies by government bodies. This includes, but is not limited to, policies such as health policy, immigration policy, tax policy, and so on. Students will explore contemporary issues in public policy, how it is developed, agreed upon, and becomes part of law.

Credit: 3 hours

Political Science 318. The United States and Latin America (HIST318)

Analyzes the history of inter-American relations from the perspective of both the United States and the Latin American societies. Seeks to understand U.S. political, economic, social, and cultural influence in Latin America as well as Latin American responses to that influence.

Credit: 3 hours

Political Science 320. Campaigns and Elections

Campaigns are central to the modern political landscape, and the role played by citizens, the media and politicians in these campaigns are crucial to understanding democracy. Students will learn the basic features of campaigning, redistricting, and electioneering, with a focus primarily on American elections.

Credit: 3 hours

Political Science 321. Western Industrial Democracies

The course focuses on the politics of the United Kingdom, Germany, and the United States. The course builds on the knowledge students gained in PSCI 220: Comparative Politics. Students will advance their understanding of government institutions and domestic politics of these countries and study current issues affecting these countries. We will explore electoral politics and political leaders, the economy, history, culture, the media, social class, and homeland security, terrorism, and immigration.

Credit: 3 hours

Political Science 322. Politics of the Global South

This course investigates politics in countries with developing, transitioning, or autocratic political institutions. Topics covered include historical influences on the politics of countries in the Global South, democratic and autocratic institutions and transitions, state capacity and corruption, and political violence.

Credit: 3 hours

Political Science 323. The US Presidency

What exactly does the president of the United States do? What is their purpose within the US political system - and within a democracy in general? And how have these roles and responsibilities changed over time? This course will explore the roles and responsibilities of the President of the United States. Attention will also be given to the relationships between the president, the executive branch, Congress, and the public. Students will learn about both then history and evolution of this institution within the United States government.

Credit: 3 hours

Political Science 324. International Human Rights

This course explores international human rights from multiple perspectives: theoretical, legal, political, and practical. Learn about the origins of human rights in philosophy and law, the political realities of human rights enforcement, and strategies of human rights advocacy.

Credit: 3 hours

Political Science 325. Constitutional Law

This course studies the jurisprudence of the U.S. Supreme Court in interpreting the U.S. constitution. Through the study of pivotal cases, students will learn how power is distributed in American government, and about different approaches to interpreting and applying the US constitution. Recommended for students considering law school, or anyone that wants to understand how the American Constitution works.

Credit: 3 hours

Political Science 330. Terrorism and Counterterrorism

This course studies the strategies and motivations of terrorism, as well as strategies of counterterrorism. Topics covered include the history of terrorism, the motivations and psychology of terrorists, terrorist strategies, and varying approaches to counterterrorism.

Credit: 3 hours

Political Science 331. US Foreign Policy

This course studies the history and politics of U.S. foreign policy. Students will learn the major departments, agencies, and branches of the U.S. federal government that participate in making and executing foreign policy, and learn how political disagreements over these issues are resolved. Throughout the course students will learn of different perspectives on how the United States should relate to the world, and see how those different views shaped our policies in the past and continue to do so today.

Credit: 3 hours

Political Science 340. Global Issues in Race, Ethnicity and Gender (Global Perspectives)

This course will explore the role of racial, ethnic, and gender identities in political, social, and economic issues facing the world today. Students will learn about how these identities are defined, how they interact with each other and how they shape global politics. The course will explore not only how perspectives on these issues may vary on the basis of one’s racial, ethnic, or gender identities but also how societal understandings of race, ethnicity, and gender shape our political institutions and public policies.

Credit: 3 hours

Political Science 341. Music and Politics (Fine Arts)

This course will examine how popular music has paralleled political and social issues in society, with special attention played to the role of popular music in the United States. Several themes in popular music will be discussed, including, but not limited to: war, drugs, race, religion, inequality, sexuality and gender, among others.

Credit: 3 hours

Political Science 390. Special Topics

Offers political science perspectives on subjects or issues beyond the scope of the current curriculum. Since content varies, the course may be taken for credit up to three times. It may be taken by juniors, seniors or other students who have obtained the consent of the professor.

Credit: 3 hours

Political Science 497. Exit Examination

Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours

P SYCHOLOGY (PSYC)

Psychology 101. General Psychology

Psychology is defined as the science of behavior and mental processes. This course is designed to introduce students to the types of behavior and mental processes that psychologists deal with. Students will be introduced to both clinical and nonclinical topics.

Credit: 3 hours

Psychology 206. Introduction to Critical Thinking and Research Design (SOC 206)

Introduction to the scientific method as it applies to psychology and sociology. Techniques of reading, writing, and thinking like a social scientist. Introduction to experimental and correlational design; reading peer-reviewed journal articles in the social sciences; development of an APA- or ASA-style research proposal.

Prerequisite: (PSYC 101 or SOC 101) & MATH 209

Credit: 3 hours

Psychology 210. Psychological Statistics

Introduction to basic descriptive and inferential statistical procedures and concepts, tailored specifically to the needs of students majoring in psychology. Specific topics include measures of central tendency and variability, probability, null hypothesis testing, correlation, regression, chi square, z scores, t-tests, and analysis of variance (ANOVA)

Prerequisite: MATH 209

Credit: 3 hours (Spring)

Psychology 250. Developmental Psychology

Principles of growth and development, prenatal development, birth process, infancy through aging process. Emphasis on intellectual, physical, social and religious dimensions; transitional life tasks and faulty biologic, psychologic and sociologic development. This course is for pre-nursing majors only and does not count toward the psychology major or minor.

Prerequisite: PSYC 101 & major in pre-nursing

Credit: 3 hours

Psychology 303. Learning and Memory

Our ability to adapt to people and conditions in the surrounding world depend critically on learning through experience and observation and remembering. In this course, students will be exposed to the scientific study of these interrelated and fundamental psychological processes. Students will learn about early and contemporary research in the field of human memory, as well as some of the tools and methods that psychological scientists employ to try to understand these very important aspects of human behavior.

Credit: 3 hours (Fall)

Psychology 305. Sensation and Perception

Perception is a fundamental psychological process. We rely on our sensory and perceptual process every moment of every day in order to interact with other people and objects in the world. In this course, students will be exposed to the scientific study of the major sensory and perceptual systems – vision, hearing, olfaction, taste, and touch. Students will learn about the distinction between basic sensory stimulation and higher-level perception. Students will also learn about the various tools, theories and techniques that psychological scientists use to study perceptual phenomena.

Credit: 3 hours (Fall)

Psychology 307. Research Methods

This course provides students with a comprehensive understanding of the research methodologies employed in the field of psychology. Through a combination of theoretical instruction, practical exercises, and experiential learning, students will develop the foundational skills necessary to engage in empirical research. Topics covered include experimental design, non-experimental methods, data collection and measurement, statistical analysis, and ethical considerations in psychological research. Emphasis will be placed on critical thinking, data interpretation, and effective communication of research findings.

Prerequisite: PSYC 101, PSYC 210, & MATH 209

Credit: 4 hours

Psychology 308. Child Psychology

Provides an overview of the major theories and concepts of child development and psychology. Developmental models and contemporary research are presented addressing the physical, cognitive, emotional, and social changes that occur from prenatal development to late childhood. Emphasis is placed on issues influencing children such as culture, gender, parents, peers, and education.

Prerequisite: PSYC 101 or ED 303

Credit: 3 hours (Fall)

Psychology 309. Adolescent Psychology

Involves the theoretical and empirical study of adolescence. The development of youth from pre-adolescence to late adolescence and emerging adulthood is examined. Attention is given to the developmental tasks of adolescence including puberty, cognitive maturity, identity formation, and relationships with parents, peers, and teachers.

Prerequisite: PSYC 101 or ED 303

Credit: 3 hours (Spring)

Psychology 311. Adulthood and Aging

Explores theory and research on physical, cognitive, social, and personal development from early through late adulthood. Topics addressed include issues related to work, family, friendships, grief, and death. Models of successful aging will be highlighted.

Prerequisite: PSYC 101 or Junior standing

Credit: 3 hours (Fall)

Psychology 315. Psychopathologies

Dynamics of abnormal behavior with an emphasis on the social/environmental etiology. Issues involved in the definition, classification, treatment and prevention of disturbed patterns of behavior.

Prerequisite: PSYC 101 & Junior standing

Credit: 3 hours (Fall)

Psychology 321. Social Psychology

Scientific study of the power of the situation in understanding and predicting human behavior. Many times, we fail to realize how strongly the social setting, including the established societal norms and the behavior of others, affects our own individual thoughts and behaviors. In this course the student will be introduced to the psychological theory and research informing the scientific community of this ubiquitous effect. Emphasis on critical thinking, reading original journal articles, and understanding the scientific research in the context of one’s own, personal interactions.

Prerequisite: PSYC 101

Credit: 3 hours (Spring)

Psychology 322. Introduction to Counseling

Examination of principles and techniques of counseling emphasizing the development of skills in verbal and nonverbal communication.

Prerequisite: PSYC 101 & Junior standing

Credit: 3 hours (Spring)

Psychology 330. Physiological Psychology

This course is designed to provide students with comprehensive exposure to the nervous system and how it governs sensory experiences, behaviors, thoughts, and emotions. This course will cover relevant anatomical, behavioral, psychological, cellular, imaging, and neurophysiological approaches used to study human and non-human behavior. Upon completion of this course, students will have a solid foundation regarding the biological basis of behavior upon which to build in more advanced courses of study

Credit: 3 hours (Spring)

Psychology 332. Personality

Examines individual differences in thought, emotion and behavior. Topics covered include basic theoretical perspectives, assessment techniques, research methodologies, and current topics in personality research.

Prerequisite: PSYC 101 & Junior standing

Credit: 3 hours (Fall)

Psychology 335. Health Psychology

A biopsychosocial approach to understanding human health and wellbeing. The student will gain a scientific understanding of psychological theory and research regarding promotion and maintenance of health as well as prevention and treatment of illness. Emphasis on critical thinking, reading original journal articles, and understanding the scientific research in the context of one’s own, personal lifestyle and choices.

Prerequisite: PSYC 101

Credit: 3 hours (Spring, odd years)

Psychology 340. Psychology of Women (WS 340)

Explores the experience of being a woman from the psychological perspective. Effects of physical and mental health, family and work, religion and spirituality, rape and domestic violence, sexuality, culture, and media depictions of the lives of women will be examined as will the historical and theoretical perspectives in psychology of women.

Prerequisite: PSYC 101

Credit: 3 hours

Psychology 404. Performance Psychology

Students learn how the principles of sport psychology can be applied by both athletes and non-athletes to improve performance. This will be accomplished by describing the principles of sport psychology and identifying how they may be applied to various domains including sport, exercise, business, academics, the medical field, tactical professions, and the performing arts among others. Emphasis will be placed on the application of sport psychology to increase performance via enhancement of one’s psychological skills (goal-setting, arousal regulation, self-talk, imagery, concentration/attentional focus, etc.) The distinction between a growth and fixed mindset will also be introduced and discussed in regards to one’s perception of behavior change, and how one’s mindset may impact performance accomplishments

Credit: 3 hours (Spring)

Psychology 407. Psychotherapy: Theory and Method

Introduction to selected therapies widely used in the treatment of individuals and the enhancement of personal well-being.

Prerequisite: PSYC 101

Credit: 3 hours (Fall)

Psychology 408. Psychological Testing

Theories and principles of measurement and psychological testing. Assessment of intelligence, personality, abilities, and attitudes.

Prerequisite: PSYC 101 & MATH 209

Credit: 3 hours

Psychology 425. Gender Identity Development

This course explores psychological research and theory related to gender identity development, with particular focus on the ways in which gender impacts men’s and women’s daily lives. Attention is given to the biological, environmental, cognitive, and psychosocial changes in sex and gender across the life-span. Topics include the effects of parents, peers, school, work, and the media as they shape gender identity. Throughout the course, we will examine how gender can be studied using empirical research methods and emphasize the importance of race, culture, and social class in understanding gender.

Prerequisite: PSYC 101

Credit: 3 hours (Fall semester of even years)

Psychology 426. Psychology of Intimate Relationships

Includes a strong focus on the theoretical and empirical research of intimate relationships in all its forms such as romantic relationships, friendships, etc. Topics include attraction, communication, sexuality, conflict, and interdependency framework.

Prerequisites: PSYC 101

Credit: 3 hours

Psychology 430. Social Development

Includes an in-depth theoretical and empirical analysis of social development from infancy through adolescence. In a seminar style course, students will learn how to read and evaluate original source materials, lead discussions, and engage in critical analysis of social development research. Topics covered will include the development of temperament, stereotyping and prejudice, social skills, moral reasoning, trust, and emotion.

Credit: 3 hours

Psychology 435. Cognitive Psychology

The psychology of thinking. Emphasis on scientific theory and research regarding mental processes including memory, language, problemsolving, creativity, and Artificial Intelligence. Cognitive psychology is part of a broader, interdisciplinary field of cognitive science and this

interdisciplinary theme runs throughout the course. Students will gain an understanding of how cognitive psychologists attempt to understand and predict human thought and its consequences. Emphasis on critical thinking, reading original journal articles, and understanding the scientific research in the context of one’s own, personal cognitions.

Prerequisite: PSYC 101 or Junior standing

Credit: 3 hours (Spring, even years)

Psychology 475. Selected Topics in Psychology

Explores topics in psychology that are not covered in the psychology core. Courses are offered whenever sufficient numbers of students request study in a particular content area, or about a subject “in the news.” May be taken more than once as content varies.

Prerequisite: Junior standing. PSYC 101 or permission of the professor

Credit: 3 hours

Psychology 490. Research Experience

Completion of an empirical research study under faculty supervision.

Credit: 1-3 hours

Psychology 497. Exit Examination

Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours

Psychology 499. Internship in Psychology

Field experience in psychology through internship or volunteer opportunity. Must be approved and supervised by a faculty member. 13 hours variable credit, may be repeated until reaching a maximum of 3 hours. Internships require a minimum 2.0 GPA to participate.

Credit: 1-3 hours

Public Health 101. Introduction to Public and Community Health

Introduction to public health concepts including the history, philosophy and core values of the field and profession. Students will be introduced to population health, determinants of health, and the effects of public health programming within communities and societies at a local and global level on overall health outcomes. Students will be able to describe important public health topics affecting their communities today and their origins.

Credit: 3 hours

Public Health 200. Biological Foundations of Public Health

The purpose of this course is to specifically correlate the underlying science of human health and disease across the life course as it relates to public health matters such as chronic and infectious diseases. 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.

Credit: 3 hours

Public Health 220. Health in Literature (ENG 220)

Survey of literature about health to promote inquiry into medical and public health concerns that impact communities and individuals. Readings will include prose, poetry, drama and film and analysis of cultural contexts and works that help students explore narratives about diversity, equity, and inclusion.

Prerequisite: ENG 110

Credit: 3 hours

P UBLIC H EALTH ( PH )

Public Health 300. Fundamentals of Environmental & Societal Health

This course will provide students with an overview of the socioeconomic and environmental factors that impact human health and how they contribute to health disparities overall. Students will be introduced to the foundational concepts of environmental public health, such as the controlling of environmental hazards, via the exploration of practice and research materials. A key component of this course will include an overview of the ethical considerations, approaches and interventions that identify and address the major health-related needs and concerns of various populations within varying dynamic communities. Students will engage in activities that enhance their ability to advocate for improved societal health and wellness.

Credit: 3 hours

Public Health 301. Health Promotion and Education with Lab

This course provides an overview of the basic concepts, methods, and tools of public health data. This course provides students with the basic concepts, methods and tools of public health data collection, analysis, and utilization. Students will gain first-hand experience in conducting an evaluation of a community health education program. This course will allow students the opportunity to gain an appreciation for the fundamental health education and promotion project implementation, including planning, assessment, and evaluation. A key aspect of this course is allowing students to critically think and gain an appreciation for why evidence-based approaches are an essential part of public health practice. Via a hands-on lab component, students will analyze public health case studies determining how to best design and implement health education and promotion programming tied to specific outcomes. Lab experiences will include field experiences with Wingate University community partners.

Prerequisite: PH 101

Credit: 4 hours

Public Health 303. Fundamentals of Healthcare Management and Policy

The purpose of this course is to introduce basic concepts of legal, ethical, economic and regulatory dimensions of health care and public health policy. Additionally, the course will provide an overview of the fundamental characteristics and organizational structures of the US health system. A key focus of the course will include comparing the roles, influences and responsibilities of the different agencies and branches of government which deal with health care matters in the United States and across the globe. Students will gain an appreciation for effective management strategies within interdisciplinary health-related environments.

Credit: 3 hours

Public Health 304. Health Communication (COMM 304)

This course provides students with an introductory overview of health and science communication in research, industry, and practice. Students will explore the role communication plays in health care delivery, health promotion, disease prevention, environmental and risk communication, media and mass communication, and technology. A key aspect of this course will be evaluating how community and organizational dynamics affect communication strategies.

Credit: 3 hours

Public Health 330. Fundamentals of Public Health Leadership

The purpose of this course is to provide students with an introductory appreciation for leadership and professional skills as they relate to health promotion, education, advocacy, program design and collaboration. Students will gain an appreciation for how to best integrate basic concepts of public health-specific communication, including technical and professional writing and the use of mass media and electronic technology. A key focus on this course is addressing cultural contexts and organization dynamics in which public health professionals work. Additionally, students will gain an appreciation for important skills such as networking, independently work and personal work ethic within the field.

Prerequisite: PH 101

Credit: 3 hours

Public Health 342. Social Epidemiology (SOC 342)

This course provides an introduction to social epidemiology, or the study of the description and determinants of disease frequency in human populations. The purpose of this course is to introduce students to the fundamental concepts of population health and epidemiology including the incidence, distribution, determinants and possible control of diseases and other factors relating to health. Two central questions will be addressed: (1) Which groups in society are more or less advantaged in terms of health? (2) Why are certain groups in society more or less advantaged in terms of health? The course focuses on “how we know what we know” about the causes of disease in human populations and will explore both the specific theories explaining the relation between the social phenomena and health as well as its methodological tools. Specific topics include socioeconomic status (SES); race and ethnicity; gender and sexuality; aging; family; and religiosity.

Prerequisite: SOC 101 or SOC 102

Credit: 3 hours

Public Health 350. Community Health Capstone Integrative Learning Experience

The community health integrative learning experience demonstrates the synthesis of all major related learned knowledge and competencies culminating in a hands-on public health internship with Wingate University community partners. Students will work with partners and stakeholders to identify a community health need and design a specific health education and promotion program or other valued product(s) tied to a culminating capstone project. The experience will result in students presenting their experiences and specific health education and promotion projects incorporating written and oral forms of communication to fellow classmates and faculty. Ultimately, this course allows students to express their ability to integrate, synthesize and apply cumulative knowledge gained through the major.

Prerequisite: PH 301

Credit: 4 hours

Public Health 356. Global Health (SOC 356)

This course will explore the unequal distribution of health and disease around the world. It will focus on four major areas: global health issues, sociological perspectives on global health disparities, comparative healthcare systems, and professional approaches to national and crossnational health problems. In this course, we will begin with a crossnational focus of health issues, burdens of disease, and epidemiology.

Credit: 3 hours

R ELIGION (REL)

Religion 110. Bible Beyond Borders (Global Perspectives) (formerly Global Perspectives 110)

Examine the variety of ways the Bible is interpreted around the world today. Discover how the diversity of perspectives on the Bible stems from the diversity of perspectives within the Bible itself. Learn about yourself, the religious views of people around the globe, and the complex collection of books that composes the world’s all-time best seller.

Credit: 3 hours

Religion 126. Sacred Systems (Global Perspectives) (formerly Religion 326)

Discover the rich tapestry of global beliefs, delving into the diverse practices and philosophies that shape societies worldwide. Examine ancient traditions, modern faiths, and their impact on culture and ethics. Engage in lively discussions, critical analysis, and a journey of self-discovery, broadening your perspective on the spiritual mosaic of our interconnected world.

Credit: 3 hours

Religion 140. Food and Faith (Global Perspectives)

Explore the complicated relationship people across the globe have with food and the ways in which food functions as a vehicle of human connection within and across communities. Investigate the role food plays in a variety of religious traditions. Plant, tend, harvest, cook, serve, and eat food; and reflect on how food and faith intersect.

Credit: 3 hours

Religion 209. Morals and Meaning (Global Perspectives) (PHIL 209)

(formerly Global Perspectives 310)

Analyze the variety of human values and ethical frameworks through real-world dilemmas. Scrutinize the issues in medical, environmental, and/or business ethics. Engage in thought-provoking discussions, case studies, and ethical analyses, fostering a deeper understanding of the complexities underlying moral decision-making in contemporary society.

Credit: 3 hours

Religion 216. Gender and the Bible (Global Perspectives) (WS 216)

Examine the interplay of gender and sexuality within biblical narratives. Explore the nuanced roles of women in the Bible with a variety of contemporary interpreters from around the globe. Challenge preconceptions and deepen understanding of how cultural contexts shape views of gender and sexuality in the biblical world and our own.

Credit: 3 hours

Religion 220. Religion and Ecology (Global Perspectives)

Explore how connected (and disconnected) humanity is with the physical environments we inhabit. Investigate the complicated relationships religions have with the natural world. Study current global issues such as poverty, food insecurity, pollution, and public health and assess the practical responses offered by people of diverse faiths.

Credit: 3 hours

Religion 225. Multicultural Ministry

Learn how faith traditions, although they do not share common doctrinal frameworks, are capable of forging common ground through shared praxis. Explore how practical theology entails living in harmony with creation, God, and the many diverse human communities. Take advantage of opportunities for research and outreach in our local community.

Credit: 3 hours

Religion 301. Religious Thought in Literature (ENG 301)

Study literary works that address a variety of theological issues, such as forgiveness, the nature of Christ, the status of the church, and the relationship of faith to doubt. Analyze how literature becomes a conduit for exploring spiritual and moral inquiries, challenging perspectives, and fostering a nuanced understanding of faith. Uncover the profound connections between storytelling, theology, and the human experience.

Credit: 3 hours

Religion 305. Wisdom and Worship in Biblical Literature

Explore the rich tapestry of wisdom literature in the Bible from Proverbs, Job, and Ecclesiastes in the Old Testament to Jesus and James in the New Testament. Study Israel’s worship hymnal the book of Psalms and compare it to texts and rituals of the early Christian communities. Consider how the diversity of biblical wisdom and worship literature relates to contemporary philosophy and church practices today.

Credit: 3 hours

Religion 330. Systematic Theology

Unpack core theological ideas in the Christian tradition such as the Trinity, the nature of Christ, the Holy Spirit, salvation, missions, and the Church. See how these beliefs developed over time, emerging from a variety of competing theologies. Deepen your understanding of the divine and connect theological insights to real-world challenges.

Credit: 3 hours

Religion 332. Suffering and Joy (Global Perspectives)

Explore the diversity of perspectives on the universal human experiences of suffering and joy. Using a variety of case studies, examine how different understandings of suffering and joy deeply influence how we care for our planet and our neighbors. Study humanity’s stories of pain to see how they help us discover joy, hope, and purpose in a world that is both heartbreaking and exhilarating.

Credit: 3 hours

Religion 342. Religion in American History (HIST 342)

Explore the role of religion in the development of the United States and in shaping an American identity. Investigate how Americans practiced and expressed spirituality and consider how religion was influenced by immigration, politics, technology, and broader social trends. Discover how Americans of different faiths and nationalities interacted, argued, clashed, and cooperated with one another, and appreciate how the nation’s diverse religious landscape contributed to our understanding of religious freedom.

Credit: 3 hours

Religion 360. Sociology of Religion (SOC 360)

Examine the role of religion in society to see how religion both influences the broader culture and is influenced by it. Apply sociological theories of religion to historical and contemporary examples of religious faiths, denominations, and organizations. Debate topics such as the growth of secularization, religious socialization, and the intersection of politics and religion.

Prerequisite: SOC 101; Junior standing or permission of professor

Credit: 3 hours (Fall, alternate years)

Religion 362. Religion and Science

Examine issues such as creation and evolution, genetic engineering, the impact of cosmology on religious perspectives, and the merging realms of neuroscience and spirituality. Study the history of these debates and a variety of contemporary theories from philosophers and scientists. Forge a path towards understanding how faith intersects with scientific inquiry and how these pivotal topics shape our comprehension of the universe, life, and consciousness.

Credit: 3 hours

Religion 399. Ministry Internship

Gain practical experience working with a religious or non-profit organization. Train for a future career with hands-on learning. Work under the supervision of a faculty advisor and field director. See Department Chair for guidelines.

Credit: 3 hours

Religion 420. Special Topics in Biblical Studies

Credit: 3 hours

Religion 449. Independent Study

Special topic under faculty supervision.

Credit: 3 hours

Religion 450. Special Topics in Theology

Credit: 3 hours

Religion 460. Special Topics in Religion

Credit: 1-9 hours

Religion 497. Exit Exam/Senior Portfolio

See Department Chair for guidelines.

Credit: 0 hours

R USSIAN (RUSS)

Russian 101. Beginning Russian I

This course introduces the fundamental elements of the Russian language within a cultural context. Emphasis is placed on the development of basic listening, speaking, reading, and writing skills. Upon completion, students should be able to comprehend and respond comprehensibly to spoken and written Russian at the Novice-Low/Midlevel on the ACTFL scale and to demonstrate cultural awareness.

Credit: 3 hours

Russian 102. Beginning Russian II

This course is a continuation of RUSS 101, focusing on the fundamental elements of the Russian language within a cultural context. Emphasis is placed on the progressive development of listening, speaking, reading, and writing skills. Upon completion, students should be able to comprehend and respond in writing and speech at the Novice-High level on the ACTFL scale and to demonstrate further cultural awareness.

Prerequisite: RUSS 101

Credit: 3 hours

S CIENCE (SCI)

Science 101. Earth Science

Surface configurations and internal structure of the earth and processes modifying its form. Consideration of time, universe, and space probing as they relate to planet Earth. Three hours lecture.

Credit: 3 hours

Science 201. Integrated Science I and Lab

A survey of the core concepts of chemistry and physics. Emphasis is placed on the integration of content with other areas of science content. Taught in three-hour blocks integrating scientific inquiry, experimentation, and technological design with traditional lecture. Enrollment priority given to education majors. Three hours lecture with lab.

Credit: 3 hours (Fall)

Science 202. Integrated Science II and Lab

A survey of the core concepts of life science and earth science. Emphasis is placed on the integration of content with other areas of science content, scientific inquiry, experimentation, and technological design. Enrollment priority given to education majors. Three hours lecture, three hours lab.

Credit: 4 hours (Spring)

S OCIOLOGY (SOC)

Sociology 101. Introduction to Sociology

Basic sociological concepts, issues, and methods of analysis. Examination of the impact of social structure on individual behavior.

Credit: 3 hours

Sociology 102. Social Problems

Analysis of major social problems of contemporary American society; emphasis upon the individual and the community and the conditions which have produced problems.

Credit: 3 hours

Sociology 204. Marriage and the Family (WS 204)

Application of the sociological imagination to the study of marriage and family in a social historical context, encouraging the student to see the connection between family experiences and social change in the larger society.

Credit: 3 hours

Sociology 205. Gender Roles in Society (WS 205)

Examination of the contemporary roles and images of women and men in the US and the socio-historical foundations for these roles and images. Theory and research on intersection of gender with other social constructs such as social class, race, age, ethnicity, religion, and sexuality.

Credit: 3 hours (Spring)

Sociology 206. Introduction to Critical Thinking and Research Design (PSYC 206)

Introduction to the scientific method as it applies to psychology and sociology. Techniques of reading, writing, and thinking like a social scientist. Introduction to experimental and correlational design; reading peer-reviewed journal articles in the social sciences; development of an APA- or ASA-style research proposal.

Prerequisite: (PSYC 101 or SOC 101) & MATH 209

Credit: 3 hours

Sociology 301. Deviant Behavior

Examination of sociological theories of the cause and consequences of deviant behavior. Focuses specifically on aspects of non-conformity (including various kinds of non-criminal violations of social norms), crime (property crime, violent crime, victimless crime, and whitecollar/corporate crime), and social aspects or dynamics of mental illness.

Prerequisite: SOC 101 or SOC 102

Credit: 3 hours (Fall)

Sociology 305. Urban Sociology

Effects of globalization on cities; role of cities in the global economy; patterns of urban development in the less-developed and moredeveloped regions of the world; social psychological processes used to adapt to urban life; theories of urban development; major urban social problems.

Prerequisite: (SOC 101 & Junior standing) OR permission of professor

Credit: 3 hours

Sociology 307. Criminology (CRJ 307)

Topics include theories of crime causation; crime data; statistical analysis of criminal behavior; past, present, and future social control initiatives; and other related topics. Upon completion, students should be able to explain, discuss, and apply various theories of crime causation and societal response.

Prerequisite: SOC 101 & PSYC 101

Credit: 3 hours

Sociology 330. Social Inequalities (HS 330)

Analysis of social stratification and social inequality empirically, theoretically, historically, and comparatively. Examination of dimensions of inequality such as class, status, and power as both causes and consequences of social structure. Specific attention to inequality based on race, class, gender, and age.

Prerequisite: (SOC 101 & Junior standing) OR permission of professor

Credit: 3 hours

Sociology 335. Race in Society

Examination of the concept of race, including its historical origins and contemporary consequences, specifically in terms of racially motivated prejudice and discrimination (including both individual and institutional discrimination). Various sociological theories on the causes and consequences of racism are considered, along with contemporary empirical research and examples.

Credit: 3 hours (Spring)

Sociology 341. Introduction to Medical Sociology

This course is designed to introduce students to some central topics within medical sociology, the study of health and illness through a sociological lens. These topics include, but are not limited to, health and illness behaviors, social factors affecting health, the social construction of health and illness, the social roles of health institutions and health providers, and comparative healthcare systems.

Prerequisite: SOC 101

Credit: 3 hours (Fall)

Sociology 342. Social Epidemiology (PH 342)

This course provides an introduction to social epidemiology, or the study of the description and determinants of disease frequency in human populations. The purpose of this course is to introduce students to the fundamental concepts of population health and epidemiology including the incidence, distribution, determinants and possible control of diseases and other factors relating to health. Two central questions will be addressed: (1) Which groups in society are more or less advantaged in terms of health? (2) Why are certain groups in society more or less advantaged in terms of health? The course focuses on “how we know what we know” about the causes of disease in human populations and will explore both the specific theories explaining the relation between the social phenomena and health as well as its methodological tools. Specific topics include socioeconomic status (SES); race and ethnicity; gender and sexuality; aging; family; and religiosity.

Prerequisite: SOC 101 or SOC 102

Credit: 3 hours (Spring)

Sociology 351. Gender and Health (WS 351)

The purpose of this course is to introduce students to various ways in which the social construction of health and illness, gender assumptions, and social inequalities impact an individual’s health. A key focus is on the difference between the “disease” (biological factors) and the “illness” (the social interpretation and experience of sickness) and how these intersect to form a complete illness experience. Among the topics discussed will be the social construction of health and illness, social epidemiology, the gendering of health issues, gendered hierarchies in healthcare, and issues of inequality and empowerment in health and medicine. This course is taught from a critical feminist perspective.

Prerequisite: SOC 101

Credit: 3 hours (Fall)

Sociology 352. Sociology of Death and Dying

Sociology of Death and Dying is the study of the structure of the human response to death, dying, and bereavement in their socio-cultural, interpersonal, and personal context. Formation of children’s perception of death; bereavement and grief over the life course; functions of the funeral; euthanasia and death-related ethical debates; and suicide are among the topics to be discussed.

Credit: 3 hours

Sociology 355. Sociology of Mental Health and Illness

This course examines sociological theories and research pertaining to the definition, experience, and treatment of mental disorders. Sociological research on mental health and illness has a very wide scope; therefore, this course will focus on three primary areas within sociological research: the definition and measurement of mental illness, the social origins of mental health and mental illness, and personal, community, and societal responses to mental illness.

Credit: 3 hours (Spring)

Sociology 356. Global Health (PH 356)

This course will explore the unequal distribution of health and disease around the world. It will focus on four major areas: global health issues, sociological perspectives on global health disparities, comparative healthcare systems, and professional approaches to national and crossnational health problems. In this course, we will begin with a crossnational focus of health issues, burdens of disease, and epidemiology.

Credit: 3 hours (Spring)

Sociology 357. Sociology of Sexuality (WS 357)

This course will teach students how sexuality, often considered a private matter, is actually a social, cultural, economic, and political creation that is important to everyday life. Beginning with an understanding of sex and gender, we move into sexualities, showing that sexuality comes in many shapes and forms. The course includes theoretical and methodological approaches to the sociological study of sexuality and focuses on the role of major social institutions – such as the family, education, medicine, and religion – on our understandings of sexuality.

Credit: 3 hours

Sociology 360. Sociology of Religion (REL 360)

Examine the role of religion in society to see how religion both influences the broader culture and is influenced by it. Apply sociological theories of religion to historical and contemporary examples of religious faiths, denominations, and organizations. Debate topics such as the growth of secularization, religious socialization, and the intersection of politics and religion.

Prerequisite: (SOC 101 & Junior standing) OR permission of professor

Credit: 3 hours (Fall, alternate years)

Sociology 375. History of Social Thought

Examination of the ideas of classical social theorists from the 19th and early 20th century, including Comte, Durkheim, Marx, and Weber; includes reading, discussion and analysis of original texts by those theorists. Impact of each theorist’s ideas on contemporary sociological theories and research is also examined. Not recommended as a general elective for students outside of sociology, history, political science or philosophy.

Prerequisite: (SOC 101 & Junior standing) OR permission of professor

Credit: 3 hours (Spring)

Sociology 423. Assistantship in Sociology

Teaching internship experience.

Prerequisite: Students are to have previously taken the course for which they will be assisting, having earned an A or B; must have overall GPA of 3.0 or higher; and must have the consent of the professor.

Credit: 1-3 hours variable credit per semester up to a maximum of six hours

Sociology 440. Advanced Research Methods in Sociology

Scientific methodology as it applies in sociological research. Emphasis on reading journal literature and completing a substantive empirical research project. Focus on quantitative and qualitative research design, measurement, and research applications. Capstone course for the major.

Prerequisite: MATH 209 & (PSYC or SOC 206) & SOC 375

Credit: 3 hours (Fall)

Sociology 441-444. Directed Research Experience

Individual or small group study of a topic of interest and concern to the student(s). May involve directed reading and/or experimental work in consultation with and supervision by a sociology faculty member. May be repeated for credit (with departmental approval). Offered on demand.

Prerequisites: 2.5 GPA & approval of Sociology Chairperson and Dean of the College of Arts and Sciences

Credit: Variable, 1-4 hours

Sociology 475. Special Topics

Sociological perspective on subjects or issues beyond the scope of the current curriculum.

Since the content varies, the course may be taken two times.

Prerequisite: SOC 101 & Junior standing

Credit: Variable, 1-3 hours

Sociology 497. Exit Examination

Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours

S PANISH (SPAN)

Spanish 101. Elementary Spanish I

Basic Spanish with emphasis on communication skills. Introduction to aural comprehension, pronunciation, structure of the language, and essential vocabulary for practical structure of the language, and essential vocabulary for practical communication. No previous preparation in Spanish required.

Credit: 3 hours

Spanish 102. Elementary Spanish II

Basic Spanish with emphasis on communication skills. Aural/reading comprehension. Pronunciation, grammar, and structure. Progressive vocabulary for written and oral communication.

Prerequisite: SPAN 101

Credit: 3 hours

Spanish 103. Intensive Immersion Spanish I

Combines Spanish 101 and 102 in one semester. Emphasis on communication skills. Introduction to aural comprehension, pronunciation, structure of the language, and essential vocabulary for practical communication. Progressive vocabulary for written and oral communication. No previous preparation in Spanish required. Five class hours weekly in classroom setting. Three-week component of fifty class hour’s instruction in a Spanish-speaking country to take place in May.

Credit: 6 hours (Spring)

Spanish 107. Individual Student Beginning Language Immersion

Individual immersion study abroad to meet the needs of students at the one-hundred level of study. May include language skills, literature, culture or other educational activities. The course of study would include a regular schedule of courses and other activities in an approved program. It may include home stay to maximize the immersion experience. Credits would be variable on approval by application to the Department of Modern Languages.

Prerequisite: 2.5 GPA & permission of professor and department

Credit: 1-3 hours

Spanish 201. Intermediate Spanish I

Reinforcement and expansion of skills developed in elementary courses (Spanish 101-102) using grammar review, composition, conversation, and selected readings.

Prerequisite: SPAN 102 or SPAN 103

Credit: 3 hours (Fall)

Spanish 202. Intermediate Spanish II

Progressive practice in oral and written communication with analysis of selected readings.

Prerequisite: SPAN 201

Credit: 3 hours (Spring)

Spanish 203. Intermediate Spanish for Health Care Professions I

An intermediate course for students who are interested in working in the medical fields. This course focuses on language and vocabulary required in the fields of medicine and the health sciences. Cultural competence is also present and assessed throughout multiple medical learning scenarios.

Prerequisite: SPAN 102 or SPAN 103

Credit: 3 hours (Fall)

Spanish 204. Intermediate Spanish for Health Care Professions II

This course is a continuation of Intermediate Spanish for Health Professions I. This course focuses on the intermediate Spanish language and vocabulary required in the fields of medicine and the health sciences. Cultural competence is also present and assessed throughout with multiple medical learning scenarios. A service learning component augments classroom instruction and practice by providing students with real scenarios to apply the content and skills learned in class.

Prerequisite: SPAN 203

Credit: 3 hours (Spring)

Spanish 207. Individual Student Intermediate Language Immersion

Individual immersion study abroad to meet the needs of students at the two-hundred level of study. May include language skills, literature, culture or other educational activities. The course of study would include a regular schedule of courses and other activities in an approved program. It may include home stay to maximize the immersion experience. Credits would be variable on approval by application to the Department of Modern Languages.

Prerequisite: 2.5 GPA & permission of professor and department Credit: 1-3 hours

Spanish 304. Conversation and Composition

Reinforcement and progressive oral and written practice of Spanish through discussions of contemporary issues pertinent to students’ lives. Application of ideas and issues studied through guided and unguided compositions.

Prerequisite: SPAN 202 or permission of the department Credit: 3 hours (Fall)

Spanish 307. Individual Student Advanced Language Immersion

Individual immersion study abroad to meet the needs of students at the three-hundred and above level of study. May include language skills, literature, culture or other educational activities. The course of study

would include a regular schedule of courses and other activities in an approved program. It may include home stay to maximize the immersion experience. Credits would be variable on approval by application to the Department of Modern Languages.

Prerequisite: 2.5 GPA & permission of professor and department Credit: 1-3 hours

Spanish 308. Medical Interpreting and Terminology

Advanced Spanish course focusing on learning medical terminology in Spanish and studying the basics of medical interpreting. Includes 20 hours of service learning in the community.

Prerequisite: SPAN 202 with grade of “C-” or higher

Credit: 3 hours

Spanish 309. Medical Interpreting Modes and Techniques

Advanced Spanish course that furthers study in medical interpretation and prepares students for oral and written national certification exams. Includes 20 hours of service learning in the community.

Prerequisite: SPAN 308 with grade of “B-” or higher

Credit: 3 hours

Spanish 310. Introduction to Literature (Global Perspectives)

Selected readings in 20th century Spanish literature, both Peninsular and Latin American. Includes the study of literary terms and reading strategies for literary analysis. Intensive practice of oral and written Spanish.

Prerequisite: SPAN 202

Credit: 3 hours (Spring)

Spanish 312. Business Spanish I (Global Perspectives)

Business Spanish I is a course for developing communication skills in Spanish for business purposes. Emphasis is on language skills for the global marketplace. It includes specialized terminology, business writing, and comprehension of cultural nuances in the Spanish-speaking business world.

Prerequisite: SPAN 202

Credit: 3 hours

Spanish 313. Business Spanish II (Global Perspectives)

Business Spanish II is the second in the course sequence that has a prerequisite Business Spanish I. It is designed to offer the student a perspective of the Hispanic business world with emphasis on advanced vocabulary, concepts of economics, finance, marketing, and intercultural aspects. It aims to enhance linguistic skills and cultural awareness to be able to function and excel in the world of Spanishspeaking businesses.

Prerequisite: SPAN 312

Credit: 3 hours

Spanish 320. Culture and Civilization of Spain

An overview, through readings and other media, of the culture and people of Spain. Intensive practice of oral and written Spanish.

Prerequisite: SPAN 202

Credit: 3 hours (Fall, even years)

Spanish 330. Culture and Civilization of Latin America (Global Perspectives)

An overview, through readings and other media, of the culture and people of Hispanic America. Intensive practice of oral and written Spanish.

Prerequisite: SPAN 202

Credit: 3 hours (Fall, odd years)

Spanish 340. Studies in Spanish Literature

Study of a specific topic in literature related to the Peninsular or Latin American world. Topic will be announced at the beginning of the preceding semester. May be repeated for credit as the topics vary.

Prerequisite: SPAN 304 or permission of the department

Credit: 3 hours (Spring, even years)

Spanish 350. Spanish Phonetics and Phonology/ Conversation

A study of Spanish pronunciation, intonation, oral proficiency, dialectology, and production of sounds. Practice with tapes, individually and in the language laboratory. Application of principles through regular conversation periods.

Prerequisite: SPAN 202 or permission of professor and department

Credit: 3 hours (Spring, odd years)

Spanish 401. Literature of Spain

Selected readings from among the most important works in Peninsular literature. Emphasis is on literary analysis and on the literature as reflection of Spanish history and culture.

Prerequisite: SPAN 310 or permission of professor and department

Credit: 3 hours (Fall, odd years)

Spanish 402. Latin American Literature

Selected readings from among the most important works in Latin American literature from the conquest to the present. Emphasis is on literary analysis and on the literature as reflection of Latin American history and culture.

Prerequisite: SPAN 310 or permission of professor and department

Credit: 3 hours (Spring, odd years)

Spanish 415. Advanced Grammar, Composition, and Linguistics

An intensive study of syntax and semantics. Contrastive linguistic analysis of English and Spanish. History of the Spanish language. Intensive practice in written Spanish.

Prerequisite: At least six (6) hours of Spanish 300 level or above & permission of professor and department

Credit: 3 hours (Fall, even years)

Spanish 430. Senior Seminar

Introduction to journals and research methods in the areas of Spanish literature and culture. Research for a topic of special interest to the student, culminating in a final written project and an oral defense.

Prerequisite: At least fifteen (15) hours of Spanish 300 level or above

Credit: 3 hours (Spring)

S PECIAL S TUDIES

Applied Learning Strategies 101 (ALS)

The Applied Learning Strategies course is designed to help students develop and refine their learning strategies. Students will learn about themselves in their roles as learners and how to select and apply learning strategies to meet their individual needs.

Prerequisite: Permission of the professor

Credit: 1 hour

Applied Learning Strategies 201 (ALS)

This course introduces students to writing instruction through one-toone conference sessions and develops skills in the areas of research and Information Literacy. Students will be able to apply these skills in support roles as writing tutors, assisting reference librarians.

Prerequisite: Permission of the professor

Credit: 2 hours

Gateway 101. OneDog101 (GATE)

Orients the student to the academic, social, intellectual, emotional, physical, and spiritual aspects of University life. Required of all entering students.

Credit: 1 hour

Gateway 201. Gateway to Leadership (GATE)

Develops student leadership through supervised service as peer mentors, helping to orient new students enrolled in Gateway 101 to the challenges of University life. Peer mentors are trained in advance by the Faculty Director of the Gateway 101 program and then work with the instructor of a Gateway 101 class. May be repeated for credit up to 3 hours

Prerequisite: GATE 101, approval of an instructor of a GATE 101 section, & approval by the Director of Gateway 101

Credit: 1 hour

Gateway 301. Gateway to Professional Life (GATE)

Examines strategies for the successful transition into workplace/graduate study; instruction in resume/cover letter preparation, interviewing techniques, job search strategies, graduate school admissions, and other career-related topics.

Prerequisite: Junior standing or permission of instructor. Open to all majors

Credit: 1 hour

Internship 499. Internship

Connects coursework with a supervised experience that is complementary to a student’s major or intended career path; academic assignments are chosen and graded by the faculty internship supervisor who sets additional requirements.

Prerequisite: 2.00 cumulative GPA & submitted learning contract Credit: Variable. May be repeated for credit up to 6 hours.

Leadership Fellows 101. Leadership Fellows I (LDEV)

Students are selected by application and evaluate themselves, their strengths and weaknesses, their belief system, their own styles of working with and relating to others, and their perception of their leadership styles. Graded on P/F basis.

Prerequisite: Sophomore standing Credit: 1 hour (Fall)

Leadership Fellows 102. Leadership Fellows II (LDEV)

Students are selected by application and discuss the theoretical approaches to leadership, leadership styles, and techniques of group leadership. Through an awareness of their leadership styles, students will begin to experiment with modifications to their personal leadership practices. Graded on P/F basis.

Prerequisite: Sophomore standing Credit: 0 hours (Spring)

W’Engage (WENGAGE)

A community engagement seminar with a domestic travel experience for sophomores. Seminars focus on a specific topic or issue and have three basic elements: Students will (1) gain knowledge of the subject matter through weekly course meetings, (2) actively engage with local or regional community partners, and (3) explore the topic through experiential learning in another setting within the United States (i.e., the travel). Travel ranges from five to seven days.

Prerequisite: Sophomore standing & 2.30 cumulative GPA Credit: 2 hours

W’International (WNATSEM)

The program is divided into two parts: seminar and tour. Weekly seminars include a general orientation to international culture and travel; including specific coursework pertaining to the selected destination(s). The seminar culminates in a study-tour opportunity of approximately 10 days. Students must complete the seminar with a “D” or higher to participate in the travel.

Prerequisite: Junior standing & 2.30 cumulative GPA Credit: 2 hours

S PORT AND R ECREATION M ANAGEMENT (SRMT)

Sport and Recreation Management 111. Sport and Recreation in Modern Society (Global Perspectives)

This course is an introduction to the nature, scope, and significance of sport and recreation management. As students in this course, you will have the opportunity to examine the role of sport and recreation in society, as well as their implications in the search for sustainable, holistic and balanced living. The course will address the benefits, problem areas, socio-cultural dimensions, evolution of the profession, institutional basis for the sport and recreation movement in a global context, governance, career opportunities, professional organizations, ethical behavior and ethical codes in the industry, and current issues and trends in sport and recreation. (Open to all; preferred to School of Sport Sciences majors)

Credit: 3 hours

Sport and Recreation Management 200. Wellness Through Leisure (Wellness)

This course is an introduction to the concept of leisure and its use in achieving and maintaining good health and well-being of individuals, families, and societies. Emphasis is placed on using leisure resources to increase personal satisfaction, fulfillment, and quality of life. The course presents a variety of leisure, recreation, and wellness opportunities to enhance the potential for physical, mental, social, and emotional growth through lifelong leisure participation.

Credit: 2 hours

Sport and Recreation Management 210. Sport Governance

An overview of the major components that collectively encompass sport governance, including regulatory power, structure, eligibility, sanctions, and policy. The governance models of major amateur and professional sport organizations are a main focal point of the course.

Prerequisite: SRMT 111

Credit: 3 hours (Fall and Spring)

Sport and Recreation Management 212. Program Planning and Organization

Essential elements and basic principles involved in organization, supervision, promotion, and evaluation of various types of recreation programs.

Credit: 3 hours

Sport and Recreation Management 214. Outdoor Recreation

History, development, and trends of outdoor recreation, conservation, and organized camping. Overnight camping trip required.

Credit: 3 hours

Sport and Recreation Management 220. Inclusion in Sport and Recreation

This course will examine the impact of social class, ethnicity and race, gender, age, and abilities on programs and services related to recreation, events, and sport management; seek to understand the dynamics and intersectionality of individual identities; and move to embrace diversity and inclusion in professional practice.

Credit: 3 hours

Sport and Recreation Management 242. Leadership in Sport and Recreation

Examines the role and responsibility of leadership in sport and recreation. An emphasis will be placed on leadership styles, techniques, issues, and problems in leading people.

Prerequisite: Sophomore standing

Credit: 3 hours (Fall and Spring)

Sport and Recreation Management 300. Marketing in Sport and Recreation

Examines the discipline of sport marketing in the 21st century and the special nature of sport marketing and all the activities designed to meet the needs and wants of sport consumers through the exchange process. The two major thrusts will be the marketing of sport products and services directly to consumers of sport and marketing of other consumer and industrial products or services through the use of sport promotion.

Prerequisite: Junior standing

Credit: 3 hours

Sport and Recreation Management 301. Sport Finance

Allows the student to understand the fundamentals of finance, budgeting, and accounting in the sport industry. Emphasizes financial principles, financial markets, as well as growth and development of revenue sources in the 21st century.

Prerequisite: Junior standing & ECON 221 & ACCT 253

Credit: 3 hours

Sport and Recreation Management 306. Youth Development in Sport and Recreation

Examines organized sport for children today. Emphasis will be on children ages 5-18 in non-school organized sport activities. We will examine the impact of sport and competition on children.

Credit: 3 hours

Sport and Recreation Management 330. Facility Design and Management

Identification and investigation of design characteristics and management techniques for facilities used in recreational and athletic settings. Field trips required.

Prerequisite: Junior standing Credit: 3 hours

Sport and Recreation Management 350. Foundations of Coaching

This course will develop an understanding of fundamental coaching skills/issues, including: coaching philosophies, coaching styles, character development, diverse athletes, communication, motivation, discipline, skill and strategy instruction, training, and management.

Prerequisite: Junior standing Credit: 3 hours

Sport and Recreation Management 370. Globalization of Sport in the 21st Century (Global Perspectives)

Explores the development of sport on the international scene with a focus on the impact of sport on various cultures and how sport is viewed as an agent of social change. Examines major international events such as the Olympics, World Cup, Tour de France, and Wimbledon and the relationship to nationalism and the collective self-esteem of countries. Research focuses on the political, social and economic impact of sport on world powers and developing nations. (Open to all; preferred to School of Sport Sciences majors)

Credit: 3 hours

Sport and Recreation Management 404. Legal Aspects of Sport and Recreation

Concentration on legal issues related to amateur sport and recreation.

Prerequisite: Senior standing & SRMT 330

Credit: 3 hours

Sport and Recreation Management 410. Adaptive Sport and Recreation

Covers the basic principles of identifying, teaching, programming, and evaluating individuals with disabilities. Designed to help future teachers and sport leaders understand the concept of exceptionality and effectively design special services and activities for a diverse population.

Credit: 3 hours (Fall)

Sport and Recreation Management 415. Sport Sponsorship and Sales

Designed to study the principles of sport marketing through industrial markets. Sales presentation, the sponsorship process, and customer service are all major themes of this course.

Prerequisite: SRMT 300

Credit: 3 hours (Spring)

Sport and Recreation Management 435. Sport Analytics

This course explores analytics methods in sports and recent analytics trends in the sport industry including analytics in sport marketing, ticketing, facility management, customer retention, and team/athlete performance.

Credit: 3 hours

Sport and Recreation Management 465. Research, Evaluation and Grant Writing

This course examines research methodologies and evaluation processes as applied to recreation and leisure services. The uses and limitations of research for recreation services are critically assessed. Grantmanship, the nature and professional application of research and evaluation methodology related to leisure services, and the procedures for evaluation and the research process are emphasized.

Credit: 3 hours

Sport and Recreation Management 477. Internship Experience I

This course is a career counseling seminar for Sport Management majors. It provides student with the skills for preparing a resume, writing cover letters, interviewing techniques, professional networking, and obtaining an internship. Taken in the junior year.

Prerequisite: SRMT 111

Credit: 3 hours (Spring)

Sport and Recreation Management 479. Internship Experience II

The field experience provides actual hands-on skills and the beginnings of a professional network. The course is designed to allow students to enter the workforce before graduation. This is the second part of a twopart course and is taken during the summer of the student’s senior year. Prerequisite: SRMT 477 & cumulative minimum GPA of 2.0

Credit: 3 hours

Sport and Recreation Management 490. Special Topics (HPE 490)

This course will examine current topics of interest in the field of Sport Sciences, and students will be expected to conduct a scholarly research project on the subject. The course will serve as an advanced elective for student majors in the School of Sport Sciences.

Credit: 3 hours

Sport and Recreation Management 495. Current Issues in Sport and Recreation

A senior level course concentrating on the application of management principles to the sport setting. Emphasis is placed on a capstone project incorporating concepts from previous sport management coursework. The course should be taken the last semester before graduation.

Credit: 3 hours (Fall)

Sport and Recreation Management 497. Exit Examination

Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours

Sport and Recreation Management 499. Independent Study

Pursuit of a particular project in sport management. Supervision and guidance by a University faculty member.

Credit: 3 hours

S PORT S CIENCES L EADERSHIP (SSLD)

Sport Sciences Leadership 425. Foundations of Leadership

Students will develop an understanding of fundamental leadership styles. Culmination of experiences will allow the student to recognize and implement different leadership skills in a variety of settings. Since the content varies, the course may be taken for a maximum of 4 credits.

Prerequisite: Junior/Senior standing & permission of the instructor; minimum 3.0 cumulative GPA

Credit: 1 hour

Theatre Arts 104. Theatre Practicum

Open by consent of professor. May be repeated for a total of three hours credit.

Credit: 1 hour

Ukrainian 101. Elementary Ukrainian I

This course introduces the fundamental elements of the Ukrainian language within a cultural context. Emphasis is placed on the development of basic listening, speaking, reading, and writing skills. Upon completion, students should be able to comprehend and respond comprehensibly to spoken and written Russian at the Novice-Low/Midlevel on the ACTFL scale and to demonstrate cultural awareness.

Credit: 3 hours

Ukrainian 102. Elementary Ukrainian II

This course is a continuation of UKR 101, focusing on the fundamental elements of the Ukrainian language within a cultural context. Emphasis is placed on the progressive development of listening, speaking, reading, and writing skills. Upon completion, students should be able to comprehend and respond in writing and speech at the Novice-High level on the ACTFL scale and to demonstrate further cultural awareness.

Prerequisite: UKRA 101

Credit: 3 hours

W ELLNESS

Wellness 101. Personal Fitness and Wellness

Special emphasis will be placed on cardiovascular fitness, muscular strength/endurance, flexibility, body composition, nutrition, and drug use and abuse. The format of the course will be lecture, demonstration and practical application of the areas discussed in class. Examinations will be given as needed and scheduled at the discretion of the instructor.

Credit: 2 hours

Wellness 105. Personal Wellness and Entrepreneurial Mindset

Personal wellness is the idea of caring for yourself and maintaining an overall state of happiness and a balanced sense of well-being. There are endless factors that can support or hinder someone’s ability to properly care for and maintain their individual well-being, The course will focus on daily, weekly, monthly habits and leadership and ethical lessons to ensure students learn to manage the stressors of college life. The course will also introduce students to the concept of creating a world for the common good, a world more conscious of all stakeholders in society.

Credit: 2 hours

Wellness 106. Lifetime Fitness and Wellness – Badminton

This course will discuss the importance of the five health-related components of physical fitness, methods for assessment of each. Students will learn the fundamentals of badminton, history of the game, and scoring for men, women and doubles. Emphasis on grip, strokes and strategy. Exploration of the lifetime benefits of the basic concept, so they might use this activity for lifetime fitness and wellness.

Credit: 2 hours

Wellness 113. Lifetime Fitness and Wellness – Racquetball Skills

This course will discuss the importance of the five health-related components of physical fitness, methods for assessment of each. Students will learn basic skills, strategy, and rules of racquetball for singles, cutthroat, and doubles so they might use this activity for lifetime fitness and wellness. Students will supply their own racquet, racquetballs, and eye protection goggles.

Credit: 2 hours

Wellness

116.

Lifetime Fitness and Wellness – Tennis Skills

This course will discuss the importance of the five health-related components of physical fitness, methods for assessment of each. Students will learn the fundamentals of tennis, development of skills to play tennis. An emphasis will be placed on grip, stroke, strategy, and court etiquette so they might use this activity for lifetime fitness and wellness. Students will supply their own racquet and tennis balls.

Credit: 2 hours

Wellness 118. Personal Financial

Well-Being

This course focuses on personal financial well-being exploring topics such as financial planning and budgeting, managing personal bank accounts (checking, savings, etc.) making decisions about personal loans to acquire a car or a home, using and understanding credit cards, making insurance-related (health, life, and property) decisions, examining investment options (stocks, bonds, and alternative assets), and planning for retirement.

Credit: 3 hours

T HEATRE A RTS (THAR)

U KRAINIAN (UKRA)

Wellness 122. Lifetime Fitness and Wellness – Backpacking and Hiking

This course will discuss the importance of the five health-related components of physical fitness, methods for assessment of each. Students will learn the various techniques of backpacking and hiking preparations, field participation, and ecologically safe practices in the outdoors. Students will also become familiar with the various state and federal trail systems in the United States.

Credit: 2 hours

Wellness 123. Lifetime Fitness and Wellness – Mountain Biking

This course will discuss the importance of the five health-related components of physical fitness, methods for assessment of each. It will provide the students with the principles of basic knowledge and skills of mountain biking. Emphasis will be placed on the safe operation and maintenance of the bike for recreational purposes. Students will learn to be comfortable and confident while riding their mountain bike off-road. Included in this course is an introduction to equipment selection and fit and a primer on roadside repairs that covers basic maintenance repair procedures.

Credit: 2 hours

Wellness 126. Lifetime Fitness and Wellness – Yoga

This course will discuss the importance of the five health-related components of physical fitness, methods for assessment of each, and provide the students active experience with the principles of yoga. Students will learn basic poses and practices so they might use this activity for lifetime fitness and wellness.

Credit: 2 hours

Wellness 131. Lifetime Fitness and Wellness – Special Topics

Special topics in Lifetime Fitness and Wellness. Can be repeated for up to six hours as topics vary. This course will discuss the importance of the five health-related components of physical fitness, methods for assessment of each, and provide the students active experience with the principles of yoga. Students will learn basic skills and principles of the specified topic.

Credit: 2 hours

Wellness 190. Special Topics in Wellness

Includes topics related to elements of physical, mental, emotional, or spiritual well-being, either related to the individual or society. Satisfies the general education WELL requirement.

Credit: 2 hours

W OMEN ’ S AND G ENDER S TUDIES (WS)

Women’s and Gender Studies 204. Marriage and the Family (SOC 204)

Applies the sociological imagination to the study of marriage and family in a social and historical context.

Credit: 3 hours

Women’s and Gender Studies 205. Gender Roles in Society: An Introduction to Women’s and Gender Studies (SOC 205)

Interdisciplinary perspectives of gender roles in sociological, socialpsychological, anthropological, economic, political and historical contexts.

Credit: 3 hours

Women’s and Gender Studies 216. Gender and the Bible (REL 216)

Examine the interplay of gender and sexuality within biblical narratives. Explore the nuanced roles of women in the Bible with a variety of contemporary interpreters from around the globe. Challenge preconceptions and deepen understanding of how cultural contexts shape views of gender and sexuality in the biblical world and our own.

Credit: 3 hours

Women’s and Gender Studies 312. Women in American History (HIST 312)

History of American women from the colonial era to the present. Topics include changes in the household and women’s work, the rise of female public activism and feminism, and debates over “ideal” womanhood and female sexuality.

Credit: 3 hours

Women’s and Gender Studies 315. Women in Literature (ENG 315)

Extensive exploration of such topics as images, roles, and life stages of women in literature. Discussion and application of feminist perspective.

Prerequisite: ENG 110

Credit: 3 hours

Women’s and Gender Studies 340. Psychology of Women (PSYC340)

Explores the experience of being a woman from the psychological perspective. Effects of physical and mental health, family and work, religion and spirituality, rape and domestic violence, sexuality, culture, and media depictions of the lives of women will be examined as will the historical and theoretical perspectives in psychology of women.

Prerequisite: PSYC 101

Credit: 3 hours

Women’s and Gender Studies 351. Gender and Health (SOC 351)

The purpose of this course is to introduce students to various ways in which the social construction of health and illness, gender assumptions, and social inequalities impact an individual’s health. A key focus is on the difference between the “disease” (biological factors) and the “illness” (the social interpretation and experience of sickness) and how these intersect to form a complete illness experience. Among the topics discussed will be the social construction of health and illness, social epidemiology, the gendering of health issues, gendered hierarchies in health care, and issues of inequality and empowerment in health and medicine. This course is taught from a critical feminist perspective.

Prerequisite: SOC 101

Credit: 3 hours (Fall)

Women’s and Gender Studies 357. Sociology of Sexuality (SOC 357)

This course will teach students how sexuality, often considered a private matter, is actually a social, cultural, economic, and political creation that is important to everyday life. Beginning with an understanding of sex and gender, we move into sexualities, showing that sexuality comes in many shapes and forms. The course includes theoretical and methodological approaches to the sociological study of sexuality and focuses on the role of major social institutions – such as the family, education, medicine, and religion – on our understandings of sexuality.

Credit: 3 hours

Women’s and Gender Studies 402. Special Topics in Women’s and Gender Studies

Study of a specific topic related to Women’s and Gender Studies. May be taken two times for credit as the topics vary.

Credit: 3 hours

Women’s and Gender Studies 403. Independent Study in Women’s and Gender Studies

Individual study of a topic of interest to the student.

Credit: 1-3 hours

Women’s and Gender Studies 499. Internship in Women’s and Gender Studies

Internship in Women’s and Gender Studies. May be repeated for a maximum of 3 credits.

Credit: 1-3 hours

WINGATE UNIVERSITY ACADEMIC CATALOG 2024-25

PART II I : G RADUATE & PROFESSIONAL PROGRAMS

COSTS AND FINANCIAL AID

F INANCIAL I NFORMATION

ALL TUITION PAYMENTS MUST GO TO THE MAIN CAMPUS:

Attn: Business Office, P.O. Box 159, Wingate, NC 28174

Tuition statements are available online (WinLink) prior to the beginning of each semester. Tuition must be paid before the first (1st) day of the month when classes begin (i.e., August, January, June). If you have student loans, please have all documents completed before the first (1st) day of the month when classes begin. Payment of tuition and fees are made via WinLink. Mastercard, Visa, American Express, and Discover credit cards are accepted, a courtesy fee of 2.95% is added. Use of bank account information – or ACH – as a payment method incurs no added fee. Payments by cash or check are accepted in person on the second floor of the Stegall Administration Building. Financial Aid questions should be addressed to 704-233-8209 or finaid@wingate.edu

Many financial aid programs are awarded based on need as determined by information submitted on the FAFSA form. To receive maximum consideration for all available financial aid programs, the FAFSA should be filed by May 1 prior to each academic year for which a student wishes to be considered for financial aid. All financial aid awards, including athletic, academic, and outside scholarships are coordinated through the Office of Student Financial Aid. If your employer offers a tuition reimbursement program, your tuition may be deferred to the end of the semester provided we have received a copy of your employer’s Tuition Reimbursement Policy. Payment must be received within 30 days following the end of the semester. Any student who has a balance on his/her account will not be allowed to register for the next semester or attend graduation.

UITION AND F EES

Graduate

Student

Physician

Physician Assistant Clinical Support Fee (per semester, students in terms 4-7 only)

$290

$1,500

Pharmacy Program Fee (per semester, P1-P3) $205

Pharmacy Program Fee (per semester, P4) $150

Returned Check Fee $25

Monthly

REFUND/REPAYMENT POLICY FOR WITHDRAWING GRADUATE STUDENTS

A refund refers to the University charges returned to the student and/or to the financial source that covered those charges. Refunds are made within 30 days of the student’s official withdrawal.

Students who withdraw from Wingate University before the first class day of a semester will receive a full refund of any payment made toward tuition, room and board. Deposits for Health Sciences programs are not refundable. University Fees are refundable only on or before the first day of class. Afterwards, University Fees are non-refundable.

For students who withdraw on or after the first day of class during a semester, the following institutional refund policy for tuition and course fees will be in effect:

Add-on Licensure, Master of Accounting, Master of Arts in Education, Master of Arts in Teaching, Master of Arts in Sport Management, Master of Business Administration, Master of Public Health, Graduate Public Health Certificate, Master of Social Work

Doctor of Education, Doctor of Medical Science, Doctor of Occupational Therapy, Doctor of Pharmacy, Doctor of Physical Therapy, and Master in Physician Assistant Studies

ALL SUMMER SESSIONS

The date of withdrawal is the date that the official withdrawal form is received by the Office of the Registrar or the date of withdrawal specified by the student, whichever is earlier. The semester begins with the first day of class. The date of withdrawal is defined as the date of the student’s last academically related activity as verified by the instructor.

The following is the institutional refund policy for room and board:

Add-on Licensure, Master of Accounting, Master of Arts in Education, Master of Arts in Teaching, Master of Arts in Sport Management, Master of Business Administration, Master of Public Health, Graduate Public Health Certificate, Master of Social Work

Degrees/Programs Refund After Before

Doctor of Education, Doctor of Medical Science, Doctor of Occupational Therapy, Doctor of Pharmacy, Doctor of Physical Therapy, and Master in Physician Assistant Studies

None First class session

The date used for cancellation of room and board is the date the student has properly checked out of the residence halls removing all property and returning room keys to residence life staff.

RETURN OF TITLE IV FUNDS

For students receiving federal financial aid, the Higher Education Amendments of 1998 established a new formula for calculating the amount of aid a student and school can retain when the student totally withdraws from all classes. Students who withdraw from all classes prior to completing more than 60% of an enrollment term will have their eligibility for aid recalculated based on the percent of term completed. This policy shall apply to all students who withdraw, drop out, or are expelled from Wingate University, and receive financial aid from Title IV funds (federal financial aid programs authorized under the HEA of 1965, as amended).

Wingate University’s responsibilities in regard to the return of Title IV funds include:

• Providing each student with the information given in this policy

• Identifying students who are affected by this policy and completing the R2T4 calculation for those students.

• Returning any Title IV Funds that are due the Title IV programs

The student’s responsibilities in regard to the return of Title IV funds include becoming familiar with the R2T4 policy and how complete withdrawal affects eligibility for Title IV aid.

A student’s withdrawal date is defined as:

• The date the student begins the institution’s withdrawal process (as described in the Wingate University catalog) or officially notifies the institution of intent to withdraw; or

• The midpoint of the period for a student who without notifying the institution; or

• The student’s last date of attendance at a documented academically related activity.

Title IV aid is earned in a prorated manner on a per diem basis up to and including the 60% point in the semester.

Title IV aid and all other aid is viewed as 100% earned after that point in time. The total number of calendar days in a term of enrollment shall exclude any scheduled breaks of more than five days. The percent of term completed shall be the percentage of Title IV aid earned by the student and is calculated as follows:

The percentage of Title IV aid unearned (i.e., to be returned to the appropriate program) shall be 100% minus the percent earned. Unearned aid shall be returned first by Wingate University from the student’s account calculated as follows:

Amount returned to program(s) = Total institutional charges × % of Unearned Aid

Unearned Title IV aid shall be returned in the following order:

• Federal Direct Unsubsidized Loan

• Federal Direct Subsidized Loan

• Federal Direct Graduate PLUS Loan

• Federal Direct PLUS Loan

• Federal Pell Grant

• FSEOG

• Other Title IV Grants

Students are responsible for any portion of their institutional charges that are left outstanding after Title IV funds are returned.

MONTHLY PAYMENT PLAN

The Interest Free payment plan allows students to spread the cost of tuition and fees out across the semester. There is a $35 enrollment fee to participate in the plan each semester. The first installment of the payment plan, along with the $35 enrollment fee, is due by the main due date for each semester. The remaining payments are due by the first day of each following month throughout the course of the semester. A fee of $10 will be assessed for each late payment.

Each graduate degree program has defined full-time and part-time status using the standards outlined below.

Wingate University uses the William D. Ford Direct Lending Program. Federal Direct Unsubsidized and Graduate PLUS Loans are available to eligible students who complete the FAFSA form and are enrolled at least half time in an eligible program of study. More information can be obtained by contacting the Financial Aid Office at finaid@wingate.edu or visiting https://studentaid.gov/understand-aid/types/loans.

As mandated by the HEA, institutions of higher education must establish minimum standards of SAP. WU makes these standards applicable to Federal, State and Institutional financial aid programs. The intent of this policy is to ensure that students receiving financial aid are making progress towards completion of their declared major. A student’s SAP status is determined based on all credit hours, including transfer credits, and all periods of attendance at Wingate University, including periods in which the student did not utilize financial aid. Students must meet the standards outlined below to remain in good SAP standing and maintain their eligibility for financial aid.

CUMULATIVE GPA REQUIREMENT

A student must achieve and maintain a cumulative GPA as defined for their program of study below.

COMPLETION RATE REQUIREMENT

All students must pass (earn) at least 67% of their credits attempted. Multiple attempts of the same course will be counted (each attempt) for financial aid purposes. Standard rounding applies when calculating completion rate.

MAXIMUM TIME FRAME REQUIREMENT

Students must complete their degree requirements within 150% of the published length of their academic program to remain eligible for Title IV aid. This is the maximum allowable time for receipt of financial aid regardless of whether the student did or did not receive financial aid during any period of his/her enrollment.

E VALUATION P ERIOD

SAP will be calculated annually at the conclusion of the Spring term for all students. Students who do not meet SAP standards will be placed on Financial Aid Suspension (FAS) and ineligible to receive financial aid for future term(s). The student will receive an email notification detailing the loss of financial aid and options for an appeal. Students are placed on FAS if any of the following are true:

• Failure to meet minimum GPA requirement

• Failure to meet minimum completion rate requirement

• Attempted hours >= 150% of published program length

Students are notified of their SAP standing by email during the annual review period. Students are responsible for staying informed of WU’s SAP standards, to monitor their own progress, and to review their University email account frequently for updates.

F INANCIAL A ID SAP A PPEALS

Students placed on FAS who have extenuating circumstances are eligible to appeal to the Financial Aid SAP Committee. Students are subject to the following maximum approved appeal limits during their academic career:

• Graduate/Professional: maximum of two (2) appeals during their enrollment at Wingate University per eligible degree program. A second appeal will not be granted for the same circumstance and must be well documented.

• Maximum Time Frame: maximum of one (1) appeal during their enrollment at Wingate University per eligible degree program

DOCUMENTATION

Extenuating circumstances may include, but are not limited to, a death of an immediate family member or extreme medical emergencies / illness. The SAP appeal must include:

• Why the student failed to make SAP

• What has changed that will allow the student to make SAP at the next evaluation (end of the next semester)

DEADLINES AND DECISIONS

Appeal deadlines are provided on the SAP Suspension letter issued by the Financial Aid Office. A student must submit a completed appeal form and supporting documentation by the required deadline in order for the appeal to be considered for that term. Appeal results will be provided to the student via their WU email address.

ACADEMIC PLANS

Students who appeal, and subsequently have their appeals approved, will be placed on an Academic Plan. Once the Academic Plan is finalized and signed, the student will regain eligibility and be placed on Financial Aid Probation. Academic Plans are available for up to four semesters,

and students placed on an Academic Plan must continually meet the terms of the plan (each semester) as outlined. If a student fails to meet the terms of the Academic Plan for any given period, the student loses financial aid eligibility and will be placed on FAS.

R EGAINING E LIGIBILITY

If a student has lost financial aid eligibility due to not meeting the established SAP standards, the student may regain financial aid eligibility for a subsequent term if they meet SAP standards on their own prior to the start of any given term. Students regaining SAP in this manner must request a review at the end of the term once final grades are reported. There is no official SAP check for any term other than the annual Spring checkpoint.

S PECIAL C ONSIDERATIONS

SELECT AID PROGRAMS

Student athletes must satisfy the eligibility requirements established by WU and by the NCAA to be eligible for athletically related financial aid. Programs administered by outside agencies, or states other than North Carolina, may have their own academic standards for students (the student may be eligible if the outside agency does not require the student to meet SAP guidelines). Students are responsible for reviewing the requirements with the agency that is providing funding.

SELECT GRADES & COURSES

Withdrawn Courses: Courses the student has withdrawn from and has been given a grade of “W” will count as attempted but not earned credit hours and are not included in the GPA calculation.

Incomplete Courses: Courses the student has not completed and has been given a grade of “I” will count as attempted but not earned credit hours. These courses are counted as a grade of “F” in the cumulative GPA calculation.

Failed Courses: Courses the student failed and has been given a grade of “F” will count as attempted but not earned credit hours. These courses are included in the cumulative GPA calculation.

Passed Courses: Courses that the student has passed and has been given a grade of “P” will count as earned and attempted credit hours. These courses will be calculated as a “C” in the cumulative GPA calculation.

Audit Courses: Courses that the student has audited are not considered in the cumulative GPA or completion rate calculation. Students are not eligible to receive financial aid for courses that are audited.

Repeated Courses: All repeated courses are considered in the cumulative GPA and completion rate calculation. Students are eligible to receive financial aid for a completed course one time after receiving a passing grade (D or higher).

Transfer Credits: Credit hours from another institution that are accepted toward a student’s educational program must count as both attempted and earned hours. Attempted / earned hours also include credits earned through Advanced Placement (AP), College Level Examination Program (CLEP), or other similar testing programs.

Academic Bankruptcy: Credit hours dismissed through academic bankruptcy will be considered as attempted credit hours in the completion rate calculation.

ADDITIONAL CONSIDERATIONS

• Students required to restart their degree program will have all prior SAP components calculated in their cumulative totals.

• Students who change their major are responsible for maintaining SAP in accordance with the procedures as outlined (all hours attempted and earned at WU will be counted in the SAP calculations).

• Students who are readmitted to WU following a period of nonenrollment must meet WU’s SAP policy in order to regain eligibility for financial aid. The SAP status will be calculated at the time of re-entry.

• A student may change from one degree to another during attendance at WU. Students who change from one major to another are required to maintain SAP and complete the

coursework within the maximum timeframe. All attempted hours from a previous major are included in the total attempted hours.

• Students seeking a second degree and students with a double major may reach the maximum time frame standard at an accelerated pace. A student becomes ineligible for federal aid when they complete the degree requirements for their declared major (regardless if the student applies for graduation or accepts the degree at that time).

C ONSUMER I NFORMATION D ISCLOSURES

The Higher Education Opportunity Act (HEOA) requires that colleges and universities provide specific disclosures to prospective and current students. These disclosures may be found at https://www.wingate.edu/about/disclosures-and-consumerinformation

GRADUATE AND PROFESS IONAL DEGREES

A CADEMIC H ONORS AT C OMMENCEMENT

At Commencement, Doctor of Occupational Therapy, Doctor of Pharmacy, and Doctor of Physical Therapy students with a cumulative GPA of 3.50 or higher are graduated with honors as follows:

Summa cum laude 3.90 and above

Magna cum laude 3.70 to 3.899

Cum laude 3.50 to 3.699

Graduation with distinction is determined by the overall GPA on all graduate work attempted, including grades earned in repeated courses

A TTENDANCE D EFINITION

Attending is defined as completing an academically related activity which includes, but is not limited to:

• Physically attending a class where there is an opportunity for direct interaction between the instructor and students.

• Submitting a required academic assignment.

• Taking an exam or quiz.

• Taking a required interactive tutorial or computer-assisted instruction.

• Attending a study group that is assigned by the school.

• Participating in an online discussion about academic matters.

• Initiating contact with a faculty member to ask a question about the academic subject studied in the course.

REMEMBER: Any change in status (i.e., from full-time to part-time, etc.) may cause the reduction or cancellation of your financial aid award. In other words, your out-of-pocket expenses may increase.

C OMMENCEMENT

Wingate University holds two annual commencements in May and December. Should circumstances arise that prohibit the student from attending commencement, the student should submit a written request to be excused from the ceremony at least 30 days in advance to the Office of the Registrar, P.O. Box 159, Wingate University, Wingate, NC 28174 or to the program director or dean.

A student who will complete all required classes in August can participate in the May ceremony only if he/she:

†Licensure

GRADUATE POLICIES AN D PROCEDURES

S TATEMENT OF S TUDENT R ESPONSIBILITY

The information contained in this handbook/catalog is accurate as of the date of publication. However, Wingate University reserves the right to make changes in the graduate business programs’ academic and financial policies, in student requirements, and in regulations at any time without prior notice. The University further reserves the right to ask a student to withdraw at any time.

Each student is responsible for learning and meeting the degree requirements for graduation.

D EFINITION OF A CCREDITED

I NSTITUTIONS

For the purpose of transfer policy, articulation agreements, and prior higher education degrees, Wingate University defines an “accredited institution” as one accredited by any of the following institutional accreditors: Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges (ACCJC), Higher Learning Commission (HLC), Middle States Commission on Higher Education (MSCHE), New England Commission of Higher Education (NECHE), Northwest Commission on Colleges and Universities (NWCCU), and WASC Senior College and University Commission (WSCUC).

• Meets the minimum cumulative GPA required for completion of the degree

• Can meet all requirements for the degree by the August graduation date

• Can complete all classes at Wingate University (not off-campus)

• Has registered and paid for all required classes prior to Commencement

• Has a clear financial account with the Business Office Ed.D. candidates must have successfully provided an oral defense of their capstone projects by the preset deadline for the semester in which they intend to walk in Commencement.

C OPYRIGHT P OLICIES

C OPYRIGHT C OMPLIANCE

• Copyright protection extends to original works of authorship, including literary, dramatic, musical, and artistic works, such as books, poetry, novels, movies, songs, photos, computer software, and architecture (as well as text, graphics, and logos). Copyright infringement occurs when a copyrighted work is reproduced, distributed, performed, displayed, or made into a derivative work without the permission of the copyright owner.

• Wingate complies with United States copyright law as set forth in Title 17 of the United States Code, Section 106. In the peer-to-peer file-sharing context, unauthorized downloading or uploading substantial parts of a copyrighted work, such as music, videos, books, games, software or other files, constitutes an infringement. All network users are responsible for using electronic materials in accordance with copyright and licensing restrictions. The use of university resources that violates copyright laws, including

downloading or sharing copyright-protected works, is strictly prohibited.

• Copyright infringement, including unauthorized peer-to-peer file sharing, may subject you to civil and/or criminal liabilities, as well as personal sanctions imposed by Wingate University.

• Damages for copyright infringement are not limited to actual damages or lost profits. Courts can award statutory damages of up to $30,000 per infringement or up to $150,000 per infringement if the infringement was willful (in addition to attorneys’ fees).

• In addition to penalties imposed by the court, Wingate University can: (1) add disciplinary sanctions for violating the Wingate Honor Code as defined in the student handbook, (2) suspend Internet access, and/or (3) suspend user accounts.

• If you’d like more information, we invite you to review the copyright section in the Wingate University Student Handbook or visit the United States Copyright Office website. The FAQ page is especially helpful.

I NTELLECTUAL P ROPERTY P OLICY

• It is the purpose of this policy to encourage, support, and reward scientific research and scholarship, and to recognize the rights and interests of the creator, author, inventor, or innovator, the public, the sponsor, and the University.

• The University’s commitment to teaching and research is primary, and this policy does not diminish the right and obligation of faculty members to disseminate research results for scholarly purposes, which is considered by the University to take precedence over commercialization of technology or other works. This policy is to be consistent with the University’s commitment to academic freedom.

• Wingate University encourages faculty to undertake creative endeavors and to receive recognition therefor. The terms ―inventions, discoveries, and other innovations and technologyinclude tangible or intangible inventions, in the patent sense, whether or not reduced to practice, and tangible research results whether or not patentable or copyrightable

• Faculty members working with students on research projects must inform those students in advance of the terms of this policy and of any burdens of non-disclosure or confidentiality deemed necessary by the faculty member or any applicable third parties to protect resulting work product.

• The University owns any inventions (patentable or otherwise) that are created as part of: (1) University research; (2) activities within the scope of the inventor’s employment with the University or in official association with the University, or (3) activities involving the use of University time, facilities, staff, material, non-public information, or funds administered by the University or third-party grants obtained by the University.

• All faculty who engage in University-sponsored research must promptly disclose their inventions (patentable or otherwise) to the University. Any University personnel who invents or creates potentially patentable inventions should notify their Department Head and contact the Office of the General Counsel. The Provost and General Counsel shall decide if the invention should be submitted for a patent. Any invention created by a University employee on his or her own time, outside of their scope of employment, and not using University resources is the property of the inventor.

• Regarding copyrights or other works of authorship, the University owns any works where the work is prepared by an employee within the scope of her/his employment.

• Faculty members shall cooperate reasonably with the University in the procurement of any patents, copyright registrations, trademark registrations, or any other intellectual property rights. To the extent that a written assignment is needed to effectuate the ownership rights, the faculty member shall cooperate to execute any documentation reasonably necessary to effectuate the transfer of ownership.

• In the event the University seeks to commercialize any patentable technology, the University will negotiate in good faith with the inventor(s) concerning a royalty agreement.

• To the extent a faculty member has a direct or indirect financial or other interest in any intellectual property or work product that is the subject of, or will be used in connection with, any grant, the faculty member must disclose the nature of the intellectual property/work product and interest therein to the Office of the Provost prior to the grant request approval process and annually thereafter.

C REDIT H OUR AND C OURSE D ELIVERY

THE CARNEGIE UNIT is a unit of measurement used by secondary and post-secondary schools to assure uniformity and consistency in assigning credit for courses awarded by an institution. Thus, Wingate University uses this unit in defining a semester hour of credit as equivalent to a minimum of three hours of class per week for a 15-week semester. Courses are reported and recorded in semester hours with one semester hour covering between 650-700 minutes. A three-hour course usually contains the equivalent of 2,100 minutes of instruction. The traditional three-hour course includes between 42-45 fifty-minute sessions or 27-29 seventy-five-minute sessions. One credit hour courses contain 14-15 fifty-minute sessions; two credit courses contain 28-30 fifty-minute sessions. The application of this definition requires that all engaged in the process continually adjust for the evolving differences in the methods of delivery, the nature and scope of material, the pedagogy, and the varying ways students commit to the process of education including the pace at which they learn. It is further assumed and expected that students in traditional courses will spend at a minimum an additional two hours of preparation for every hour of instruction.

C LINICALS AND L ABS

Courses with clinical, ensemble, or lab components have a different credit hour to contact hour ratio, then the 1:1 ratio described above. Typically, the ratio of credit hours to contact hours for these types of courses is 1:3; where 1 credit hour is equivalent to 3 hours of contact in the lab, studio, or clinical setting per week; however, this definition may vary by department/school. Each course with clinical, ensemble, or lab components will specify on the course syllabus the number of credit hours assigned to class (usual 1:1 credit to contact hour ratio) and the number of credit hours assigned to the experiential component, with the contact hours also specified. All proposals for new clinical/lab/ensemble courses coming forward for faculty approval will also have the credit hour to contact hour ratio (or number of contact hours) clearly specified.

N ON - TRADITIONAL C OURSES

In non-traditional courses such as Directed Independent Studies and Online Courses, the University intends that student learning per credit is the equivalent of between 42 and 45 hours of coursework for the semester or term through activities that demonstrate student competency in the learning outcomes while observing appropriate standards and design practices.

If a hybrid or online class is also taught as a traditional class, then the non-traditional version of the class will be deemed to have the same number of semester hours as the traditional version of the class provided both versions require roughly the same work from the student and achieve the same objectives and outcomes regardless of the amount of face-to-face meeting time scheduled for the non-traditional version of the course.

The faculty is responsible for ensuring that the expected quantity of student learning relative to credit hours is achieved. The process for approving courses for credit is a multi-stepped one which includes the formal request for a new course in which the requirements, credit value, instructional materials, budgetary issues, method of delivery, and learning outcomes are identified. This initial process provides compelling evidence of the need for the course and how that course will expand the mission of the department specifically and the University in general. Requestors file through the appropriate Department Chair who subsequently submits the request to the department for approval. Once approved by the department, the proposal is forwarded to the University Academic Affairs committee for approval, and then finally to the University Faculty Assembly for final approval.

Courses are categorized according to the following classifications:

TRADITIONAL: Courses categorized as traditional should include at least two of the following methods:

• traditional instruction via face-to-face classroom meetings

• laboratory meetings, clinical experiences, practicums, and other instructor-supervised educational activities

• in-classroom tests, exams, student presentations, and/or discussions

TECHNOLOGY-ENHANCEMENT: If a professor chooses to electronically enhance a traditional course, he or she is still expected to meet with students each scheduled class period. Electronic enhancement does not authorize professors to teach their course via a blended/hybrid or online platform. Enhancement allows for class continuance in cases of inclement weather, illness, professional development activities, or other circumstances.

If a faculty member wishes to change a traditional course to a hybrid format, the approval of the department chair is needed. If a faculty member wishes to change a traditional course to an online format, approval from the Academic Affairs committee and the Faculty Assembly is required.

HYBRID: A hybrid course consists of a combination of face-to-face and online educational instructional opportunities as designed by the instructor. Online educational instructional opportunities may include lecture, independent study, visual electronic interaction and other online communication. A course is hybrid when up to 49% of the instructional minutes are delivered via an electronic platform. In the event a hybrid course exceeds more than 49% of the minutes of instruction being offered online, the hybrid course will become an online course.

ONLINE: An online course utilizes online tools and resources to deliver 50% or more of class content, discussion, quizzes, exams, etc. The online course may have physical space and meeting times during testing or other examination periods. Any required face-to-face meetings will be specified in the syllabus.

D ISABILITY S UPPORT S ERVICES (DSS)

Wingate University is committed to ensuring that no otherwise qualified individual with a disability is excluded from participation in, denied the benefits of, or subjected to discrimination in University programs or activities due to his or her disability. The University is fully committed to complying with all requirements of the Americans with Disabilities Act of 1990 (ADA) and its amendments and the Rehabilitation Act of 1973 (section 504) and to providing equal educational opportunities to otherwise qualified students with disabilities. Disability support services are available to otherwise qualified students with disabilities to ensure equal access to the University’s programs and services. Services may include making academic and/or non-academic accommodations for students. The University’s Office of Disability Support Services is the only designated department authorized to coordinate disability-related services. Students should contact the Office of Disability Support Services when seeking academic and/or non-academic accommodations. The office is located on the 2nd floor of the Ethel K. Smith Library, in the Academic Resource Center (the ARC). Contact information: access@wingate.edu, 704-233-8271.

S TUDENT D ISABILITY G RIEVANCE P ROCEDURE

Wingate University is committed to ensuring that no otherwise qualified individual with a disability is excluded from participation in, subjected to discrimination in connection with, or denied the benefits of any University programs or activities due to his or her disability. The University has adopted this internal grievance procedure to provide for the prompt and equitable resolution of student complaints alleging any action prohibited by Section 504 of the Rehabilitation Act of 1973 (“Section 504”) or Title III of the Americans with Disabilities Act (“Title III”) or otherwise alleging disability-related discrimination or harassment. Section 504 prohibits discrimination on the basis of disability in any program or activity receiving Federal financial assistance, and Title III prohibits discrimination on the basis of disability by private entities (including Universities) that provide places of public accommodation. These laws and accompanying regulations

may be examined in the office of the Executive Director of the Academic Resource Center, whom the University has designated to coordinate its efforts to comply with Section 504 and the ADA (“the Director”).

WHO MAY GRIEVE?

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

WHAT MAY BE GRIEVED?

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

CONFIDENTIALITY

AND PROHIBITION AGAINST RETALIATION

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

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

INFORMAL GRIEVANCE PROCEDURE

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

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

Ms. Kristin Wharton, Executive Director of the Academic Resource Center |704-233-8366 | arc@wingate.edu | Office location: Ethel K. Smith Library, Academic Resource Center (second floor)

Dr. Brooke Mitchell, Vice Provost of Academic Success and Initiatives 704-233-8060 | bmclaugh@wingate.edu | Office location: Stegall Administration Building, Provost’s suite (second floor)

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

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

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

FORMAL GRIEVANCE PROCEDURE

If the student is not satisfied with the resolution reached using the Informal Grievance Procedure, or if the student chooses not to use the

Informal Grievance Procedure, the student may initiate the Formal Grievance Procedure by submitting a written complaint to the appropriate Investigator. A student who chooses to initiate the Formal Grievance Procedure after participating in the Informal Grievance Procedure must do so within 14 calendar days of receipt of the Investigator’s written notification of the outcome of the Informal Grievance Procedure.

The written complaint must:

• be dated;

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

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

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

• state the requested remedy; and

• be signed by the student.

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

APPEAL

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

Dr. Eric Schneider, Interim Provost | e.schneider@wingate.edu | 704-233-8123 Office location: Stegall Administration Building, Provost’s suite (second floor)

ADJUSTMENT OF DEADLINES

The Investigator, Vice Provost of Academic Success and Initiatives, or the Provost may change the above deadlines for good cause, such as semester or summer breaks. Likewise, if the application of time deadlines creates a hardship due to the urgency of the matter or the proximity of an event, the Investigator, the Vice Provost of Academic Success and Initiatives, or the Provost, at the request of the student, will determine if an expedited procedure can be created.

SUPPORT PERSONS/ADVISORS

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

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

INTERIM MEASURES

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

CONFIDENTIALITY

OF RECORDS

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

DISABILITY ACCOMMODATIONS

Wingate University will make arrangements to ensure that students with disabilities are provided appropriate accommodations as needed to participate in this grievance procedure.

Requests for accommodations must be made to the Director. The Director will review the supporting disability related documentation, make a decision about the request, notify the student about approved accommodations and make arrangements for the accommodations. Accommodations may include, but are not limited to, providing interpreters for the deaf, providing recordings of materials for the blind, and assuring a barrier-free location for the proceedings.

EXTERNAL COMPLAINTS

The availability and use of this grievance procedure do not prevent a student from filing a complaint of discrimination with external agencies such as the U.S. Department of Education, Office for Civil Rights

D ISABILITY H ARASSMENT P OLICY

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

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

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

All correspondence, including news, information, and course updates, are communicated through Wingate email ONLY. To avoid any confusion the school will only use Wingate email address to communicate information. Students should check email regularly

The Family Educational Rights and Privacy Act of 1974, commonly known as the Buckley Amendment or FERPA, was passed and put into effect in January 1975. The law regulates the use and disclosure of personal information in educational records and permits a student to inspect what material is maintained in those records. A copy of the Family Educational Rights and Privacy Act of 1974 is on file in the Office

E MAIL

F AMILY E D UCATIONAL R IGHTS AND P RIVACY (FERPA )

of the Registrar in the Stegall Building. It can also be found at http://uscode.house.gov (search for 20 USC 1232g).

A full statement pertaining to the University’s compliance with the Buckley Amendment printed each year in the Student Handbook and also is available on the University website on the Registrar’s Office page.

G RADING AND G RADE P OINT A VERAGE

Grades are assigned based on the following scale:

A Excellent

B Above average

C Average

F Failure

P Pass (for courses offered on P/F basis)

HP High Pass

I Incomplete

W Withdrawal

R Indicates the course has been repeated; the letter grade to the right of the “R” is the new grade that replaces the previous grade (see repeat course policy)

NOTE: Minus (-) or plus (+) signs may be attached to each grade of “A”, “B”, and “C”, but this does not affect the quality points assigned for those grades.

Grade point average (GPA) is determined using 4.00 scale. Students may receive a “+\-” as indicators of performance, but these are not calculated into the GPA.

Incompletes are only assigned in extenuating circumstances. Incomplete coursework must be completed within 30 days of the next semester. Failure to resolve an Incomplete will result in the grade being assigned as an “F.”

G RADUATION P ROCEDURES

Graduate degree candidates must complete a graduation application at least 10 days prior to the beginning of the semester in which the student will complete degree requirements. Graduation applications can be found online at myGate or at https://www.wingate.edu/academics/theregistrar.

Degrees are conferred three times per year: At the end of the fall semester (December), at the end of the spring semester (May), and at the end of the summer (August).

H ONOR C ODE

Membership in the Wingate University community is a privilege conferred by demonstrated merit and sustained by a continuing commitment to high standards of performance and conduct. The University expects that all members of the community will conduct themselves in a manner reflecting respect for all other members of the community. It is the responsibility of all Wingate University students to report any suspected violations of the University Honor Code and Code of Community Standards.

Wingate University students do not lie, cheat, steal, or plagiarize, nor do they tolerate in their company the presence of one who does. Effective writing, analysis, and idea curation are critical to college coursework and therefore must be completed by the student themselves. The use of artificial intelligence (AI) to write a paper or complete an assignment will be treated as plagiarism, unless the professor clearly states that use of AI is permitted on that assignment, project, or paper. Even then, proper and complete attribution of AI sources is required.

Wingate University students conduct themselves at all times in a manner that is conducive to the maintenance of a strong environment for study and learning. Wingate University students respect the rules and regulations of the University as outlined in the Student Handbook. A student who commits such an offense will be reported to the Program Director or Dean for appropriate action. Failure to report knowledge of an honor code violation will carry the same penalty as an offense.

I NCOMPLETE G RADE

If permitted by the Program Director or Dean, a student may petition a faculty member for an extended amount of time to complete a course in which the student is regularly enrolled. The student must demonstrate that extenuating circumstances exist that prevent completion of the course(s) according to the University calendar. In this case, the faculty member may assign a grade of “I’ showing that some requirement of the course is not yet complete.

Incomplete grades are not possible for all graduate courses or work, such as clinical rotations. Students should always check with the Program Director or Dean first before contacting an instructor.

It is the student’s responsibility to initiate steps with the professor to change this grade. A grade of “I” which has not been completed within 30 calendar days of the next regular semester will automatically become an “F”.

A faculty member may submit a written request on behalf of the student to the Program Director or Dean to extend the deadline. When doing so, the faculty member will impose a new deadline.

I NTERNATIONAL A PPLICANTS R EQUIRING F1 V ISAS

Wingate University values the contributions and perspectives of international students in our programs.

International students requiring an F1 student visa must also submit the following to their graduate program for admission:

1. A certified translation of transcripts if the original transcripts are not in English. In addition, a course-by-course evaluation of the applicant’s academic documents compiled by an independent academic credential evaluation provider will be requested for any post-secondary work or Commonwealth advanced level examinations taken outside of the United States. A color copy of the biography page of the student’s passport. Wingate recommends a member organization of The Association of International Credential Evaluators, Inc. (AIEC), National Association of Credential Evaluation Services (NACES), AACRAO International Education Services (IES) or World Education Services, Inc. (WES) for translation and evaluation services.

2. Non-native English speakers and/or applicants whose principal language of instruction has not been English must submit official scores from the Test of English as a Foreign Language (TOEFL) reported directly from ETS.org; or official scores from International English Language Testing System (IELTS) reported directly from IELTS.org.

a. Scores must not be more than one year old, unless the student has been enrolled full-time in an accredited American college or university in the interim. Individual minimum scores are decided by each graduate program. Completing a previous degree in the US will exempt an applicant from the English proficiency requirement.

b. The TOEFL Bulletin of Information is available at American embassies and consulates, or can be obtained by writing: TOEFL, CN 6155, Princeton, New Jersey 08541-6155, or online at ets.org. The IELTS application can be obtained by writing: IELTS International, 825 Colorado Boulevard, Los Angeles, California 90041, or at ielts.org

3. International students must also present copies of the following forms to the International Programs Office:

• Passport

• Visa

• I-94 print out

• I-20

• Financial statement showing resources for a one-year period

• Proof of health insurance

Admission of an international student who requires an F-1 visa is only final when the visa is obtained. A student must be fully admitted to the graduate program to receive an I-20. International students holding current tourist (B1/B2) visas are not allowed to enroll in a degree

Wingate University Academic

program. We also cannot enroll F1 visa students for the purpose of completing prerequisites only.

Questions about F1 visa requirements can be addressed to international@wingate.edu

C OUNTRIES EXEMPT FROM E NGLISH P ROFICIENCY E XAM S CORE R EQUIREMENTS

• Antigua and Barbuda*

• Australia

• Bahamas*

• Barbados*

• Belize*

• Bermuda

• British Indian Ocean Territory

• British Virgin Islands

• Canada (expect Quebec)

• Cayman Islands

• Dominica*

• Falkland Islands

• Fiji

• Gibraltar

• Grenada

• Guyana*

• Guinea (British)

• Ireland

• Jamaica*

• Marshall Islands

• Mauritius

• Anguilla*

• Micronesia

• Montserrat

• Nauru

• New Zealand

• Palau

• Papua New Guinea

• Solomon Islands

• St. Kitts and Nevis*

• St. Lucia

• St. Vincent and the Grenadines*

• Tonga

• Trinidad and Tobago*

• Turks and Caicos Islands

• Tuvalu

• United Kingdom (England, Northern Ireland, Scotland & Wales)

• U.S. Virgin Islands

• Vanuatu

• Western Samoa

*With CXC or CAPE examination. Since English is the official first language at the countries listed above, students from those countries are NOT required to submit a proof of English proficiency.

L IBRARY AND S PECIAL C OLLECTIONS

S PECIAL C OLLECTIONS

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

E THEL K. S MITH L IBRARY

LIBRARY MISSION

The Ethel K. Smith Library supports the University's mission, to develop educated, ethical, and productive graduates, by serving as a gateway for students to access, explore, and evaluate a variety of information sources. This support is provided by a staff of professional librarians holding ALA accredited degrees that are dedicated to meeting the following goals:

• Offer a welcoming, research-oriented, and engaging environment for the campus community which fosters academic inquiry

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

• Developing a diverse collection of materials which present differing perspectives and supports the University's curriculum

• Educate patrons of the importance of becoming informationally literate by highlighting the value of information and ways to ethically access, evaluate, and share information

The library contains several collections the core of which consist of 54,000 physical monographs housed in the main stacks and numerous online database subscriptions which provide access to scholarly and popular periodicals.

Services for the campus community provided by the library include:

Wingate University

• Material loans, including equipment

• Bibliographic Instruction for classes and individuals

• Interlibrary Loan provides access to materials outside of the library's collection

• Bulldog Delivery provides access to the library's physical holdings for students at remote campuses

• Research Consultations for individuals or groups

• Online chat reference services

• Computer lab, printing, and wireless network access Please visit https://www.library.wingate.edu for more information on the Ethel K. Smith Library.

M EDIA R ELEASE

Wingate University regularly uses photographs and voice interviews of students for internal and external promotion and/or informational purposes. Students should understand that the photographs and videos may be published on the Internet, in various print media or on television/radio at the sole discretion of Wingate University. By participating, students waive any and all present or future compensation rights to the use of promotional and informational materials. If you desire not to be photographed, interviewed or have material in your likeness published, please contact the Office of Marketing and Communications.

O NLINE C LASS A TTENDANCE

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.

O NLINE L EARNING M ANAGEMENT S YSTEM

Wingate uses Canvas learning platform for all courses. Course updates, syllabi, and information related to a specific course may be posted on Canvas. Check individual course webpages regularly.

R ESOLVING P ROBLEMS AND I SSUES

Students are encouraged to discuss problems and issues with the person or department involved. If discussion with the involved parties fails, please follow the reporting process detailed on the website (https://www.wingate.edu/mygate-students/filing-a-complaint).

E XTERNAL C OMPLA INT R ESOURCES

Wingate University is committed to providing opportunities for student complaints to be received and resolved. Students with complaints that have not been resolved through the University's complaint processes may file a complaint through other avenues.

ACCREDITATION

Wingate University is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award baccalaureate, masters and doctorate degrees. Questions about the accreditation of Wingate University may be directed in writing to the Southern Association of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, GA 30033-4097, by calling (404) 6794500, or by using information available on SACSCOC’s website (www.sacscoc.org).

Students who file a complaint with the accrediting agency should follow the SACSCOC Complaint Procedure found here.

NC POST-SECONDARY EDUCATION COMPLAINTS

The State Authorization Unit of the University of North Carolina System Office serves as the official state entity to receive complaints concerning

post-secondary institutions that are authorized to operate in North Carolina. Complaints received against post-secondary institutions licensed in the state of North Carolina, including Wingate University, will be forwarded to the appropriate agency for action. If you are unable to resolve your complaint through Wingate's grievance procedures, please consult the NCPS-EC Student Complaint Policy. The complaint form can be found here. For more information, use the contact information below or visit the this website

North Carolina Office of Post-Secondary Education Complaints

C/O Student Complaints

223 S. West Street, Suite 1800, Raleigh, NC 27603 (919) 962-4550

NC DEPARTMENT OF JUSTICE

To file a complaint with the Consumer Protection Division of the North Carolina Department of Justice, please visit the State Attorney General’s web page. North Carolina residents may call (877) 566-7226. Outside of North Carolina, please call (919) 716-6000. En Español (919) 716-0058.

The complaint may be filed online NC Department of Justice Complaint Form. If you choose to mail a complaint, please use the following address:

Consumer Protection Division

Attorney General’s Office 9001 Mail Service Center Raleigh, NC 27699-9001

SARA-NC COMPLAINT PROCESS

Students living outside of North Carolina taking on-line courses may also choose to file a complaint through SARA-NC. SARA-NC is the portal for the state of North Carolina. Students should follow SARA North Carolina Student Complaint Process and use the SARA-NC Complaint form. The contact information for SARA-NC is:

SARA North Carolina

North Carolina State Education Assistance Authority P.O. Box 41349 Raleigh, NC 27629

Toll-free Telephone: (855) SARA-1-NC (727-2161) Telephone: (919) 248-4667, local Website: http://www.saranc.org/ Email: information@saranc.org

S TUDENT R ESEARCH

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

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

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

T EXTBOOKS

Textbooks for individual courses will be available for online purchase via the Wingate University Bookstore website at https://wingate.textbookx.com/

T ITLE IX R ESOURCES

Any student who feels discriminated against, or who is a possible victim of sex discrimination, including sex-based harassment, is encouraged to seek help using the resources identified on the Wingate University

website. All information can be found at: https://www.wingate.edu/title-ix.

T RANSCRIPTS

The official academic record for each student is maintained in the Office of the Registrar. A student has access to the record during normal office hours. A student may receive copies of the official transcript by ordering them through the National Student Clearinghouse at https://studentclearinghouse.org. Unofficial transcripts can be printed by the student using WinLINK, the web-based student information system. Transcripts will not be released if the student’s account with the University is delinquent.

W IN LINK A C CESS

WinLINK is the Wingate University computer system for our students to access their personal/academic information. You will be assigned a student ID number and an email address. You will receive a letter from the main campus regarding your personal log-in and password. If you do not receive this information, please contact Jimm Wetherbee at 704233-8092 or jimm@wingate.edu.

W ITHDRAWAL

Students may withdraw from individual courses at their discretion (until the deadline listed on the academic calendar) and receive a grade of “W” on their transcripts provided they secure approval of the instructor and the Registrar.

Withdrawal from the program for the semester is initiated with the Program Director or Dean

Students who officially withdraw from courses can expect tuition refunds according to the refund schedule in this catalog. If the student receives financial aid, Title IV funding (such as Direct Student Stafford Loans) may have to be returned, thereby creating a balance due for the withdrawing student.

W RI TING C ENTER

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

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

CHARLES A. CANNON CO LLEGE OF ARTS AND SCIENCES

Dean: Caroline Hoefferle

Associate Dean: Joseph M. Ellis

The Charles A. Cannon College of Arts and Sciences represents the Wingate conviction that truth has a unitary character and that our knowledge and understanding of truth can be enhanced through the exploration of ideas in academic disciplines. These basic disciplines are so intertwined both in content and methodology that they frequently overlap in the experience of the learner. The interrelation of arts and sciences has deep roots in the Western intellectual tradition, from the classic formulation between the Greeks and Romans to the modern foundations of learning which emerged in the Enlightenment. One or more of these disciplines have been involved in most of the discoveries of truth about our world and ourselves since the beginning of human civilization.

In the Charles A. Cannon College of Arts and Sciences, Wingate University unites Biology, Chemistry and Physics, Communication and Art, English and Modern Languages, History and Political Science, Mathematics, Music, Psychology, Religion and Philosophy, Sociology, and Social Work into an administrative unit to clarify and strengthen our awareness of educational mission and purpose. While we recognize and value the unique contribution of our individual fields, we have the same quest for truth that we believe will flourish in a collegial community.

The arts and sciences provide rich resources to strengthen our solitary lives as individuals and to solidify our relationships with others in society. In a university environment, these disciplines provide many combinations for individual specialization in academic majors. Advanced study in many of these can become the foundation for professional careers and for lifelong learning.

We urge students to discern the unity and the diversity of truth that this university organization represents. We invite all learners, those with high school diplomas and those with doctorates, to join in a quest for knowledge and meaning which will expand our understanding of truth and will open yet new vistas for future generations.

D EPARTMENT OF S OCIAL W ORK

Program Director: Wendy Sellers

Professor: Wendy Sellers

Clinical Professor: Veronica Hardy

Clinical Instructor: Farrell Wright

Director of the Practicum Experience: Farrell Wright

The MSW Program is fully online and asynchronous. The program provides full-time students a path to graduation in as little as two years (one year for the advanced standing option) with the flexibility to go part-time if needed. Students are able to advance their careers by continuing to work full-time while taking courses in the MSW program at Wingate.

Candidates for the Master of Social Work degree must complete a minimum of 48 credit hours of coursework (including 12 credit hours in one or more practicum settings) in accordance with standards set forth by the Council on Social Work Education.

M ISSION

The mission of the Master of Social Work Program at Wingate University is to develop exemplary difference makers who have the professional knowledge, values, skills, and cognitive affective processes needed to practice transformative social work in the beloved community.

S PECIALIZED P RACTICE

The Specialized Practice of the MSW Program is Transformative Social Work in the Beloved Community Transformative social work is an

innovative approach in which students learn how to weave together the micro, mezzo, and macro levels and utilize the person-in-environment framework in promoting human and community well-being. Wingate’s transformative social work approach is grounded in the beloved community, defined as a place with no room for racism or other forms of marginalization based on any status, where all people are cared for, and where peace transcends international borders. Transformative social work in the beloved community thus prepares social workers who are committed to the professional values of service, social justice, dignity and worth of the human being, importance of human relationships, integrity, competence, human rights, and scientific inquiry locally and globally.

S OCIAL W ORK V ALUES

• Service

• Social Justice

• Dignity and Worth of the Person

• Importance of Human Relationships

• Integrity Competence

• Human Rights

• Scientific Inquiry

A CCREDITATION

Wingate University is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SCASCOC). Wingate's Master of Social Work has been approved by SACSCOC and is in the process of achieving candidacy status through the Council on Social Work Education (CSWE). In accordance with the Accreditation Policy Handbook, “students admitted to the MSW Program during or after the academic year in which the program gains candidacy status will be recognized as graduates from a CSWE-BOA accredited program, once the program achieves initial accreditation as granted by the Board of Accreditation (BOA)” (CSWE, 2022, p.77). Wingate University’s MSW Program has been granted pre-candidacy status by CSWE and is on the CSWE-BOA Agenda-February 2025 for consideration of candidacy status.

MSW A CADEMIC C ALENDAR

FALL 2024

MSW Inauguration/Orientation August 9-10

Classes Begin-Fall Session 1 August 12

Labor Day Holiday September 2

Classes End-Fall Session 1 October 4

Fall Break October 7-11

Beloved Community Fall Academy October 12

Classes Begin-Fall Session 2 October 14

Thanksgiving Holiday November 28-29

Classes End-Fall Session 2 December 6

Beloved Community Holiday Gathering December 7

SPRING 2025

Beloved Community New Year’s Kick Off January 11

Classes Begin-Spring Session 1 January 13

Martin Luther King, Jr. Holiday/Beloved Community Service Project January 20

Classes End-Spring Session 1 March 7

Spring Break March 10-14

Beloved Community Spring Academy March 15

Classes Begin-Spring Session 2 March 17

Easter Holiday April 18-21

Classes End-Spring Session 2 May 9

Beloved Community Picnic May 16

A

ADMISSIONS CRITERIA FOR TRADITIONAL STUDENTS

Standard admissions to the MSW Program is open to all applicants who have earned a baccalaureate degree from an accredited college or university within the United States -or- per institutional accreditor (SACSCOC) guidelines on “International Credentials”, evaluation of credentials of foreign or international transcripts that align with the U.S. Department of Education’s “Recognition of Foreign Qualifications.”

STANDARD ADMISSIONS TO THE MSW PROGRAM-CRITERIA

• Respond to three, focused thought questions pertinent to the MSW Program

• Hold a bachelor’s degree from an accredited institution with an overall GPA of 2.75 or higher

• Submit transcripts of courses completed at the baccalaureate level, including the most recently completed semester/quarter (unofficial transcripts are acceptable at this point, however an official, final transcript showing confirmation of a bachelor’s degree or equivalent will be due before the start of the program, if admitted)

• Submit a professional resume

• Submit contact information for three academic and/or professional references

• Provide documentation before the start of the program of earned, baccalaureate degree from an accredited college or university within the United States -or- per institutional accreditor (SACSCOC) guidelines on “International Credentials”, evaluation of credentials of foreign or international transcripts that align with the U.S. Department of Education’s “Recognition of Foreign Qualifications.”

APPLICATION DEADLINES

Applications for standard admissions to the MSW Program are reviewed on a rolling basis. You are encouraged to submit your application early. Your application must be submitted by the following deadlines in order to be considered for admission to the corresponding semester:

• Fall 2025 semester: August 1, 2025

ADMISSION CRITERIA FOR TRANSFER STUDENTS

Transfer admissions to the MSW Program is open to applicants wishing to transfer credit earned in graduate-level social work courses completed at the generalist practice level in a CSWE-accredited (or CASWEaccredited) program.

TRANSFER ADMISSIONS TO THE MSW PROGRAM-CRITERIA

• Earned a “B-“ or better in all graduate-level social work courses completed at the generalist practice level in a CSWE-accredited (or CASWE accredited) program for which the applicant wishes to receive transfer credit

• Submit common admissions application utilized by the institution

• Respond to three, focused thought questions pertinent to the MSW Program

• Hold a bachelor's degree from an accredited institution with an overall GPA of 2.75

• Submit transcripts of courses completed at both the baccalaureate level and submission of transcript of all courses completed in a CSWE-accredited (or CASWE-accredited) graduate program

• Submit course syllabi for all graduate-level courses completed at the generalist practice level from a CSWE-accredited and/or CASWE-accredited graduate social work program that the applicant wishes to transfer

• Documentation from the transferring institution of a CSWEaccredited and/or CASE-accredited graduate social work

program of all practicum (field) hours completed at the generalist practice level that the applicant wishes to transfer

• Submit a professional resume

• Submit contact information for three academic and/or professional references

• Provide documentation before the start of the program of earned, baccalaureate degree from an accredited college or university within the United States -or- per institutional accreditor (SACSCOC) guidelines on “International Credentials”, evaluation of credentials of foreign or international transcripts that align with the U.S. Department of Education’s “Recognition of Foreign Qualifications.”

APPLICATION DEADLINES

Applications for transfer admissions to the MSW Program are reviewed on a rolling basis. You are encouraged to submit your application early. Your application must be submitted by the following deadlines in order to be considered for admission to the corresponding semester:

• Fall 2024 semester: August 1, 2024

• Spring 2025 semester: December 1, 2024

• Fall 2025 semester: August 1, 2025

• Spring 2026 semester: December 1, 2025

ADMISSIONS CRITERIA FOR ADVANCED STANDING

Advanced standing admissions to the MSW Program is available to all applicants earning a baccalaureate social work degree from either a CSWE-accredited or CASWE-accredited program or an internationally earned ISWDRES-evaluated degree comparable to a baccalaureate social work

ADMISSIONS TO THE ADVANCED STANDING PROGRAM-CRITERIA

• Submit common admissions application utilized by the institution

• Respond to three, focused thought questions pertinent to the MSW Program

• Earned an overall GPA of at least 2.75 and grades of “B-” or higher in all social work courses completed at the baccalaureate level

• Submit transcripts of courses completed at the baccalaureate level, including the most recently completed semester/quarter (unofficial transcripts are acceptable at this point, however an official, final transcript showing confirmation of a bachelor’s degree or equivalent will be due before the start of the program, if admitted)

• Submit a professional resume

• Submit contact information for three academic and/or professional references

• Submit documentation, before the start of the program, of baccalaureate social work degree from either a CSWE-accredited or CASWE-accredited program or an internationally earned ISWDRES-evaluated degree comparable to a baccalaureate social work

• Submit documentation before the start of the program, of earned, baccalaureate degree from an accredited college or university within the United States -or- per institutional accreditor (SACSCOC) guidelines on “International Credentials”, evaluation of credentials of foreign or international transcripts that align with the U.S. Department of Education’s “Recognition of Foreign Qualifications”

APPLICATION DEADLINES

Applications for advanced standing admissions to the MSW Program are reviewed on a rolling basis. You are encouraged to submit your application early. Your application must be submitted by the following deadlines in order to be considered for admission to the corresponding semester:

• Fall 2024 semester: August 1, 2024

The MSW Program plan of study includes a total of 48 credit hours, including 24 credit hours in the generalist practice year and 24 credit hours in the specialized practice year.

First Year: Generalist Practice Year Credits

First Semester

MSW 600: Generalist Social Work: The Professional Social Worker

MSW 601: Generalist Social Work: Foundations of the Social Work Profession

MSW 602: Generalist Social Work: Social Problems and Social Welfare Programs

MSW 603: Generalist Social Work:

and Ethical Social Work

Second Semester

MSW 604: Generalist Social Work: Social Work Practice with Diverse Populations

MSW 605: Generalist Social Work: Social Work Practice in Professional Settings

MSW 620: Generalist Social Work: Practicum I

MSW 621: Generalist Social Work: Practicum II

Second Year: Specialized Practice Year Credits

First Semester

MSW 651: Transformative Social Work Practice I: Engagement in the Beloved Community

MSW 652: Transformative Social Work Practice II: Assessment in the Beloved Community

MSW 670: Transformative Social Work Practicum I: Engagement and Assessment in the Beloved Community

MSW 690: Transformative Social Work Capstone Project I: Engagement and Assessment in the Beloved Community

Second Semester

MSW 653: Transformative Social Work Practice III: Intervention in the Beloved Community

MSW 654: Transformative Social Work Practice IV: Evaluation in the Beloved Community

MSW 671: Transformative Social Work Practicum II: Intervention and Evaluation

MSW 691:

Students in the MSW program must take courses in the prescribed sequence and must maintain an average of B (3.0 GPA) to be eligible for a graduate degree. In addition, any student who receives three grades of C or one F will automatically be dismissed from the MSW program. A student who is dismissed due to academic reasons is not allowed to register for additional graduate courses and is not eligible to reapply to the program until the following spring or fall semester has elapsed.

All aspects of the Master of Social Work Program are continuously evaluated in an effort to maintain a high-quality curriculum which meets the standards of excellence set forth by the University and mastery of competencies set forth by the Council on Social Work Education Review and evaluation of the Master of Social Work Program include the following:

Assessment of Student Learning Outcomes: Mastery of the nine competencies that comprise the CSWE Educational Policy and Accreditation Standards (EPAS) are assessed using two, separate methods: Embedded Measures (aligned with specific assignments in designated courses) and Practicum Evaluations (completed at the end of the Generalist Practice and Specialized Practice practicum experiences). Assessment data is analyzed, posted online, and used to inform

continuous improvement of the explicit curriculum of the MSW Program.

Assessment of the MSW Courses: Every graduate course must receive evaluations from students enrolled in the course. The standard University Course Evaluation form is used via Canvas. The evaluations are shared with the Department of Social Work Program Director as well as the instructor for the course. Student evaluations are used by the Master of Social Work Program to inform improvements to the course and program overall.

Assessment of the MSW Program The MSW Program Evaluation, an assessment of the overall curriculum, practicum experience, student support and engagement services, and ADEI (anti-racism, diversity, equity, and inclusion), is conducted annually via electronic surveys sent to students, faculty/staff, and practicum supervisors. The MSW Program Evaluation includes an assessment of the overall curriculum, practicum experience, student support and engagement services, and ADEI (anti-racism, diversity, equity, and inclusion)

Assessment of MSW Alumni: Three years after being conferred the Master of Social Work Degree, MSW alumni are invited to complete a Wingate University Graduate Alumni Program Evaluation form. Responses on this form are carefully reviewed by the Social Work Program Director and faculty/staff in the program and inform continuous improvement of the implicit and explicit curricula.

P ROGRAM P OLICIES

RIGHT OF THE PROGRAM TO MAKE CHANGES

The Wingate University MSW Program curriculum plan, policies, procedures, regulations, and codes are subject to ongoing evaluation and subsequent modification by the collective faculty. While the information and regulations detailed within this catalog were believed to be accurate at the time of publication, the MSW Program reserves the right to make modifications to any area described without advance notice, and will provide notice to all current students of the changes made. Changes may be enforced following the date of notification of change.

ADVISING

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

After the MSW orientation at the start of the program, students are expected to meet periodically with their advisor, with a recommended frequency of twice per semester. These meetings are held to obtain assistance with scheduling, progress through the program, and in the planning for the practicum experiences at the generalist and specialized levels. It is the student’s responsibility to contact their academic advisor when needed.

Wingate University values student input and during advising meetings will integrate any feedback from students towards our ongoing evaluation and assessment of the MSW program.

REGISTRATION

All official transcripts are required from newly admitted students in order to be “fully admitted” into the MSW Program. Once fully admitted, students will receive registration materials. Class registration for new students is processed by the MSW Program Director.

Students cannot be enrolled for more than 4 courses (12 credit hours) in any semester unless special permission is granted by the Director of the MSW Program.

A student may register to audit a course with the permission from the MSW Program Director and the course instructor.

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.

INCIDENTAL COSTS ASSOCIATED WITH MSW PROGRAM

The student is responsible for any and all costs associated with coursework, including those involving applied practice education experiences. Costs to each student may include transportation, room

and board, purchase of personal laptop, data management and analysis software, criminal background checks, drug screens, uniforms, health insurance, and other expenses. Students may be required by some community partner affiliates to successfully pass a specific Criminal Background Check and/or Drug Screening in order to participate in an applied practice experience at their facility. Students are expected to adhere to all safety and professional requirements imposed by the facility at which they are affiliating. Additionally, students may be offered opportunities to earn advanced certifications or attend enrichment workshops that may be an added personal expense outside of tuition costs.

INFORMED CONSENT

In compliance with the Family Educational Rights and Privacy Act (FERPA), Wingate University, through its Department of Social Work, requests that all entering students provide their written informed consent to the sharing of personal information with Wingate’s educational partners (e.g., community partner and clinical affiliates, applied practice sites) strictly on a need-to-know basis.

This sharing of personal information may include the following (i) social security numbers; (ii) immunization records; (iii) e-mail addresses and telephone numbers; (iv) results of health care tests; (v) criminal records known to Wingate University; (vi) background and/ or credit checks. Additionally, notice is hereby given that random drug screening or additional criminal background checks may be requested of the student for placement in certain clinical or community partner sites as a matter of standard operating procedures for those sites. The student may be responsible for the cost of drug screening or additional criminal background checks.

Students who are not willing to allow the release of the required personal information may not be able to be placed in an affiliated social work practice site. In such cases, the student cannot meet the requirements for graduation.

The clinical or community partner sites with whom the department partners for affiliation has a sincere interest in detecting and preventing drug use among its students for protection of the public. The department values the partnership it has developed with these clinical and community partner sites and works collectively to ensure the supply of quality student interns meets their individual requirements. Therefore, if ever the drug testing/random drug screening required of any particular clinical or community affiliation site for the purpose of internship reveals a positive result, the first violation will result in an immediate, significant sanction and possible dismissal from the Department of Social work. A second offense will result in dismissal from the program.

TECHNOLOGY REQUIREMENT

All Wingate University MSW Students are required to have a personal laptop and/or computer that includes a Microsoft Office software package (e.g. MS Word, Excel), at the student’s expense. Wingate University works off the Google platform including the email system. Therefore, it is critically important for students to ensure they have an up to date Chrome browser installed. Students are expected to use their laptops and/or desk computers to access class information required for each class. Wingate University student credentials provide wireless connection to the medical library system, allowing students to retrieve not only class-related materials, but also other health care related materials. A printer station is made available for on-campus student printing needs (a fee may be assessed for printing services), but many students find it beneficial to have a personal printer/scanner. Each student is assigned a unique login and password following registration for courses within the department. The login information is used for electronic mail, the Canvas learning platform access, grade reports, and business office accounts. Each student is responsible for his/her own data and accounts, and must NOT share or allow another to know or to use their personal account or password. It is the student’s responsibility to protect the account information by changing the password regularly. If any student does not change their password at least annually, the system will require a change of password prior to continuing use of the system. There is no additional charge to the student associated with this process of verification of identity.

RULES RELATED TO DISCLOSURE AND RELEASE OF STUDENT INFORMATION

Wingate University generally may not release to any third party any personally identifiable information in a student's education record without the student’s informed consent. In those instances, the release may be made to (i) officials of other educational institutions in which the student seeks to enroll, provided that the student is notified of the transfer of such information, receives a copy of the information if requested in writing, and has an opportunity to challenge the contents of the record; (ii) certain state and federal government officials stipulated by law; (iii) persons or agencies directly related to a student’s application for, or receipt of, financial assistance; (iv) accrediting organizations; (v) parents of dependent students; (vi) any source if required to do so in compliance with judicial order or subpoena, provided that the student is notified of all such orders or subpoenas; (vii) health authorities, if, in the event of any emergency, knowledge of such information is necessary to protect the health or safety of a student or other persons; or (viii) University officials (those carrying out official University business, whether paid or unpaid) who have a legitimate educational purpose in consulting the record (based on the need to access the record to perform the University business). Or, the information to be released is exclusively “directory information,” defined as (i) the student's name, address (including e-mail), telephone listing, and photograph; (ii) the student's date and place of birth; (iii) the student's major field of study; (iv) the student's participation in official activities; (v) the height and weight of members of athletic teams; (vi) dates of attendance; (vii) degrees and awards received; and (viii) the most recent previous school attended by the student. Any student may object to the designation of “directory information.”

To do so, the student/must file within 20 days after the first day of classes in each semester a signed notice informing the University that any or all of the information described above should not be considered directory information about that specific student. The requests must be filed in the Office of the Registrar. Such requests for nondisclosure will only be honored by the University for the current enrollment period; therefore, a new request must be submitted each semester or term. Each University official responsible for any type of educational record shall maintain a record of the persons or parties, other than those University personnel authorized (as specified above) requesting or obtaining access to a student’s educational records. The record of requested access is available only to the student, to the University official responsible for the custody of such records, and to that official's assistants.

The University may disclose to the parent or legal guardian of a student under the age of 21, without the prior written consent of the student, information regarding any violation by the student of any federal, state, or local law or any rule or policy of the University governing the use or possession of alcohol or a controlled substance if the University has determined that the student has committed a disciplinary violation with respect to such use or possession. The University may disclose, without prior written consent of the student, final results of disciplinary proceedings against the student who is an alleged perpetrator of a crime of violence (18 U.S.C. § 16) or a non-forcible sex offense if the University finds the student committed a violation of the University’s rules or policies with respect to such crime or offense. The information shall include only the name of the student, the violation committed, and any sanctions imposed by the University on the student. The University may include the name of any other student such as a victim or witness, only with the written consent of that other student.

STUDENT RESPONSIBILITIES

All financial obligations associated with the student’s social work education lie with the student including transportation, textbooks, course materials, and other incidental costs such as any needed background checks or drug screenings to engage with universityaffiliated sites. Students are expected to participate in all activities, discussions and assignments associated with each course

GRADING POLICY

No more than two (2) courses 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 repeated grade supersedes the previous grade. Any student who receives an “F” for coursework will 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 MSW 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, the student will not be permitted to register for classes for the next term. To continue in the program after that time, the student must submit a written appeal to the MSW Program Director The MSW Program Director may consult with additional instructors before making a decision regarding the appeal. 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 MSW Program Director 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 student who receives three grades of C or one grade of F will automatically be dismissed from the MSW program. A student who is dismissed due to academic reasons is not allowed to register for additional graduate courses and is not eligible to reapply to the program until the following spring or fall semester has elapsed.

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.

STUDENT HONOR CODE

Students must adhere to the Wingate University Student Honor Code noted in the Graduate Academic Catalog.

ACADEMIC AND PROFESSIONAL CONDUCT

It is expected that all students will adhere to the values and ethical standards as outlined in the following documents:

• Wingate University Community Standards

• NASW Code of Ethics

• Technology Standards in Social Work Practice

• Wingate MSW Program Student Handbook (posted on Canvas)

• Wingate MSW Program Manual (posted on Canvas)

Student will learn more about these standards in the initial, MSW Program orientation and will be reminded of these standards in ongoing settings including, but not limited to, practicum orientation, individual courses, and academic advising.

Students suspected of violating any of the aforementioned standards will be informed via written, electronic communication from the MSW Program Director. Upon receipt of the electronic communication, students will:

• Meet individually with the MSW Program Director within 10 business days (M-F) upon receipt of the written communication to discuss the suspected violation

• Receive electronically within 5 business days written communication from the MSW Program Director that includes:

o Description of the violation of academic and/or professional conduct

o Summary of the discussion regarding the violation of academic and/or professional conduct

o Explanation of disciplinary actions regarding academic and/or professional conduct

STUDENT GRIEVANCES AND

APPEALS

Per Wingate University policies, graduate students may appeal any disciplinary actions regarding academic and/or professional conduct to the Graduate Affairs Committee within seven (7) days of notification of the disciplinary actions by the MSW Program Director. A panel of three people will consider the appeal. Appellate review will be limited to (1)

bias by MSW Program Director and/or additional faculty/staff who are a part of disciplinary action decision making, (2) newly discovered evidence that was not reasonably available at the time of the initial determination, or (3) a procedural mistake.

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.”

WITHDRAWAL

Students may voluntarily withdraw from the MSW program and will subsequently surrender all rights and privileges as a student enrolled in the program. A student must submit a written request to withdraw from the program to the MSW Program Director for approval.

PORTER B. BYRUM SCHO OL OF BUSINESS

Dean: Sergio Castello

Assistant Dean: Mark Bryant

Professors: Sergio Castello, Barry Cuffe, Lisa Schwartz, Kristin Stowe

Associate Professor: Ellis Hayes

Assistant Professors: Michael Geier, Scott Lail, Zhiyan Wang, James Watkins, Jennifer Zarzosa

Instructors: Mark Bryant, Richard Cook

The mission of the Wingate University Porter B. Byrum School of Business is to deliver nationally accredited bachelors and masters programs in business. Accordingly, the Porter B. Byrum School of Business has the following objectives:

• To develop and deliver a curriculum and to set educational standards consistent with those of a national accrediting body in business administration;

• To attract and retain faculty able to foster the mission of the University and the School, and who will value teaching, applied scholarship, and professional experience;

• To encourage students to pursue academic and professional excellence; and

• To provide opportunities for engagement with ethical issues, involvement with cultural events, and encountering of a global perspective.

A CCREDITATION

Wingate University is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). It is the body for the accreditation of degree-granting higher education institutions in the Southern states. It serves as the common denominator of shared values and practices primarily among the diverse institutions in Alabama, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas, and Virginia for those institutions of higher education that award associate, baccalaureate, master’s or doctoral degrees (see www.sacscoc.org). Questions about the status of the University’s accreditation may be obtained from the Commission on Colleges by calling 404-679-4500 or by writing to the SACSCOC home office, 1866 Southern Lane, Decatur, GA 30033. Wingate University is accredited by SACSCOC to award the bachelor’s, master’s, and professional degrees.

Wingate University is also nationally accredited by the Accreditation Council for Business Schools and Programs (ACBSP) to offer the following business degrees:

• Master of Business Administration

• Master of Accounting

Questions about the status of the University’s business accreditation may be obtained by visiting the ACBSP website (www.acbsp.org), by calling 913-339-9356, or by writing the following address: 7007 College Blvd., Suite 420, Overland Park, KS 66211.

C ORRESPONDENCE

MAC P ROGRAM

Wingate University

Porter B. Byrum School of Business Master of Accounting Program

316 North Main Street Wingate, NC 28174

Tel: 704-233-6003 | Fax: 704-233-6009

Email: mbryant@wingate.edu

Website: https://www.wingate.edu/graduate-programs/master-ofaccounting

MBA P ROGRAM

Wingate University

Porter B. Byrum School of Business MBA Program

316 North Main Street Wingate, NC 28174

Tel: 704-233-6003 | Fax: 704-233-6009

Email: mbryant@wingate.edu

Website: https://www.wingate.edu/graduate-programs/master-ofbusiness-administration

semesters, and a total of 6 credits (two classes) over the summers (either 3 credits in each summer session or 6 credits in the final summer session) and is completed in two years. The part-time track is designed for working professionals who have full-time professional positions and are pursuing a part-time program. Completion of the MAC program satisfies the educational requirement for those students interested in taking the CPA exam (sitting for the CPA exam requires a total of 150 credit hours: 120+ credit hour bachelor degree + 30 additional educational credit hours).

A DMISSIONS P OLICIE S

An application for admission to the Master of Accounting program may be obtained by contacting the MAC Program Office. You may also visit our website at https://www.wingate.edu/graduate-programs/masterof-accounting.

Undergraduate students completing a bachelor’s degree may be admitted under the following circumstances:

• If the applicant has earned a GPA of 3.25 in the following courses: Intermediate I, Intermediate II, Federal Income Tax I, and Auditing (Wingate University equivalents: ACCT 313, ACCT 314, ACCT 427 and ACCT 431).

• If the applicant has not earned a GPA of 3.25 in the abovementioned courses, the GMAT would typically be required, or may be waived based on other factors such as professional work experience.

All applicants will be evaluated by the Admissions Committee to determine entrance into the program.

PREREQUISITES FOR ADMISSION

Applicants to the Master of Accounting program must have completed accounting coursework through Intermediate Accounting I and II, Auditing, and Federal Income Tax.

Additionally, ACBSP accreditation requirements specify that students admitted to the MAC program must have completed a Common Professional Component (CPC) of coursework prior to admission. This CPC is coursework in a variety of business-related subjects including accounting, economics, finance, quantitative methods, ethics, law, marketing, management, communications, global business, information systems, and strategy. A student with an undergraduate degree in a business area will typically have met these requirements.

Applicants should consult with the MAC Program Office for questions regarding prerequisite eligibility based on specific course work taken, or options to satisfy any prerequisites that may be needed prior to entry into the program.

GRADUATE MANAGEMENT ADMISSION TEST (GMAT)

Martin

M ASTER OF A CCOUNTING

The Master of Accounting (“MAC”) program consists of a total of 30 credit hours (10 courses) and is an evening program based at the Wingate University main campus in Wingate, NC. The MAC program consists of a one-year full-time course track and a two-year part-time course track. The full-time track includes 12 credits (four classes) per semester during the fall and spring semesters, and 6 credits (two classes) during the summer, and is thus completed in one year. The full-time track is primarily designed for students entering directly upon graduation from their undergraduate institution, and may be considered a “4+1” program or “fifth year” master’s degree. The part-time track includes 6 credits (two classes) per semester during the fall and spring

The Graduate Management Admission Test (GMAT) may be required before a student is admitted into the MAC program. The GMAT may be waived in certain circumstances. Please refer to the section above, “Admissions Policies” for more details. Applicants should request their official GMAT test scores be sent to Wingate University by using institutional code 00G-NM-92. Test scores earned more than five years prior to the date of application will not be accepted.

Currently, the GMAT is not administered on the Wingate University campus. However, the test is administered at a number of convenient locations in the area.

You may obtain information regarding the GMAT at www.mba.com.

APPLICATION

Applications are available online at: https://www.wingate.edu/graduate-programs/master-of-accounting You may submit the supporting documents via mail or online as applicable. Please consult the MAC Program Office for details.

C URRICULUM

The Master of Accounting curriculum consists of 30 credits (10 courses).

REQUIRED CORE COURSES

ACCT 621: Advanced Accounting I

ACCT 622: Advanced Accounting II

ACCT 628: Advanced Tax Issues

ACCT 629: Advanced Taxation of Business Property

ACCT 631: Advanced Auditing

ACCT 641: Advanced Data Analytics I & Information Technology Risks & Controls

ACCT 651: Advanced Managerial Accounting

ACCT 652: Advanced Data Analytics II & Accounting Applications

ACCT 688: Financial Statement

C LASS S CHEDULE

Classes are taught during weekday evenings originating at the Wingate University main campus

P ROGRAM C OMPLETION

In order to receive the Master of Accounting degree from Wingate University, students must meet the following requirements:

• An overall cumulative GPA of 3.00 or higher.

• No more than one grade of “C” has been received.

• 30 credit hours of the required courses have been successfully completed.

It is the student’s responsibility to see that all requirements for graduation are met.

M ASTER OF B USINESS A DMINISTRATION

The Master of Business Administration (MBA) program is designed to meet the needs of business professionals in the dynamic Charlotte area and Southern Piedmont region. The MBA program consists of 36 credit hours (12 courses) and is an evening program based at the Wingate University main campus in Wingate, NC. The MBA program is tailored for working professionals Since most students in the program have had professional experience, the program is able to accentuate business theory and skills with a practical application emphasis.

The program offers a carefully chosen group of courses to give students a wide exposure to the key areas of business administration. In addition to the core curriculum courses that all students take, students choose one concentration from the following five areas of concentration: data analytics, corporate innovation, health care management, project management, and general management.

A DMISSIONS P OLICIES

An application for admission to the MBA program may be obtained by contacting the MBA Program Office. You may also visit our website at https://www.wingate.edu/graduate-programs/master-of-businessadministration .

Applicants for admission must hold a baccalaureate degree from an accredited institution

Applicants must submit a portfolio of information to the MBA Program Office at the address above. A complete admission portfolio includes:

• Completed online application

• Current resume

• Official transcripts from all colleges and universities attended

• Official GMAT or GRE scores (may be waived in certain circumstances)

Portfolios will be evaluated to determine entrance into the program. The strength of each portfolio will be evaluated based on the evaluation of undergraduate transcript(s) and GPA, official GMAT or GRE scores, and professional work experience

PREREQUISITES FOR ADMISSION

Although an undergraduate business degree is not required for admission to the MBA program, specific course material is required. Wingate University offers an MBA prerequisites course (Business 500). This course is offered to students in the MBA program who need some or all of the prerequisites. It is especially geared for those students who did not graduate with a business undergraduate degree. The course carries eight (8) undergraduate credit hours (2 credits per module), and will not count towards the graduate GPA. Students may also take and pay for only the specific Business 500 course modules required on a prorated basis. A grade of “C” must be earned on all Business modules in order to satisfy the applicable prerequisite. Students who have already taken the prerequisites must demonstrate mastery of the material normally taught in the following courses by presenting a transcript showing that the course has been completed with a grade of “C” or better. Applicants should consult with the MBA Program Office for questions regarding prerequisite eligibility based on specific course work taken, or options such as the Business 500 course to satisfy any prerequisites that may be needed prior to entry into the program

• Principles of Financial Accounting

• Principles of Managerial Accounting

• Principles of Microeconomics

• Principles of Macroeconomics

• Principles of Management

• Principles of Marketing

• Principles of Finance

• Business Statistics

• Mathematics (College Algebra or Calculus)

(Students should be familiar with computer spreadsheet and word processing programs.)

GRADUATE MANAGEMENT ADMISSION TEST (GMAT)

The Graduate Management Admission Test (GMAT) may be required before a student is admitted into the MBA program, although it may be waived in certain circumstances. Applicants should request that their official GMAT test scores be sent to the Wingate University MBA program by using the institutional code OOG-NM-57. Test scores earned more than five years prior to the date of application will not be accepted. Currently, the GMAT is not administered on the Wingate University campus. However, the test is administered at a number of convenient locations in the area.

You may obtain information regarding the GMAT at www.mba.com

GRADUATE RECORD EXAMINATIONS (GRE)

The Graduate Record Examination (GRE) may be substituted for the GMAT, although it may be waived in certain circumstances. The Wingate University GRE institutional code is 5963. Test scores earned more than five years prior to the date of application will not be accepted

Currently, the GRE is not administered on the Wingate University campus. However, the test is administered at a number of convenient locations in the area. You may obtain information regarding the GRE at www.ets.org/gre.

APPLICATION

Applications are available at https://www.wingate.edu/graduateprograms/master-of-business-administration. You may also submit the supporting documents via mail Please contact the MBA Program Office for details.

C URRICULUM

The MBA curriculum consists of a total of 12 three credit courses (36 total credits), which consists of 10 core courses, and two concentration courses. Students must complete all 10 core courses, and choose one area of concentration, from which the two additional concentration courses are chosen. The nature of many of the courses listed in the following section requires that a series of prerequisite courses be taken. For specific information regarding the prerequisites required for each course, consult the course descriptions provided subsequently in this catalog. Any exceptions to the required prerequisites must be approved in advance by the Dean of the Porter B. Byrum School of Business in

consultation with the Assistant Dean of Graduate Business Programs. The following is a listing of the MBA courses:

COURSES

602: Legal Environment of Business

611: Managerial Economics

BUS 612: Organizational Management

BUS 613: Managerial Accounting

BUS 615: Quantitative Data

BUS 622: Marketing Management BUS 623:

This concentration will focus on managing innovation and technology in order to develop competitive advantage from a corporate perspective

pharmacists should contact the Assistant Dean of Graduate Business Programs for additional information regarding the application process and specific program requirements. Business 603 (Business Ethics) is not required for Wingate University pharmacy students enrolled in the MBA program, and may not be required for practicing pharmacists depending upon the specific pharmacy curriculum. In terms of admissions requirements, the PCAT may be substituted for the GMAT. For financial aid purposes, the PharmD/MBA curriculum at Wingate is not considered a dual-degree program. As a result, you are not eligible to receive financial aid for your MBA coursework. Students wishing to pursue a Master’s in Business Administration (MBA) degree simultaneously with the Doctorate of Pharmacy are awarded financial aid based upon their enrollment in the Doctorate of Pharmacy Program. These two programs are not integrated as one degree and therefore aid is awarded to the higher degree level program, providing the most benefit to the student.

C LASS S CHEDULE

During fall and spring semesters, courses take place from 6:00 p.m.–8:45 p.m. one night per week. Summer sessions take place twice weekly for a six-week period typically from 6:00 p.m. to 9:15 p.m A typical course load is two courses per semester for students who hold full-time jobs.

P ROGRAM C OMPLETION

In order to receive the MBA degree from Wingate University, students must meet the following requirements:

This concentration will focus on developing the ability to access, mine, and extract data from information databases, enterprise data warehouses, and other sources; to analyze, interpret, and extract meaning from raw data and leverage applicable specialized data analytics software and other tools with a focus on real world applications; and to translate, optimize, and present data in order to drive optimal business decisions.

This concentration will focus on development of health care management expertise through relevant, real-world oriented health care course content, including the health care system, financial and legal issues, and health care strategy.

*Note: For the Health Care Management concentration, BUS 672 replaces BUS 631 (Business Strategy) from the core curriculum.

This concentration will focus on effective leadership and management of the project and program management process

• An overall cumulative GPA of 3.00 or higher.

• No more than two grades of “C” have been received.

• 36 credit hours of required courses have been successfully completed, which includes 30 core credit hours and 6 concentration credit hours.

• Completion of the program occurs within six years from the date of enrollment

• Must pass the Educational Testing Service (“ETS”) Major Field Test for MBA.

It is the student’s responsibility to see that all requirements for graduation are met.

G RADING P OLICY

No more than two MBA courses with a grade of “C” will be applied toward graduation. Students have the option of repeating courses for which grades of “C” or lower are received. The most recent grade is used in the calculation of the GPA and credits earned. Any student who receives a grade of “F” in a course maybe be subject to dismissal from the program.

Students are expected to maintain a 3.00 GPA in the MBA program Students who fall below 3.00 GPA are placed on academic probation and may be subject to dismissal from the program. Students on probation are evaluated each semester. Attaining a B or better in all subsequent coursework ensures your continuation in the program.

A CADEMIC P OLICIES

S T U DENT G RIEVANCES AND A PPEALS

Any grievances and appeals must be made in writing and submitted to the Dean of the Porter B. Byrum School of Business who will consult with the Assistant Dean of the Graduate Business Programs. The student will be informed of all resulting decisions.

S TUDENT S TATUS

Graduate business students have status in one of four categories:

REGULAR: Applicants whose portfolios meet admission requirements and who have completed all program prerequisites.

Students enrolled in the Wingate University School of Pharmacy have the opportunity to work toward completing the MBA degree while enrolled in the School of Pharmacy. The MBA program is also available to practicing pharmacists. Interested pharmacy students or practicing

PROBATIONARY: Probationary status will be used only in exceptional cases at the discretion of the Admissions Committee. Probationary students may begin coursework. At the completion of six (6) credit hours, status will be evaluated. To be upgraded to regular status,

probationary students must have received a “B” or better in graduate courses at Wingate University. Those who do not meet this requirement will be subject to dismissal from the program. This status is also assigned to students on academic probation.

SPECIAL: A student who is required to complete all or part of the prerequisite course(s) or a non-matriculating student requesting transfer credit to another institution will be considered special status.

INACTIVE: A student whose file is inactive longer than one calendar year must reapply for admission prior to enrolling in graduate courses.

T RANSFER C REDIT

A maximum of nine semester hours of graduate transfer credit may be applied to the MAC or the MBA degree when all of the following conditions are met:

• The credit has been earned at an accredited institution within six years prior to the application date to Wingate University.

• Transfer courses are approved by the Dean of the Porter B. Byrum School of Business in consultation with the Assistant Dean of Graduate Business Programs.

• Individual course grades are “B” or better.

• The courses directly satisfy a program requirement as determined by Wingate University.

Individual courses, again, not to exceed the original nine (9) hours, may be taken at another school if Wingate is not currently offering the course. Each course must be approved in advance by the Dean of the Porter B. Byrum School of Business in consultation with the Assistant Dean of Graduate Business Programs. Inasmuch as Wingate now offers every course every year, it is rare this case would apply

NOTE: The final six hours of coursework must be completed at Wingate University.

LEVINE COLLEGE OF HE ALTH SCIENCES

Six programs of study leading to degrees in health professions comprise the Levine College of Health Sciences. These programs include the School of Pharmacy, established in 2003; the Department of Physician Assistant Studies, established in 2008; the Department of Nursing, established in 2012; the Doctor of Physical Therapy Program, established in 2014; the Doctor of Occupational Therapy, established in 2019; and the Department of Public Health, established in 2021.

The overarching goal of the College is to educate and graduate the most practice-ready health care practitioners in the country. To that end, practice experience is incorporated into the curriculum of each program, and the collaborative practice model is emphasized through interprofessional education.

M EDICAL /I MMUNIZATION R EQUIREMENTS

After a student has been accepted by Wingate University, he/she is required to submit health information which includes a health history, proof of insurance, physical examination, and immunization information. Medical requirements are due July 1 (Fall admission) and January 2 (Spring admission). Students who are incomplete 30 days after classes begin are subject to expulsion from classes and the University until such information is received.

The physical examination must be performed one year prior to the date of admission to the University. Per NCAA regulations, students participating in an intercollegiate sport must have a physical every six months. Physicals can be done in The Health Center for a fee. The physical must include: vision, urinalysis, hemoglobin, and TB skin test.

The following immunizations are required:

Tetanus Series (Td, DPT, Tdap) Three doses. One must have been within the past 10 years. Those individuals enrolling in college or university for the first time on or after July 1, 2008 must have had three doses of tetanus/diphtheria toxoid and a booster dose of tetanus/diphtheria/pertussis vaccine if a tetanus/diphtheria toxoid

The following immunizations are required: or tetanus/diphtheria/pertussis vaccine has not been administered within the past 10 years

Measles Two doses (after 1st birthday). Measles vaccines are not required if any of the following occur: Diagnoses of disease prior to January 1, 1994; an individual who has been documented by serological testing to have a protective antibody titer against measles; or an individual born prior to 1957.

Mumps Two doses. Mumps vaccine is not required if any of the following occur: an individual who has been documented by serological testing to have a protective antibody titer against mumps; an individual born prior to 1957.

Rubella One dose. Rubella vaccine is not required if any of the following occur: 50 years of age or older; an individual who has been documented by serological testing to have a protective antibody titer against rubella.

Hepatitis B Three doses. Hepatitis B vaccine is not required if an individual was born before July 1, 1994 and is not enrolled in a Health Science major.

Polio Three doses. An individual attending school who has attained his or her 18th birthday is not required to receive polio vaccine.

Meningococcal Series. Two doses. If the first one is given at age 16, then only one is required.

Students in Pharmacy, Physician Assistant Studies, Physical Therapy, Nursing, and Exercise Science are required to have additional immunizations. Check with those programs to identify what is required.

Required vs. Recommended North Carolina law requires individuals attending college or universities to receive certain vaccines. But in order to be fully protected from vaccinepreventable diseases, individuals should receive all immunizations recommended by the Centers for Disease Control and Prevention (CDC). Recommended vaccines include flu, meningitis, meningococcal B series, and HPV.

Students who are not compliant with NC immunization requirements within 30 days of the first day of class will be required to withdraw from classes. Students taking online courses, off campus courses, evening courses (after 5 p.m.) or no more than 4 daytime credit hours are exempt from immunization requirements. Medical and religious exemptions can be requested through The Health Center. Questions should be directed to the Director of The Health Center, Campus Box 3037, Wingate University, Wingate NC 28174. Students in the Physician Assistant Studies require additional immunizations and tests and should check with the Health and Wellness Center prior to enrollment.

I NTERNATIONAL S TUDENTS

• Must meet North Carolina guidelines concerning immunizations.

• Must provide documentation of insurance. A student accident and sickness insurance program is available for purchase by students of Wingate University in the Business Office.

All students with a positive tuberculin skin test will be referred to the Health Department for evaluation & follow-up. If the recommendation of the Health Department is that they receive prophylactic treatment for tuberculosis, students will be required to comply

D EPARTMENT OF O CCUPATIONAL T HERAPY

Program Director: Melissa Sweetman

Professor: Melissa Sweetman

Associate Professors: Stacey Caplan, Daniella Hauser, Christine McConnell

Assistant Professors: Reeti Douglas, Wynnet Sinclair, Patricia Tomsic

Academic Fieldwork Coordinator: Stacey Caplan

Doctoral Capstone Coordinator: Reeti Douglas

The Wingate University Department of Occupational Therapy was founded in 2017, and opened its doors to the charter class beginning study in August 2019. The charter class graduated from Wingate

University in May 2022. The class size has been limited to assure individualized attention to every student. Occupational therapy classes will be held primarily in the Burnside Dalton Building located in the center of the Wingate main campus. The contact information for the department is:

Wingate University, Department of Occupational Therapy P.O. Box 159, Wingate, NC 28174-0159

Phone: 704-233-8972

E-mail: OTD@Wingate.edu

Website: https://otd.wingate.edu Facebook: www.facebook.com/wuotd

Instagram: @Wingate_OTD

A CADEMIC C ALEND AR

Fall 2024

New OTD Student Orientation August 15-16

Convocation Ceremony August 18

Classes Begin August 19

Level II Fieldwork August 26 - November 15

Labor Day Holiday September 2

Fall Break – No Classes October 21-22

Thanksgiving Holiday November 25-29

Classes End December 6

Final Exams December 9-13

Spring 2025

Doctoral Capstone Experience January 6 - April 11

Classes Begin January 7

Martin Luther King Holiday January 20

Spring Break – No Classes March 10-14

One Day One Dog April 3

Easter Holiday April 18-21

Classes End April 25

Final Exams April 28 - May 2

Commencement May 16

Summer 2025

Classes Begin May 12

Level II Fieldwork May 12 - August 1

Memorial Day Holiday May 26

Juneteenth Holiday June 19

Independence Day Holiday July 4

Classes End August 1

Final Exams August 4-8

A BOUT THE D EPARTMEN T

The vision of the Doctor of Occupational Therapy Program at Wingate University is to be a leading educator of occupational therapists who are practice-ready leaders and clinical scholars committed to the pursuit of meaningful occupational performance for all persons, groups, and populations.

The mission of the Doctor of Occupational Therapy Program at Wingate University is to develop knowledgeable and ethical occupational therapists who are committed to the health, well-being, and quality of life of all persons, groups, and populations through a solid education founded upon principles of occupational performance, critical thinking/professional reasoning, servant leadership, evidence-based practice/scholarship, and occupational justice.

S TUDENT L EARNING O UTCOMES

1. Occupational Performance

a. Articulate and demonstrate occupational therapy core values, ethics, and theory across all practice settings.

b. Facilitate occupational performance and engagement as a determinant of health, wellbeing, and quality of life for all persons, groups, and populations within a variety of contexts through the design and implementation of occupation-based, client-centered interventions.

c. Collaborate with the client, caregivers, and interdisciplinary team to advocate, evaluate, and provide holistic care that

supports health, wellbeing, and quality of life of all persons, groups, and populations.

2. Critical Thinking/ Professional Reasoning

a. Utilize critical thinking and professional reasoning skills to design and deliver evidence-based, client-centered, occupation-based services.

b. Demonstrate advanced knowledge, skills, and problemsolving abilities within a specialty practice area.

c. Integrate learned material with client and environmental factors to make ethical decisions and demonstrate reflective clinical practice.

3. Evidence-based Practice and Scholarship

a. Demonstrate the skills to advance the profession’s body of knowledge through critical inquiry and dissemination of scholarly works with emphasis on mechanisms that evaluate and change professional practice, service delivery, and/or professional issues.

b. Locate, understand, critically appraise, evaluate, and integrate current evidence to design and deliver high quality, efficient, and effective therapeutic interventions.

c. Identify and implement solutions to address the occupational needs of persons, groups, and populations through evidencebased program development, advocacy, and/or leadership initiatives.

4. Servant Leadership

a. Demonstrate proficient use of critical self-reflection skills to develop authentic servant leader characteristics for leading clients, caregivers, colleagues, other health professionals, communities, and the public.

b. Facilitate continuing professional development of self and others through reflective practice skills and a desire for lifelong learning.

c. Pursue leadership roles in local, state, regional, and/or national organizations within the profession of occupational therapy or within organizations that support the profession and its clients.

5. Occupational Justice and Cultural Responsiveness

a. Foster inclusion and diversity to address the needs of underserved persons, groups, and populations in local, regional, national, or international contexts.

b. Advocate for changes to education, practice, and/or policy to meet the occupational needs of society.

c. Address the social and cultural determinants of health, wellbeing, and quality of life to foster equitable access to and participation in one’s desired occupations.

P ROGRAM S ITES

The program is delivered on the main campus of Wingate University. Didactic courses are delivered live with a few courses delivered via distance education. Clinical education experiences entail learning exercises at affiliated sites within the occupational therapy network. The Department will attempt to place students in locations that are mutually agreed upon but reserves the right to place students in locations that may be distant from campus when necessary. Transportation for all offcampus clinical education experiences is the responsibility of the student, as are living arrangements and living expenses.

A CCREDITATION

The accrediting agency for occupational therapy education is the Accreditation Council for Occupational Therapy Education (ACOTE). The purpose of ACOTE is to accredit occupational therapy educational programs and occupational therapy assistant educational programs. ACOTE establishes, approves, and administers educational standards to evaluate occupational therapy and occupational therapy assistant educational programs. ACOTE shall have complete autonomy in establishing standards for educational programs; developing and implementing policies, rules, and procedures for conducting accreditation reviews; and making accreditation decisions (ACOTE, 2017). The standards set forth by ACOTE entail the minimum educational standards to which a program must adhere to earn accreditation status. The full list of standards is available for viewing at: https://acoteonline.org/accreditation-explained/standards/

Wingate University Academic Catalog 2024-2025

The accreditation process for the Wingate University entry-level OTD program was initiated in 2018 with Candidacy for Accreditation status awarded in 2019. The program had a preaccreditation review in the Fall of 2020 with Preaccredititaion Status granted on April 2021, and Accreditation Status was granted in December 2021. Accreditation is required for graduates to be eligible to sit for the national certification examination for the occupational therapist administered by the National Board for Certification in Occupational Therapy (NBCOT). After successful completion of this exam, the individual will be an Occupational Therapist, Registered (OTR) and will be eligible to apply for licensure to practice occupational therapy in the United States. All states require licensure, and state licenses are usually based on the results of the NBCOT certification examination. (Note: A felony conviction may affect a graduate’s ability to meet NBCOT and licensure requirements, and therefore may necessitate seeking advice prior to starting an academic program).

Program outcomes on the NBCOT examination will be found on the NBCOT website at:

https://www.nbcot.org/Educators-Folder/SchoolPerformance

This sequence is the typical accreditation process and timeline for all programs in occupational therapy education. The contact information for ACOTE is:

Accreditation Council for Occupational Therapy Education (ACOTE) 7501 Wisconsin Avenue, Suite 510E Bethesda, MD 20814

Phone c/o AOTA: 301-652-2682 | Website: www.acoteonline.org

A DMISSIONS

To be considered for admission to the OTD program, students must:

• Have an earned Baccalaureate degree from an accredited institution (see Definition of Accredited Institutions under Graduate Policies and Procedures), official transcript required

• Have achieved a minimum cumulative GPA of 3.0 with a “C” or better in all prerequisite courses

• Supply three (3) letters of recommendation; at least one must be from an occupational therapist and at least one must be from a professor/academic advisor

• Complete a minimum of 40 hours of clinical observation with an occupational therapist in at least two practice settings with different aged clients

• Have no more than three outstanding prerequisite courses at the time of application

• Complete the following prerequisite courses:

Prospective students may submit applications to the Wingate University Department of Occupational Therapy through the Occupational Therapy Centralized Application System (OTCAS) through the link provided on the OTD program website or through https://otcas.liaisoncas.com

Admissions decisions are multi-factorial and consider a composite score calculated from the required prerequisite work, GPA, letters of recommendation, observation hours, resume, and interview. Other factors involving any student applicant’s likelihood to be successful within the program are also considered. For questions related to admissions, prospective students may direct inquiries to OTD@Wingate.edu or by calling 704-233-8674.

Prerequisite courses must be completed through high school Advanced Placement courses, high school/college dual enrollment courses, or

through an accredited institution of higher education (junior college, technical school, college, university) of higher education in a face-to-face or online setting (see Definition of Accredited Institutions under Graduate Policies and Procedures). Medical Terminology may be completed through the above avenues or through an online certificate course.

Matriculating students will be required to pass a criminal background check at the time of admission to the program in order to be eligible to complete clinical fieldwork and to sit for the National Board for Certification for Occupational Therapists (NBCOT) examination. Eligibility requirements for the national examination can be found at www.nbcot.org or by contacting NBCOT, One Bank Street Suite 300, Gaithersburg, MD 20878. Phone: 301-990-7979. (Note: A felony conviction may affect a graduate’s ability to meet NBCOT and licensure requirements, and therefore may necessitate seeking advice prior to starting an academic program).

The Wingate University OTD program offers no advanced placement or any other type of transfer credit from prior enrollment in any health science, medical, work experience, or related program. A qualified applicant previously enrolled in another ACOTE-accredited OTD program may be considered for admission only after consultation with the director of the former program of study.

O CCUPATIONAL T HERAPY P ROGRAM T ECHNICAL S TANDARDS

The Doctor of Occupational Therapy program at Wingate University prepares students to enter the workforce as occupational therapists. The profession of occupational therapy is highly skilled and technical, requiring a rigorous academic preparation. Therefore, students must possess certain capabilities to be able to fully participate in the educational process required for preparation as an occupational therapist. The Doctor of Occupational Therapy program recognizes the value that disabled students may bring to the program and welcomes applications from individuals who are otherwise qualified for admission. The standards listed below must be met with or without reasonable accommodations in alignment with the Americans with Disabilities Act (ADA). Wingate University does not discriminate against students with disabilities. Applicants with disabilities are encouraged to contact the Office of Disability Support Services within the Academic Resource Center early in the admissions process to begin a confidential conversation about what accommodations they may need to meet these standards. Prior to enrolling as a student in the Doctor of Occupational Therapy program, all potential students must confirm their ability to meet each of the standards listed below. If at any time before or during the course of the program the student or professor(s) believes they cannot meet any of these standards with or without reasonable accommodations, they may be dismissed from the program. Wingate University welcomes specific inquiries from potential students with disabilities regarding required technical skills and how mastery of those skills might apply to his/her unique situation. Please note that Wingate University uses independent clinical education sites that may or may not be able to offer the same reasonable accommodations made available by the University.

OBSERVATION SKILLS: Students must have the ability to perceive, acquire, understand, interpret, assimilate, and respond to detailed and complex information presented in both academic and clinical coursework. Students must understand the spatial relationships of structures, including three-dimensional relationships, and nonverbal communication to safely and thoroughly observe, evaluate, grade, and interpret client interactions accurately.

COMMUNICATION SKILLS: Students must be able to communicate effectively, sensitively, and confidently in person, remotely, electronically, and in writing as needed with a variety of audiences including clients of all ages and cultures, caregivers, other health professionals, payers, policy makers, faculty, peers, and the general public. Students must be able to elicit and accurately record relevant information; follow instructions, direct, and instruct others; and access and create digital information.

INTELLECTUAL SKILLS: Students must be able to effectively participate in individual, small-group, and lecture learning modalities in the classroom, clinical, and community settings. Students must have the ability to use cognitive skills sufficient for critical thinking, reflecting, reasoning, problem solving, organizing, analyzing, calculating, following complex instructions/directions (both written and verbal), recalling information, and integrating material from a variety of sources. Students must have the ability to select and adjust responses based on data and information available.

SOCIAL SKILLS: Students must be able to establish mature, sensitive, and effective therapeutic relationships with clients of all ages, abilities, ethnicities, and cultures and with those supporting them (peers, faculty, staff). Furthermore, students need to possess emotional intelligence sufficient to show empathy and compassion for others, be able to give and receive critical feedback, and resolve conflicts with maturity and professionalism. Students must be able to manage heavy workloads, function effectively under stress, display flexibility, and adapt to changing environments.

PROFESSIONAL BEHAVIOR SKILLS: Students must demonstrate professional behaviors at all times including personal accountability, integrity, punctuality, dependability, collaboration/cooperation, maintaining professional personal appearance and hygiene, showing initiative, and respect for others. Students must also understand and function within the legal and ethical aspects of the practice of occupational therapy

TECHNOLOGY SKILLS: Students must possess basic computer skills including searching the internet, use of email, using Microsoft Office, and saving/retrieving files

PRE-CLINICAL SKILLS: Students must be able to work with people with different diagnoses, medical conditions, and functional limitations. Students must be able to exercise good judgment and identify, assess, and address risks and safety concerns including the ability to respond in emergency situations in a timely manner by providing or directing interventions. Students must be able to plan and lead individual and group activities and interventions and document such activities within assigned timeframes. Students must be able to demonstrate and/or direct safe client evaluations and interventions in a variety of settings

A CADEMIC P ROGRAM

The fixed-sequence program begins in August and spans the course of eight continuous semesters. The first five semesters focus on building the foundational knowledge, entry-level clinical skills, and advanced practice skills required for doctoral level practice with a blend of didactic and experiential learning opportunities. Coursework begins with the basic science foundation and core foundations for the profession of occupational therapy. Next, coursework emphasizes the specific knowledge and skills students need to design and deliver occupational therapy services and function as a leader, advocate, and scholar. The final three semesters allow the student to hone their practice skills and link theory with practice through clinical immersion in Level II Fieldwork and an advanced practice Doctoral Capstone. Upon completion of the program, students will be prepared to enter the workforce as advanced practitioners, researchers, educators, advocates, entrepreneurs, or administrators. The broad scope of the curriculum prepares graduates to practice in a variety of existing and emerging settings with clients of all ages

RIGHT OF THE PROGRAM TO MAKE CHANGES

The entire Wingate University Doctor of Occupational Therapy Program curriculum plan, policies, procedures, regulations, and codes are subject to ongoing evaluation and subsequent modification by the collective core faculty. Various departmental committees and groups comprised of core faculty, departmental staff, and university faculty/staff are charged with the collection, review, and suggestion for revision to the appropriate entity. Proposals for curricular modification emanating from these self-study processes are carefully deliberated upon by the entire faculty prior to any adoption of change.

While the information and regulations detailed within this handbook were believed to be accurate at the time of publication, the Department reserves the right to make modifications to any area described without advance notice, and will provide notice to all current students of the changes made. Changes may be enforced following the date of notification of change.

ACADEMIC ADVISING

As each OTD cohort is matriculated into the program, they are assigned a faculty advisor. During the first two weeks of the program, each advisor will meet with all of their advisees once either as a group or individually to inform them of the advisory process. First semester students will also meet with their advisors during weeks 5 or 6 for midterm advising and during weeks 10 or 11 for final advising. Each semester following thereafter, there are two formal occasions on which advisees must meet with their advisors:

• During week 3 or 4 of the semester

• During week 12 or 13 of the semester

Additional advising sessions may be conducted at the request of the student or the advisor. No advisory meetings are expected during

clinical experience and internships but may be scheduled if so desired by the student or advisor.

It is the responsibility of the student to contact his/her advisor to initiate each meeting and come prepared with a completed Student Advising Form (including the action plan section). Signed advising forms will be kept in the student’s academic file. The student files are to remain locked at all times or maintained in a password connected computer and any documents in the student files should be considered confidential information (as is dictated by the FERPA Regulations Subpart D). Advising minutes are to be signed by both the student and the faculty advisor and placed in the student’s permanent department record.

G RADUATION WITH D ISTINCTION

Students who attain a Department of Occupational Therapy cumulative grade point average of 3.5 or greater will be specially recognized upon graduation.

3.50 to 3.69 = cum laude

3.70 to 3.89 = magna cum laude

3.90 or higher = summa cum laude

ACADEMIC PROGRESSION AND GRADUATION

Each year, progression is awarded only to those students who have maintained a cumulative grade point average of 3.0/4.0 (or above), and demonstrated minimally acceptable mastery of the knowledge, skills, and behaviors necessary to earn the degree, Doctor of Occupational Therapy. Remediation activities will be prescribed for those students who are not awarded progression.

ACADEMIC PROBATION

Any student earning a cumulative GPA of less than 3.0/4.0 for their first time will be placed on Academic Probation. Academic Probation is for up to two semesters following the failure to maintain the 3.0 GPA. However, in all cases, a minimum GPA of 3.0 must be achieved prior to beginning Level II fieldwork. If a student fails to meet this criterion, he/she will be placed on Academic Suspension. The intent of academic probation is to alert the student of impending failure to progress within the program and to allow them an opportunity to improve their grade average and avoid academic jeopardy. While on probation, students are considered not in good academic standing; therefore, students cannot hold offices in student organizations or serve on professional and/or academic committees.

Possible outcomes for a student placed on academic probation include:

• Probation will be lifted and student returned to good academic standing status after successfully achieving a cumulative GPA of >3.0 in two semesters or less.

• Academic Disqualification will result for failure to achieve a cumulative GPA of >3.0 at the completion of the second semester of academic probation.

• Academic Disqualification will result if a student’s cumulative GPA drops below a 3.0 after a period of Academic Probation has been lifted.

ACADEMIC SUSPENSION

The intent of Academic Suspension is to allow the student time to remediate any inadequate knowledge and/or skills and for their attempt to return to demonstrate removal of those inadequacies. The length of Academic Suspension will be for up to one year. While on Academic Suspension, students do not attend classes and are considered not in good academic standing; therefore, students cannot hold offices in student organizations or serve on professional and/or academic committees. Students are placed on Academic Suspension for one of the following causes:

• Failing to achieve a minimum GPA of 3.0 by the end of semester 5 prior to Level II Fieldwork, or

• Earning a grade of “F” in any course.

Students on Academic Suspension will be offered the opportunity to return to the program at a point in the professional curriculum as determined by the collective core faculty. The point of entry will be determined to be most likely to afford the student the best opportunity for success in the program while respecting the financial burden

additional coursework may incur. The student then has the ability to accept or decline the point of return offer.

ACADEMIC DISQUALIFICATION

Students who demonstrate the inability to remove any inadequacies of knowledge or skill will be placed on Academic Disqualification and will be summarily dismissed from the program of study. Students are placed on Academic Disqualification for one of the following causes:

• Failing to remove themselves from Academic Probation after two semesters

• Returning to the conditions of Academic Probation for a second instance

• Failure of two didactic courses (two separate courses or failing the same course twice) within the Department of Occupational Therapy

• Failure of Fieldwork II followed by failure of remediation plan

• Failure of a second Fieldwork II course (regardless of previous successful remediation plan)

• Receipt of a failing grade or a cumulative GPA< 3.0 after a term of suspension.

• A second violation in drug testing/random drug screening

• Significant violation of the OTD Code of Ethics, Code of Personal Conduct, or Code of Academic Conduct

• Failure to demonstrate professional bearing, cognitive or psychomotor impairment, failure to follow rules, lack of attendance, incompetence, failure to maintain safety in practice, or possible client health/safety jeopardy after remediation opportunity.

• Failing to achieve a minimum GPA of 3.0 by the end of semester 5 prior to Level II Fieldwork, or

• Earning a grade of “F” in any course.

D URATION OF S TUDY

Students will have a maximum of six years to complete the Doctor of Occupational Therapy Program. All Level II Fieldwork and the Doctoral Capstone must be completed within 24 months of the conclusion of the didactic portion of the curriculum.

SIGNIFICANT QUANTITIES OF ABSENCE

An excess of two tardy arrivals per didactic semester will not be tolerated as it is considered a professional behaviors violation and will result in a score of ‘1’ on the “attendance” portion of the Professional Behaviors Evaluation. A student may not have more than 3 absences per course, per semester. Once a student has missed three class periods, the fourth absence will result in a deduction of 10% of a student’s total course grade and each subsequent absence will result in an additional 2% deduction.

ACADEMIC PETITION

If a student does not meet the academic standards or regulations of the Department of Occupational Therapy, he/she may petition the core faculty for an exception to the policy. The core faculty meets on an as needed basis to review petitions. Each student is responsible for submitting his/her own petition.

Students should submit petitions in writing using the Academic Petition Form. The student is highly encouraged to meet with their faculty advisor to discuss the petition process. Students may also seek guidance about the petition process from the Program Director.

The core faculty will make a decision after reviewing the student’s academic record, and any other pertinent information presented by the student such as physician reports, counselor’s recommendations, court order, etc., and the circumstances stated in the student’s petition. Each petition will be considered on its own merits.

The student will be officially informed of the decision by the Program Director. If the decision is approved, a revised plan of study and terms of agreement for the conditions are prepared for the student. The student has two business days to agree to the terms by signing the agreement and returning to the Program Director. If a petition is denied, the student may meet with their academic advisor to discuss options regarding their educational plans. As a final option, students may appeal a denied petition to the Program Director. The Program Director’s decision is final and cannot be appealed.

ACADEMIC STANDING

Students must be in good academic and professional standing to be considered for Department of Occupational Therapy honors, awards, student leadership positions, or any other special recognition acknowledgements.

ASSESSMENT

Students’ knowledge and skills may be assessed through a variety of methods including but not limited to written examinations, oral examinations, practical examinations, competency assessments, papers, and projects. The faculty has identified the ability set for which a student must demonstrate mastery for each benchmark/assessment measure of the program. Students who do not demonstrate mastery may be offered opportunities for remediation of their deficiencies and may be required to submit to a reassessment of those abilities not mastered prior to progression. The inability to demonstrate mastery of the skill sets prescribed may result in delayed progression.

ATTENDANCE

The educational process of a professional is very important and should never be taken lightly. It is expected that students in the OTD program have made a commitment to themselves and to their future clients to acquire and master every bit of information and skill possible; therefore, each student is required to be prompt and to attend all scheduled appointments (lectures, instructional demonstrations, laboratory sessions, and examinations). Learning opportunities are to pre-empt any extra-curricular activities in which the student may be involved (i.e. work, athletics, club activities, etc.). The practice of prior planning to avoid conflicts with tardiness or attendance at educational and assessment experiences is paramount for a professional in training and is expected in all circumstances. An absence is defined as missing more than 15 minutes of any scheduled class meeting for any purpose. Absences are likely to contribute to a student’s inability to meet minimum academic and professional requirements of the curriculum and therefore it is expected that a student notify the department prior to missing any session.

ATTENDANCE POLICY RELATED TO EXAMINATION PROCEDURES

The process of examination of learning deserves attention toward providing the least amount of distraction to all. Therefore, for all scheduled written assessments (e.g., examinations, quizzes) students should arrive early and be prepared for the assessment to begin on time. Students tardy for an examination will be required to take the exam at a later time/date at the discretion of the instructor. Unusual and unforeseen circumstances will be handled on a case-by-case basis by the Program Director (or assigned appointee) only if the student alerts the program by phone (704-233-8972) or e-mail (OTD@Wingate.edu) of their circumstance at least 10 minutes prior to the beginning of the scheduled assessment.

If a student is unable to take an examination at the scheduled time for any reason other than emergency, serious illness, or other significant life crisis (i.e., death in the family), a 20% grade deduction will be applied to the exam score in alignment with the late assignment policy. If a student misses a quiz for any reason other than emergency, serious illness, or other significant life crisis (i.e., death in the family), a grade of zero (0) will be applied and a make-up quiz will not be offered. If a student cannot take a clinical examination as scheduled for any reason, a grade of zero (0) will be entered for the first attempt. Please see the clinical examination policy on page 50 of this handbook. Examinations and quizzes taken at a time other than originally scheduled may vary in content and format from the original.

CADAVER DISSECTION LAB

The cadaver dissection lab is operated solely for educational and research purposes. Students are warned that their behavior in the cadaver lab must be restrained and reserved. Under no circumstances is a student to be in the cadaver lab alone at any time or be in possession of any camera or visual recording device unless tending to a directive issued by an OTD core faculty member. Students may be granted access after normal working hours to avail themselves of the learning opportunities that dissection provides; however, this access is a privilege

and will be removed and the offender disciplined accordingly if any impropriety of the cadaver dissection lab rules should occur.

DEPARTMENT OF OCCUPATIONAL THERAPY CODE OF CONDUCT

It expected that all students will subscribe to and comply with all aspects of the Occupational Therapy Code of Ethics (2020) which can be downloaded from https://doi.org/10.5014/ajot.2020.74S3006

Furthermore, students are expected to adhere to the Department of Occupational Therapy Code of Personal and Academic Conduct as outlined below.

PERSONAL CONDUCT

Personal conduct on University property, at affiliated clinical sites, or Department/University sponsored events is subject to disciplinary jurisdiction of the Department of Occupational Therapy.

The Department of Occupational Therapy may also enforce its own disciplinary policy and procedures when personal/professional conduct, regardless of where it occurs, is deemed incompatible with the overall mission, program, or other functions of the Department of Occupational Therapy. Any action which represents a violation of civil and criminal law will be addressed by the appropriate non-university agencies in accordance with their policies and regulations. Action of non-university authorities in response to any violation of statutes shall not preclude nor replace the right and responsibility of the Department of Occupational Therapy to review the student independently for that violation. If, at the time of graduation, unresolved criminal charges or proceedings are pending against a student, conferral of the degree may be withheld until such time the matter is resolved. In the event the candidate for graduation is exonerated, the degree will be conferred. 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.

• Alcoholic beverages - possession or consumption of alcoholic beverages on university or university-affiliated sites or functions (except as expressly permitted).

• Drugs - illegal use, possession, sale, or distribution of any drug, chemical compound, or controlled substance or paraphernalia. Students found guilty of violating this section will be subject to immediate expulsion from the Department of Occupational Therapy.

• Drugs – testing positive or refusing to be tested in the prescribed manner.

• Weapons and dangerous items - illegal use or possession of weapons, firearms, ammunition, fireworks, explosives, noxious materials, incendiary devices or other dangerous substances.

• Theft or damage - theft of, or damage to, property of the university or university-affiliated, other students, other members of the university community, or of campus visitors. Possession of property known to be stolen. Defacing or unauthorized removal of material from the library is damage and theft.

• Disorderly conduct – hostile behavior, disorderly conduct, indecent conduct, harassment, inappropriate intimidation, excessive pressure, humiliation, coercion, stalking, hazing, overtly reckless behavior, false alarms, failure to comply with lawful directions of university officials, unauthorized entry of use of university or university-affiliated property, unauthorized use of university name, logo, or symbols.

• Inappropriate social networking that is considered unprofessional for a student occupational therapist.

• Unprofessional conduct – conduct falling below the standard expectations of the faculty and fellow classmates, including noncompliance with reasonable requests of the faculty, staff, and administrators.

• Financial irresponsibility - failure to meet financial responsibilities.

• Failure to respond to notification - failure by a student or organization to respond to notification to appear before the Program Director during any stage of a disciplinary proceeding will not prevent the Program Director from proceeding with disciplinary action in the absence of the candidate.

• Misuse or abuse of university equipment, programs, or data; unauthorized access to or copying/distributing of data, records,

or programs; attempting to alter or modify records, data, or programs. Students are not to take classroom materials (e.g., splinting materials, crafting supplies, etc.) without express permission from a faculty member. All classroom materials (e.g., anatomical models, assessments) removed from their usual storage location must be signed out and returned as soon as they are no longer being used.

• Failure to schedule and attend advising sessions per the advising policy guidelines.

ACADEMIC CONDUCT

All students matriculating into the Department of Occupational Therapy implicitly and personally subscribe to the Code of Personal and Academic Conduct in accepting admission. Each student is responsible for his/her own integrity, and is likewise responsible for reporting possible violation of the Code by others. The faculty shall take all reasonable steps to prevent violations of the Code of Personal and Academic Conduct, 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 allinclusive.

• 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. Fabrication of information, data, or citations is also considered academic dishonesty.

• 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. 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 cited and referenced per American Psychological Association (APA) 7th edition guidelines or the student is guilty of an act of plagiarism.

• The use of artificial intelligence (AI) to write a paper or complete an assignment is strictly prohibited and will be treated as a violation of academic conduct policies unless the professor clearly states that use of AI is permitted on that assignment, project, or paper. If explicitly allowed, proper and complete attribution of AI sources is required.

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

It is the policy of the Department that acts of plagiarism or any other acts of academic dishonesty, on any assignment, quiz, or examination, will result in an assignment grade of zero (0), and in some circumstances will result in a course grade of zero (0) or other sanctions up to and including dismissal from the University.

COURSE GRADING

Students earn a letter grade according to the score achieved as indicated by the course syllabus. Faculty will provide assignment and exam grades/feedback to students within 14 business days. Appointments to discuss individual results may be requested and are encouraged

CLINICAL EXAMINATIONS (PRACTICALS/COMPETENCIES)

Students’ clinical skills may be assessed through written examinations, oral examinations, practical examinations, and competency assessments. A practical examination typically requires demonstration of particular skills and procedures that may be components of an occupational therapy evaluation, intervention, or discharge. A competency assessment typically requires the student to demonstrate a synthesis of critical components that are part of the occupational therapy process. Competencies may include integration and application

of content knowledge with clinical decision-making and skill performance along with evidence of clinical reasoning.

For all clinical examinations, a grade of >80% is required for a passing score. In addition, students must score Pass (Pass vs. Fail) on the mandatory safety component(s) of a clinical examination or will be considered to have failed the exam regardless of performance in other areas (a grade of 0 will be entered).

Students receiving a failing grade on any clinical examination in the didactic curriculum will be offered the opportunity to remediate and reexamine one time per examination. The remediation and reexamination must be scheduled by the student within 2 business days of receiving their examination grade or the failing grade will remain and there will be no opportunity to re-examine. The process for reexamination is as follows:

• If a student does not pass the clinical examination on the first attempt, the student may seek remediation from the instructor followed by a second attempt to demonstrate competency with the skill.

• The grade the student earns on the initial attempt will be the grade entered into the gradebook and will remain regardless of whether the student passes or fails the second attempt if the failure was due to loss of points and not due to a safety failure. If on the second attempt the student demonstrates a safety failure, a grade of zero will be entered.

• If the student failed the initial attempt due to a safety failure, a zero will be entered into the gradebook. If the student passes the second attempt, the zero will be replaced with 50 points for a practical examinations or 25 points for a competency examination. If the student fails the second attempt by points or safety fail, the zero will remain.

• The second attempt will be scored on a Pass/Fail basis. If the student passes the clinical examination on the second attempt, the student will be considered to have passed the clinical examination.

• If the student fails the clinical examination on the second attempt, the student will be considered to have failed the clinical examination.

• If a student fails two clinical examinations (i.e., fails two second attempts), the student will receive a course grade of F. With a course grade of F, the student will automatically be suspended from the program and must follow the process to re-enter the program by re-taking the failed course the following year.

• If a student is not in attendance for the originally scheduled clinical examination for any reason, the first attempt will receive a grade of zero and the student will be offered the opportunity to re-examine as outlined above. Exceptions to this policy will be made at the discretion of the program director for emergency reasons only.

• Note that OTD 711: Human Gross Anatomy practicals are exempt from this policy; only one attempt is allowed and the minimum passing score is 70%.

BEHAVIOR AND/OR SAFETY IN PRACTICE

In the case of behavior and/or safety in practice, clinical or academic faculty may evaluate students in many activities, and any identified deficiencies must be brought to the student’s attention at the earliest appropriate opportunity.

REMEDIATION POLICY

It is the policy of the program to make a best effort to ensure student success within the program. Feedback on student performance will be provided to students when graded assignments are returned. Our faculty is actively committed to supporting a retention and graduation rate of 100% of every cohort, but we also recognize that despite best efforts, not every student may be successful in the program. Therefore, the inability to successfully remove deficiencies will result in Academic Disqualification of the student from the program.

FIELDWORK AND DOCTORAL CAPSTONE

In the case of fieldwork and doctoral capstones, the ACFW/DCC is responsible for assigning the pass/fail grade. Any student receiving a

failing grade from the ACFW/DCC will have his/her performance evaluated collectively by a panel of core faculty, appointed by the Program Director. The panel will review the student’s clinical performance in all aspects as deemed necessary. This may include any or all of the following:

• Review of clinical documentation, documentation of the supervising Clinical Fieldwork Educator (CFE), and student documentation

• Interview of the student, CFE, and ACFW/DCC

• Observation of the student in a clinical situation.

The panel will report findings and recommendation of upholding the failing grade or of overturning the failing grade to a passing grade to the Program Director. The AFWC/DCC, in conjunction with the Program Director, will determine the grade and/or remediation to be assigned. The Program Director and student’s Academic Advisor will then inform the student of the outcome.

REPEATING A COURSE

Students who earn an F in a didactic course will be placed on academic suspension per the Academic Suspension policy outlined below. If a student is permitted to return to the program, a course may be repeated only one time the next semester it is offered. Students who earn an F in a Fieldwork II course will be placed on an individualized remediation plan that must be completed and passed before repeating the clinical experience. If the remediation plan is not passed, the student will be dismissed from the program.

GRADE DISPUTES

Any student who has reason to question a graded assignment, test, or final course grade must first discuss the nature of the concern with the instructor in writing within ten business days of receiving the grade. For clinical education experience grade disputes, the student may appeal to the AFWC/DCC. If a resolution to the problem is not reached at the level of the instructor, the student may appeal the grade to the Program Director. The student must submit the complaint in writing to the Program Director and copy the Instructor/AFWC/DCC. The Program Director may not consider any grade appeal without first consulting with the Instructor/AFWC/DCC. The Program Director will submit her findings/recommendations in writing to the student. The Program Director’s decision is final and cannot be appealed.

GRADING

All grades will be calculated on the basis of the following scale:

A 89.5% to 100% = 4.0 Grade Points per Semester Credit Hour

B 79.5% to 89.4% = 3.0 Grade Points per Semester Credit Hour

C 69.5% to 79.4% = 2.0 Grade Points per Semester Credit Hour

F 69.4% or below = Zero Grade Points per Semester Credit Hour

Courses graded on a Pass/Fail basis will not earn quality points, thus no grade points considered.

GRADUATION

Students who enroll in and successfully complete the 125 credit hour course of study, have achieved a Department of Occupational Therapy grade point average of least 3.0, earned a “Pass” for all courses that are graded on a “Pass/Fail” basis, successfully completed a Doctoral Capstone Project, are in good administrative/financial standing, and have been judged by the faculty to have met all the academic and professional requirements will be eligible for graduation.

GRIEVANCE POLICY NOT CONCERNING GRADES

Students who experience problems relating to the Department of Occupational Therapy that are unrelated to grades may file a grievance using the following procedures:

• The student should attempt to resolve the problem at the level at which the concern occurred. The attempt to solve this complaint should be presented to involved parties in writing. The student will receive a reply which addresses the complaint in writing.

• If the reply is not satisfactory, the student can submit the complaint in writing to the Program Director who will attempt to resolve the issue.

• The Program Director will evaluate the complaint and notify the student of her findings in writing. The Program Director’s decision will be final and cannot be appealed.

• In the event that the grievance is against the Program Director, the student can submit the complaint in writing to the Provost, who will evaluate and make determination.

• Wingate University will make arrangements to ensure that students with disabilities are provided appropriate accommodations as needed to participate in this grievance procedure. Requests for accommodations must be made to the Office of Disability Support Services within the Academic Resource Center. (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.)

• A record of all formal, written complaints received will be maintained at complaints@wingate.edu including the nature of the complaint and how the complaint was resolved.

INCIDENTAL COSTS ASSOCIATED WITH OCCUPATIONAL THERAPY EDUCATION

The student is responsible for any and all costs associated with coursework, including those involving clinical education experiences. Costs to each student may include transportation, room and board, purchase of personal laptop, criminal background checks, drug screens, uniforms, health insurance, and other expenses. Students may be required by some clinical affiliates to successfully pass a specific Criminal Background Check and/or Drug Screening in order to participate in clinical experiences at their facility. Students are expected to adhere to all safety and professional requirements imposed by the facility at which they are affiliating. Additionally, students may be offered opportunities to earn advanced certifications or attend enrichment workshops (e.g., NBCOT examination preparation workshop) that may be added personal expenses outside of tuition costs. Total cost of attendance can be found on the program’s website at https://otd.wingate.edu

INFORMED CONSENT

In compliance with the Family Educational Rights and Privacy Act (FERPA), Wingate University, through its Department of Occupational Therapy, requests that all entering students provide their written informed consent to the sharing of personal information with Wingate’s educational partners (e.g., clinical affiliates, occupational therapy practice sites) strictly on a need-to-know basis.

This sharing of personal information may include the following (i) social security numbers; (ii) immunization records; (iii) e-mail addresses and telephone numbers; (iv) results of health care tests; (v) criminal records known to Wingate University; (vi) credit checks. Additionally, notice is hereby given that random drug screening or additional criminal background checks may be requested of the student for placement in certain clinical sites as a matter of standard operating procedures for those sites. The student may be responsible for the cost of drug screening or additional criminal background checks.

If the background check reveals any information that is brought to the student’s attention by the Program Director, which could make the student ineligible for licensure or clinical affiliations, it is the responsibility of the student to:

• Contact the NBCOT to determine if he or she will be eligible for national examination. After speaking with NBCOT, the student is required to:

• Meet with the Program Director to discuss a course of action. Students who are not willing to allow the release of the required personal information may not be able to be placed in an affiliated occupational therapy practice site. In such cases, the student cannot meet the requirements for graduation.

The clinical sites with whom the department partners for clinical affiliation has a sincere interest in detecting and preventing drug use among its students for protection of the public. The department values the partnership it has developed with these clinical sites and works collectively to ensure the supply of quality student interns meets their

individual requirements. Therefore, if ever the drug testing/random drug screening required of any particular clinical affiliation site for the purpose of internship reveals a positive result, the first violation will result in an immediate, significant sanction and possible dismissal from the Department of Occupational Therapy. A second offense will result in dismissal from the program.

LAPTOP AND TECHNOLOGY REQUIREMENT

All Wingate University occupational therapy students are required to have a laptop personal computer including the Microsoft Office software package, provided at the student’s expense. Students are trained to use their laptops to access class information required for each class. Laptops may be used extensively within a course. Wingate University occupational therapy classrooms provide wireless connections to the medical library system and to the Internet, allowing students to retrieve not only class-related materials, but also other health care related materials. A printer station is made available for student printing needs (a fee may be assessed for printing services), but many students find it beneficial to have a personal printer/scanner.

Each student is assigned a unique login and password following registration for courses within the department. These login credentials are distributed at departmental student orientation after each student has provided valid photo identification to occupational therapy staff. The login information is used for electronic mail, the Canvas learning platform access, ExamSoft testing software, grade reports, and business office accounts. Each student is responsible for his/her own data and accounts, and must NOT share or allow another to know or to use their personal account or password. It is the student’s responsibility to protect the account information by changing the password regularly. If any student does not change their password at least annually, the system will require a change of password prior to continuing use of the system. There is no additional charge to the student associated with this process of verification of identity.

LICENSURE AS AN OCCUPATIONAL THERAPIST

Graduates from the Wingate University Department of Occupational Therapy will be eligible to sit for the NBCOT examination once full accreditation has been granted (anticipated 2021). Upon earning a passing score on this exam, graduates will then be eligible to apply for licensure to practice occupational therapy in any state within the United States of America. Information regarding the NBCOT examination can be found at www.nbcot.org. Graduates are encouraged to contact the Licensure Board in the state in which they intend to apply for licensure for detailed information on requirements and process.

The North Carolina Board of Occupational Therapy may be contacted at the information below:

North Carolina Board of Occupational Therapy P.O. Box 2280

Raleigh, NC 27602

Phone: 919-832-1380

E-mail: administrator@ncbot.org

PERSONAL HEALTH INSURANCE

Students are required to maintain personal health insurance coverage during their enrollment in the Department of Occupational Therapy. Students are responsible for all health care costs associated with an illness or injury that results from any activity on campus or at an affiliated training site. Neither the University nor its practice experience partners bear any responsibility for healthcare costs of the student.

RULES RELATED TO DISCLOSURE AND RELEASE OF STUDENT INFORMATION

Wingate University generally may not release to any third party any personally identifiable information in a student's education record without the student’s informed consent. In those instances, the release may be made to (i) officials of other educational institutions in which the student seeks to enroll, provided that the student is notified of the transfer of such information, receives a copy of the information if requested in writing, and has an opportunity to challenge the contents of the record; (ii) certain state and federal government officials stipulated by law; (iii) persons or agencies directly related to a student’s application for, or receipt of, financial assistance; (iv) accrediting

organizations; (v) parents of dependent students; (vi) any source if required to do so in compliance with judicial order or subpoena, provided that the student is notified of all such orders or subpoenas; (vii) health authorities, if, in the event of any emergency, knowledge of such information is necessary to protect the health or safety of a student or other persons; or (viii) University officials (those carrying out official University business, whether paid or unpaid) who have a legitimate educational purpose in consulting the record (based on the need to access the record to perform the University business). Or, the information to be released is exclusively “directory information,” defined as (i) the student's name, address (including e-mail), telephone listing, and photograph; (ii) the student's date and place of birth; (iii) the student's major field of study; (iv) the student's participation in official activities; (v) the height and weight of members of athletic teams; (vi) dates of attendance; (vii) degrees and awards received; and (viii) the most recent previous school attended by the student. Any student may object to the designation of “directory information.”

To do so, he or she must file within 20 days after the first day of classes in each semester a signed notice informing the University that any or all of the information described above should not be considered directory information about that specific student. The requests must be filed in the Office of the Registrar. Such requests for nondisclosure will only be honored by the University for the current enrollment period; therefore, a new request must be submitted each semester or term.

Each University official responsible for any type of educational record shall maintain a record of the persons or parties, other than those University personnel authorized (as specified above) requesting or obtaining access to a student’s educational records. The record of requested access is available only to the student, to the University official responsible for the custody of such records, and to that official's assistants.

The University may disclose to the parent or legal guardian of a student under the age of 21, without the prior written consent of the student, information regarding any violation by the student of any federal, state, or local law or any rule or policy of the University governing the use or possession of alcohol or a controlled substance if the University has determined that the student has committed a disciplinary violation with respect to such use or possession. The University may disclose, without prior written consent of the student, final results of disciplinary proceedings against the student who is an alleged perpetrator of a crime of violence (18 U.S.C. § 16) or a non-forcible sex offense if the University finds the student committed a violation of the University’s rules or policies with respect to such crime or offense. The information shall include only the name of the student, the violation committed, and any sanctions imposed by the University on the student. The University may include the name of any other student such as a victim or witness, only with the written consent of that other student.

STUDENT RESPONSIBILITIES

All financial obligations associated with the student’s occupational therapy education lie with the student including transportation, textbooks, course materials, and other incidental costs. Students are expected to attend each activity of the course and actively participate in the discussions and assignments.

WITHDRAWAL

Students must obtain written approval from the Department of Occupational Therapy to withdraw from occupational therapy courses.

S CHOOL OF P HARMACY

Dean: Susan Bruce

Associate Dean: Michelle Chaplin

Assistant Deans: Wesley Haltom, Brock Harris, April Robinson

Professors: Dawn Battise, Susan Bruce, Michelle Chaplin, Lisa Dinkins, Brock Harris, Samir Kouzi, Lisa Meade, Amie Naylor, Angela Pegram, Eric Schneider, Shawn Taylor, Rashi Waghel, Jennifer Wilson, Andrew Woods

Associate Professors: Robert Barrons, Lisa Brennan, Megan Coleman, Wesley Haltom, Heather Kehr, Geoffrey Mospan, Tanya Riley, April Robinson, Rodney Siwale, Susan Smith, Nicholas Wright

Assistant Professors: Erica Anderson, Edward Chiyaka, Evan Drake, Adriane Marino, Alexandra Mihm, Nicholas Nelson, Jenna Theroux

The Wingate University School of Pharmacy opened its doors to applicants in 2002, with the charter class beginning its program of study in August 2003. The charter class graduated from Wingate University in May 2007. All Wingate University pharmacy faculty have made a commitment to excellence in the classroom

Wingate University School of Pharmacy is in strict compliance with the accreditation guidelines of the Accreditation Council for Pharmacy Education. Wingate University School of Pharmacy intends to be nationally recognized as a leader in the education of pharmacists. It seeks to reach this goal by providing a state-of-the-art, high-tech learning environment that will facilitate critical thinking and problemsolving skills, scholarly inquiry and service to the institution, the profession and the community.

This handbook contains detailed information describing the admission, progression, and graduation requirements for the Doctor of Pharmacy candidate. The candidate is responsible for knowing the policies, procedures, curricular requirements, and codes of conduct for the School and the University.

The information contained in this handbook is accurate as of the revision date listed. However, the University reserves the right to make changes in the program of study, financial policies, and regulations at any time deemed appropriate by the University.

Each student is responsible for his/her progress towards degree completion. Neither the student’s advisor nor the faculty of the School are responsible for insuring that the student meets degree requirements The School and/or University may terminate enrollment of any student for professional, academic, or financial reasons.

Special Note It is very important to recognize that there may be differences in the procedures described in the general university student handbook for non-pharmacy students in comparison to the procedures for students enrolled in the professional pharmacy program These differences are intended and have been carefully crafted based on the nature of the doctoral level professional program In those cases where procedures are different, the procedures specific to the professional pharmacy program take precedence over those described for the general undergraduate program.

D EPARTMENTS

EDUCATIONAL AND PHARMACEUTICAL SCIENCES

Chair: Jennifer A. Wilson

SOCIAL/ADMINISTRATIVE SCIENCES AND OUTPATIENT PRACTICE

Chair: Shawn Riser Taylor

TRANSLATIONAL SCIENCES AND INPATIENT PRACTICE

Chair: J. Andrew Woods

M ISSION OF THE S CHOOL

The Wingate University School of Pharmacy aspires to... MISSION

Educate leaders to advance the care of our community. VISION

Provide a transformative experience.

VALUES

1. Learner-centered – We will empower all learners to develop the skills, behaviors, and attitudes necessary for life-long success. Our learners are partners in education, and we value their interests and needs first in the pursuit of excellence and goal attainment. Community – We will promote a culture of community and collaboration among students, alumni, faculty, staff, patients, and the healthcare team built upon a foundation of respect, integrity, and compassion. We seek to be active partners in our community, serving the wellbeing of those around us.

2. Influence – We will lead the profession forward by promoting a culture of mentorship and advocacy among all stakeholders in an effort to amplify the provision of patient-centered healthcare.

3. Adaptability – We will ensure all students, faculty, and staff exercise adaptability to achieve success within the rapidly changing healthcare and higher education landscapes by promoting innovation, displaying creativity, and challenging the status quo.

4. Diversity – We will foster an environment that ensures and values inclusivity, belonging, and appreciation. We will provide opportunities that nurture diversity of thought through tailored student experiences.

A CCREDITATION

Accreditation oversight for pharmacy education is provided by the Accreditation Council for Pharmacy Education (ACPE). The Wingate University School of Pharmacy is fully accredited by ACPE through 2029 Additionally, the Southern Association of Schools and Colleges (SACS) approved the University to award the doctoral degree (Doctor of Pharmacy Degree) in 2004.

CONCERNS AND COMPLAINTS

A student who has a concern or a complaint about the School of Pharmacy or the Doctor of Pharmacy Program adherence to the Accreditation Council for Pharmacy Education Standards may file a complaint with ACPE by visiting the complaint webpage: https://www.acpe-accredit.org/students/complaints.asp.

Student Complaints should be directed to the appropriate administrative office including Academic Affairs, Office of Student Services, and Experiential Education. Grade disputes should follow the process below. Complaints will be documented using the schools policies and procedures and handled by the office in charge. If a student does not feel as though their complaint was handled, it can be appealed to the Dean. Complaints will be stored on a password protected drive and accessible to administration only. Complaints will be reviewed on a regular basis by the School of Pharmacy and shared per University policy to maintain SACSCOC accreditation. The file of student complaints will be made available for inspection to ACPE at on-site evaluations, or otherwise at ACPE’s written request. The findings of this inspection, and the resulting implication(s) to the accreditation of the professional program, shall be noted in the Evaluation Team Report.

A DMISSIONS

The Wingate University School of Pharmacy has a special opportunity and responsibility to educate pharmacists who can help meet the health care needs of the state and the nation. The Admissions Committee selects students who in its judgment best provide excellence and diversity in the student body. The school makes a sincere effort to graduate every matriculated student, and a variety of academic and social support services enhance the overall experience of pharmacy

education. Prospective students may make application to the Wingate University School of Pharmacy directly through the National Pharmacy Application Clearinghouse (PharmCAS). The application is available online (www.PharmCAS.org). Admissions decisions are based upon the calculated required pre-pharmacy course work grade point average, PCAT scores, letters of recommendation, and the student interview score. For questions related to admissions, prospective students may direct inquiries to Pharmacy Admissions Hendersonville: 828-6970105, hendersonville@wingate.edu or Wingate: 704-233-8331 or via email at Pharmacy@Wingate.edu.

Because of the nature of the pharmacy profession and its role in the rendering of pharmaceutical care and medication therapy management, the Wingate University School of Pharmacy has incorporated several non-cognitive skill building elements into the pharmacy curriculum. Therefore, in addition to the demonstration of a high level of cognitive skill, the demands of the curriculum dictate that all School of Pharmacy matriculants must demonstrate a prescribed level of psychomotor skill including visual, auditory, motor, and tactile abilities. Professional Technical Standards as determined by the School of Pharmacy must be met with or without appropriate accommodations

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

Wingate University requires that a minimum of 58 semester credit hours of college coursework be completed prior to matriculation into the School of Pharmacy. Applicants must successfully complete the following required courses.

A degree is not required for admission, but we do require that you complete the specific prerequisite courses from an accredited institution in the United States. We recommend a minimum prerequisite GPA of 2.75 or higher to be considered for an interview. If you retake any courses, we will use your highest grade for the GPA calculation. Free transcript reviews are available for each campus by emailing pharmacy@wingate.edu

theater, etc. Physical education and personal wellness courses are not accepted as general education electives.

These courses are required for all applicants, including those who were pre-pharmacy as an undergraduate. You can take these courses at Wingate University or another accredited college, university or community college in the United States.

A helpful list of course equivalents has been put together, including course title and number, from nearby colleges and universities that satisfy the course requirements. It is required that you to complete all of the required courses by the end of summer (Aug. 1) prior to entering the program.

Please keep in mind: Grades for in-progress courses are not considered when we determine your pre-pharmacy GPA. Science courses should be taken within five years prior to the start of pharmacy school. A waiver of the five year time limit may be granted upon review by the Admissions Committee.

AP courses and exams can be accepted for scores of 3 or greater.

A CADEMIC P ROGRAM

The academic program of the Wingate University School of Pharmacy is student-centered. The overarching goal of the curriculum is the assurance of the mastery of the knowledge, skills, abilities, and attitudes prescribed by the profession and by society for the pharmacist of tomorrow. This unique curricular approach has been carefully crafted for continuous quality improvement of its structure and content. Its endpoint can be seen in the health care servant of tomorrow whose commitment to competence does not end upon graduation and whose dedication to the service of others is evident in all considerations and actions undertaken.

A CADEMIC C ALENDAR

Fall 2024

New Pharmacy Student Orientation August 7-9

Classes Begin August 12

Third-year student rotation Block 1 August 12-13

Fourth-year student rotation Block 5 September 2-30

Labor Day Holiday September 2

Third-year student rotation Block 2 September 16 - October 18

Fall Break – No Classes October 18-21

Third-year student rotation Block 3 October 22 - November 22

Fourth-year student rotation Block 6 October 1-31

Fourth-year student rotation Block 7 November 1 - December 11

Classes End November 22

Thanksgiving Holiday November 25-29

Final Exams December 2-11

Spring 2025

Classes Begin January 6

Third-year student rotation Block 4 January 6 - February 7

Fourth-year student rotation Block 8 January 2-31

Martin Luther King Holiday January 20

Third-year student rotation Block 5 February 10 - March 14

Fourth-year student rotation Block 9 February 3-28

Spring Break – No Classes March 17-21

Third-year student rotation Block 6 March 24 - April 25

Fourth-year student rotation Block 10 March 3-31

Fourth-year student rotation Block 11 April 1-30

Easter Holiday Apr. 18-21

Classes End April 25

Final Exams April 28 - May 7

*Anatomy and Physiology: If the course is offered in two parts or Human Anatomy and Human Physiology are taught separately, both parts must be completed to satisfy the prerequisite. Additionally, a larger credit hour course that covers all material in Anatomy and Physiology I and II can also be accepted.

**General Education: Examples include sociology, psychology, foreign language, philosophy, history, ethics, anthropology, public speaking, economics, advanced biology or chemistry courses, business, music,

Commencement May 16

Summer 2025

Fourth-year student rotation Block 1 May

Memorial Day Holiday May 26

Fourth-year student rotation Block 2 June

Juneteenth Holiday June 19

Independence Day Holiday July 4

Fourth-year student rotation Block 3 July

Fourth-year student rotation Block 4 August

First Professional Year Credits

Semester 1 (Fall)

PHAR 810: Foundational Sciences

PHAR 811: Integrated Pharmacotherapy 1

PHAR 815: Foundations of Pharmacy Practice and Community Health Engagement 1

PHAR 816: Skills Lab 1 Prelab

PHAR 817: Skills Lab 1

PHAR 818: Pathways 1

IPE 701: Interprofessional Education

PHAR 819: P1

Semester 2 (Spring)

PHAR 821: Integrated Pharmacotherapy 2

PHAR 822: Integrated Pharmacotherapy 3

PHAR 825: Foundations of Pharmacy Practice and Community Health Engagement 2

PHAR 826: Skills Lab 2 Prelab

PHAR 827: Skills Lab 2

PHAR 828: Pathways 2

IPE 702: Interprofessional Education II

PHAR 829: P1 Recitation

Semester 3 (Summer)

830

Second Professional Year Credits

Semester 3 (Fall)

PHAR 820: P2 Recitation

PHAR 831: Integrated Pharmacotherapy 4

PHAR 832: Integrated Pharmacotherapy 5

PHAR 835: Pharmacy Law and Ethics

PHAR 836: Skills Lab 3 Prelab

PHAR 837: Skills Lab 3

#1

Semester 4 (Spring)

PHAR 823: P2 Recitation

PHAR 841: Integrated Pharmacotherapy 6

PHAR 842: Integrated Pharmacotherapy 7

PHAR 845: Application of Pharmacy Practice and Community Health Engagement

PHAR 846: Skills Lab 4 Prelab

PHAR 847: Skills Lab 4

Elective #2

PHAR 700: Interprofessional Teamwork

5 (Summer) PHAR 850 Introductory Pharmacy

Third Professional Year Credits Semester 6 (Fall)

PHAR 851: Integrated Pharmacotherapy 8

PHAR 852: Integrated Pharmacotherapy 9

PHAR 855: Community Health Engagement Capstone 1

PHAR 856: Skills Lab 5 Prelab

PHAR 857: Skills Lab 5

PHAR 858: Basic Clin Skills-Ambulatory Patient Care or PHAR 868: Basic Clin Skills–Inpatient Care

PHAR 874: P3 Recitation I Elective #3 Elective #4

Third Professional

Semester 7 (Spring)

PHAR 860: Updates in Therapeutics

PHAR 865: Community Health Engagement Capstone

PHAR 864: Advanced Pharmacy Practice

PHAR 866: Skills Lab 6 Prelab

PHAR 867: Skills Lab 6

PHAR 858:

Summer, Fall and Spring (Semesters 7, 8, And 9)

PHAR 890: Advanced Community Practice

PHAR 891: Advanced Hospital Practice

PHAR 892: Adult Internal Medicine

PHAR 893: Ambulatory Care

PHAR 894: Non-Patient Care Elective

PHAR 895: Patient Care Elective

PHAR 896: Graduation Preparation I

897: Graduation Preparation II

C URRICULAR C OMPONENTS

The curriculum is designed with students in mind, offering a variety of teaching methods and opportunities for students to tailor their pharmacy education through an increased number of elective opportunities. Students may also earn digital badges to be displayed on LinkedIn and resumes to showcase individualized training, certifications, and credentials to potential employers.

The WUSOP curriculum equips students with the knowledge, skills, and professional attributes needed to practice in any healthcare setting and address the needs of any patient. Six curricular threads are woven throughout the curriculum to ensure that students are ready for practice upon graduation.

1. Integrated Pharmacotherapy Modules (IGP): Following a foundational first-semester course, this thread includes a series of integrated courses, organized by body systems, which describe the physiology, pathophysiology, pharmacology, medicinal chemistry, and pharmacotherapy for the treatment of common medical disorders. This series of courses provides future pharmacists with a well-rounded knowledge of pharmaceutical and clinical sciences for application in pharmacy practice.

2. Social and Administrative Sciences (SAS): This thread develops engaged community members who solve patient, population, profession, and health care problems utilizing evidence and innovation, while maintaining necessary legal and ethical considerations. As life-long learners, the goal is to utilize and continually evolve cultural and structural competency to communicate and collaborate effectively as members of interand intraprofessional teams.

3. Skills Lab: This thread complements courses taught in the classroom and involves a combination of lab activities and case discussions to augment student learning. The goal is application of foundational, clinical, and affective domain knowledge and skills in preparation for successful pharmacy practice.

4. Pathways: This thread provides a flexible platform which allows for exploration of and additional development in a variety of practice areas to increase opportunities for employment in unique areas of pharmacy practice. This thread offers a mixture of programs and partnerships in live and virtual formats, taking advantage of partnerships between the school and the university and external stakeholders.

5. Experiential Education: This thread prepares practice-ready pharmacists who competently apply skills and knowledge acquired in curricular and co-curricular experiences. This thread begins with introductory experiences in community and hospital pharmacy in the first and second years, faculty-led third year rotation experiences in ambulatory care and inpatient medicine, and culminates in a year of full-time rotation experiences in a variety of practice settings.

6. Interprofessional Education: This thread builds upon and reinforces concepts taught throughout the SAS and Skills Lab threads through intentionally designed courses where students learn about, with, and from students in other health professions programs (e.g., Physical Therapy, Occupational Therapy, Physician Assistant, Nursing, Medicine).

WUSOP IPE V ISION , M ISSION AND G OAL S TATEMENTS

The Interprofessional Education Committee (IPE) deliberated and developed statements for the School of Pharmacy’s IPE Vision, Mission and Goals over this past semester. The statements shown below have been approved by the Committee and we want to share them with the faculty. These will be placed in the student handbook and possibly on the web site. Any comments are welcome.

VISION

The interprofessional education program at Wingate University School of Pharmacy strives to create an exemplary model for preparing student pharmacists for interprofessional, team-based patient centered care.

MISSION

The interprofessional education program at Wingate University School of Pharmacy prepares student pharmacists to be practice ready, interprofessional team members focused on delivering care and advocating for their patients in the effort to improve patient outcomes.

GOAL STATEMENTS:

• IPE program participants will learn about, from and with health professions’ students.

• Interprofessional education will be intentionally planned and integrated within the didactic and experiential education portions of the curriculum.

• Assessment of interprofessional education activities will be intentional and aligned with program goals.

• Meaningful co-curricular and extra-curricular interprofessional education activities will be planned that complement didactic and experiential learning.

• The WUSOP IPE Committee will maintain and establish new interprofessional education opportunities with the Wingate University health profession’s programs, as well as with academic health centers external to Wingate University.

• WF has intentionally planned activities as does Atrium, Main

• Hendersonville-based IPE event – simulation with P4 pharmacy students

C URRICULAR C HANGE

The Wingate University School of Pharmacy Program is subject to ongoing evaluation as dictated by the Accreditation Council for Pharmacy Education (ACPE). The Program Compliance Committee, a standing faculty/student committee, will follow the Guidelines for SelfStudy of ACPE. It should be noted that ACPE guidelines call for ongoing assessment rather than point-in-time assessment of program elements. The Program Compliance Committee reports to the Dean who is responsible for taking action on the findings and recommendations of the Committee. Proposals for curricular modification emanating from these self-study processes are carefully deliberated upon by the entire faculty. While the curriculum and program of study detailed within this catalog were accurate at the time of publication, the School reserves the right to make modifications without advance notice.

P ROGRAM S ITES

The program will be delivered on and off the campuses of Wingate and Hendersonville campuses. Didactic courses will be delivered live and via distant technology while practice experiences will entail learning exercises within affiliated sites including community pharmacies, longterm care facilities, hospitals, and clinics. The School will attempt to place students in locations that are mutually agreed upon but reserves the right to place students in locations that may be distant from campus when necessary. Transportation for all off-campus practice experiences is the responsibility of the student, as are living arrangements and living expenses.

A CADEMIC P OLICIES

ACADEMIC HONORS

THE DEAN’S LIST

Students whose academic performance is within the top ten percent of the class are placed on the Dean’s List after each semester. Eligible students must be enrolled full-time and in good academic and professional standing. Fourth-year professional students are not eligible for the Dean’s List.

GRADUATION WITH DISTINCTION

Students who attain a School of Pharmacy cumulative grade point average of 3.5 or greater will be specially recognized upon graduation.

3.90 or higher = summa cum laude

3.70 to 3.89 = magna cum laude

3.50 to 3.69 = cum laude

ACADEMIC PROGRESSION AND GRADUATION

ACADEMIC PROGRESSION AND GRADUATION

Each year, full progression is awarded to students who have successfully achieved a grade of C or higher in all coursework within the School of Pharmacy Remediation activities may be available for selected courses.

GRADING

All grades will be calculated on the basis of the following scale:

A 89.5% to 100% = 4.0 Grade Points per Semester Credit Hour

B 79.5% to < 89.5% = 3.0 Grade Points per Semester Credit Hour

C 69.5% to < 79.5% = 2.0 Grade Points per Semester Credit Hour

F < 69.5% or below = Zero Grade Points per Semester Credit Hour

ACADEMIC WARNING

• Receipt of 1st failure

• Students are not considered to be in good academic standing and may not hold offices or committee chairs in student organizations nor may they travel to national or regional meetings that conflict with scheduled classes

• The Student Affairs Committee (SAC) will develop an academic contract for the student whose terms must be satisfied within the timeline imposed per the contract for continued progression. Those unable to meet the terms of the contract are subject to dismissal from the program

• Advisor reassignment may occur

• Students will be considered in good academic standing once the failed course is successfully passed

ACADEMIC PROBATION (STUDENT MAY CONTINUE TAKING COURSES AS OUTLINED BY STUDENT AFFAIRS COMMITTEE)

• Receipt of failure in a 2nd (different) course

• Students are not considered to be in good academic standing and may not hold offices or committee chairs in student organizations nor may they travel to national or regional meetings that conflict with scheduled classes

• The Student Affairs Committee (SAC) will develop an academic contract for the student whose terms must be satisfied within the timeline imposed per the contract for continued progression. Those unable to meet the terms of the contract are subject to dismissal from the program.

• Advisor reassignment may occur.

• Students will be considered in good academic standing once the courses are satisfactorily completed and the terms of the contract are met.

ACADEMIC DISQUALIFICATION (STUDENT IS DISMISSED FROM THE PROGRAM)

• Any of the following:

o Receipt of 2 or more failures

o Receipt of 2nd failure of the same course

o Permanent inability to meet the Professional Technical Standards

• Note: Disqualified students may petition the SAC to reapply to the School of Pharmacy as an entering P1 student

DURATION OF STUDY

Students have a maximum of six years to complete the Doctor of Pharmacy Program.

ACADEMIC PETITIONS

If a student does not meet the academic standards or regulations of the School of Pharmacy, s/he may petition the Student Affairs Committee (SAC) for an exception to the policy within 3 business days of receiving the grade. The SAC meets on an as needed basis to review petitions. Each student is responsible for submitting his/her own petition. Students must submit petitions to the SAC in writing using the Academic Petition Form. The student must meet with his/her faculty advisor to discuss the petition process. If the student is unable to consult with his/her advisor in advance s/he may also seek guidance about the petition process from the Assistant Dean for Student Services. Students have the option to appear before the SAC to present the petition and answer questions. If a student does not wish to appear before the committee, the petition will be considered without the student present.

The student will be officially informed of the decision by the Assistant Dean for Student Services. If the decision is approved, a revised plan of study and terms of agreement for the conditions are prepared for the student. The student has two business days to agree to the terms by signing the agreement and returning to the Assistant Dean for Student Services. If a petition is denied, the students may meet with the Assistant Dean for Student Services to discuss options regarding their educational plans. As a final option, students may appeal a denied petition to the Dean after meeting with the Assistant Dean for Student Services Appeals should be in writing and sent to the Dean within 3 business days of notification from the SAC committee. The appeal should address concerns about the SAC process and/or new information.

ADVISING

Advising is one of the cornerstones of the Wingate University School of Pharmacy. This feature of the student experience is coordinated through the Office of Student Services. Upon matriculation, each student will work with the Student Success Counselor to learn about the Blue Curriculum Advising Model. During the spring semester, P1 students will be matched to a faculty advisor. P2-P4 students will maintain their current assigned faculty advisors. To assist students with issues related to the curriculum, other educational opportunities, academic progression, career decision-making, and personal concerns, students should meet with their faculty advisor and/or one of the Assistant/Associate Deans, depending on the nature of the issue. Students should meet with their faculty advisors no less than once per semester.

A SSESSMENT

The faculty and practitioners have identified the ability set for which a student must demonstrate mastery each year of the program. Students who do not demonstrate mastery will be given plans for remediation of their deficiencies and may be required to submit to a reassessment of those abilities not mastered prior to full progression.

The inability to demonstrate mastery of the skill sets prescribed may result in delayed progression. The annual assessment exam scores are not equivalent to course grades. They measure different competencies and therefore, are not interchangeable. Course grades are used to determine progression through the curriculum and Doctor of Pharmacy Degree completion.

ATTENDANCE

Attendance is expected and is critical for successful acquisition of knowledge and skills required of the candidates for the Doctor of Pharmacy degree. Students who miss class place themselves at an academic disadvantage.

The Office of Student Services may grant excused absences for medical emergencies, car malfunction or accidents, debilitating illness or death in the immediate family; all other absences are generally unexcused. All absences that occur on an examination, quiz, or special project day require appropriate documentation. Absences associated with weddings, personal travel, traffic court summons, or

other non-emergency events do not meet the criteria for excused absences. It would be highly unusual for any student to request an excused absence more than once per semester. Those with circumstances that extend beyond one day should immediately alert the Assistant Dean for Student Services or Regional Dean.

Students must take all tests, including quizzes, midterms, and final exams, and participate in all lab exercises at their assigned campuses as scheduled in course syllabi. Faculty at Wingate University School of Pharmacy encourage students to participate in local, regional and national professional organizations. Those who plan to attend professional meetings in order to fulfill official duties or make presentations when exams are scheduled should submit an Anticipated Absence Request form to the Office of Student Services 6 weeks before the anticipated absence. International students may also submit the Anticipated Absence Request form in advance of court appearances. Respective Deans will communicate with the faculty teaching the affected classes.

Punctuality is essential. Excessive tardiness is unacceptable and may result in an unexcused absence. Instructors will have the discretion to determine if students can make-up missed quizzes or assignments due to tardiness. Students should refer to the Exam Proctoring Procedures document for directions regarding late arrivals to exams.

For courses provided online, students should be fully engaged in the course materials and should not be participating in other activities such as driving, work, home activities, etc.

CAMPUS TRANSFERS

Students seeking to transfer from one pharmacy campus to another must request permission and approval from the Assistant Dean for Student Services. To be considered for a transfer, students must have a compelling reason or extenuating circumstances. All transfer requests should be submitted in writing directly to the Assistant Dean for Student Services.

DISABILITY ACCOMMODATIONS

Any student who, because of disability, may require special arrangements in order to meet course requirements must first obtain approval for accommodations through the University’s Office of Disability Support Services. Once accommodations are approved, the student must meet with the Assistant Dean for Student Services and then with the course leader prior to or during the first week of class each semester to determine implementation. It is the student’s responsibility to present accommodation requests to each course coordinator within the first week of class of each new semester.

Accommodations are for present and future activities and are not retroactive. Disabilities that are not approved by the University’s Office of Disability Support Services will not receive special accommodations. Ms. Kristin Wharton, Executive Director of the Academic Resource Center | kwharton@wingate.edu; 704-233-8366

EXAMINATIONS

Students are expected to complete examinations as scheduled Students must obtain and submit a Request for Excused Absence from the Office of Student Services, and if approved, contact the course instructor to reschedule the exam. Those who are tardy may be asked to leave the classroom and not allowed to take the examination. Students who arrive to examinations late will not be allowed to take the examination if one student has already left the examination room.

Students are expected to remain in the examination classroom throughout the duration of the exam. Students may take restroom breaks during assessments, but should do so only if they are unable to wait until the end of the assessment.

GRADE DISPUTES

DIDACTIC

Any student who has reason to question a graded assignment, test, or final course grade must first submit the concern to the instructor in writing within ten business days of receiving the grade. Upon receipt of this written notification, the instructor will provide a written response

to the student within 10 business days. If the appeal to the instructor is not satisfactory, the student may appeal to the faculty team leader of the course in question by forwarding the original written complaint along with any additional information in writing.

If not resolved at the faculty course leader level, the student may appeal the grade to the Associate Dean of Academic Affairs The student must submit the complaint in writing to the Associate Dean of Academic Affairs and copy the Instructor and/or Team Leader of the course.

The Associate Dean may not consider any grade appeal without consulting with the faculty team leader and/or instructor for the course in question. The Associate Dean of Academic Affairs may not change a grade but will advise the Dean regarding the situation. The Dean’s decision on a grade dispute is final.

EXPERIENTIAL/PRACTICE EXPERIENCE

Any student who has reason to question a graded assignment or final rotation grade must first discuss the nature of the concern with the preceptor within ten business days of the end of rotation. If a resolution to the problem is not reached at the level of the preceptor, the student may appeal the grade.

The student may appeal to the Assistant Dean of Experiential Education. The student must submit the complaint in writing to the Assistant Dean for Student Services and copy the rotation preceptor.

If not resolved at that level, the student may appeal the grade to the Assistant Dean for Student Services. The student must submit the complaint in writing to the Assistant Dean for Student Services and copy the Assistant Dean of Experiential Education.

The Assistant Dean for Student Services may not consider any grade dispute without consulting with the Assistant Dean of Experiential Education. The Assistant Dean for Student Services may not change a grade but will advise the Dean regarding the situation. The Dean’s decision on a grade dispute is final.

GRADUATION

Students who enroll in and pass each required and elective course within the curriculum, have amassed the prescribed hours of practice experience, have achieved a School of Pharmacy grade point average of at least 2.0, and have been judged by the faculty to have met all the academic and professional requirements will be eligible for graduation.

PERSONAL HEALTH INSURANCE

Students are required to maintain personal health insurance coverage during their enrollment in t he School of Pharmacy. Students are responsible for all health care costs associated with an illness or injury that results from any activity on campus or at an affiliated training site. Neither the University nor its practice experience partners bear any responsibility for health care costs of the student.

P ROFESSIONALISM

The School of Pharmacy at Wingate University is committed to the development of the pharmacy professional. In all professional pharmacy endeavors students are expected to think, act, and behave professionally and throughout the pharmacy curriculum where applicable, students are graded based on their professional contributions. Students are expected to display appropriate respect for the rights and privileges of their peers and other members of the University community and their guests. Classroom and laboratory atmospheres must be free from any sort of disruption. Consequently, all courses require the illustration of professional characteristics during and outside of formal class time. Professional characteristics are reflected in the student’s adherence to course policies, School of Pharmacy Handbook guidelines, and the University Code of Conduct.

Instructors reserve the right to take the following action for students who do not adhere to professional expectations: reduction in student points gained for the day, dismissal from the class, or receiving an unexcused absence

PROFESSIONAL CONDUCT REVIEW BOARD

The Student Affairs Committee (SAC) is composed of members of the faculty and student body. Student members will be nominated by faculty

and staff. Once approved by the Dean, nominees will be put forward for a vote before peers in their class year. One student representative for each class year will be selected by majority vote. Appropriate studentrelated issues for Board deliberation may include, but are not limited to the following: academic misconduct, unexcused absences, drug diversion, failed drug screens, drug or alcohol intoxication, failure to report for a drug screen, unauthorized access, distribution of restricted materials, falsifying records, unprofessional response to conflict, attire and professional bearing compromises, inappropriate language, harassment, bullying, failure to comply with reasonable instructions, tardiness, communications not up to professional standards, personal and/or cultural insensitivity, HIPAA violations, or other conduct unbecoming of a professional. The SAC may also refer these matters to the University’s Office of Community Standards and/or Title IX Coordinator. Allegations involving sexual harassment will be handled exclusively by the Office of the Wingate University Title IX Coordinator. Concerns related to faculty and/or staff professionalism should be brought forward to the Assistant Dean of Student Services and/or the Office of Human Resources.

Academic or professional misconduct is a reflection on professionalism and therefore falls under the purview of this Committee. Students or employees who suspect possible violations of the Code of Professional and Academic Conduct should report this to the Committee Chair within 7 working days (excluding holidays and school closures) of becoming aware of the suspected violation, and shall provide any known or available evidence. The Committee Chair, with or without consultation of the Vice-chair, shall review the report and determine whether the alleged conduct, if true, would rise to the level of unprofessional conduct contemplated by this policy. If the Committee Chair and/or Vice-chair determines that the alleged conduct falls within this policy the Committee Chair or Vice-Chair shall investigate by interviewing relevant witnesses and reviewing relevant materials, and in the discretion of the Committee Chair, the student who is alleged to have been engaged in the putative misconduct. When possible, the referred student will remain anonymous to everyone except the Committee Chair, Assistant Dean of Students, Assistant Dean for Hendersonville (if applicable), and Dean. The Committee Chair shall prepare a formal complaint that includes the alleged conduct within 5 working days. The referred student and their faculty advisor will be notified of the formal complaint. The referring party (ex. student, faculty or staff member) will not receive any notification related to the formal complaint.

Committee meetings will be called by the Chair or Vice-Chair within 10 working days of the formal complaint. The Committee will convene to review the issue and the involved parties will be invited to speak, as deemed necessary. When possible, the referring party will remain anonymous unless they request otherwise. All Committee meetings will be closed sessions as student confidentiality is a priority. Outside participants are not allowed unless previously approved by the Chair or Vice-Chair for the explicit purpose of providing necessary information. Students may request one trusted advisor be present for support but this must be coordinated with the Chair or Vice-Chair in advance of the meeting. Failure to appear will not stop proceedings. Committee deliberations and voting will be private. Disciplinary action will be determined by a simple majority vote. The Chair will not vote except in the event of a tie. Within 48 working hours, the Committee will provide a response to the Assistant Dean of Students (or another Administrator if the Assistant Dean of Students if unavailable) which may include a final recommendation or, if necessary, a request for additional information. Should additional information be required, the referred student will be notified. The referring party will not be notified of the Committee’s final decision. Exceptions may include a decision that impacts a student’s academic performance (ex. grade adjustment). After notification, formal appeals must be filed by the sanctioned student within 72 working hours of notification to the Dean.

A student may appeal based on one of the following criteria: (1) a procedural irregularity that affected the outcome of the matter; (2) new evidence that was not reasonably available at the time the determination that could affect the outcome of the matter; or (3) bias or a conflict of interest by a member of the Committee. The decision of the Dean is final and is not appealable.

Sanctions shall be determined by the Student Affairs Committee and recommended to the Assistant Dean of Students (or another Administrator if the Assistant Dean of Students if unavailable) for approval. Recommendations shall be based on the severity of the infraction and may include more than one sanction. Repeated infractions may result in more significant sanctions. All final sanctions will be reported to the student’s faculty advisor, and the Office of Student Services to be kept in the student’s file. Possible recommended sanctions include, but are not limited to:

Additional Education

• Training to be completed in a specific timeframe to educate the student on the issue and encourage continued professional development

Letter of Reprimand

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

Professionalism Probation

• Period of specified time during which a student is not in good professional standing

• During this time, a student may not be allowed to:

o Hold an office in student organizations

o Represent the school for certain extracurricular activities

o Receive support for conferences/meetings

o Receive scholarships or awards/honors of distinction

Grade adjustment with or without re-assignment

• Receiving an “F” on the course assignment

• Receiving an “F” on the overall course Service

• May include service to the community, profession, School of Pharmacy, and/or Wingate University Suspension

• Temporary separation from the school with conditional readmission

Dismissal

• Permanent separation from the school Counseling or other professional services

• Counseling services may be provided by the school or external bodies. The student may be responsible for payment of services for any recommended counseling or support Other discretionary sanctions based upon committee discussion and/or consultation with the appropriate administrator

REMEDIATION

Remediation and re-evaluation will be offered to students whose course grade is between 64.5-69.4% and who demonstrated consistent effort throughout the course as defined in the remediation eligibility criteria. Students should be able to progress through the Doctor of Pharmacy curriculum with post-semester or end of course remediation and reevaluation. Students are allowed a maximum number of 3 remediation/re-evaluation attempts during didactic coursework during their time as a WUSOP student, P1-P4 year. Additional remediation/reevaluation attempts require an appeal to the Student Affairs Committee. Generally, students whose course grade is <64.5% will be required to retake the course in its entirety the next time it is normally offered. This may result in a delay in completing the Doctor of Pharmacy program, along with associated financial implications, or dismissal from the Doctor of Pharmacy program

REPEAT COURSES

Students who repeat or re-take a course, the last grade earned becomes the current grade in the course even if it is lower than the first grade. The last grade will be used to determine academic progression, grade point averages, honors, and other related graduation requirements.

STUDENT RESP ONSIBILITIES

All financial obligations associated with the student’s pharmacy education lie with the student including transportation, textbooks, course materials, and other incidental costs Students are expected to attend each activity of the course and actively participate in the discussions and assignments.

T EMPORARY LEAVE OF ABSENCE (TLA) (STUDENT IS NOT ENROLLED IN COURSES)

The Assistant Dean for Student Services may recommend a leave of absence for any student who is temporarily unable to meet the Professional Technical Standards. Students may also request a TLA in the event that the student’s health (e.g. physical, mental, emotional) is in jeopardy. The required terms will be outlined in a written contract for the student to resume participation in the program.

W ITHDRAWAL

Students are not permitted to withdraw selectively from courses during the semester. Students may request a withdrawal from all courses from the Assistant Dean of Students no later than week ten (10) of the semester. To request a withdrawal, the student must meet with the Assistant Dean of Students for consultation and complete the required forms provided by the Assistant Dean following the meeting.

D EPARTMENT OF P HYSICAL T HERAPY

Interim Program Director: Brett MacLennan

Professors: Karen Friel, Mary Swiggum

Associate Professors: Brett MacLennan, James Massey, Tyler Shultz

Assistant Professors: Danielle Felsberg, Jordan Felsberg, David Hysell, Jill Nappi-Kaehler, Jaclyn Polk, Deborah Prouty

Wingate University is operated on a nondiscriminatory basis. Wingate University complies with federal law, including the provisions of Title VI of the Civil Rights Act of 1964, Title IX of Education Amendments of 1972, Sections 503 and 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act. Wingate University does not discriminate on the basis of race, sex, religion, color, national or ethnic origin, age, disability or military service in its administration of education policies, programs, activities or services; admissions and housing policies; scholarship and loan programs; or employment; except where exemption is appropriate and allowed by law. Inquiries or complaints should be directed to the Office of Business Affairs.

Wingate University further complies with the provisions of the Family Educational Rights and Privacy Act of 1974. This act, as it applies to institutions of higher learning, ensures that students have access to certain records that pertain to them and that unauthorized persons do not have access to such records. A copy of the Act and the University’s policy regarding Student Educational Records and Information is available upon request at the Office of the Dean of Students and at the Office of the Registrar. Information on crime statistics and graduation rates is available upon request in the Office of Admissions.

This handbook contains detailed information describing the admission, progression, and graduation requirements for the doctor of physical therapy candidate. The candidate is responsible for knowing the policies, procedures, curricular requirements, and codes of conduct for the Department and the University.

The information contained in this handbook is accurate as of the date of publication. However, the University reserves the right to make changes in the program of study, financial policies, and regulations at any time deemed appropriate by the University.

Each student is responsible for his/her progress towards degree completion. Neither the student’s advisor nor the faculty of the Department are responsible for ensuring that the student meets degree requirements. The Department and/or University may terminate enrollment of any student for professional, academic, or financial reasons.

Special Note: It is very important to recognize that there may be differences in the procedures described in the general university student handbook for non-physical therapy students in comparison to the procedures for students enrolled in the professional physical therapy program. These differences are intended and have been carefully crafted based on the nature of the doctoral level professional program. In those cases where procedures are different, the procedures specific to the

professional physical therapy program take precedence over those described for the general undergraduate program.

A CADEMIC C ALENDAR

Classes

Labor

Fall

A BOUT THE D EPARTMENT

The Wingate University Department of Physical Therapy was founded in 2012, and opened its doors to the charter class beginning study in January 2014. The class size has been capped at 44 to assure special attention to every student. All Wingate University physical therapy faculty have made a strong commitment to student-centered education, striving for excellence both in and out of the classroom. No courses, discussions, case studies or laboratories are taught by graduate students.

The accrediting agency for physical therapy education is the Commission on Accreditation in Physical Therapy Education (CAPTE). The program is fully accredited through 2032.

Wingate University Department of Physical Therapy is in strict compliance with the accreditation guidelines of CAPTE. Wingate University Department of Physical Therapy’s mission statement is – to provide an innovative, scholarly, learner-centered environment to cultivate exceptional, mindful and impactful physical therapists who are leaders in, and committed to, interprofessional collaboration, global community engagement and professional formation.

The salient values and expectations of every member of the Wingate University Department of Physical Therapy include programs that will consistently strive to include the following guiding principles in all aspects of the educational experience:

• Academic Rigor to ready the graduate for physical therapy practice and professional and community service.

• Active Learning Strategies that foster intellectual development and scientific reasoning.

• Commitment to Student Success that provides each student with the necessary support to be successful in academic achievement.

• Integrity in every facet of educational, professional and personal growth among faculty, staff and students.

• Value Diversity and the unique contributions that can be provided among all faculty, staff and students.

• Sense of Community that works to benefit the larger Wingate community and Piedmont region of North Carolina, and to maintain mutually beneficial connections with our alumni.

PROGRAM SITES

The program is delivered onsite on the Wingate campus of Wingate University. Clinical education experiences will entail learning exercises within affiliated sites within the physical therapy network. The Department will attempt to place students in locations that are mutually agreed upon but reserves the right to place students in locations that may be distant from campus when necessary. Transportation for all offcampus clinical education experiences is the responsibility of the student, as are living arrangements and living expenses.

A CCREDITATION

Graduation from a physical therapist education program accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE), 3030 Potomac Ave, Suite 100, Alexandria, VA 22305; phone; 703-706-3245; accreditation@apta.org is necessary for eligibility to sit for the licensure examination required in all states.

E NTRY - LEVEL DPT PROGRAM :

The Doctor of Physical Therapy Program at Wingate University is accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE), 3030 Potomac Ave, Suite 100, Alexandria, VA 22305; telephone: 703-706-3245; email: accreditation@apta.org; website: http://www.capteonline.org.

CAPTE considers complaints about programs that are accredited, or are seeking accreditation by CAPTE, and complaints about CAPTE itself. The process for formal complaints regarding CAPTE can be found at http://www.capteonline.org/Complaints/

A DMISSION S

The Wingate University Department of Physical Therapy has a special opportunity and responsibility to educate physical therapists who can help meet the health care needs of the state and the nation. The goal of the DPT Admissions Committee is to select candidates who will succeed in the program, fill the health care needs of the U.S. upon graduation, and advance the profession of physical therapy, but who will also reflect the multifaceted diversity of society. These goals are consistent with the Wingate University Mission of Commitment to Knowledge, Faith and Service.

Wingate University requires that all applicants matriculating into the DPT Program hold an earned baccalaureate degree or higher from an accredited institution in the U.S., and in addition completed all identified prerequisite course work with a grade of “C” or higher prior to matriculation into the Department of Physical Therapy. See Definition of Accredited Institutions under Graduate Policies and Procedures. Applicants must also meet other minimum requirements as identified on the application and accompanying documents.

Prospective students may make application to the Wingate University Department of Physical Therapy through the avenue described on the applicable programmatic webpage at https://www.wingate.edu/academics/graduate/physical-therapy Admissions decisions are multi-factorial and consider a composite score calculated from the required pre-physical therapy course work, grade point average, letters of recommendation, an interview, and any other student interactions with faculty, staff or other persons associated with Wingate University occurring during the admissions process. Other factors involving any student applicant’s likelihood to be successful within the program are also considered. Additionally, the program may have specific goals or expected outcomes for the entering cohort that may be factored into the admissions process. For questions related to

admissions, prospective students may direct inquiries to dpt@wingate.edu or by calling (704) 233-8674.

Because of the nature of the physical therapy profession and its role in the rendering of patient care, the Wingate University Department of Physical Therapy has incorporated several non-cognitive skill building elements into the physical therapy curriculum. Therefore, in addition to the demonstration of a high level of cognitive skill, the demands of the curriculum dictate that all Department of Physical Therapy matriculants must demonstrate a prescribed level of psychomotor skill including visual, auditory, motor, and tactile abilities. Essential functions as determined by the Director of the Department of Physical Therapy must be met with or without appropriate accommodations.

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

PRE-MATRICULATION PHYSICAL THERAPY ACADEMIC REQUIREMENTS

ACADEMIC REQUIREMENTS

Hold a baccalaureate degree or higher from an accredited institution in the United States (see Definition of Accredited Institutions under Graduate Policies and Procedures), and in addition completed all identified prerequisite course work with a grade of “C” or higher prior to matriculation into the Department of Physical Therapy.

Academic Requirements

SCIENCES 31 SEMESTER HOURS

• 4 semester hours Biology with lab

• 8 semester hours Chemistry (I and II) with lab

• 8 semester hours Physics (I and II) with lab

• 4 semester hours Human Anatomy with lab

• 4 semester hours Human Physiology with lab

• 3 semester hours Advanced Biology or Upper Level Science

PSYCHOLOGY -- 3 SEMESTER HOURS

• 3 hours of Normal Psychology

MATH 6 SEMESTER HOURS

• 3 semester hours Pre‐calculus or above

• 3 semester hours Statistics

OTHER REQUIREMENTS

In an attempt to allow thorough informed consent to attend the professional program, all students who matriculate into the entrylevel DPT program MUST complete a criminal background check (CBC) as prescribed by the program. This CBC will allow the Program Director and student to be alerted to any potential background information which may interfere with or preclude a student from completing a clinical internship and/or securing the opportunity to sit for licensure in their desired state. After a review and conversation regarding any findings in the CBC, the matriculating student may be asked to provide written documentation of their informed consent to continue with the matriculation and education process.

The Doctor of Physical Therapy (DPT) Program at Wingate University, in compliance with the Americans with Disabilities Act (ADA), does not discriminate against qualified individuals with disabilities. A person qualified for the DPT program is one who has met academic standards and is able, with or without reasonable accommodations, to meet the essential functions of a physical therapist.

These essential functions are the activities that a student physical therapist must be able to perform, with or without accommodations, in partial fulfillment of the requirements for successful completion of the professional curriculum. They are applicable in the classroom, laboratories, simulated clinical settings, and on clinical education assignments.

Wingate University uses independent clinical education sites that may or may not be able to offer the same reasonable accommodations made available by the University.

The essential functions articulated below will help students interested in the DPT program to make an informed decision about career choice. Other specific requirements and competencies are outlined in course syllabi and clinical performance tools.

Faculty will assess each student's ability to meet the Essential Functions. Students must be able to confidently state that they can meet these requirements prior to entering the program.

• The Essential Functions will be sent to each student with their acceptance information and posted on the department website.

• The accepted student will read the document and send the initialed and signed copy back to the department within one month of accepting a seat in the program.

• Failure to meet the Essential Functions at any point during the program may prevent the student from progressing through the program. If, in the professional judgment of the faculty, no reasonable accommodation can be made to allow for successful performance, the student may be terminated from the program. PT faculty will work with the Office of Disability Services to assess the options available to meet the Essential Functions.

• Students who seek reasonable accommodations for a diagnosed disability should refer to the section of the University Catalog entitled, "Disability Services".

ESSENTIAL FUNCTIONS OF A PHYSICAL THERAPIST*

Note: Students will be required to acknowledge and attest to the following: THE STUDENT PHYSICAL THERAPIST MUST HAVE THE CAPACITY TO:

OBSERVE

• Must be able to interpret written and illustrated material both in print and electronic form. Perceive discriminatory findings on radiographic images. Assess patient/client posture, gait, movement patterns, monitor physiological responses, assess depth and characteristics of integumentary/skin/soft tissue compromise, and read degrees of motion on a goniometer.

COMMUNICATE

• Communicate effectively and sensitively with persons of any cultural and social background using appropriate verbal, nonverbal, and written communication skills with faculty, peers, other members of the inter-disciplinary team, and patients/clients/caregivers.

• Confidently, comprehensively, and concisely communicate relevant information regarding patient status with appropriate members of inter-disciplinary team. Utilize empathetic listening skills to promote open communication and develop a positive rapport with faculty, peers, other members of the interdisciplinary team, and patients/clients/caregivers.

• Read, write, record, and interpret written and nonverbal communication in a timely manner using both written and electronic formats at a competency level that allows a physical therapist to safely function in the academic or clinical setting in a professional manner.

• Provide complete, accurate and timely written documentation of patient history and physical examination.

Wingate

INTELLECTUAL/CONCEPTUAL, INTEGRATIVE, & QUANTITATIVE

ABILITIES

● Effectively organize and prioritize tasks when simultaneously managing the treatment of multiple patients or other rehabilitation duties simultaneously.

● Effectively manage patient care and other rehabilitation duties with lab partners, patients, families, and others under stressful conditions, including but not limited to medically or emotionally unstable individuals, situations requiring rapid adaptations, the provision of CPR, or other emergency interventions.

● Seek, incorporate, synthesize, reason, and analyze information from peers, instructors, and the literature in both didactic and clinical settings.

● Recall and retain information in an efficient and timely manner.

● Organize and prioritize multiple, simultaneous tasks, integrate information, and make sound decisions that ensure the safety of the patient and others.

● Demonstrate the capability to manage and maintain 100% of a full-time physical therapist’s caseload in a cost-effective manner.

● Problem solve, recognize deviations from a norm, formulate assessments, and derive clinical judgments from information collected.

● Possess the social and emotional stability to manage stress and function effectively under unpredictable circumstances encountered in clinical, classroom and laboratory settings.

SOCIAL/PROFESSIONAL ATTRIBUTES

• Function effectively under high stress and proactively make use of available resources to help maintain both physical and mental health.

• Demonstrate personal hygiene and attendance necessary for effective participation in academic and clinical activities.

• Accurately self-assess and self-reflect in a timely manner to continually improve professional skills.

• Display ethical and legal behaviors consistent with the American Physical Therapy Association (APTA) Code of Ethics.

• Display professional behavior consistent with the APTA Core Values of Professionalism.

• Students must be able to practice in a safe, legal, and ethical manner, including in emergency situations.

SENSORY AND MOTOR COORDINATION AND FUNCTION

• Observe and process information with accuracy and efficiency via the senses: visual, auditory, exteroceptive (smell, touch, pain, and temperature), and proprioceptive (position, pressure, movement, stereognosis [ability to perceive form], and vibratory) phenomena.

• Perform gross and fine motor movements with coordination sufficient to perform complete physical therapy examinations and interventions including the use of physical therapy and monitoring devices.

• Have sufficient levels of postural control, neuromuscular control, and eye-hand coordination for satisfactory performance in patient care and classroom or laboratory settings.

• Possess sufficient mental and physical stamina to meet the physical activity and productivity demands associated with extended periods of sitting, standing, moving, lifting, and physical exertion required for satisfactory performance in patient care, clinical education, and classroom or laboratory settings.

*Adapted with permission from Misericordia University and the University of Delaware.

A CADEMIC P ROGRAM

The academic program of the Wingate University Department of Physical Therapy is learner-centered. The overarching goal of the curriculum is the assurance of the mastery of the knowledge, skills, abilities, and attitudes prescribed by the profession and by society for the physical therapist of tomorrow. This unique curricular approach has been carefully crafted for continuous quality improvement of its structure and content. Its endpoint can be seen in the health care servant of tomorrow whose commitment to competence does not end upon graduation and whose dedication to the service of mankind is evident in all considerations and actions undertaken.

Year One

Semester 1 (Spring 2022)

DPT 711: Human Gross Anatomy

DPT 712: Human Physiology

DPT 713: Clinical Practice 1; Screening & Examination

DPT 714: Research I; Search & Appraisal of Lit

DPT 715: Physical Therapist as a Professional 1

DPT 716: Principles of Pharmacology

DPT 717: Integrated Clinical Experience I

Semester 2 (Summer 2022)

DPT 721: Applied Kinesiology

DPT 724: Neuroscience

DPT 725:

3 (Fall

DPT 731: Research II: Design & Statistics

DPT 732: Pathophysiology

DPT 733: Clinical Practice 2: Evaluation/Diagnosis

DPT 736: Integrated Clinical Experience III

DPT 744: Diagnosis & Management of Musculoskeletal

Year Two

Semester

741: Clinical Practice 3: Prognosis/Intervention DPT 742: Motor Development & Motor Behavior DPT 743: Research 3: Outcomes Assessment/Capstone

745:

6 (Fall

DPT 752: Diagnosis & Management of Neurological Conditions 2

DPT 761: Diagnosis & Management of Cardiopulmonary

Semester 7 (Spring 2024)

Year One Credits

Semester 1 (Spring 2023)

DPT 711: Human Gross Anatomy

DPT 712: Human Physiology

DPT 713: Clinical Practice 1; Screening & Examination

DPT 714: Research I; Search & Appraisal of Lit

DPT 715: Physical Therapist as a Professional 1

DPT 716: Principles of Pharmacology

DPT 717: Integrated Clinical Experience

Semester 2 (Summer 2023)

DPT 721: Applied Kinesiology

DPT 724: Neuroscience

DPT 725: Integrated Clinical Experience II

DPT 774: The Patient as a Learner

Semester 3 (Fall 2023)

DPT 731: Research II: Design & Statistics

DPT 732: Pathophysiology

DPT 733: Clinical Practice 2: Evaluation/Diagnosis

DPT 736: Integrated Clinical Experience III

DPT 744: Diagnosis & Management of Musculoskeletal 1

DPT 783: Prosthetics & Amputation

Year Two Credits

Semester 4 (Spring 2024)

DPT 735: Diagnosis & Management: Acute Care

DPT 741: Clinical Practice 3: Prognosis/Intervention

DPT 742: Motor Development & Motor Behavior

DPT 743: Research 3: Outcomes Assessment/Capstone

DPT 745: Diagnosis & Management of Neurological Conditions 1

DPT 746: Clinical Internship 1 (2nd 8 weeks)

IPE 702: Interprofessional Education II

Semester 5 (Summer 2024)

DPT 751: Diagnosis & Management Musculoskeletal Cond 2

DPT 754: Integrated Clinical Experience IV

DPT 755: Management of Geriatric Client

DPT 768: Management of Pediatric Client

Semester 6 (Fall 2024)

DPT 752: Diagnosis & Management of Neurological Cond 2

DPT 761: Diagnosis & Management of Cardiopulmonary Conditions

DPT 766: Differential Diagnosis for the PT

DPT 767: Integrated Clinical Experience V

DPT 769: Diagnosis & Management of Musculoskeletal 3

DPT 775: Psychosocial Implications in

Year Three

Semester 7 (Spring 2025)

DPT 762: Clinical Integration

DPT 771: Clinical Internship 2 (1st 8 weeks)

DPT 772: Wellness and Prevention

DPT 776: Diagnostic Imaging in Rehabilitation

DPT 777: Management/Administration in Healthcare

DPT 778: Global

8 (Summer 2025) DPT

Semester 9 (Fall 2025)

Year One

Semester 1 (Spring 2024)

DPT 711: Human Gross

DPT 713: Clinical Practice 1; Screening & Examination

DPT 714: Research I; Search & Appraisal of Lit

DPT 715: Physical Therapist as a Professional 1

DPT 717:

Semester 2 (Summer

DPT 720: Clinical Medicine in Physical Therapy II

DPT 721:

DPT 724:

DPT 725:

Semester 3 (Fall

DPT 726: Clinical Medicine in Physical Therapy III

DPT 731: Research II: Design & Statistics

DPT 733: Clinical Practice 2: Evaluation/Diagnosis

DPT 736: Integrated Clinical Experience III

744: Diagnosis &

Two

Semester 4 (Spring 2025) DPT 735: Diagnosis & Management: Acute Care

DPT 741: Clinical Practice 3: Prognosis/Intervention

DPT 742: Motor Development & Motor Behavior

DPT 743: Research 3: Outcomes Assessment/Capstone

DPT 745: Diagnosis & Management of Neurological Conditions 1

746:

5 (Summer 2025)

751: Diagnosis

Semester 6 (Fall 2025)

DPT 752: Diagnosis & Management of Neurological Cond 2

DPT 761: Diagnosis & Management of Cardiopulmonary Conditions

Year Three

Semester 7 (Spring 2026)

DPT 762: Clinical Integration

DPT 771: Clinical Internship 2 (1st 8 weeks)

DPT 772: Wellness and Prevention

DPT 776: Diagnostic Imaging in Rehabilitation

DPT 777: Management/Administration in

Semester 8 (Summer 2026)

DPT 781: Clinical Internship 3 (10 weeks)

DPT 764: Physical Therapist as a Professional 2 DPT 784: Selectives

Semester 9 (Fall 2026)

DPT 791: Clinical Internship 4 (12 weeks)

DPT 763: Research 4:

Year One Credits

Semester 1 (Spring 2025)

DPT 711: Human Gross Anatomy

DPT 713: Clinical Practice 1; Screening & Examination

DPT 715: Physical Therapist as a Professional 1

DPT 717: Integrated Clinical Experience I

DPT 718: Clinical Medicine in Physical Therapy I

DPT 719: Research Design

Semester 2 (Summer 2025)

DPT 720: Clinical Medicine in Physical Therapy II

DPT 721: Applied Kinesiology

DPT 724: Neuroscience

DPT 725: Integrated Clinical Experience II

DPT 774: The Patient as a Learner

Semester 3 (Fall 2025)

DPT 726: Clinical Medicine in Physical Therapy III

DPT 731: Research II: Design & Statistics

DPT 733: Clinical Practice 2: Evaluation/Diagnosis

DPT 736: Integrated Clinical Experience III

DPT 744: Diagnosis & Management of Musculoskeletal 1

DPT 783: Prosthetics & Amputation

IPE

Year Two Credits

Semester 4 (Spring 2026)

DPT 735: Diagnosis & Management: Acute Care

DPT 741: Clinical Practice 3: Prognosis/Intervention

DPT 742: Motor Development & Motor Behavior

DPT 743: Research 3: Outcomes Assessment/Capstone

DPT 745: Diagnosis & Management of Neurological Conditions 1

DPT 746: Clinical Internship 1 (2nd 8 weeks)

IPE 702: Interprofessional Education II

Semester 5 (Summer 2026)

DPT 751: Diagnosis & Management Musculoskeletal Cond 2

DPT 754: Integrated Clinical Experience IV

DPT 755: Management of Geriatric Client

DPT 768: Management of Pediatric Client

Semester 6 (Fall 2026)

DPT 752: Diagnosis & Management of Neurological Cond 2

DPT 761: Diagnosis & Management of Cardiopulmonary Conditions

DPT 766: Differential Diagnosis for the PT

DPT 767: Integrated Clinical Experience V

DPT 769: Diagnosis & Management of Musculoskeletal 3

DPT 775: Psychosocial Implications in Rehabilitation

Year Three

Semester 7 (Spring 2027)

DPT 762: Clinical Integration

DPT 771: Clinical Internship 2 (1st 8 weeks)

DPT 772: Wellness and Prevention

DPT 776: Diagnostic Imaging in Rehabilitation

DPT 777: Management/Administration in Healthcare DPT 778:

Semester 8 (Summer 2027) DPT

Semester 9 (Fall 2027)

DPT 791:

DPT

A CADEMIC P OLICIES

RIGHT OF THE PROGRAM TO MAKE CHANGES

The entire Wingate University Doctor of Physical Therapy Program curriculum plan, policies, procedures, regulations and codes are subject to ongoing evaluation and subsequent modification by the collective core faculty. Various departmental committees and groups composed of core faculty, departmental staff, and university faculty/staff are charged with the collection, review, and suggestion for revision to the appropriate entity. Proposals for curricular modification emanating from self-study processes are carefully deliberated upon by the entire faculty prior to any adoption of change.

While the information and regulations detailed within this catalog were believed to be accurate at the time of publication, the Department reserves the right to make modifications to any area described without advance notice, and will provide notice to all current students of the changes made. Changes may be enforced following the date of notification of change.

ACADEMIC ADVISING

Each new DPT student entering the program will be assigned to a “Learning Community” (LC). A Learning Community is meant to be a support system to you as you enter graduate school. Each LC will meet at prescribed times to discuss various topics which will help students navigate this new environment and the rigors of graduate education. LC’s may meet at other times as deemed necessary by each individual LC advisor.

Students are encouraged to reach out to their LC Advisor at any time for additional guidance and mentorship, as needed.

Minutes of each formal advisory meeting shall include major topic areas discussed, deficiencies noticed, and description of the action plan devised to assist the student in meeting desired outcomes. These minutes are to be signed by both the student and the faculty advisor and placed in the student’s permanent department record.

ACADEMIC HONORS

DEAN’S LIST

Students whose academic performance is a 3.8 or above are placed on the Dean’s List after each semester. Eligible students must be enrolled full-time and in good academic standing. Eighth and Ninth semester students (primarily clinical education) will not be eligible for the Dean’s List.

GRADUATION WITH DISTINCTION

Students who attain a Department of Physical Therapy cumulative grade point average of 3.5 or greater will be specially recognized upon graduation.

3.50 to 3.69 = cum laude

3.70 to 3.89 = magna cum laude

3.90 or higher = summa cum laude

ACADEMIC PROGRESSION AND GRADUATION

Each year, good academic standing is awarded only to those students who have maintained a cumulative grade point average of 3.0/4.0 (or above), and demonstrated minimally acceptable mastery of the knowledge skills and behaviors necessary to earn the degree, Doctor of Physical Therapy. Remediation activities will be prescribed for those students who are not awarded progression. Those students not in good academic standing are placed on probation.

ACADEMIC PROBATION

The intent of academic probation is to alert the student of impending failure to progress within the program and to allow them an opportunity to improve their grade average and avoid academic jeopardy.

Semesters 1-3

Students can be placed on academic probation in semester 1-2 if their cumulative GPA is below a 3.0. Students will have until the completion of Semester 3 to achieve a cumulative GPA of 3.0 or higher.

1. Probation will be lifted and the student returned to good academic standing status after successfully achieving a cumulative GPA of 3.0 or higher.

2. Academic disqualification will result for failure to achieve a cumulative 3.0 GPA at the completion of semester 3.

Semesters 4-9

A student can be placed on academic probation if their cumulative GPA falls below a 3.0. Students will have until the end of the ensuing semester to increase their cumulative GPA to 3.0 or higher.

1. Probation will be lifted and the student returned to good academic standing status after successfully achieving a cumulative GPA of 3.0 or higher.

2. Academic Suspension will result for failure to achieve a cumulative GPA of 3.0 at the completion of the probation period. a. Students will have one semester to come off of academic probation.

ACADEMIC SUSPENSION

The intent of academic suspension is to allow the student time to remediate any inadequate knowledge and/or skills and for their attempt to return to demonstrate removal of those inadequacies. The length of academic suspension will be for up to one year. While on academic suspension, students do not attend classes and are considered not in good academic standing; therefore, students cannot hold offices in student organizations or serve in professional and/or academic committees. Students are placed on academic suspension for one of the following causes:

1. An F earned during semesters 2-9

2. Returning to the conditions of academic probation for a second instance at any time in the curriculum.

Students on academic suspension will be offered the opportunity to return to the program at a point in the professional curriculum as determined by the collective core faculty. The point of entry will be determined to afford the student the best opportunity for success in the program while respecting the financial burden additional coursework may incur. The student then has the ability to accept or decline the point of return offer.

ACADEMIC DISQUALIFICATION

Students who demonstrate the inability to remove any inadequacies of knowledge or skill will be placed on academic disqualification and dismissed from the program of study. Students are placed on academic disqualification for any of the following causes:

1. A final course grade of F earned in the first semester.

2. A second F earned at any time in the curriculum.

3. A second violation in drug testing/random drug screening.

4. GPA below 2.5 after the first semester.

5. Any student with a cumulative GPA of less than 3.0 at the completion of the 3rd semester.

6. If a student is academically suspended and has a history of a previous ARC for concerns related to professional behaviors. A cumulative GPA of 3.0 at the end of semester 9 is required for graduation.

DURATION OF STUDY

Students have a maximum of 4 years to complete the program of study. If a student chooses to withdraw or take a leave of absence, they must withdraw from ALL courses taken during that semester of withdrawal. No partial withdrawals from a semester’s course load will be permitted.

ACADEMIC PETITION

If a student does not meet the academic standards or regulations of the Department of Physical Therapy, he/she may petition the core faculty for an exception to the policy. The core faculty meets on an as needed basis to review petitions. Each student is responsible for submitting his/her own petition.

Students should submit petitions in writing using the Academic Petition Form (located in Appendix B of the Doctoral Candidate Handbook). The student is highly encouraged to meet with their faculty advisor to discuss the petition process. If the meeting cannot take place in a reasonable way, the petition can be submitted without the faculty advisor’s signature. Students may also seek guidance about the petition process from the Program Director.

Students have the option of appearing before the core faculty to present the petition and answer questions. Students will be given 10 to 15 minutes to present to the faculty. If a student does not want to appear

before the committee, the petition will be considered without the student present.

The core faculty will make a decision after reviewing the student’s academic record, and any other pertinent information presented by the student such as physician reports, counselor’s recommendations, court order, etc., and the circumstances stated in the student’s petition. Each petition will be considered on its own merits.

The student will be officially informed of the decision by the Program Director. If the decision is approved, a revised plan of study and terms of agreement for the conditions are prepared for the student. The student has two business days to agree to the terms by signing the agreement and returning to the Program Director. If a petition is denied, the student may meet with their academic advisor to discuss options regarding their educational plans. As a final option, students may appeal a denied petition to the Program Director. The Program Director’s decision is final and cannot be appealed.

ACADEMIC STANDING

Students must be in good academic and professional standing to be considered for Department of Physical Therapy honors, awards, student leadership positions, or any other special recognition acknowledgements.

ASSESSMENT

The faculty has identified the ability set for which a student must demonstrate mastery each benchmark/assessment of the program. Students who do not demonstrate mastery will be given plans for remediation of their deficiencies and may be required to submit to a reassessment of those abilities not mastered prior to progression. The inability to demonstrate mastery of the skill sets prescribed may result in delayed progression.

ATTENDANCE

The educational process of a professional is a very important procedure, and one that should never be taken lightly. It is expected that each student in the DPT program has made a commitment to themselves and to their future patients to acquire and master every bit of information and skill possible, therefore each student is required to be prompt and to attend all scheduled appointments (lectures, instructional demonstrations, laboratory sessions, and examinations). Learning opportunities are to pre-empt any extra-curricular activities in which the student may be involved (i.e. athletics, club activities, etc.). The practice of prior planning to avoid conflicts with tardiness or attendance at educational and assessment experiences is paramount for a professional in training and is expected in all circumstances. An absence is defined as missing more than 5 minutes of any scheduled class meeting for any purpose. Absence(s) are likely to contribute to a student’s inability to meet minimum academic and professional requirements of the curriculum and therefore it is expected that a student notify the department prior to missing any session.

The procedure for a student notifying the department of absence should be as follows:

Students are expected to be in class for all class sessions; however, students are entitled to 2 excused absences per semester. An Excused Absence form must be completed and signed by all instructors holding class on the days expected to be missed; final approval is required from the Director.

For absences that are unplanned and will occur within the next 8 hours (e.g., an unplanned illness, injury, accident, or mechanical breakdown), the student will phone the department and leave a message or voice mail at 704-233-8358. The message or voice mail should include the reason for the unplanned absence and the student’s expected time of arrival (if known). Within 24 hours of return following the absence, the student must complete and circulate the Excused Absence Form for signatures of all faculty whose course was missed that day or the absence will be considered unexcused.

A student with an unexcused absence from class may be penalized up to 5 points of the final average for the course. Students are NOT allocated two excused absences when on clinical rotation; 100% attendance is expected when on clinical rotation. All unplanned absences from clinic must be made up as per the requirements stipulated by the clinical staff.

SIGNIFICANT QUANTITIES OF ABSENCE: The department reserves the right to deny academic progression to any student who, for any reason, has missed a significant portion of the scheduled learning opportunities (5% or greater is suggested) in any course or collectively in any academic semester.

Student-parents should plan their schedules such that their children are not attending physical therapy classes, labs, or clinical education rotations. Students with children are expected to make childcare arrangements to avoid conflicts with their educational experience. ONLY STUDENTS IN GOOD ACADEMIC STANDING MAY BE CONSIDERED FOR LEAVE.

A student will be considered to be tardy for instruction when he/she arrives later than the planned class meeting but still less than 5 minutes after the planned meeting. Excessive tardiness will not be tolerated, and may result in charges of violation of the Department of Physical Therapy Code of Professional and Academic Conduct

ATTENDANCE POLICY RELATED TO EXAMINATION PROCEDURES

The process of examination of learning deserves attention toward providing the least amount of distraction to all therefore, for all scheduled written assessments (a.k.a. Examinations) students should arrive early and be prepared for the assessment to begin on time. Students will be considered as absent and therefore unable to sit for the exam if they are not in their seat and ready for pre-assessment information at least 5 minutes before the scheduled start of the assessment. Any student not present 5 minutes before the scheduled start will not be permitted to enter the room and will earn a grade of “0” for that assessment. Unusual and unforeseen circumstances will be handled on a case-by-case basis by the Program Director (or their assigned appointee) only if the student alerts the program by phone (704-233-8358) or email (dpt@wingate.edu) of their circumstance at least 10 minutes prior to the beginning of the scheduled assessment. If a student misses an examination, make up examinations will be given at the discretion of the instructor, with consultation from the Director.

CADAVER DISSECTION LAB

The cadaver dissection lab is operated solely for educational and research purposes. Students are warned that their behavior in the cadaver lab must be restrained and reserved. Absolutely, under no circumstances, is a student to be in the cadaver lab alone at any time, or be in possession of any camera or visual recording device unless tending to a directive issued by a DPT core faculty member. Students may be granted access after normal working hours to avail themselves of the learning opportunities that dissection provides; however, this access is considered a privilege and will be removed and the offender disciplined accordingly if any impropriety of the cadaver dissection lab rules should occur.

CODE OF PROFESSIONAL AND ACADEMIC CONDUCT

Virtually all professional schools and colleges have instituted codes of professional and academic conduct. The Code of Professional and Academic Conduct is descriptive of acceptable and unacceptable conduct.

The Code is designed expressly for the Department of Physical Therapy and is compatible with all regulations and policies of the University. This section complements the previous section detailing the expectations of the physical therapist and physical therapist-in-training.

PERSONAL CONDUCT

Personal conduct on University property, at affiliated practice sites, or School or University sponsored events is subject to disciplinary jurisdiction of the Department of Physical Therapy.

The Department of Physical Therapy also may enforce its own disciplinary policy and procedures when personal/professional conduct, regardless of where it occurs, is deemed incompatible with the overall mission, program, or other functions of the Department of Physical Therapy. Any action which represents a violation of civil and criminal law will be dealt with by the appropriate non-university agencies in accordance with their policies and regulations. Action of non-university authorities in response to any violation of statutes shall not preclude nor replace the right and responsibility of the Department of Physical

Therapy to review the student independently for that violation. If, at the time of graduation, unresolved criminal charges or proceedings are pending against a candidate which, in the sole opinion of the Program Director, prevent the university from conferring a degree of physical therapy, the Program Director shall withhold the degree until such time the matter is resolved. In the event the candidate for graduation is exonerated, the degree will be conferred.

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

• Alcoholic beverages - possession or consumption of alcoholic beverages on university or university-affiliated sites or functions (except as expressly permitted).

• Drugs - illegal use, possession, sale, or distribution of any drug, chemical compound, or controlled substance or paraphernalia. Students found guilty of violating this section will be subject to immediate expulsion from the Department of Physical Therapy.

• Drugs – testing positive or refusing to be tested in the prescribed manner.

• Weapons and dangerous items - illegal use or possession of weapons, firearms, ammunition, fireworks, explosives, noxious materials, incendiary devices or other dangerous substances.

• Theft or damage - theft of, or damage to, property of the university or university-affiliated, other students, other members of the university community, or of campus visitors. Possession of property known to be stolen. Defacing or unauthorized removal of material from the library is damage and theft.

• Disorderly conduct – hostile behavior, disorderly conduct, indecent conduct, harassment, inappropriate intimidation, excessive pressure, humiliation, coercion, stalking, hazing, overtly reckless behavior, false alarms, failure to comply with lawful directions of university officials, unauthorized entry of use of university or university-affiliated property, unauthorized use of university name, logo, or symbols.

• Inappropriate social networking that is considered unprofessional for a student physical therapist.

• Unprofessional conduct – conduct falling below the standard expectations of the faculty and fellow classmates, including noncompliance with reasonable requests of the faculty, staff, and administrators.

• Financial irresponsibility - failure to meet financial responsibilities.

• Failure to respond to notification - failure by a student or organization to respond to notification to appear before the Program Director during any stage of a disciplinary proceeding. Failure to appear will not prevent the Program Director from proceeding with disciplinary action in the absence of the candidate.

• Misuse or abuse of university equipment, programs, or data, or unauthorized access to or copying or distributing of data, records, or programs; or attempting to alter or modify records, data, or programs.

ACADEMIC CONDUCT

All students matriculating into the Department of Physical Therapy implicitly and personally subscribe to the Code of Professional and Academic Conduct 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 Code of Professional and Academic Conduct, 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 allinclusive.

• 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 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 Code of Professional and Academic Conduct to report that violation to the appropriate authority. Failure to do so may result in disciplinary action.

It is the policy of the School that acts of plagiarism or any other acts of academic dishonesty, on any assignment, quiz, or examination, will result in a course grade of zero (0) and other sanctions. The failing grade and incident of cheating will be reported to the Program Director 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 Code of Professional and Academic Conduct should be reported by any source to the team leader of the course or the faculty member who is supervising the activity involved or to the Program Director in writing who 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.

A student who stipulates to the charge of academic dishonesty (e.g., plagiarism, cheating) will receive a grade of “F” (zero percentage) for the course and other possible sanctions. Repeat offenders will receive special sanctions beyond the prescribed course grade. For any violation of the Professional and Academic Conduct Code.

• In cases of minor infractions, a faculty member speaks with the student. The behavior would be discussed at the next regularly scheduled faculty meeting so all faculty are aware. The faculty would also inform the advisor of the concerning behavior.

• If the behavior continues after this discussion, the faculty, Director, advisor and student would meet to discuss ongoing issues. A behavioral contract may be developed at this time.

For any infraction, students may be called to appear before the Academic Review Committee, composed of department faculty and other invited faculty, presided over by the non-voting DA, who will determine appropriate remediation plan or dismissal. The decision of the panel is forwarded to the DA and the Provost who will then jointly make a final determination of disposition.

Sanctions for violation of the Code of Professional and Academic Conduct may include but are not limited to (i) remediation as outlined in the plan; (ii) censure by written letter to be placed in the student’s file; (iii) probation for a specified time period; (iv) suspension for a specified time period or for an indefinite period with written criteria for re-entry consideration; (v) expulsion from the school with the transcript reflecting the nature of the expulsion. Any appeal of the final decision of the Program Director will be made in accordance with University guidelines and will relate to the student’s status within the University, but not the Department of Physical Therapy.

Students with prior instances of unprofessional behaviors may be required to enter the next clinical rotation with a behavioral contract in place.

COURSE GRADING WRITTEN EXAMINATIONS

In the case of written examinations, the student earns the letter grade according to the score achieved as indicated by the course syllabus. A student must have an average of a 70 on the written course examinations to pass the course, regardless of what the numerical average is when all components of the course are calculated. Faculty can decide whether quizzes are included in this calculation. If not specifically stated on the syllabus, it is assumed that they are not. If a student is in good standing in the program, and has otherwise passed the course, they may be given the option of a comprehensive makeup examination which must be passed with a grade of 70. If the student does not pass a comprehensive retake with a grade of 70 or above, they will receive a failing grade for the course. Students will be allowed only ONE comprehensive makeup exam throughout the 3-year curriculum. “Green zone” courses may opt out of this policy if there are significant other requirements to pass a course, or if a course is considered to be less “clinical” in nature. A “green zone” course will not require a minimum average grade of 70 on the written exams to pass the course. In those cases, passing the course will be determined by straight numerical grading according to the syllabus.

CLINICAL EXAMINATIONS

(PRACTICALS)

All clinical examinations must be passed successfully in order to proceed in the curriculum. A grade of >80% is required for a passing score. In addition, students must score 100% on the safety component of the clinical examination or will be considered to have failed the exam. Students receiving a failing grade on any clinical examination in the didactic curriculum will be offered the opportunity to remediate and reexamine up to a maximum of 2 times for any one course, or a combination 3 times over the entire curriculum regardless of whether they are repeating any courses. The process for re-examination is as follows:

1. A lead faculty member for the course will meet with the student and review the inadequacies and discuss opportunities for improvement.

2. The re-examination will be video recorded, while evaluated in person by two core faculty members. The average score from the two faculty members must be >80% for the student to pass the reexamination. If the student passes on the first retake attempt, the recorded score will be a 75%.

3. If the average score from the two faculty members is not >80% one of two scenarios will occur.

a. If both faculty scored the re-examination at less than 80%, the student will be referred for additional remediation.

b. If one faculty member scored the re-examination at less than 80% and the other faculty member scored it >80%, then a third faculty member will review the video and independently score the re-examination. The average of all three scores will be the final score for the re-examination. If this score is >80%, the student will receive a maximum grade of 75%. If the re-evaluation score average is less than 80% the student will be referred for remediation.

4. Upon completion of the remediation plan the student will complete a second videotaped re-examination. Two core faculty members will score the re-examination. The process for scoring the re-examination is the same as mentioned above. If a second retake is required, the maximum recorded score for a passing performance is 70%. If a student does not attain >80% at this point, the student will fail the clinical examination and earn a grade of “F” for the course. (Refer to Wingate University Graduate Catalogue and WU DPT Doctoral Candidate Handbook)

A student who earns a second F in the curriculum will be dismissed from the program without the possibility for reentry.

EXAMINATION ETIQUETTE

Students are expected to be present and attend all examinations at their scheduled times. Tardiness to scheduled examinations will not be permitted under any circumstances (see Attendance Policy for additional information). Students wishing to be considered for admittance for an assessment procedure when tardy or absent will be required to obtain an approved excuse from the Program Director and

gain permission from the course instructor to reschedule the exam at a later date.

Students are expected to remain in the examination classroom throughout the duration of the exam. Bathroom breaks during the exam will not be permitted. Students are expected to plan their intake and elimination accordingly so as not require a bathroom break during any scheduled exam period. Students should make arrangements with the instructor prior to the exam for medical conditions that may require exceptions.

GRADE DISPUTES

Any student who has reason to question a graded assignment, test, or final course grade must first discuss the nature of the concern with the instructor in writing within ten business days of receiving the grade. If the appeal to the instructor is not satisfactory, the student may appeal to the course coordinator of the course in question. The instructor and/or course coordinator will summarize their discussion with the student in writing. If a resolution to the problem is not reached at the level of the instructor or course coordinator, the student may appeal the grade. For clinical education experience grade disputes, the student may appeal to the Director of Clinical Education. If not resolved at that level, the student may appeal the grade to the Program Director. The student must submit the complaint in writing to the Program Director and copy the Instructor/Course Coordinator. The Program Director may not consider any grade appeal without first consulting with the Instructor/Course Coordinator/Director of Clinical Education. The Program Director’s decision on a grade dispute is final. The Program Director will submit their findings/recommendations in writing to the student. The Program Director’s decision is final and cannot be appealed.

GRADING

All grades will be calculated on the basis of the following scale:

A 89.5% to 100% = 4.0 Grade Points per Semester Credit Hour

B 79.5% to 89.4% = 3.0 Grade Points per Semester Credit Hour

C 69.5% to 79.4% = 2.0 Grade Points per Semester Credit Hour

F 69.4% or below = Zero Grade Points per Semester Credit Hour

Courses graded on a Pass/Fail basis will not earn quality points, thus no grade points considered.

GRADUATION

Students who enroll in and successfully complete the program course of study, have achieved a Department of Physical Therapy grade point average of at least at 3.0, and have been judged by the faculty to have met all the academic and professional requirements will be eligible for graduation.

GRIEVANCE POLICY NOT CONCERNING GRADES

Students who experience problems relating to the Department of Physical Therapy that are unrelated to grades may file a grievance using the following procedures:

1. The student should attempt to resolve the problem at the level at which the concern occurred. The attempt to solve this complaint should be presented to involved parties in writing. The student will receive a reply which addresses the complaint in writing.

2. If the reply is not satisfactory, the student can submit the complaint in writing to the Program Director who will attempt to resolve the complaint.

3. The Program Director will evaluate the complaint and notify the students of his findings in writing. The Program Director’s decision will be final and cannot be appealed.

4. In the event that the grievance is against the Program Director, the student can submit the complaint in writing to the Provost, who will evaluate and make determination.

5. Wingate University will make arrangements to ensure that students with disabilities are provided appropriate accommodations as needed to participate in this grievance procedure. Requests for accommodations must be made to the Office of Disability Support Services.

Accommodations may include, but are not limited to, providing interpreters for the deaf, providing recordings of materials for the blind, and assuring a barrier-free location for proceedings.

(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.)

INCIDENTAL COSTS ASSOCIATED WITH PHYSICAL THERAPIST EDUCATION

The student is responsible for any and all costs associated with coursework, including those involving clinical education experiences. Costs to each student may include transportation, room and board, criminal background checks, drug screens, uniforms, health insurance (many clinical facilities require the student to be covered by valid major medical insurance), and other expenses. Students may be required by some clinical affiliates to successfully pass a specific Criminal Background Check and / or Drug Screening in order to participate in clinical experiences at their facility. Students are expected to adhere to all safety and professional requirements imposed by the facility at which they are affiliating.

INFORMED CONSENT

In compliance with the Family Educational Rights and Privacy Act (FERPA), Wingate University, through its Department of Physical Therapy, requests that all entering students provide their written informed consent to the sharing of personal information with Wingate’s educational partners (e.g., clinical affiliates, physical therapy practice sites) strictly on a need-to-know basis.

This sharing of personal information may include the following (i) social security numbers; (ii) immunization records; (iii) e-mail addresses and telephone numbers; (iv) results of health care tests; (v) criminal records known to Wingate University; (vi) credit checks. Additionally, notice is hereby given that random drug screening or additional criminal background checks may be requested of the student for placement in certain clinical sites as a matter of standard operating procedures for those sites. The student may be responsible for the cost of drug screening or additional criminal background checks.

If the background check reveals any information that is brought to the student’s attention by the Program Director which could make the student ineligible for licensure or clinical affiliations, it is the responsibility of the student to:

1. Contact their planned licensing authority to determine if he or she will be eligible for licensure. After, speaking with the licensing authority, the student is required to:

2. Meet with the Program Director to discuss a course of action. Students who are not willing to allow the release of the required personal information may not be able to be placed in an affiliated physical therapy practice site. In such cases, the student cannot meet the requirements for graduation.

The clinical sites with whom the department partners for clinical affiliation has a sincere interest in detecting and preventing drug use among its students for protection of the public. The department values the partnership it has developed with these clinical sites and works collectively to ensure the supply of quality student interns meets their individual requirements. Therefore, if ever the drug testing/random drug screening required of any particular clinical affiliation site for the purpose of internship reveals a positive result, the first violation will result in an immediate, significant, special sanction and possible dismissal from the Department of Physical Therapy. A second offense will result in dismissal from the School. For the policy regarding drug testing, see Section 19. Department of Physical Therapy Code of Professional and Academic Conduct in this handbook.

The Director of Clinical Education and the Program Director shall be the only individuals in the department to be made aware of drug testing/random drug screening results of students in the department.

LAPTOP COMPUTER REQUIREMENT

All Wingate University physical therapy students are required to have laptop personal computers, provided at the student’s expense. A

description of hardware and software requirements is provided. Wingate University physical therapy classrooms provide wireless connections to the medical library system and to the Internet, allowing students to retrieve not only class-related materials, but also other health care management materials. A printer station is made available for student printing needs. A fee may be assessed for printing services. The Doctor of Physical Therapy is a computer intensive program and it is vital to have an up-to-date, functional laptop. It is the responsibility of the student to ensure that laptops are fully operational and supported within the Wingate network prior to class and exams.

Windows Requirements for Examplify:

• Operating System: 64-bit versions of Windows 10 and Windows 11

• RAM: 8GB or higher recommended; 4GB required

• Hard Drive: 4GB or higher of available space

• Screen resolution should be at least 1280 x 768. Scaling should be set to 100%

Mac Requirements for Examplify:

• Operating System: Monterey, Ventura, or Sonoma

• For a better experience, recommended that exams are taken on the same OS version that have been used to complete a recent successful mock exam

• CPU: Intel, M1, or M2 processor. Devices using Apple’s M1 and M2 processor and Apple Rosetta 2 are supported

• RAM: 8GB or higher recommended; 4GB required

• Hard Drive: 4GB or higher of available space

The Doctor of Physical Therapy program uses ExamSoft testing software for all exams. You will be required to download Examplify software to your computer. Account and download information will be sent via email prior to starting the semester and will be discussed over orientation.

LICENSURE AS A PHYSICAL THERAPIST

Graduates from Wingate University Department of Physical Therapy will be eligible to apply for licensure in any state or territory of the United States. Licensure as a physical therapist is administered by the Federation of State Boards of Physical Therapy. Every state and US territory require graduates to complete the National Physical Therapy Examination (NPTE), as well as state prepared examination on laws and rules for physical therapy practice within the state. The NPTE is administered through testing centers using computer testing. Scores may be reported to any state. Graduates are advised to contact the Board of Physical Therapy in the state in which they desire to apply for licensure for more detailed information on requirements.

The North Carolina Board of Physical Therapy Examiners may be contacted at the address and phone number listed below.

North Carolina Board of Physical Therapy Examiners 8300 Health Park #233 Raleigh NC 27615

Phone: (919) 490-6393 www.ncptboard.org

PERSONAL HEALTH INSURANCE

Students are required to maintain personal health insurance coverage during their enrollment in the Department of Physical Therapy. Students are responsible for all health care costs associated with an illness or injury that results from any activity on campus or at an affiliated training site. Neither the University nor its practice experience partners bear any responsibility for health care costs of the student.

REMEDIATION POLICY

It is the policy of the program to make the best effort in ensuring student success within the program. Best effort for student success should always include attempts to remediate any student with inadequate knowledge, skill, behavior, or safety practices. Any inadequacies must be successfully removed prior to the student progressing in the curriculum. A stated “desired program outcome” includes a faculty that is actively committed to supporting a retention and graduation rate of 100% of

every cohort, but we also recognize that despite best efforts not every student may be successful in the program. Therefore, the inability to successfully remove deficiencies will result in academic disqualification of the student from the program.

BEHAVIOR AND/OR SAFETY IN PRACTICE

In the case of behavior and/or safety in practice, clinical or academic faculty may evaluate students in many activities, and any identified deficiencies must be brought to the student’s attention at the earliest appropriate opportunity. A decision of pass/fail must be reached by consent from a three-member core faculty panel, appointed by the Program Director.

CLINICAL EXPERIENCES AND INTERNSHIPS

In the case of clinical experiences and internships, the ACCE/DCE is responsible for assigning the pass/fail grade. Any student receiving a failing grade from the ACCE/DCE will have their performance evaluated collectively by a panel of core faculty, appointed by the Program Director. The panel will review the student’s clinical performance in all aspects as deemed necessary. This may include any or all of the following:

• Review of clinical documentation, CPI, documentation of the supervising CI, and student documentation

• Interview of the student, CI, and ACCE/DCE

• Observation of the student in a clinical situation.

The panel will report findings and recommendation of upholding the failing grade or of overturning the failing grade to a passing grade to the Program Director. The ACCE/DCE, in conjunction with the Program Director, will determine the grade and/or remediation to be assigned. The Program Director and student’s Academic Advisor will then inform the student of the outcome.

CLINICAL EXAMINATIONS (PRACTICALS)

For information regarding remediation of clinical examinations, see previous section on Course Grading.

RULES RELATED TO DISCLOSURE AND RELEASE OF STUDENT INFORMATION

Wingate University generally may not release to any third party any personally identifiable information in a student's education record without the student’s informed consent.

In those instances, the release may be made to (i) officials of other educational institutions in which the student seeks to enroll, provided that the student is notified of the transfer of such information, receives a copy of the information if requested in writing, and has an opportunity to challenge the contents of the record; (ii) certain state and federal government officials stipulated by law; (iii) persons or agencies directly related to a student’s application for, or receipt of, financial assistance; (iv) accrediting organizations; (v) parents of dependent students; (vi) any source if required to do so in compliance with judicial order or subpoena, provided that the student is notified of all such orders or subpoenas; (vii) health authorities, if, in the event of any emergency, knowledge of such information is necessary to protect the health or safety of a student or other persons; or (viii) University officials (those carrying out official University business, whether paid or unpaid) who have a legitimate educational purpose in consulting the record (based on the need to access the record to perform the University business). Or, the information to be released is exclusively “directory information,” defined as (i) the student's name, address (including e-mail), telephone listing, and photograph; (ii) the student's date and place of birth; (iii) the student's major field of study; (iv) the student's participation in official activities; (v) the height and weight of members of athletic teams; (vi) dates of attendance; (vii) degrees and awards received; and (viii) the most recent previous school attended by the student. Any student may object to the designation of “directory information.”

To do so, he or she must file within twenty days after the first day of classes in each semester a signed notice informing the University that any or all of the information described above should not be considered directory information about that specific student. The requests must be filed in the Office of the Registrar. Such requests for nondisclosure will only be honored by the University for the current enrollment period; therefore, a new request must be submitted each semester or term.

Each University official responsible for any type of educational record shall maintain a record of the persons or parties, other than those University personnel authorized (as specified above) requesting or obtaining access to a student’s educational records. The record of requested access is available only to the student, to the University official responsible for the custody of such records, and to that official's assistants.

The University may disclose to the parent or legal guardian of a student under the age of 21, without the prior written consent of the student, information regarding any violation by the student of any federal, state, or local law or any rule or policy of the University governing the use or possession of alcohol or a controlled substance if the University has determined that the student has committed a disciplinary violation with respect to such use or possession.

The University may disclose, without prior written consent of the student, final results of disciplinary proceedings against the student who is an alleged perpetrator of a crime of violence (18 U.S.C. § 16) or a nonforcible sex offense if the University finds the student committed a violation of the University’s rules or policies with respect to such crime or offense. The information shall include only the name of the student, the violation committed, and any sanctions imposed by the University on the student. The University may include the name of any other student such as a victim or witness, only with the written consent of that other student.

STUDENT RESPONSIBILITIES

All financial obligations associated with the student’s physical therapy education lie with the student including transportation, textbooks, course materials, and other incidental costs. Students are expected to attend each activity of the course and actively participate in the discussions and assignments.

TECHNOLOGY USE IN TEACHING AND ASSESSMENT

Classrooms with associated wireless technology are provided for the educational experience. A printer station is made available for student printing needs. A fee may be assessed for printing services. Each student is assigned a unique login and password following registration for courses within the department. These login credentials are distributed at departmental student orientation after each student has provided valid photo identification to physical therapy staff. The login information is used for electronic mail, the Canvas learning platform access, grade reports, and business office accounts. Each student is responsible for their own data and accounts and must NOT share or allow another to know or to use their personal account or password. It is the student’s responsibility to protect the unique account information by changing the password regularly. If any student does not change their password at least annually, the system will require a change of password prior to continuing use of the system. There is no additional charge to the student associated with this process of verification of identity.

WITHDRAWAL

Students must obtain written approval from the Department of Physical Therapy to withdraw from physical therapy courses.

TUDIES

Program Director: David Weil

Associate Professors: Nicole Drake, Taylor Fischer, Beth Maupin, Rebecca McClough, Chrystyna Senkel, David Weil

Assistant Professors: Lavette Shirley Elee, Jennifer Grant, John Huse, Michael Sulewski, Sarah Wolff

Director, Doctor of Medical Sciences Program: Beth Maupin

M ASTER OF P HYSICIAN A SSISTANT S TUDIES

MISSION STATEMENT

The Wingate University Department of PA Studies is dedicated to developing educated, productive, and ethical PAs to serve the health care needs of the communities in which they practice.

PROGRAM GOALS

1. Provide comprehensive education that ensures graduates possess core knowledge in established and evolving biomedical and clinical sciences and can apply this knowledge to decision-making in clinical practice.

2. Provide a range of didactic and clinical experiences to best prepare graduates to care for a diverse patient population.

3. Provide graduates with a strong foundation in health information technology, evidence-based medicine, and quality improvement practices that allow them to successfully demonstrate being an “Agent of Change” entering the healthcare workforce.

4. Provide instruction and experiences that allow students to demonstrate collaboration as part of an interprofessional, patientcentered team.

Physician assistants provide such services as:

• Taking medical histories and performing physical examinations

• Diagnosing and treating common illnesses

• Ordering and interpreting laboratory and special tests

• Assisting in the operating room

• Performing minor surgery and special procedures

• Counseling patients in the treatment of disease and health maintenance

ACCREDITATION

The Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) has granted Accreditation-Continued status to the Wingate University Physician Assistant Program sponsored by Wingate University. Accreditation-Continued is an accreditation status granted when a currently accredited program is in compliance with the ARC-PA Standards. Accreditation remains in effect until the program closes or withdraws from the accreditation process or until accreditation is withdrawn for failure to comply with the Standards. The approximate date for the next validation review of the program by the ARC-PA will be September 2024. The review date is contingent upon continued compliance with the Accreditation Standards and ARC-PA policy. The program’s accreditation history can be viewed on the ARC-PA website at http://www.arc-pa.org/accreditation-history-wingate-university/ Wingate University is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award baccalaureate, masters and doctorate degrees. More information about the University’s accreditation can be viewed at https://www.wingate.edu/about/accreditation

ADMISSIONS

The Wingate University Physician Assistant Studies program uses Central Application Service for Physician Assistants (CASPA) as our admissions application for the programs in Wingate and Hendersonville, NC. As an applicant, you will be asked to choose a campus before submitting the application to CASPA. Please note that you can be considered for admission to the program for only one campus.

The Hendersonville campus offers an educational experience in the mountains of western North Carolina with all of its natural beauty and diversity. Opportunities are offered in this area to work in a variety of environments, including under-served populations as well as distinguished healthcare providers in state-of-the-art facilities. Class sizes will vary from year to year, but the maximum class size of 60 students is generally split with 20 seats on the Hendersonville campus and 40 seats on the Wingate campus accepts 40 students. There is no supplemental application for this program.

H ARRIS D EPARTMENT OF P HYSICIAN A SSISTANT S

There are no waivers or exceptions to any of these requirements except for those published in this document. Wingate University PA program offers no advanced placement and does not accept transfer credit from any prior enrollment in any health science, medical, or related program. No advanced placement is offered for health science work or study experience. Each student accepted in the PA program at Wingate University must satisfy all requirements of the didactic and clinical years of study.

A qualified applicant who was previously enrolled in another PA program will be considered for admission only after consultation with the director of the former PA program. Qualified applicants who are graduates of Wingate University will be given preference in the admission process over other similarly qualified applicants.

An applicant must have a baccalaureate degree from an accredited college or university located within the United States (see Definition of Accredited Institutions under Graduate Policies and Procedures). Each applicant must complete 9 prerequisite courses. Online courses and virtual labs from accredited institutions are acceptable. All nine prerequisite courses must be completed within seven years of your planned matriculation.

Prerequisite Courses

Human Anatomy and Human Physiology* (8 credit hours minimum) This requirement may be met by taking either: (a) one Human Anatomy with Lab course and one Human Physiology with Lab course; or (b) two Human Anatomy and Physiology with Lab courses (Human A&P I and Human A&P II). These two tracks cannot be combined. For example, Human Anatomy cannot be paired with Human Anatomy & Physiology II. If labs are taken separately from lectures, two of the eight credit hours must be lab. Comparative, mammalian, or invertebrate anatomy or physiology are not accepted.

Genetics* (3 credit hours minimum, lecture only)

Microbiology with Lab* (4 credit hours minimum)

Organic Chemistry with Lab* (4 credit hours minimum)

Biochemistry* (3 credit hours minimum, lecture only; combination courses of organic/biochemistry or similar will not fulfill this prerequisite)

General Psychology (3 credit hours minimum; AP and other advanced coursework taken in high school for college credit is accepted, provided that credit is reflected on the applicant’s transcript)

Statistics (3 credit hours minimum; AP credit accepted)

Medical Terminology (No minimum credit hours; can be credit hour course completed at an accredited institution (see Definition of Accredited Institutions under Graduate Policies and Procedures) or continuing education course in the U.S.; documentation of successful completion, if not reflected on college or university transcript, must be submitted directly to the PA program)

*Each applicant must earn a cumulative GPA of 3.2 or higher on the six courses notated above with an asterisk to be eligible for admission consideration; no grade below C will be accepted regardless of the calculated GPA

Additional admission requirements can be found on our program website at https://www.wingate.edu/academics/graduate/physicianassistant-studies/pa-admissions

TECHNICAL STANDARDS

PREFACE TO TECHNICAL STANDARDS

WUDPA believes a diverse class supports greater learning, enhances student experiences, prepares Pas to work with and care for individuals from many backgrounds and cultures, and encourages self-reflection and growth.

WUDPA, in compliance with the American Disabilities Act (ADA) of 1990 and its amendments, Section 504 of the Rehabilitation Act, and other disability rights legislation, does not discriminate against qualified individuals with disabilities. Candidates/students must meet the

academic standards and, with or without reasonable accommodation, meet the program’s technical standards to be eligible to matriculate.

Candidates/students with disabilities are encouraged to contact Disability Support Services early in the application process to confidentially discuss potential accommodations needed to meet the technical standards below. Accommodations are never retroactive; requests should be timely as some may need time and resources to be able to implement.

The Department of PA Studies uses independent sites for supervised clinical practical experiences (SCPE), these sites may or may not be able to offer reasonable accommodations made available by the University. Additionally, fulfillment of programmatic requirements does not guarantee a graduate will be able to fulfill technical standards for employment or taking the PANCE.

TECHNICAL STANDARDS

The student must be able to perform each of the technical standards listed below:

Observation and Sensory Integration

• Be able to acquire and synthesize information in all didactic and clinical settings through various sources including, but not limited to, in-person and virtual presentations, written material, visual media, and small groups.

• Gather essential and accurate information about patients through history-taking, physical examination, use of laboratory data, imaging, and other methods.

Communication

• Be able to communicate effectively verbally and in writing, at a level consistent with graduate-level work, through the use of proper English grammar, spelling, and vocabulary to professionally communicate efficiently and effectively with patients, families, members of the healthcare team, and completion of course assignments.

• Develop and maintain interprofessional working relationships as a healthcare team member.

• Demonstrate Communicate clearly and effectively with patients and families considering health literacy, differences in culture, socioeconomics, gender identity, sexual orientation, age, race, disability, and religious beliefs.

Motor Coordination and Function

• Perform routine physical examinations and diagnostic maneuvers (e.g. auscultate, palpate, inspection, physically maneuver patients, and utilize diagnostic equipment). Must provide general care and emergency treatment for patients and respond to emergency situations in a timely manner.

• Must be able to meet applicable safety standards for the setting and follow universal precautions procedures.

Intellectual/Conceptual Abilities

• Be able to think critically and with sound judgment in order to understand, assess, and solve complex clinical problems. This includes collecting, organizing, prioritizing, reasoning, analyzing, integrating, learning, and retaining information, often in a limited time frame.

• Be able to apply basic principles of the scientific method in reading and interpreting professional literature, integrate data, and develop appropriate differential diagnoses.

• Effectively participate in individual, small-group, and lecture learning modalities in the classroom, clinical, and community settings.

• Learn, participate, collaborate, and contribute as part of a team.

• Interpret causal connections and make accurate, fact-based conclusions based on available data and information.

• Formulate hypotheses and investigate potential answers and outcomes; and reach appropriate and accurate conclusions.

Behavioral, Emotional, and Social Abilities

• Be Function effectively under high stress, and be adaptive to change in both the classroom and clinic setting. Maintain professionalism during times of uncertainty. Proactively make use of available resources to help maintain both physical and mental health.

• Exercise good judgment and integrity in educational and professional settings.

• Accept and apply feedback in both didactic and clinical settings.

• Understand, and function within the legal and ethical aspects of the practice of medicine.

• Behave in a manner fitting the ethical and moral behavior appropriate for the PA profession in both educational and professional settings.

*Some components adapted from Keza L, Kirschner, K, Clinchot D, Laird-Metke E, Zazove P, Curry R. (2019) Leading practices and future directions for technical standards in medical education. Academic Medicine. 94:520-527. doi: 10.1097/ACM.0000000000002517

STUDENTS WITH DISABILITIES

Any student who, because of disability, may require special arrangements in order to meet the curriculum requirements, is expected to obtain approval for accommodations through the Executive Director of Wingate University in the Academic Resource Center. Once accommodations are approved, the student must meet with the Program Director. Accommodations are for present and future activities and are not retroactive. Students will not receive special arrangements unless accommodations are approved by the University’s Office of Disability Support Services.

Ms. Kristin Wharton, Executive Director of the Academic Resource Center | kwharton@wingate.edu; 704.233.8366

ACADEMIC CALENDAR

CURRICULUM

The required physician assistant curriculum for the master’s degree is designed to be completed in 27 months (7 semesters) with a total of 116 credit hours. Whether you enroll in the Hendersonville or Wingate program, you’ll follow the same PA curriculum as you study and learn from the faculty and other students at both locations at the same time. This is the physician assistant curriculum you can expect to follow: Year 1

Semester 1 (Fall, 15 weeks)

PA 524: Topic Exploration I

PA 527: Healthcare Issues

PA 530: Clinical Medicine I

PA 538: Patient Assessment I

PA 541: Pharmacology I

PA 545: Clinical Anatomy and Pathophysiology I

Semester 2 (Spring, 16 weeks)

PA 525: Topic Exploration II

PA 529: EKG/Radiology

PA 531: Clinical Medicine II

PA 539: Patient Assessment II

PA 542: Pharmacology II

PA 548: Clinical Anatomy and Pathophysiology II

PA 580: Research, Epidemiology, Statistics

IPE 700: Interprofessional Teamwork

Semester 3 (Summer, 11 weeks)

PA 528: Healthcare Issues II

PA 532: Clinical Medicine III

PA 540: Patient Assessment III

PA 543: Pharmacology III

PA 550: Emergency Medicine

PA 552: Medical Procedures

PA 553:

Year Two

Year Three

Semester 7 (Fall, 15 weeks)

ACADEMIC AND PROFESSIONAL PROGRESSION

Due to the sequential nature of the curriculum, students must successfully complete all courses in a given semester before becoming eligible to take courses in the subsequent semester. At the conclusion of each semester, the Progression Committee reviews each student’s academic and professional performance. Students must be recommended for progression by the Progression Committee to be eligible to take courses in the subsequent semester. In the event that a student is remediating a course component, they may progress to the

subsequent semester at the discretion of the Progression Committee and Program Director.

ACADEMIC STANDING

All students begin the program in good academic standing. In order to remain in good standing, a student must:

• Receive a passing score of “C” or higher in all courses

• Maintain an overall GPA of 3.0 or higher

A student whose academic performance falls below the acceptable standards will be placed on academic probation and is no longer in good standing.

Students not in good academic standing risk the loss of financial aid and scholarship funding.

Students must be in good standing in order to hold elected or appointed student leadership positions and to participate in program, state, or national events/activities.

Academic standing may impact student’s clinical rotation placement including the need to repeat a clinical rotation and/or limiting elective opportunities.

ACADEMIC STANDARDS FOR PROGRESSION Course Grades

A = 90-100% 4.0 grade points

B = 80-89.99% 3.0 grade points

C = 70-79.99% 2.0 grade points

F = Below 70% 0 grade points

Grades on exams, projects, assignments, and final course grades are not rounded. For individual assignments and activities, students should achieve a grade of ≥70% in both the didactic and clinical phases. Assignment grades below this standard will trigger the remediation process. Please refer to the remediation policy for details. Final examinations will not be remediated.

Students must receive a passing score of “C” or higher in all courses throughout the program. Any final course grade below “C” in any portion of the program will result in dismissal from the program. See dismissal policy.

Cumulative GPA (3.0) Rule

Both didactic and clinical students must maintain an overall GPA of 3.0 or higher in order to remain in good standing. If at the end of any given semester a student’s overall GPA falls below 3.0, they will be placed on academic probation and given one semester to raise their overall GPA to 3.0 or greater. If a student fails to raise their overall GPA to ≥3.0 within one semester, they will be dismissed from the program. A student may be dismissed by the program if it is mathematically impossible to improve their GPA to ≥3.0 within one semester.

A cumulative grade point average (GPA) of ≥3.0 is required to graduate from the program.

3 C Rule

Students are allowed to obtain no more than three final course grades of C throughout the entire program. If a student obtains a fourth final grade of C, they will be dismissed from the program. Additionally, students are allowed no more than two final course grades of C within a single semester. If a student obtains three or more final course grades of C within a single semester, they will be dismissed from the program.

Academic Probation

A student whose academic performance falls below the acceptable standards will be placed on academic probation and is no longer in good standing. The Program Director will notify the student of the probation in writing once the semester GPA and cumulative GPA have been confirmed. If/when the student improves their academic performance and meets the minimal standard, they will again be notified in writing informing them that they are no longer on academic probation.

Progression to Graduation

A student who does not meet the minimum cumulative GPA of ≥3.0 at the completion of the final (7th) semester will meet with the Progression Committee and be required to remediate deficiencies prior to graduation from the program. This may include, but is not limited to, enrolling for an 8th semester. Additional tuition charges are the responsibility of the

student. Failure to complete remediation successfully may result in dismissal from the Program.

Progression Committee

The Progression Committee is charged with the maintenance of the academic and professional standards of the WUDPAS and is composed of the PA program’s principal faculty members. The Medical Director will serve as Chair of the committee. All formal meetings of the Progression Committee will result in a recommendation to the Program Director.

Students in the PA Program are expected to make satisfactory academic and professional progress toward completion of the degree requirements. Any student not making satisfactory progress is referred to the Progression Committee to determine appropriate actions to further support the student’s success. At times, circumstances may warrant a recommendation of dismissal. A student appearance before the committee will be arranged by the chair and, when possible, confirmed in writing prior to the meeting. Students will be notified of the final decision of the Program Director in writing within 5 business days after the meeting.

The committee may recommend to the Program Director any of the following:

• Recommendations for academic progress

• Academic Warning

• Professionalism Warning

• Academic Probation/Deceleration

• Academic Dismissal

• Disciplinary/Professionalism Probation

• Disciplinary/Professionalism Dismissal

• Voluntary Withdrawal

• Leave of Absence

• Remediation Plans

Deceleration

Deceleration of a student is defined as a student leaving their current cohort to join a cohort following behind with the goal to satisfactorily complete the program with the new cohort. Deceleration will only be offered in rare instances and in most cases not offered to students who are not meeting academic standards.

LEAVE OF ABSENCE

The Department of PA Studies recognizes that there may be circumstances other than academic that require a student to alter his or her course of study during the didactic year. A student in good academic standing who experiences a significant interruption in the full-time plan of study may submit a written request to the Program Director to decelerate. The letter must have sufficient information to explain the request. Deceleration may also be recommended by the Progression Committee. In either instance, if deceleration is approved, the Program Director will convey recommendations and expectations to the student in writing in the form of a Deceleration Contract outlining said plan and requiring student agreement and signature.

The student will return to the program as a full-time student at the beginning of the semester in which he/she decelerated during the following year unless otherwise stated in the Deceleration Contract. For example, a student leaving the didactic portion of the program in the middle of the spring semester will return to the program at the beginning of the following spring semester. Due to didactic courses only being offered once per year, there is no option for a shorter absence in the didactic year.

The student may be required to demonstrate competencies prior to returning to the program by taking written competency examinations and/or practical clinical skills assessment. The student must achieve a score of 70% or higher on competency exams in order to return to the program. On return, the student is subject to the policies and procedures of the Handbook in effect at the time of return.

LEAVE OF ABSENCE IN THE DIDACTIC YEAR

On the rare occasion that a didactic student requires a temporary leave of absence, the student must be in academic good standing and submit a written request for leave of absence to the Program Director.

The letter must have sufficient information to explain the request. If the leave of absence is approved, the student will return to the program as a full-time student at a time agreed upon by the Associate Program Director or Program Director.

LEAVE OF ABSENCE IN THE CLINICAL YEAR

The Department of PA Studies recognizes that there may be circumstances other than academics that require a student to alter his or her course of study during the clinical year. A student in academic good standing may submit a written request for leave of absence to the Program Director.

The letter must have sufficient information to explain the request. If the leave of absence is approved, the student will return to the program as a full-time student at a time agreed upon by the Director of Clinical Education and the Program Director.

The student may be required to demonstrate competencies prior to returning to the program by taking written competency examinations and/or practical clinical skills assessments. The student must achieve a score of 70% or higher on competency exams in order to return to the program. On return, the student may be subject to revisions or additions to the program curriculum or policies.

A leave of absence in the clinical year may not exceed one calendar year.

WITHDRAWAL

Program withdrawal is defined as a voluntary action of student withdrawal from all PA program courses and the PA program with no opportunity for readmission. Students are not permitted to withdraw selectively from courses in the PA program. A student who wishes to voluntarily withdraw from the program must notify the Program Director in writing. The Program Director will provide a signed acknowledgement of the student’s desire to withdraw and the student will present the acknowledgement to the Registrar office for processing. A student will not be automatically withdrawn from the program if he/she stops attending class. It is the student’s responsibility to follow the appropriate procedures to withdraw from the program. No refunds will be provided upon withdrawal from the program. Students are required to withdraw from the program prior to the final two weeks of all courses in order to obtain a “W” on their transcript. Later withdrawals will result in final course grades being submitted to the registrar.

ADVISORS – FACULTY MEMBERS

Upon matriculation, each student is assigned a faculty advisor to assist with issues involving curriculum, academic progression, professional growth, and career decisions. Students are encouraged to meet with faculty advisors regularly.

Appointments with advisors or course instructors should be requested by email. All students, even with a scheduled appointment, must check in with the department’s administrative assistant who will notify the faculty member of the student’s arrival.

While every effort is made to respond quickly and appropriately to students’ phone calls and emails, this happens more routinely during the business day. Calls or emails sent after office hours will likely have a response on the next business day.

ATTENDANCE POLICY

Due to the intensity and rapid pace of the PA curriculum, attendance for all classes and required activities is mandatory. Students are expected to be on time for class and should plan their schedules accordingly. Medical and other personal appointments should be scheduled during semester breaks, evenings, or weekends as much as possible.

During the didactic year, all absences due to illness, accident, or other unexpected personal or family emergency must be reported via email or telephone to the Associate Program Director as soon as the student is aware that he/she will miss class time. These absences will be excused on a case-by-case basis and appropriate faculty will be notified. Students will be responsible for any missed content or assignments on these days. Clinical year students will report any missed days due to illness, accident, or other unexpected personal or family emergency to the Clinical Director via email or telephone as soon as possible. The student is also responsible for communicating with their rotation site the

absence. The Clinical Director will determine when clinical hours have satisfied completion of a rotation and students may be required to “make up” missed days. Any unreported absence will be considered unexcused. Excessive absences, whether excused or unexcused, may be considered unprofessional and treated as such at the discretion of program faculty.

While the program has a 100% attendance policy, each student is allowed three (3) discretionary personal days during the year. The days can only be used one day at a time, once during each semester: fall (September-December), spring (January-April), and summer (MayJuly). The days cannot be used in increments or carried over to the next semester. Personal days must be approved in advance by the Associate Program Director during didactic year and Clinical Director during clinical year. Students are responsible for any missed content or assignments on these days. Personal days cannot occur on days when there are group presentations, exams, quizzes, procedures or skills check-offs, or on days that involve specialized instruction in areas such as male/female exam training, and OR orientation classes.

Request forms should be submitted during the business week and at least 48 hours prior to the absence. Forms must be submitted electronically or in person and should not be left at the front desk. Sample forms are found in Appendix J and can be downloaded from the Didactic Year or Clinical Year Home Page on Canvas.

SATURDAY AND EVENING CLASS SESSIONS

On the rare occurrence that Saturday or evening class sessions must be scheduled, attendance is mandatory. Students will be notified of such class sessions with as much advance notice as possible.

CHILDREN

Parents should plan their schedules such that their children are not attending classes, labs, or clinical rotations. Students with children are expected to make child care arrangements to avoid conflicts with the educational experience.

SUPERVISED CLINICAL PRACTICE EXPERIENCE (SCPE)

Supervised clinical practice experiences (SCPE) are not sequential but all must be successfully completed to graduate. Clinical year curriculum will be delivered in affiliated sites such as hospitals, medical practices, and other health care related facilities. The PA program has established clinical rotation affiliations in the greater Charlotte and Hendersonville areas as well as other communities. It is the student’s responsibility to plan in advance for transportation costs such as gas and a reliable vehicle. A student can expect to incur additional housing costs if a clinical rotation site is outside a reasonable commuting distance.

Students may request consideration for placement at specific approved practice sites but the PA program reserves the right to place students as necessary. Students may not solicit preceptors or sites without the permission of a Clinical Coordinator.

Following completion of each rotation, students will return to campus, take an end of rotation examination and participate in one or more days of medical or administrative education. Students who relocate after the didactic year are responsible for housing for these campus sessions. Students are provided a SCPE manual at the beginning of the clinical year.

ELECTRONIC TECHNOLOGY

PA program news, information, and course updates are communicated through either email or Canvas announcements. Students should check both regularly. Use of your wingate.edu address is required for all program related correspondence.

ZOOM SESSION LOGIN

Students must login to program-related zoom sessions/meetings using their Wingate credentials. Details of login will be provided by IT.

ONLINE LEARNING MANAGEMENT SYSTEM

The PA program uses Canvas learning platform for all courses. Course updates, syllabi, information and general announcements related to a specific course will be posted on Canvas. Students are responsible for regularly checking individual course pages and didactic/clinical year home base pages.

LAPTOP COMPUTERS/NOTEBOOKS/IPADS

• Each student in the PA Program is required to have a laptop computer. ∙ Laptop computers, notebooks, tablets, and iPads are permitted to view course materials and take notes. Accessing other forms of information (i.e. email, internet search, g-chat, etc.) is strictly prohibited during class sessions and seminars.

• Most tablets, including iPads and Chromebooks, are not supported by the exam testing software and cannot be used for taking exams. Devices MUST support the latest Windows or MAC operating systems to function with testing software. Technology specifications will be distributed to each student prior to orientation.

• It is the responsibility of the student to ensure that laptops are fully operational within the Wingate network. Personal data/apps on a computer may interfere with effective use of the computer for educational purposes. It is the student’s responsibility to ensure his/her computer is operable prior to the class and each exam.

• Course assignments are often required to be submitted via computer. A malfunctioning computer, internet connection failure, inability to upload, etc. is the responsibility of the student and not an acceptable excuse for late submissions.

PERSONAL ELECTRONIC DEVICES

In classroom and seminars, unless specifically instructed otherwise by the instructor, cell phones must be turned off (not on vibrate) and off desks/tabletops.

• Video recording by students is strictly prohibited

• Students must ask permission from faculty or instructors for audio recording of lectures prior to the start of the semester. Any such recordings are for personal use only and not to be shared under any circumstances unless permission is sought and granted.

Students experiencing difficulty with email accounts or Canvas should contact the Information Technology Facilitators for assistance. Improperly functioning accounts are not acceptable excuses for missed information or announcements

Daniel Meadows (Levine College of Health Sciences, Wingate campus) d.meadows@wingate.edu | 704.233.8986

Andrew Hutchison (Hendersonville Health Sciences Center) a.hutchison@wingate.edu | 828.697.0105

SOCIAL MEDIA

Electronic media are internet-based applications which support and promote the exchange of user developed content. Posting or transmitting personal images, experiences, and information using services of this type poses a set of unique challenges for all members of the medical community, including employees, faculty members, volunteers, and students.

The Wingate University PA program is committed to supporting your right to interact knowledgeably and socially; however, these electronic interactions have a potential impact on colleagues, patients, your professional reputation, and future employers’ opinions of you. Incorporated within this PA Student Handbook is “Electronic Media Guidelines” and its “Addendum.” The principal aim of the guidelines is to identify your responsibilities in relation to electronic media and to help you represent yourself in a responsible and professional manner.

EXAMINATIONS/ELECTRONIC TESTING

The following applies to all students taking examinations on campus:

• Have a working laptop computer compatible with ExamSoft testing software (iPad and Chromebooks are not supported)

• Download appropriate exam the night before the testing session

• Arrive 10 minutes prior to the scheduled start of the exam to set up laptop computers ∙ Backpacks, notes, cell phones, smart watches, bluetooth earbuds, and items other than the laptop computer must be turned off, removed from the desk or table, and placed on the floor at the side of the room prior to the start of the exam

• White boards and dry erase markers are allowed and will be provided if requested ∙ If computer problems occur during the exam, the student should notify the proctor by raising their hand

• Exam proctors will not interpret exam questions or otherwise speak with students during the testing

• All personal items including laptop must remain in the classroom if a student is granted permission to leave for any reason before finishing the exam

Upon completion of the exam, students will submit the exam, show the successful submission screen to the proctor, and immediately exit the classroom

The following applies to all students taking examinations off campus:

• Have a working laptop computer compatible with ExamSoft testing software (iPad and Chromebooks are not supported) AND have a charged phone or other camera enabled device connected to Zoom

• Download appropriate exam the night before the testing session

• Log into Zoom (using Wingate credentials) 15 minutes before the exam start time. Be prepared to provide a brief ‘tour’ of your desktop or table area and, if using a white board, show the blank board to the proctor upon request.

• Backpacks, notes, cell phones, smart watches, Bluetooth ear buds, and items other than the laptop computer must be removed from the desk or table prior to the start of the exam. During testing, your camera should remain on and audio is muted; communication with the proctor is via the chat feature

• If computer problems occur during the exam, the student should notify the proctor by chat. If you should lose the Zoom monitor connection during the exam, don't take more than 1-2 minutes attempting to reconnect. Do not leave the room. Continue with the exam, be sure it uploads, then email/call your proctor to let them know what happened. The proctor will see the disconnect as well and will notify IT. Remember to focus on the exam and not panic about the lost Zoom connection.

• Exam proctors will not interpret exam questions or otherwise speak aloud with students during testing.

• All personal items including laptop must remain in the testing area if a student has permission to leave the room for any reason before finishing the exam.

• Upon completion of the exam, students will submit the exam, show the successful submission screen to the proctor and sign off zoom when given the OK.

While graded exams are not returned, each student receives his/her individual scores, a class average and an analysis of individual performance. The Strength and Opportunities report identifies areas/categories of strength and weakness on a particular assessment

PROFESSIONAL DEVELOPMENT

Students in the PA program are expected to demonstrate high standards of professional behavior in all educational settings including the classroom and laboratories, professional and clinical sites and in noneducational settings. Professional development (professionalism) is considered and evaluated on an individual basis each semester or as needed.

Components of professional behavior include:

• Honesty and integrity

• Reliability and responsibility

• Respect

• Self-improvement

• Self-awareness/knowledge of limits

• Adaptability

The Progression Committee completes a Professional Development Evaluation for all students at the end of each of the first three semesters or as needed. When a student receives a “needs improvement” or “unacceptable” on the evaluation, the student is required to meet with his/her advisor. Failure of the student to modify/correct behavior based on advisor feedback, or continuing to exhibit unprofessional behavior will result in the student being referred to the Program Director. The Program Director will meet with the student in question and may impose remediation requirements and/or sanctions up to and including, but not limited to, Professional Probation or dismissal from the Program. A

student may be immediately dismissed from the PA Program, without probation, if his or her actions are deemed dangerous, illegal, unethical, or otherwise egregious.

Professional Probation issues may be referenced in applications for licensure and the credentialing process as well as in program reference letters. Completed evaluations, letters of notification, and any recommendations for the corrective behavior are placed in the student file.

A student dismissed from the Program for any reason may appeal the dismissal in writing to the University Provost within five calendar days of receipt of written notification of the dismissal. The Provost’s decision on any such appeal will be final and will not be subject to further appeal.

REQUIREMENTS FOR PROGRAM GRADUATION

A student must successfully complete all requirements for the first, second, and third year of the Program in good standing and fulfill financial obligations to the University to graduate. Graduates will receive a Master of Physician Assistant Studies degree.

DEGREE CONFERRED

Graduates will receive a Master of Physician Assistant Studies degree.

TIME TO COMPLETION

Students are allowed 39 months to complete the program (standard 27 months plus a maximum of 12 months of approved extension)

Beth Maupin

MISSION STATEMENT

To prepare entry-level PAs for evidence-based practice in the areas of leadership, advocacy, scholarship, and education.

PROGRAM GOALS

• Provide continued development in the areas of leadership, communication, and scholarly activity for entry-level physician assistants.

• Support recent graduates in their dedication to lifelong learning.

• Allow entry-level physician assistants to build upon their research education/experience and apply that knowledge to an impactful scholarly project

• Provide a fundamental understanding of healthcare leadership that allows graduates to become difference-makers within the systems and communities they serve.

• Support the university’s dedication to providing graduates with the knowledge and experience that best prepares them for upward mobility within their profession and healthcare organization.

ACCREDITATION

Wingate University is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award baccalaureate, master's, and doctorate degrees. More information about the University’s accreditation can be viewed at https://www.wingate.edu/about/accreditation.

ADMISSIONS

Applicants seeking admission to the WUDMSc program must have completed an ARC-PA accredited master’s level Physician Assistant degree within the previous 12 months. Admission requirements include:

• Degree from ARC-PA accredited master’s level program with a 3.0 GPA or higher

• Certification through NCCPA

• Submit official transcripts from all degrees (if not graduated from Wingate University MPAS)

• Complete the online application

ACADEMIC CALENDAR

Fall 2024

Orientation

August 22

Classes Begin August 26

Labor Day Holiday September 2

Fall Break – No Classes October 7-11

Withdrawal Deadline November 8

Thanksgiving Holiday November 25-29

Classes End December 12

Spring 2025

Classes Begin January 21

Spring Break – No Classes March 10-14

Withdrawal Deadline April 4

Easter Holiday April 18-21

Classes End May 12

Summer 2025

Classes Begin - Summer Long and Summer Short Session I May 19

Juneteenth Holiday June 16

Classes End - Summer Short I June 26

Classes Begin - Summer Short Session II July 7

Classes End – Summer Long and Summer Short II August 17*

Degree Conferred August 2025 Commencement December 13

*Start and stop dates of MPH and MBA courses may vary slightly. Refer to the course syllabus.

CURRICULUM

COURSE DELIVERY

Courses are delivered asynchronously and 100% online. Students should refer to individual course syllabi for assignment due dates.

REQUIREMENTS FOR PROGRAM GRADUATION

A degree of Doctor of Medical Science (DMSc) will be granted to students who have successfully completed the following criteria:

• Completion of required courses with an overall GPA of 3.0 or higher and no individual course grades < C

• Completion of all courses within 12 months of beginning the program

• Demonstration of professional behavior suitable to the PA profession

• Satisfactory completion of the Capstone project

D OCTOR OF M EDICAL S CIE NCE – B RIDGE P ROGRAM

Director:

D EPARTMENT OF P UBLIC H EALTH

Interim Program Director: Shanta Dube

Professor: Shanta Dube

Assistant Professors: Oyindamola Akinso Soremekun, Katherine Knop

Director, Master of Public Health Program: Shanta Dube

The Master of Public Health (MPH) was developed and established by Wingate University in December 2020. This program is designed for students who have earned an undergraduate degree in any field and aspire to work in the public health sector. MPH program graduates will learn and develop skills in the principles and practice of public health that include assessment, community engagement, program planning and evaluation, health promotion and health education. Program graduates will be prepared for various public health sector professional roles.

The MPH program is a 42 credit-hour program with an integrative curriculum focused on health education and promotion. Through the online format, coursework is flexible and includes live synchronous classes and asynchronous self-driven modules. Applied practice experience (APE) and integrated learning experience (ILE) are an essential component of the curriculum providing students the opportunity to engage with community partners. Students also engage interprofessionally with students from other disciplines, through Wingate University’s Health Sciences Interprofessional Education (IPE) and Health Administration course in the Business Program. The MPH program includes two required business courses as part of the MPH curriculum, as well as an MBA course elective.

V ISION

The vision of Wingate University’s Department of Public Health is to attain the highest level of health and well-being for all.

M ISSION

Our mission is to cultivate skilled and ethical public health professionals committed to achieving health equity and improving health outcomes for ALL populations.

D EPARTMENT G OALS

KNOWLEDGE: To provide high-quality student-centered education that increases public health knowledge and skills to address population health outcomes and achieve health equity

SERVICE: To provide experiential learning that engages students in public health advocacy, leadership and partnerships to achieve health and well-being of all populations

SCHOLARSHIP: To contribute to advancing public health knowledge and best practices through student and faculty scholarship

V ALUES

• Collaboration & Teamwork

• Student-Centered

• Diversity & Inclusion

• Integrity & Ethical

• Innovation & Academic Excellence

• Professionalism

• Empathy

A CCREDITATION

Wingate University is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). It is the body for the accreditation of degree-granting higher education institutions in the Southern states. It serves as the common denominator of shared values and practices primarily among the diverse institutions in Alabama, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas, and Virginia for those institutions of higher education that award associate, baccalaureate, master’s or doctoral degrees (see www.sacscoc.org). Questions about the status of

the University’s accreditation may be obtained from the Commission on Colleges by calling 404-679-4500 or by writing to the SACSCOC home office, 1866 Southern Lane, Decatur, GA 30033. Wingate University is accredited by SACSCOC to award the bachelor’s, master’s, and professional degrees.

MPH A CADEMIC C ALENDAR

FALL 2024

Classes Begin August 26

Labor Day Holiday September 2

Incomplete Deadline September 23

Fall Break – No Classes October 21-22

Homecoming October 26

Withdrawal Deadline November 8

Thanksgiving Holiday November 27-29

Classes End December 12 Commencement December 14

SPRING 2025

Martin Luther King Holiday January 20

Classes Begin January 21

Incomplete Deadline February 21

Spring Break- No Classes March 10-14

Withdrawal Deadline April 4

Easter Holiday April 18-21

Classes End May 12

Graduate Commencement May 16

SUMMER I 2025

Session I Classes Begin May 19

7

Classes End August 14

A DMISSIONS R EQUIREMENTS

Wingate University’s MPH program uses a rolling admissions process Multiple entry points are available for fall, spring, and summer. A student is admitted with full acceptance if he/she has submitted and satisfactorily met the requirements for admission to the program.

To be considered for admission to the Master of Public Health program, an applicant must:

• Complete the online application.

• Hold a bachelor's degree from an accredited college or university located within the United States. Official transcripts must be received directly from all post-secondary colleges or universities attended.

• Official GRE test scores, if applicable (not required for 20222023 due to COVID19)

• Provide curriculum vitae or resume

• Provide two (2) recommendations from academic or professional references.

• Provide a personal statement of intent describing experience and goals for pursuing an MPH degree.

All transcripts should be mailed to: Wingate University Levine College of Health Sciences

Attn: Randy Taylor 515 N Main St. Wingate, NC 28174

ADMISSIONS CRITERIA FOR INTERNATIONAL STUDENTS

International Students: F1 visa international students, per federal regulations, cannot be granted visas for online degrees and

consequently will no longer be able to complete a course of study. International students who are NOT seeking entry into the U.S. on an F1 student visa may apply to the ONLINE program.

Coursework taken at foreign institutions must be evaluated for U.S. institution equivalence by an approved National Association of Credential Evaluation Services (NACES) organization used by Wingate University such as World Education Services, Inc. & SpanTran for evaluation and University Language Services for translation. Note that translated and evaluated official final transcripts are also required for enrollment.

English proficiency may be demonstrated by an applicant whose native language is not English or has graduated from an institution of higher education where English is not the primary language by any of the following:

• Test of English as a Foreign Language (TOEFL)

• International English Language Testing System (IELTS)

• Successful completion of a degree at an approved U.S. institution of higher education.

A list of countries exempt from English proficiency requirements can be found in the section on International Students at the beginning of Part 3 of this Academic Catalog.

ADMISSION FOR THE 4+1 BSPH-MPH DEGREE

Students currently enrolled in Wingate University’s BSPH program are eligible to apply to the 4+1 program the semester before starting their senior year (typically spring of junior year). Students should express interest with their undergraduate advisor in their sophomore year. Eligible students who intend to apply for the 4+1 program must exhibit the following: (a) completed a minimum of 90 credit hours by end of junior year (b) GPA of 3.25 or higher on public health major coursework (core courses) as identified in the Academic Catalog, and (c) able to articulate personal intentions for enrolling in this academic program of study. The GRE is not required for the admissions process. Students will begin MPH coursework in the final semester of their senior year.

PROVISIONAL ADMISSION

The Admission Committee may determine an applicant may not be prepared for full admission, and in such cases may be provisionally admitted. In the provisional admittance status, the student must register for the first 4 courses and receive a GPA of 3.0 or higher to be fully admitted into the MPH Program.

TRANSFER CREDIT

Admitted students of the MPH program may petition for transfer of a maximum of 9 semester hours of elective or core courses toward their MPH degree from an accredited graduate program (see Definition of Accredited Institutions under Graduate Policies and Procedures). Requests for transfer credits must be submitted before enrolling in the MPH Program. Transfer application will not be accepted after the start of the first semester.

CRITERIA:

• Students enrolled in the MPH program who want to transfer credit from another academic program or institution must have prior approval from the MPH Program Director.

• All courses considered for transfer into the program must have been successfully completed with a grade of B or better and must not have been applied to another awarded degree.

• Transfer course grades are not calculated toward the student’s grade point average.

• The program does not give course credits for prior work experience nor can it be counted towards the program’s Applied practice/integrated learning experience (AP/ILE).

PROCEDURE FOR REQUESTING TRANSFER CREDITS:

The applicant must submit a completed request form to the MPH Program Director. Appropriate verification of documents including 1) official transcripts; 2) course syllabus of the requested transfer credits.

P ROGRA

M R EQUIREMENTS

The MPH program plan of study includes public health coursework and two courses from the business school. Students must work to meet

all course requirements when enrolled in the below course including any scheduled synchronous meeting times.

All students will complete the following: Curriculum

Public Health Core

PH 601: Public Health Revolution

PH 602: Determinants of Health

PH 603: Advocate for Health

PH 604: Principles in Public Health Leadership

PH 610: Principles of Public Health Practice

PH 611: Applied Public Health Practice

PH 620: Principle of Public Health Methods

PH 621: Applied Public Health Methods

BUS 612: Organizational Management

BUS 670: Health Care Systems Management

PH 670: Applied Practice Experience/Integrative Learning Experience I

671:

PH 630: Principles

BUS 671: Financial and Legal Issues in Healthcare

The student’s applied practice experience and integrative learning experiences (APE/ILE) are an essential and integral part of the entire MPH graduate education experience. Students have the opportunity to apply the content learned in the classroom, gain practical work experience, learn new skills, and develop professional contacts in the public health field.

Some clinical and community partner affiliations for the applied practice experience/ integrative learning experience may require specific medical/ immunizations, background checks, and/or drug screenings. As a member of the Levine College of Health Sciences, the Department of Public health recommends students to be compliant with the Medical/ Immunization requirements noted in the Graduate Academic Catalog. Additionally, some clinical and community partner affiliations for the applied practice experience/ integrative learning experience may require specific proof of insurance such as health or automobile.

APPLIED PRACTICE EXPERIENCE

The APE must comprise a semester course where students engage in activities for the assigned APE site, as well as other assignments for the APE course. Required documentation (evaluations, corresponding coursework) must be submitted by the deadline dates. As part of the APE requirement, students are expected to provide two deliverables to the preceptor for the APE site. Students will also be required to submit a poster presentation as part of the MPH program requirement.

To begin the process of identifying an APE, students will attend an APE seminar led by MPH advisors as an orientation. During the seminar, advisors will discuss the student’s responsibilities, review all the required documentation, explain how the APE should meet the learning competencies, and explore the options for the student’s APE placement. Students work closely with the advisor throughout the APE, from identifying a site to completing the APE project. Once a site and preceptor are identified, students must complete an APE proposal that is signed by the advisor, student, and preceptor. The proposal is a first step to ensuring a site and APE project have been identified. An affiliation agreement/Memorandum of Understanding (MOU) and learning contract are also required. The learning contract must be approved by the course director. Every effort is made to secure an APE site that fits each student’s interests, defined program competencies, and career goals. Students may secure their own APE – however,

regardless of how it is secured, it must be approved and all appropriate procedures and student forms completed before the student can enroll in the APE course. The preceptor, and course director(s) will supervise the student while enrolled in the APE course and the Faculty Advisor(s) will serve to support and guide the student through the APE process. If students are not able to finish the 250 hours within the first semester, then they may be required to register for the APE course again in the second semester. All cases will be reviewed on a case-by-case basis. Additionally, it is not uncommon for students in a MPH program to complete more than one APE towards the total 250 hours. A student may be allowed to complete a second APE with the approval of the Director of the Master of Public Health program to meet the required hours. All other requirements, as outlined above, must also be completed in order to enroll in the APE course a second time. APE may only be completed AFTER all required coursework has been completed satisfactorily or specific program approval has been granted.

INTEGRATED LEARNING EXPERIENCE

Students are expected to identify a public health topic and develop an ILE proposal for an ILE project. The ILE proposal must be approved before the student can begin. The ILE must result in a written scholarly product. Examples of ILE projects include: short and defined research projects, program evaluation, development of survey instruments and their rationale, etc. Course directors will provide guidance.

The main purpose of the ILE course is to provide a culminating, integrative learning experience for Master of Public Health program students during their final semester(s) prior to graduation. As such, the course draws on students' prior training in the MPH Foundational Public Health Knowledge and Competencies from the MPH core coursework, the Health Promotion and Education Concentration Competencies and skills gained in the field through the APE and other field-based coursework. The ILE is designed to challenge students to reflect and integrate their training and experience to demonstrate synthesis of foundational and concentration-specific public health competencies as they prepare to enter the public health workforce. The ILE results in a high-quality written product, which is ideally developed and delivered in a manner that is useful to external stakeholders, such as non-profit or governmental organizations. The Course Director(s) review and assesses each student's performance in the ILE and ensures that the experience addresses the foundational and Health Education and Promotion concentration-specific competencies.

The ILE is meant to be an individual scholarly undertaking with guidance from the Course Director.

Students enrolled in the Wingate University School of Pharmacy now have the opportunity to work toward completing an MPH degree alongside the PharmD degree. Interested pharmacy students should contact the Director of the MPH program for additional information regarding the application process and specific program requirements. A plan of study was developed with the School of Pharmacy to take into consideration specific core MPH courses that will be required. All MPH courses are online asynchronous courses and students will have flexibility to complete weekly modules.

For financial aid purposes, the PharmD/MPH curriculum at Wingate is not considered a dual-degree program. As a result, students are not eligible to receive financial aid for the MPH coursework. Students wishing to pursue a Master’s in Public Health (MPH) degree simultaneously with the Doctorate of Pharmacy are awarded financial aid based upon their enrollment in the Doctorate of Pharmacy Program. These two programs are not integrated as one degree and therefore aid is awarded to the higher degree level program, providing the most benefit to the student. Additional tuition information can be found on the PharmD/MPH dual degree website.

ADMISSIONS

Admissions requirements for the PharmD/MPH include the following: (1) a completed application that includes an updated resume, personal statement, and use of the prior PharmCAS application; current Wingate

University SOP transcripts; (2) indication that a minimum of 90 credit hours will be completed prior to enrolling in MPH program. When applying to the dual degree program, applicants waive the right for the admissions committees to review both their prior PharmCAS application and current WU transcripts as a part of the admissions review. Applicants are reviewed by both the MPH program and School of Pharmacy before admission into the PharmD/MPH program. If a student discontinues enrollment in the PharmD program but would like to continue in the MPH standalone program the student must either have 1) a prior bachelor’s degree or 2) a total of 120 credit hours (bachelor’s equivalency) completed outside of the MPH coursework to continue in the standalone MPH program and subsequently graduate with the MPH degree. Students who do not have 120 credit hours outside of the MPH coursework completed will not be eligible to continue in the standalone MPH program. Students who do not earn 120 credits cannot use the standalone MPH credits towards meeting the 120 credits.

P ROGRAM C OMPLETION

Candidates for the Master of Public Health must complete a minimum of 42 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 must complete an exit survey upon graduation. Students are allowed up to five (5) years from her/his start date to complete the program.

P ROGRAM E VALUATION AND R EVIEW

All aspects of the Master of Public Health program are continuously evaluated to maintain a high-quality curriculum that meets the standards of excellence set forth by the University and appropriate accrediting agencies. Review and evaluation of the Master of Public Health program include the following:

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

Course Evaluation: Every graduate course must receive evaluations. from students enrolled in the course. The standard University Course Evaluation form is used. The evaluations are shared with the Department of Public Health Program Director and the MPH Program Director as well as the instructor for the course. Student evaluations are used by the Public Health Program to inform improvements to the course and program overall.

Program Exit Survey: A “Program Exit Survey” is sent to students after graduating with an MPH degree. The Program Exit Survey includes an assessment to evaluate the program in terms of its value to them both personally and professionally. The Program Exit Survey also asks MPH graduates to provide the strengths and weaknesses of the Wingate University Master of Public Health program.

Wingate University Graduate Alumni Program Evaluation: Three years after being conferred the Master’s degree, Graduate alumni are mailed a Wingate University Graduate Alumni Program Evaluation form that they are asked to complete and return. Responses on this form are carefully reviewed by the Department of Public Health Program Director, and the MPH Program Director as well as the graduate faculty to determine areas of improvement.

RIGHT OF THE PROGRAM TO MAKE CHANGES

The Wingate University MPH Program curriculum plan, policies, procedures, regulations, and codes are subject to ongoing evaluation and subsequent modification by the collective faculty. While the information and regulations detailed within this catalog were believed to be accurate at the time of publication, the Department reserves the right to make modifications to any area described without advance notice, and will provide notice to all current students of the changes made. Changes may be enforced following the date of notification of change.

D UAL - D EGREE P ROGRAM : D OCTOR OF P HARMACY (P HARM D) AND MPH

P ROGRAM P OLICIES

ADVISING

Wingate University’s Department of Public Health 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 him/her throughout the program. For students admitted into the PharmD/MPH program, a School of Pharmacy faculty will serve as advisor, who will work closely with faculty advisors from the Department of Public Health.

After the MPH orientation at the start of the program, students are expected to meet periodically with their advisor, with a recommended frequency of twice per semester. These meetings are held to obtain assistance with scheduling, progress through the program, and in the planning for the applied practice experience/integrative learning experience. It is the student’s responsibility to contact his/her academic advisor when needed. For certain semesters, group advising meetings may take place, which will count toward the once-per-semester. However, the student should reach out to the advisor as needed throughout the semester.

Wingate University values student input and during advising meetings will integrate any feedback from students towards our ongoing evaluation and assessment of the MPH program

DIRECTED STUDY

The MPH program will offer directed study options on a case-by-case basis as part of PH 640, Special Topics (3 credits). Students must discuss with their advisor and approval is required by the Director of the MPH Program and the Department of Public Health Program Director.

REGISTRATION

All official transcripts are required from newly admitted students to be “fully admitted” into the MPH program. Once fully admitted, students will receive registration materials. Class registration for new students is processed by Wingate University staff.

Students cannot be enrolled for more than 4 courses (12 credit hours) in any semester unless special permission is granted by the Department of Public Health Program Director.

A student may register to audit a course with permission from the Department of Public Health Program Director, and the course instructor.

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.

INCIDENTAL COSTS ASSOCIATED WITH MPH PROGRAM

The student is responsible for any and all costs associated with coursework, including those involving applied practice education experiences. Costs to each student may include transportation, room and board, purchase of personal laptop, data management and analysis software, criminal background checks, drug screens, uniforms, health insurance, and other expenses. Students may be required by some community partner affiliates to successfully pass a specific Criminal Background Check and/or Drug Screening to participate in an applied practice experience at their facility. Students are expected to adhere to all safety and professional requirements imposed by the facility at which they are affiliated. Additionally, students may be offered opportunities to earn advanced certifications or attend enrichment workshops that may be an added personal expense outside of tuition costs. Tuition cost of attendance can be found at https://www.wingate.edu/academics/graduate/master-of-publichealth.

INFORMED CONSENT

In compliance with the Family Educational Rights and Privacy Act (FERPA), Wingate University, through its Department of Public Health, requests that all entering students provide their written informed consent to the sharing of personal information with Wingate’s educational partners (e.g., community partner and clinical affiliates, applied practice sites) strictly on a need-to-know basis.

This sharing of personal information may include the following (i) social security numbers; (ii) immunization records; (iii) e-mail addresses and telephone numbers; (iv) results of health care tests; (v) criminal records known to Wingate University; (vi) background and/ or credit checks. Additionally, notice is hereby given that random drug screening or additional criminal background checks may be requested of the student for placement in certain clinical or community partner sites as a matter of standard operating procedures for those sites. The student may be responsible for the cost of drug screening or additional criminal background checks.

Students who are not willing to allow the release of the required personal information may not be able to be placed in an affiliated public health practice site. In such cases, the student cannot meet the requirements for graduation.

The clinical or community partner sites with whom the department partners for affiliation has a sincere interest in detecting and preventing drug use among its students for protection of the public. The department values the partnership it has developed with these clinical and community partner sites and works collectively to ensure the supply of quality student interns meets their individual requirements. Therefore, if ever the drug testing/random drug screening required of any particular clinical or community affiliation site for the purpose of internship reveals a positive result, the first violation will result in an immediate, significant sanction and possible dismissal from the Department of Public Health. A second offense will result in dismissal from the program.

LAPTOP AND TECHNOLOGY REQUIREMENTS

All Wingate University public health students are required to have a personal laptop that includes a Microsoft Office software package (e.g. MS Word, Excel), at the student’s expense. Wingate University works off the Google platform including the email system. Therefore, it is critically important for students to ensure they have an up to date Chrome browser installed. Students are expected to use their laptops to access class information required for each class. Laptops will be used extensively and there may be a requirement for students to purchase specific data management and analysis software. Wingate University student credentials provide wireless connection to the medical library system, allowing students to retrieve not only class-related materials, but also other health care related materials. A printer station is made available for on-campus student printing needs (a fee may be assessed for printing services), but many students find it beneficial to have a personal printer/scanner.

Each student is assigned a unique login and password following registration for courses within the department. The login information is used for electronic mail, the Canvas learning platform access, grade reports, and business office accounts. Each student is responsible for his/her data and accounts, and must NOT share or allow another to know or to use their account or password. It is the student’s responsibility to protect the account information by changing the password regularly. If any student does not change their password at least annually, the system will require a change of password before continuing use of the system. There is no additional charge to the student associated with this process of verification of identity.

PERSONAL HEALTH INSURANCE

Students in an online program are not required to maintain personal health insurance coverage during their enrollment in the Master of Public Health program, but it is recommended. Students are responsible for all healthcare costs associated with an illness or injury that results from any activity on campus or at an affiliated training site. Neither the University nor its practice experience partners bear any responsibility for healthcare costs of the student.

RULES RELATED TO THE DISCLOSURE AND RELEASE OF STUDENT INFORMATION

Wingate University generally may not release to any third party any personally identifiable information in a student's education record without the student’s informed consent. In those instances, the release may be made to (i) officials of other educational institutions in which the student seeks to enroll, provided that the student is notified of the transfer of such information, receives a copy of the information if

requested in writing, and has an opportunity to challenge the contents of the record; (ii) certain state and federal government officials stipulated by law; (iii) persons or agencies directly related to a student’s application for, or receipt of, financial assistance; (iv) accrediting organizations; (v) parents of dependent students; (vi) any source if required to do so in compliance with judicial order or subpoena, provided that the student is notified of all such orders or subpoenas; (vii) health authorities, if, in the event of any emergency, knowledge of such information is necessary to protect the health or safety of a student or other persons; or (viii) University officials (those carrying out official University business, whether paid or unpaid) who have a legitimate educational purpose in consulting the record (based on the need to access the record to perform the University business). Or, the information to be released is exclusively “directory information,” defined as (i) the student's name, address (including e-mail), telephone listing, and photograph; (ii) the student's date and place of birth; (iii) the student's major field of study; (iv) the student's participation in official activities; (v) the height and weight of members of athletic teams; (vi) dates of attendance; (vii) degrees and awards received; and (viii) the most recent previous school attended by the student. Any student may object to the designation of “directory information.”

To do so, he or she must file within 20 days after the first day of classes in each semester a signed notice informing the University that any or all of the information described above should not be considered directory information about that specific student. The requests must be filed in the Office of the Registrar. Such requests for nondisclosure will only be honored by the University for the current enrollment period; therefore, a new request must be submitted each semester or term.

Each University official responsible for any type of educational record shall maintain a record of the persons or parties, other than those University personnel authorized (as specified above) requesting or obtaining access to a student’s educational records. The record of requested access is available only to the student, to the University official responsible for the custody of such records, and to that official's assistants

The University may disclose to the parent or legal guardian of a student under the age of 21, without the prior written consent of the student, information regarding any violation by the student of any federal, state, or local law or any rule or policy of the University governing the use or possession of alcohol or a controlled substance if the University has determined that the student has committed a disciplinary violation with respect to such use or possession. The University may disclose, without prior written consent of the student, final results of disciplinary proceedings against the student who is an alleged perpetrator of a crime of violence (18 U.S.C. § 16) or a non-forcible sex offense if the University finds the student committed a violation of the University’s rules or policies with respect to such crime or offense. The information shall include only the name of the student, the violation committed, and any sanctions imposed by the University on the student. The University may include the name of any other student such as a victim or witness, only with the written consent of that other student.

STUDENT RESPONSIBILITIES

All financial obligations associated with the student’s public health education lie with the student including transportation, textbooks, course materials, data management and analysis software, and other incidental costs such as any needed background checks or drug screenings to engage with university-affiliated sites. Students are expected to attend each activity of the course and actively participate in the discussions and assignments. Please see “online class attendance” noted in the Graduate Academic Catalog.

GRADING POLICY

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 repeated grade supersedes the previous grade. Any student who receives an “F” for coursework will 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 Department of Public Health Program Director and the MPH 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 Director of the MPH program, who presents the matter to the Department of Public Health Program Director for a 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 once

The Department of Public Health Program Director 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 grades for the repeated courses are used in calculating the student’s overall GPA, although all grades are recorded on the transcript. Individual concerns regarding a course should be directed to the course director first. Any grievances and appeals must be made in writing and submitted to the Director of the MPH Program at least one month before a decision on the matter may be expected. The Director of the MPH Program will bring the student appeal to the Department Appeals Committee for review. The student will be informed in writing of the committee’s decision by the Department of Public Health Program Director.

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.

HONOR CODE

Students must adhere to the Wingate University Student Honor Code noted in the Graduate Academic Catalog.

CODE OF CONDUCT

It is expected that all students will adhere to the Department of Public Health Code of Personal and Academic Conduct as outlined below. Possible violations to the Code of Personal and Academic Conduct should be reported to the faculty member supervising the course or activity OR the Director of the MPH program in writing. The Director of MPH program and Department of the Public Health Program Director are responsible for further investigating the validity of the possible violation. (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 along with potential academic and program implications as they relate to the student’s progression in the program.

PERSONAL CONDUCT

Personal conduct on University property, at affiliated clinical or community partner sites, or Department/University sponsored events is subject to disciplinary jurisdiction of the Department of Public Health. The Department of Public Health may also enforce its own disciplinary policy and procedures when personal/professional conduct, regardless of where it occurs, is deemed incompatible with the overall mission, program, or other functions of the Department of Public Health. Any action which represents a violation of civil and criminal law will be addressed by the appropriate non-university agencies in accordance with their policies and regulations. Action of non-university authorities in response to any violation of statutes shall not preclude nor replace the right and responsibility of the Department of Public Health to review the student independently for that violation. If, at the time of graduation, unresolved criminal charges or proceedings are pending against a student, conferral of the degree may be withheld until such time the

matter is resolved. In the event the candidate for graduation is exonerated, the degree will be conferred.

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

• Alcoholic beverages - inappropriate use of alcoholic beverages during university activities or while engaging with universityaffiliated sites or functions (except as expressly permitted).

• Drugs - illegal use, possession, sale, or distribution of any drug. Students found guilty of violating this section will be subject to immediate expulsion from the Department of Public Health.

• Drugs – testing positive or refusing to be tested in the prescribed manner.

• Weapons and dangerous items while engaging with universityaffiliated sites or functions.

• Theft or damage while engaging with university-affiliated sites or functions.

• Disorderly conduct – hostile behavior, disorderly conduct, indecent conduct, harassment, inappropriate intimidation, excessive pressure, humiliation, coercion, stalking, hazing, overtly reckless behavior, false alarms, failure to comply with lawful directions of university officials, unauthorized entry of use of university or university-affiliated property, unauthorized use of university name, logo, or symbols.

• Inappropriate social networking that is considered unprofessional for a public health student.

• Unprofessional conduct – conduct falling below the standard expectations of the faculty and fellow classmates, including noncompliance with reasonable requests of the faculty, staff, and administrators.

• Professional and financial irresponsibility - failure to meet program requirements such as completing any requested background checks, drug screens, or meeting financial responsibilities.

• Failure to respond to notification - failure by a student or organization to respond to notification to appear before the Program Director during any stage of a disciplinary proceeding. Failure to appear will not prevent the Program Director from proceeding with disciplinary action in the absence of the candidate.

• Misuse or abuse of university equipment, programs, or data; unauthorized access to or copying/distributing of data, records, or programs; attempting to alter or modify records, data, or programs. Failure to schedule and attend advising sessions per the advising policy guidelines.

ACADEMIC CONDUCT

All students matriculating into the Department of Public Health implicitly and personally subscribe to the Code of Personal and Academic Conduct 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 Code of Personal and Academic Conduct, 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 allinclusive.

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

• Plagiarism is using, stating, offering, or reporting as one’s own, an idea, expression, or product of another without the proper credit to its source. 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 cited and referenced per American Psychological Association (APA) 7th edition guidelines 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 Code of Professional and Academic Conduct to report that violation to the appropriate authority. Failure to do so may result in disciplinary action.

It is the policy of the Department that acts of plagiarism or any other acts of academic dishonesty, on any assignment, quiz, or examination, will first be reviewed by the instructor and the Director of the MPH Program to determine the seriousness of the violation and may result in an assignment grade of zero (0), and in some circumstances in a failing course grade and/or other sanctions up to and including dismissal from the University.

STUDENT GRIEVANCES AND APPEALS

Students may appeal any misconduct hearings to the Graduate Affairs Committee within seven (7) days of notification of the outcome of the misconduct proceeding. A panel of three people will consider the appeal. Appellate review be limited to (1) bias by the appeal panel, (2) newly discovered evidence that was not reasonably available at the time of the initial determination, or (3) a procedural mistake.

** “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.”

WITHDRAWAL

Students may voluntarily withdraw from the MPH program and will subsequently surrender all rights and privileges as a student enrolled in the program. A student must submit a written request to withdraw from the program to the Director of the MPH program which will be reviewed by the Director of the MPH program and the Program Director of the Public Health Program for approval.

G

ADMISSIONS

The application requirements for the graduate certificate program are the same as the MPH admissions requirements. Students may be admitted to the graduate certificate program even if they are not admitted into the MPH program.

GRADUATE CERTIFICATE IN PUBLIC HEALTH - GENERALIST Curriculum Credits Public Health Required Courses

PH 601: Public Health Revolution

PH 602: Determinants of Health

PH 603: Advocate for Health

PH 604: Principles in Public Health Leadership

PH 610: Principles of Public

For students to be eligible for transition into the MPH program, they must have a 3.0 grade point average (B-, B, or B+) or better in courses taken in the certificate program. A minimum of 6 credits with a 3.0 grade point average (B-, B, or B+) or better are needed to transition into the MPH program.

The MPH program requires students to complete the degree in 5 years. For certificate students who transition into the MPH program, the clock will begin at the time they take the first certificate course(s).

LLOYD AND GEORGIA TH AYER SCHOOL OF EDUCATION

Interim Dean: Charlesa Hann

Assistant Dean: Janet Jenkins

Professor: Sarah Harrison-Burns

Associate Professors: Edward Case, Tarra Ellis, Melanie Keel, Rebekah Kelleher, Darrel Staat

Assistant Professors: Lucy Arnold, Danielle Edwards, Janet Jenkins, Charlesa Hann, Brianne Johnson

Graduate Education Department Chair: Danielle Edwards

The graduate education programs at Wingate University are guided by the conceptual framework of The Effective Facilitator of Learning. This conceptual framework is consistent with the mission of Wingate University and with the motto of “Faith, Knowledge, Service.” Teacher Education Programs are conceived in the context of a well-rounded liberal arts education and integrated with the principles of a Christian institution.

FALL

14

14

14 New Student Orientation Aug. 17 Aug. 17

Session I Classes Begin Aug. 22 Aug. 22

Add/Drop Ends Aug. 22 Aug. 22

Labor Day Holiday Sept. 2 Sept. 2

Incomplete Deadline Sept. 23 Sept. 23

Withdrawal Deadline Sept. 23 Sept. 23

Session I Classes End Oct. 16 Oct. 16

17-18

Ends Oct. 14 Oct. 14

Student Orientation Oct. 15 Session II Classes Begin Oct. 21 Oct. 21

Add/Drop Ends Oct 21 Oct. 21 Deadline to Apply for May 2025 Graduation Oct. 29 Oct. 29

Withdrawal Deadline Nov. 14 Nov. 14 Thanksgiving Holiday Nov. 27-29 Nov. 27-29 Classes End Dec. 10 Dec. 10 Commencement Dec. 14

Our graduates will assume positions as principals, superintendents, and central office administrators. The program is directed to the preparation of practicing school leaders. It is important to emphasize that the Ed.D. in Educational Leadership at Wingate University leading to the superintendent certification will provide a means for candidates to gain content knowledge, pedagogical/andragogical professional knowledge, and skills and dispositions specified by the Educational Leadership Constituent Council as well as the North Carolina Standards for School Executives

Based upon the premises established above, the conceptual framework of Effective Facilitators of Learning for future school and school system

leaders will be for individuals who understand and are able to facilitate learning communities that support active learning. We are striving to create graduates who are competent at facilitating the learning process in multiple settings and particularly at the executive level

C OHORT E XPERIENCE

The Wingate University program in Educational Leadership emphasizes the development of Effective Facilitators of Learning, a goal which demands collaborative decision-making in diverse settings. For this reason, the University has adopted a cohort model for the Ed.S. and Ed.D. concurrent programs. This organizational plan encourages students to develop skills within a learning community that offers support and encouragement. As students develop their knowledge, engage in research, and participate in class discussions, they develop support systems and professional relationships which may be helpful throughout their professional careers. Student enrollment begin the fall semester of each year.

E D .D. AND E D .S. R EQUIREMENTS

The Wingate University Doctoral Program in Educational Leadership is a 63-credit hour program with 21 hours for coursework/dissertation after completion of the Educational Specialist degree. The Educational Specialist degree itself is a 42-credit hour program within the Ed.D. progression. The program is experiential and requires application of knowledge and skills obtained through varied experiences. The program is based on clinical practice, problem solving and promoting institutional effectiveness in schools, school districts, and educational service agencies.

The Ed.S. is based on the successful completion of both the 42 hours of course work and the leadership portfolio. Students interested in a continued pursuit of the Doctor of Education program will complete 9 hours in research methods, quantitative analysis, and writing for publication, and 12 hours in the dissertation seminar. A Portfolio Review of Leadership Competencies will be required for approval to begin the problem-centered dissertation research project. The dissertation defense may not be held until the summer semester of the third year of coursework.

A DMISSIONS P OLICIES AND R EQUIREMENTS

Students must submit:

• Wingate University Online Application for Admissions to the Doctoral Program

• One (1) official transcript from each institution attended (post high school)

• TOEFL for International students whose first language is not English

• Brief vitae (not to exceed 2 pages)

• Three (3) letters of professional recommendation describing applicant’s leadership skills (Two letters must come from supervisory or administrative personnel who have had direct experience with the candidate.)

• One (1) page letter of intent stating personal professional goals

• Copy of professional license(s)

Finalists will be invited to participate in the following:

• An oral interview with faculty committee

• Completion of a writing sample

ADMISSIONS SELECTION

To be considered for admission, all candidates must be licensed, practicing administrators/school leaders. Candidates will be selected in a competitive admissions process. A committee of the Wingate Graduate Education faculty will review all applications and will consider each application based on a variety of factors. These factors include, but are not limited to, professional work experience, grade point average, and performance in the interview and on the writing sample. For additional information please visit our website at: https://www.wingate.edu/academics/graduate/education

D EGREE R EQUIREMENTS

Curriculum Credits

EL 7010: Information Management Systems

EL 7032: Communications and Community Relations

EL 7061: Systematic Inquiry and Decision Analysis

EL 7067: Curriculum and Instructional Leadership

EL 7095: Diversity and Global Development

EL 7109: Managing Human and Fiscal Resources

EL 7127: Education Law, Policy and Ethics

EL 7134: Educational Leadership: Theory and Practice

EL 7151: Principals in the 21st Century

EL 7156: Comprehensive Planning & Program Eval

EL 7189: Organizational Development and Change

EL 7211: Data Driven Leadership

EL 7234: Economics and Education

EL 7512: Superintendents and Executive leadership

ER 7311: Measurement Techniques in Education

ER 7423: Research Design and Data Analysis

ER 7433: Seminar in Professional Research & Publication

ER 7950: Doctoral Dissertation Project – I, II, and

Once a Wingate University doctoral student becomes eligible to enter the dissertation project process, they continue as a candidate into the third year of study. During the following three semesters, each candidate will enroll in a series of research courses and three semesters of doctoral dissertation seminars. The initial semester seminar will be directed, in general, by the Dissertation Chair. Dissertation seminar hours will aid the candidates in focusing their research, completing key sections of the dissertation project, and collaborating with their professional writing group, where applicable. Once a candidate has been approved to continue into the dissertation year, they must remain continuously enrolled in the dissertation course(s). This enrollment ensures that the candidate has full access to research materials and faculty expertise. Candidates should complete and defend by the end of the third semester. However, should a candidate require more time, the candidate must apply for Extended Dissertation Project Status. The Dissertation Committee will monitor the status of any project in this situation. The Graduate Education Department reserves the right to reassign or realign any project which enters an extended status to ensure that the project and data remain timely and relevant.

If a candidate continues their research past the three semesters allotted and does not enroll in three (3) hours of extended dissertation seminar each semester, the candidate will be dropped from the program

Candidates must complete their Ed.D degree within five years of initial program enrollment. This ensures that a candidate's experiences and research are timely and relevant.

The Wingate Ed.D. program in Higher Education Executive Leadership is a part-time program for working professionals. Graduates will be prepared for positions as Deans, Vice Presidents and Presidents in institutions of higher education. The program provides both the theoretical and practical applications needed for higher education leaders in the 21st century. The curriculum focuses on four broad areas that will prepare individuals to be successful as university and community college leaders. These are: leadership and organizational development; effective programs and services in higher education; traits of highly successful universities and community colleges; research and a locally developed dissertation project. The Wingate University Doctoral Program in Higher Education Executive Leadership is a 63credit hour program with 21 hours for coursework/Dissertation after completion of the Educational Specialist degree. The Educational Specialist degree itself is a 42-credit hour program.

The Wingate University program in Higher Education Executive Leadership has adopted a cohort model. This organizational plan encourages students to develop skills within a learning community that offers support and encouragement. As students develop their knowledge, engage in research, participate in class discussions, they develop support systems and professional relationships which may be helpful throughout their professional careers.

The Ed.S. is based on the successful completion of both the 42 hours of coursework and the leadership portfolio. Students interested in a continued pursuit of the Doctor of Education program will complete 9 hours in research methods, quantitative analysis, and writing for publication, and 12 hours in the dissertation seminar. A Portfolio Review of Leadership Competencies will be required for approval to begin the problem-centered dissertation research project The dissertation defense may not be held until the summer semester of the third year of coursework.

P ROGRAM R EQUIREMENTS

Curriculum

Foundation Courses:

EL 7134: Educational Leadership

EL 7189: Organizational Development and Change

EL 7010: Information Management Systems

EL 7095: Diversity and Global Development

EL 7211: Data-Driven Leadership

EL 7156: Comprehensive Planning and

Specialized Courses:

EL 7128: Higher Education Law and Policy

EL 7312: History and Development of Student Services Programs in Higher Education

EL 7110: Managing Finance, Budget and Facilities

EL 7235: Workforce and Economic Development

EL 7033: Community and Government Relations

EL 7152: Higher Education in the 21st Century

EL 7513: Presidents and Executive Leadership

EL 7068: Teaching, Learning, and Student Success

Research Courses:

EL 7061: Systematic Inquiry and Decision Analysis

ER 7423: Research Design and Data Analysis

ER 7433: Seminar in Professional Research & Publication

Students will complete 14 courses (3 hours each) for a total of 42 semester hours. The final 21 semester hours will be earned through a culminating experience called the Doctoral Dissertation Project for a total of 63 hours. A Portfolio Review of Leadership Competencies will be required for approval to begin the problem-centered dissertation research project in the third year of coursework

A DMISSIONS P OLICIES AND R EQUIREMENTS

Students must submit:

• Wingate University Online Application for Admissions to the Doctoral Program

• One (1) official transcript from each institution attended (post high school)

• A Master's degree from an accredited institution (see Definition of Accredited Institutions under Graduate Policies and Procedures).

• TOEFL for International students whose first language is not English

• Brief vitae (not to exceed 2 pages)

• One (1) page letter of intent stating personal and professional goals

Finalists will be invited to participate in the following:

• An oral interview with faculty committee

• Completion of a writing sample

ADMISSIONS SELECTION

The admission process is a competitive one. Many factors are considered by a committee of the Graduate Education Faculty. The factors include, but are not limited to, professional work experience, grade point average, future professional goals, personal interviews, and quality of writing sample. For additional information please visit our website at: https://www.wingate.edu/academics/graduate/education

D ISSERTATION P ROJECT AND P ROGRAM C OMPLETION

Once a Wingate University doctoral candidate becomes eligible to enter the dissertation project process, the candidate may continue into the third year of study. During the following three semesters, each candidate will enroll in a series of research courses and three semesters of doctoral dissertation seminars. The initial semester seminar will be directed, in general, by the Dissertation Chair Dissertation seminar hours will aid the candidates in focusing their research, completing key sections of the dissertation project, and collaborating with their professional writing group, where applicable.

Once a candidate has been approved to continue into the dissertation year, they must remain continuously enrolled in the dissertation course(s). This enrollment ensures that the candidate has full access to research materials and faculty expertise. Candidates may complete and defend by the end of the third semester. However, should a candidate require more time, the candidate must apply for Extended Dissertation Project Status. The Dissertation Committee will monitor the status of any project in this situation. The Graduate Education Department reserves the right to reassign or realign any project which enters an extended status to ensure that the project and data remain timely and relevant.

If a candidate continues their research past the three semesters allotted and does not enroll in three (3) hours of extended dissertation seminar each semester, the candidate will be dropped from the program.

Candidates must complete their Ed.D. degree within five years of initial program enrollment. This ensures that a candidate's experiences and research are timely and relevant.

M ASTER OF A RTS IN E DUCATION IN E DUCATIONAL L EADERSHIP

In 2001 the North Carolina Board of Education and the North Carolina Department of Public Instruction began to look at the skills and abilities needed by public school children to be successful citizens and workers in an emerging global economy and the skills needed by educators as well. Since that time, a new set of standards for 21st-century learners has evolved and been adopted by the state of North Carolina. All institutions of higher education who offer this program have been mandated to have their coursework reflect the newly approved 21st-century standards. Wingate established its Master of Arts in Education in Educational Leadership program in 2006 and its revised program was approved by the NCDPI in October 2010. Points of emphasis in the revised program are defined as the following six evidences: 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. The previous program portfolio was replaced with a Standards-Based Program Portfolio that reflects an understanding of the current NC Standards for School Executives. Students work with their internship supervisors to complete evidences for this Standards-Based Portfolio. This program qualifies one to earn a North Carolina Class “M” license as a K -12 Master’s competencies’ level regular teacher or supervisor and be eligible to apply for the “P” principal/school administrator license.

A DMISSION R EQUIREMENTS

To be considered for admission to the Master of Arts in Education in Educational Leadership (K–12) program, an applicant must:

• Hold a bachelor’s degree from an accredited college or university

• Have an undergraduate major in Education or a NCDPI class “A” license (or equivalent) to teach in public schools (three to four years of classroom experience is preferred)

• Have a 3.00 (“B”) GPA or higher during the last two years of undergraduate work or a 3.00 GPA or higher in the education major

• Submit an online Graduate Education application form

• Provide an essay or statement of intent for the MAEd in Educational Leadership program

• 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.)

• Submit copy of teaching license(s)

P ROGRAM R EQUIREMENTS

The Master of Arts in Educational Leadership degree consists of 37 semester hours of 500 and 600 level courses. Field experiences and internships totaling 475 hours are also expectations for successful completion of the MAEd in Educational Leadership program of study. The internships take place after 80 percent of the coursework is completed. The vision of principal as instructional leader incorporates all essential roles as leader, master teacher, and researcher. As such, the program is organized around these courses:

EDLD 605: Teacher Leadership

EDLD 610: The Principalship - Part I

EDLD 615: The Principalship - Part II

EDLD 620: School Finance and Budgeting

EDLD 625: Technology in the 21st Century School

EDLD 630: School Law

EDLD 634: Measurement and Assessment

EDLD 640: Supervision of Instruction

EDLD 694: Internship I

EDLD 695: Internship II

696: Internship

EDLD 697: Program Portfolio (Pass/Fail

Note: ED 697 portfolio must be submitted electronically when completing one's final internship. If the portfolio is not completed simultaneously or successfully with the final course, then EDLD 697 must be repeated. This portfolio will reflect an understanding and application of the 21st-century standards through a Standards-Based Project and will demonstrate the attributes of a School Executive

Candidates for the Master of Arts in Educational Leadership degree must complete 37 semester hours of coursework in accordance with the overall prescribed program of study with an overall grade-point average of 3.00 (“B”) or higher and no grade below a “B.” A leadership portfolio must be prepared, presented and approved reflecting the cumulative research and coursework experiences of the program. 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. Students are allowed up to five years from the date of official acceptance to complete the program.

M ASTER OF A RTS IN E DUCATION (K - 6)

The Master of Arts in Education program was established in June 1985 and is designed for the student who has an undergraduate degree in education or license to teach in the public schools. In 1999, Wingate University worked with elementary teachers and an experienced principal to redesign the master’s program. Following the adoption of the new Standards for Graduate Teacher Candidates the program was revised during 2010 – 2011 to focus on the following standards: Teacher Leadership, Respectful Educational Environments, Content and

Curriculum Expertise, Student Learning, and Reflection. Key changes include the provision for an elective course, the division of the research course into two courses, allowing for more extensive application of research skills and greater emphasis on action research, and replacement of the Program Portfolio with a Standards-Based Project. The program consists of 30 semester hours leading to the Master of Arts in Education degree with graduate-level (“M”) licensure in Elementary Education (K–6).

A DMISSION R EQUIREMENTS

To be considered for admission to the Master of Arts in Education in Elementary Education program, an applicant must:

• Hold a bachelor’s degree from an accredited college or university

• Hold an undergraduate major in education or Class “A” licensure to teach in public school; license appropriate for proposed area of graduate study

• Have a 3.00 (“B”) GPA or higher during last two years of undergraduate or a 3.0 GPA or higher in the education major

• Submit an online Graduate Education application

• Submit official transcripts of all previous academic work beyond high school

• Submit a copy of teaching license

*ED 597 will be taken at the same time as the final course in the program at no additional charge. The portfolio is submitted electronically and serves as evidence of the student’s understanding and application of 21stcentury competencies. If the portfolio is not completed simultaneously or successfully with the final course, then ED 597 must be repeated. ED 597 may be taken up to three (3) times

P ROGRAM C OMPLETION

Candidates for the Master of Arts in Education degree must complete a minimum of 30 semester hours of coursework in accordance with the prescribed program of study with an overall grade-point average of 3.00 (“B”) or higher. This program leads to the Master of Arts in Education degree with eligibility to apply for graduate level Class “M” licensure in Elementary Education (K–6.) The standards-based Program Portfolio must be submitted and approved to complete the degree program. Receiving an "F" in any course will result in the student being dropped from the program.

Students have up to five years from initial acceptance into the program to complete the program. M ASTER OF A RTS IN T EACHING (K - 6)

In 1996, the graduate program in education was extended to include a Master of Arts in Teaching Degree at Wingate University and was revised in 2009 to meet the State of North Carolina’s 21st Century standards for teaching K–6. The program consists of 36-39 semester hours leading to the Master of Arts in Teaching Degree with Class "M" licensure in Elementary Education (K–6). It is designed especially for

college graduates with degrees in areas other than education who wish to pursue a career in teaching. Before licensure can occur, students must meet the minimum score requirements for North Carolina on the following required tests:

• Pearson’s Foundations of Reading (090)

• Pearson’s Mathematics Subtest (203) OR Praxis CKT Math Subtest (7803)

An official copy of the test scores must be provided to Wingate University. All coursework including practicum and portfolio must be completed prior to licensure. The graduate program focuses on a model of “an effective facilitator of learning.”

The 21st century MAT program focuses on the creation of the 21st century educator. In Part 1, this cohort-based program allows the successful candidate to master the initial licensure competencies in a scheduled three semesters of coursework, plus the practicum semester. The practicum should be completed in an accredited public school.

The classes in the program require a regular clinical component, which works to help students apply academic knowledge to real classroom situations. ED 500 (a, b, c) must be successfully completed in the first three semesters in order to continue each semester in the Part 1 program. There is no cost for ED 500 as it is graded on a pass/fail basis

Once students have completed the Practicum and the required licensure tests they will be eligible to apply for a North Carolina NCDPI initial "A" license to teach K–6. Then they may continue (with a minimum 3.0 GPA in Part 1) into Part 2 where they work toward mastery of the graduate or ‘M’ level competencies in collaboration with working professionals

At the end of the program, students will complete a portfolio and, if successful, be eligible to apply for a graduate or 'M' license in North Carolina.

P ROGRAM R EQUIREMENTS

Curriculum Credits

ED 500 (a, b, and c): Clinical Field Experiences in Schools (Pass/Fail)

ED 501: Foundations of Teaching and Learning in the 21st Century

ED 502: Literacy in the 21st Century

ED 531: Research in Educational Trends, Issues, and Best Practices

ED 532: Curriculum Decision-Making

ED 535: Action Research

ED 540: Communication within the Language Arts Curriculum

ED 542: Teaching Problem-Solving and Quantitative Reasoning

ED 544: Teaching Inquiry, Scientific Literacy, and Healthful Living

ED 546: Teaching Global Social Studies and Humanities

ED 552: Assessment and Instructional Intervention

ED 560: Developing and Demonstrating Teacher Leadership

ED 595: Practicum

ED 597: Program Portfolio* (Pass/Fail) *

Program Total 36

*ED 597 is taken at the same time as the final course in the program at no additional charge. If the portfolio is not completed simultaneously or successfully with the final course, then ED 597 must be repeated. ED 597 may be taken up to three (3) times and must be electronically submitted using Canvas. Emphasis will be on developing a StandardsBased Project.

P ROGRAM C OMPLETION

Candidates for the Master of Arts in Teaching degree must complete a minimum of 36-39 semester hours of coursework (PLUS any specified co-requisites), including the Practicum, in accordance with the prescribed program of study with an overall grade-point average of 3.00 (“B”) or higher. (See Grading Policy for information on “C” grades and Academic Probation). A professional portfolio that reflects representative experiences and activities in all coursework must be submitted electronically and approved to complete the program.

Receiving an "F" in any course will result in the student being dropped from the program.

Students are allowed up to five years from the date of official acceptance to complete the program.

For Licensure, students are required to take and pass the licensure tests (see above), and any other requirements of NCDPI

A DMISSION R EQUIREMENTS

To be considered for admission to the Master of Arts in Teaching Program in Elementary Education (K–6), an applicant must:

• Hold a bachelor’s degree from an accredited college or university

• Submit an online 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.

• Have a cumulative GPA of 2.70 or higher on a 4.00 scale on all post-secondary academic coursework

• Be accepted by the Graduate Education Programs Admissions Committee

P RACTICUM AND L ICENSURE

Candidates for the Master of Arts in Teaching Degree must complete Education 595, a supervised practicum experience in an assigned K–6 classroom (analogous to student teaching in traditional undergraduate teacher education program). The practicum is designed to provide an indepth internship to graduate students who have minimal to moderate teaching experiences but do not hold a teaching license. The student teaching practicum is a state requirement for initial licensure in North Carolina. Students will have scheduled meetings with their professor. Students will complete their Practicum after completion of the first six courses. The remaining five courses will be taken after the Practicum has been completed. This allows students to apply for a NCDPI “A” license (making one eligible for a teaching position) while completing the requirements for a master’s degree. This practicum allows the graduate student to complete the licensure process. All MAT students must successfully complete the practicum and submit scores on the Pearson tests Foundations of Reading (SA090), Pearson’s Mathematics Subtest (203) OR Praxis CKT Math Subtest (7803) before they will be eligible for licensure. All candidates seeking licensure must submit electronic evidences of the completion of the standards for initial licensure as specified in the teacher education handbook. (Specific details and expectations are outlined in the Student Teacher Practicum Handbook).

A DD - ON L ICENSURE F OR 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)

P ROGRAM R EQUIREMENTS

Content-Related Courses*

EDLD 605: Developing and Demonstrating Teacher Leadership

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)

EDLD 696: Internship III (Academic year only)

*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.

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 is reviewed by a School of Education Faculty Committee. The student will be notified in writing of the committee’s decision. The fiveyear 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's Graduate Education programs admit a new cohort of students each summer (Add-On program only) and fall. All applications for summer admission (Add-On program) must be fully completed each year by April 30th. All applications for fall admission must be fully completed no later than July 15th of each year.

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.

C OMMON

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.

T RANSFER C REDIT

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 SCIE NCES

Dean: Brandy Clemmer

Professors: John Acquaviva, Jennifer Bond

Associate Professors: Brandy Clemmer, Christi DeWaele, Christopher Harrist, Daniel McLaughlin, Traci Napolitano, William Steffen

Assistant Professors: Heather DeLangie, Nicholas DeLangie

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.

MASM A CADEMIC C ALENDAR

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: Mayra Rosales P.O Box 159 Wingate, NC 28174

Email: masmadmissions@wingate.edu

T RANSFER C REDI T

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

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 Elective

MASM 640: Comprehensive Exam

Specialization (Choose One Track)

Sport Leadership and Coaching Education

MASM 615: Psychology of Coaching

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 574: College Athlete Development and Wellness

MASM 576: Fundraising and Development in College Athletics

I NTERNSHIP

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.

P ROGRAM P OLICIES

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

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.

DESCRIPTION OF GRADUATE COURSES

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 Data Analytics I and Information Technology Risks and Controls

Upon completion of this course, students should be able to: 1) use various data analytics software, tools and techniques to assist with drilling down through large datasets to pull out meaningful and useful information, create value-added dashboards, and summarize results using detailed data visualizations that can be presented to managers, potential clients and data scientists. 2) Students should gain an understanding, from an accounting perspective, of how the use of various components of information technology affects risk management by eliminating certain risks, increasing/decreasing certain risks and introducing new risks. Students will examine financial statement risks and controls associated with the four key information technology domains: governance, user/information security, program change control, and operations.

Credit: 3 hours (Spring)

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. Advanced Data Analytics II and Accounting Applications

Upon completion of this course, students should gain an understanding of how business managers and accountants can use data for enhanced decision-making and problem solving for a firm/client/customer/ supplier, etc. This course will provide students with an understanding of data analytic thinking and terminology as well as hands-on experience with data analytics software, tools and techniques. Students should leave this course with the necessary skills to translate accounting and business problems into actionable proposals that they can competently present to managers, potential clients and data scientists.

Credit: 3 hours (Fall)

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.

Undergraduate Prerequisites: Principles of Management and Principles of Marketing 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 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

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 718. Clinical Medicine I

This course is designed to help students establish a foundational understanding of physiology, pathophysiology, and pharmacology associated with patient care in physical therapy practice. This semester, special emphasis is placed on the cardiovascular and pulmonary systems as well as mental health and pain science. The course prepares students to understand the function, regulation, and integration within and across these systems as they apply to healthy body function and disease states. This will be used as a prelude to a clinical understanding of how to treat dysfunction.

Credit: 4 hours

Doctor of Physical Therapy 719. Research Design

This course provides students with the foundational knowledge and skills necessary to conscientiously, explicitly, and judiciously use current best evidence in making clinical decisions, including how best to use AI tools. Using active learning strategies, students will develop proficiency in literature searching pertaining to diagnosis, prognosis, interventions, and outcome measures, and gain a basic understanding of research design and the concepts associated with developing effective methodologies.

Credit: 1 hour

Doctor of Physical Therapy 720. Clinical Medicine II

This course progresses concepts in physiology, pathophysiology, and pharmacology associated with patient care in physical therapy practice. This semester, special emphasis is placed on the renal and musculoskeletal systems. Students will integrate the previous semester’s cardiovascular content with this semester’s renal system content. Students will also learn about the musculoskeletal system, common pathologies and medications in preparation for the fall semester

DPT 744 (D&M Musculoskeletal Conditions I).

Credit: 2 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

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 726. Clinical Medicine III

This final course in the Clinical Medicine series progresses concepts in physiology, pathophysiology, and pharmacology associated with patient care in physical therapy practice. This semester, special emphasis is placed on the endocrine, immune, gastrointestinal, integumentary systems as well as pelvic health and oncology. A Grand Rounds project is the culmination of this series, which integrates concepts across body systems to prepare students for physical therapy practice.

Credit: 4 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 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

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

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 in Physical Therapy

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: 2 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

Doctor of Medical Sciences 710. Evidence-Based Medicine/Research

This course serves as the foundation for the scholarly project. It will cover principles of research design, evaluation of literature, as well as, search methodologies. Further, components and professional writing style and the American Medical Association Manual of Style formatting will be reviewed.

Credit: 3 hours

Doctor of Medical Sciences 720. Principles of Adult Learning

This course is designed to provide students with foundational principles in adult learning. Students will explore strategies to increase student learning and engagement using educational theory and the medical education literature.

Credit: 3 hours

Doctor of Medical Sciences 730. Program Assessment and Evaluation

The aim of this course is to introduce students to best practices of assessment and evaluation of curriculum. Using current medical education theory and literature students will apply key learnings to the development of course design and evaluation.

Credit: 2 hours

Doctor of Medical Sciences 750. Capstone I

This course serves as the first of two course aimed to develop a scholarly article ready for publication in a peer reviewed journal. The focus of this course will be to define topic selection, complete a literature review, and journal selection.

Credit: 2 hours

Doctor of Medical Sciences 751. Capstone II

This course is the second of two courses aimed to guide students in the development of a scholarly article ready for publication in a peer reviewed journal. This course will focus on writing and editing the capstone project.

Credit: 3 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

D OCTOR OF M EDICAL S CIENCES (DMSC)

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

D OCTORATE I N E DUCATI ONAL L EADERSHIP (ER )

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

L EADERSHIP (EL, E R )

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 7320. Enrollment Management and Marketing in Higher Education

The course examines the programs and practices from initial contact with potential student prospects to the beginning of class attendance. Topics include marketing, the use of social media, campus visits, admissions, financial aid including federal aid, scholarships, and grants, summer bridge programs, orientation and other related activities.

Prerequisite: EL 7312

Credit: 3 hours

Educational Leadership 7322. Developing Effective Student Life and Student Services Programs in Higher Education

This course explores the wide range of programs and services needed to support and assist students to be successful in the classroom and out-ofclass areas. These include career and academic advising, counseling including mental health issues, student activities, Greek life, clubs and organizations, student government, intramural and collegiate athletics, residence life, and other student life activities.

Prerequisite: EL 7320

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)

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

M

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 introduces students to various sources of funding in college athletics and development activities and initiatives. Topics will include: the role of booster clubs, alumni relations and development, naming rights, sponsorship deals, TV contracts, preferred seating, and special fundraising events for athletic department and teams.

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)

M ASTER OF S OCIAL W ORK (MSW)

Master of Social Work 600. Generalist Social Work: The Professional Social Worker

This course introduces student to the knowledge, values, and skills essential to becoming a professional social worker. Student will explore the knowledge and values connected to ethical standards and becoming a professional social worker. Students will learn and apply written, verbal, and non-verbal communication skills that are congruent to becoming a competent, ethical, and professional social worker. Finally, students will learn about international, national, and discipline-specific professional organizations relevant to the social work profession.

Credit: 3 hours

Master of Social Work 601. Generalist Social Work: Foundations of the Social Work Profession

This course introduces student to the knowledge, values, and skills that shape the social work profession. These include an exploration of the historical foundations and social welfare policies that have shaped social work, theories of human behavior in the social environment that shape the profession, and professional codes of ethics. In addition, this course introduces students to the knowledge, values, and skills connected to the profession’s purpose of promoting human rights and social, racial, economic, and environmental justice and to the profession’s value of engaging anti-racism, diversity, equity, and inclusion in practice.

Credit: 3 hours

Master of Social Work 602. Generalist Social Work: Social Problems and Social Welfare Programs

This course prepares students to conceptualize and analyze social problems through the lens of anti-racism, diversity, equity, and inclusion. Students develop knowledge and skills in analyzing how existing social welfare policies guide the formation of social welfare programs. In this course students will develop the knowledge, values, skills, and cognitive affective processes need to critically analyze programs through the lens of human rights and social, racial, economic, and environmental justice. Finally, the course prepares students with the tools needed to advocate for policy practice that fosters antioppressive and anti-racist social welfare programs.

Credit: 3 hours

Master of Social Work 603. Generalist Social Work: Evidence Informed and Ethical Social Work

This course will introduce students to the ways in which the social work profession is built upon evidence-informed and ethical scientific inquiry. Students will learn about the fundamentals of ethically-sound research and how to evaluate, develop, and apply ethical standards to evidence-based practice. Students will develop skills in becoming critical consumers of practice-informed research and ethics through the lens of anti-racism, equity, diversity, and inclusion. Students will also learn how to apply research-informed practices in ways that advance human rights and social, racial, economic, and environmental justice

Prerequisite: MSW 600 & MSW 601, or approval by the MSW Program Director

Credit: 3 hours

Master of Social Work 604. Generalist Social Work: Social Work Practice with Diverse Populations

This course is designed to prepare students for social work practice with diverse populations, including individuals, families, and communities. This course focuses on the application of professional behavior and ethics; human rights and social, racial, economic, and environmental justice; anti-racism, diversity, equity, and inclusion; policy practice; and research-informed practice and practice-informed research to social work practice with diverse populations. Included in this course is an emphasis on how engagement, assessment, intervention, and evaluation of social work practice with diverse populations. Finally, in this course students will learn how to apply theoretical perspectives in human behavior in the social environment to social work practice with diverse individuals, families, and communities

Prerequisite: MSW 600, MSW 601, MSW 602, & MSW 603, or approval by the MSW Program Director

Credit: 3 hours

Master of Social Work 605. Generalist Social Work: Social Work Practice in Professional Settings

This course is designed to prepare students for social work practice in professional settings, including work with groups and organizations. This course focuses on the application of professional behavior and ethics; human rights and social, racial, economic, and environmental justice; anti-racism, diversity, equity, and inclusion; policy practice; and research-informed practice and practice-informed research to social work practice with diverse populations. Included in this course is an emphasis on how engagement, assessment, intervention, and evaluation of social work practice within professional settings. Finally, in this course students will learn how to apply theoretical perspectives in human behavior in the social environment to social work practice with groups and organizations

Prerequisite: MSW 600, MSW 601, MSW 602, & MSW 603, or approval by the MSW Program Director

Credit: 3 hours

Master of Social Work 620. Generalist Social Work: Practicum I

This is the first of two practicum experiences in the generalist social work curriculum. Students will be placed in a social work-related setting and will complete 200 hours of practice experience. While students will gain experience across systems levels, this first of two practicum experiences focuses heavily on preparing students to be competent social workers in applying theoretical perspectives to engagement, assessment, intervention, and evaluation with diverse individuals, families, and communities. In this practicum, students are given realworld opportunities to apply professional behavior and ethics; human rights and social, racial, economic, and environmental justice; antiracism, diversity, equity, and inclusion; policy practice; and researchinformed practice and practice-informed research to social work practice with diverse populations.

Prerequisite: MSW 600, MSW 601, MSW 602, & MSW 603

Credit: 3 hours

Master of Social Work 621. Generalist Social Work: Practicum II

This is the second of two practicum experiences in the generalist social work curriculum. Students will continue placement in a social workrelated setting and will complete an additional 200 hours of practice experience. The second of two practicum experiences is designed to continue providing students with opportunities to work across systems levels but will be heavily on preparing students to be competent social workers in applying theoretical perspectives to engagement, assessment, intervention, and evaluation with groups and organizations. In this practicum, students are given real-world opportunities to develop competencies in the application of professional behavior and ethics; human rights and social, racial, economic, and environmental justice; anti-racism, diversity, equity, and inclusion; policy practice; and research-informed practice and practice-informed research to social work in professional settings

Prerequisite: MSW 600, MSW 601, MSW 602, & MSW 603

Credit: 3 hours

Master of Social Work 651. Transformative Social Work Practice I: Engagement in the Beloved Community

In this course, students will be building upon the knowledge, values, skills, and cognitive affective processes gained in the generalist practice curriculum that are needed to engage with individuals, families, groups, organizations, and communities through ethical and professional social work. In mastering this competency, students will learn how to connect practice-informed research and research-informed practice to engagement across client systems in ways that align with anti-racism, diversity, equity, and inclusion. Through the lens of transformative social work, students will connect these concepts to engagement with individuals, families, groups, organizations, and communities.

Prerequisite: MSW 604, MSW 605, MSW 620, & MSW 621, or Advanced Standing Status Credit: 3 hours

Master of Social Work 652. Transformative Social Work Practice II: Assessment in the Beloved Community

In this course, students build upon the knowledge, values, skills, and cognitive affective processes gained in the generalist practice curriculum that are needed to assess client systems through ethical and professional social work. Students will learn how to connect practice-informed research and research-informed practice to assessment with client systems in ways that align with anti-racism, diversity, equity, and inclusion. Through the lens of transformative social work, students will connect these concepts to assessment with individuals, families, groups, organizations, and communities

Prerequisite: MSW 604, MSW 605, MSW 620, & MSW 621, or Advanced Standing Status

Credit: 3 hours

Master of Social Work 653. Transformative Social Work Practice III: Intervention in the Beloved Community

In this course, students will be building upon the knowledge, values, skills, and cognitive affective processes gained in the generalist practice curriculum that are needed to intervene with client systems through ethical and professional social work. In mastering this competency, students will learn how to connect the findings of scientific inquiry as well as lessons learned from engagement and assessment to interventions with client systems from the lens of anti-racism, diversity, equity, and inclusion. Additionally, students will critically analyze the extent to which existing policies and subsequent programs promote human rights and social, racial, economic, and environmental justice. Furthermore, students will learn how, through transformative social work, interventions across client systems are seamlessly connected to professional standards, social justice, ADEI, scientific inquiry, policy practice, engagement, and assessment

Prerequisite: MSW 651 & MSW 652

Credit: 3 hours

Master of Social Work 654. Transformative Social Work Practice IV: Evaluation in the Beloved Community

In this course, students will be building upon the knowledge, values, skills, and cognitive affective processes gained in the generalist practice curriculum that are needed to evaluate practice with individuals, families, groups, organizations, and communities through ethical and professional social work. In mastering this competency, students will learn how to connect evaluation of practice to the findings of scientific inquiry as well as lessons learned from engagement, assessment, and intervention with client systems from the lens of anti-racism, diversity, equity, and inclusion. Additionally, students will critically analyze the extent to which policies intersect with the evaluation of interventions designed to promote human rights and social, racial, economic, and environmental justice. Furthermore, students will learn how evaluation of transformative social work practice is seamlessly connected to professional standards, social justice, ADEI, scientific inquiry, policy practice, engagement, assessment, and intervention with individuals, families, groups, organizations, and communities

Prerequisite: MSW 651 & MSW 652

Credit: 3 hours

Master of Social Work 670. Transformative Social Work

Practicum I: Engagement and Assessment in the Beloved Community

In the first semester of the specialized practice practicum (250 hours total), students will focus on engagement and assessment across client systems. Will apply knowledge and values connected to demonstrating skills and cognitive affective processes needed for professional and ethical practice through the lens of anti-racism, diversity, equity, and inclusion. While students in the first semester of the specialized practicum are encouraged to also explore additional components of transformative social work, the focus will be on demonstrating mastery of components of the specialized curriculum that connect with engagement and assessment in the beloved community

Prerequisite: MSW 604, MSW 605, MSW 620, & MSW 621, or Advanced Standing Status Credit: 3 hours

Master of Social Work 671. Transformative Social Work Practicum II: Intervention and Evaluation in the Beloved Community

In the second semester of the specialized practicum (250 hours total), students will draw upon the foundations of the generalist practice curriculum with a focus on intervention and evaluation of client systems. Students will apply research-informed practice and practice-informed research related to professional behaviors and ethics essential for intervention and evaluation congruent with anti-racism, diversity, equity, and inclusion. Students will critically analyze existing policies connected to the host practicum agency, and the extent to which they promote human rights and social, racial, economic, and environmental justice. Furthermore, students will demonstrate how to select and apply intervention and evaluation strategies in the context of the host agency that are seamlessly connected to previous lessons learned in engagement and assessment and that advance social, racial, economic, and environmental justice through the results of scientific inquiry and policy practice. At the end of the second semester of the specialized practice practicum, students should be able to demonstrate the interconnection of all nine competencies within the framework of transformative social work in the beloved community

Prerequisite: MSW 670

Credit: 3 hours

Master of Social Work 690. Transformative Social Work Capstone Project I: Engagement and Assessment in the Beloved Community

This course will provide students with the opportunity to apply the concepts learned in MSW 651 and MSW 652. Using a case-based approach, this course will provide students with an opportunity to connect the foundations social work to engagement and assessment with diverse populations (individuals, families, and groups) and through professional settings (organizations and groups). This is the first of two Transformative Social Work Capstone Projects within the specialized practice curriculum and is designed for students to apply the practice of transformative social work to engagement and assessment of the beloved community.

Prerequisite: MSW 651 & MSW 652

Credit: 3 hours

MSW 691-Transformative Social Work Capstone Project II: Intervention and Evaluation in the Beloved Community

This is the second part of the Capstone experience and provides students with the opportunity to apply the concepts learned in MSW 653 and MSW 654 and builds on MSW 690. Using a case-based approach, this course will provide students with an opportunity to connect the foundations social work to intervention and evaluation with diverse populations (individuals, families, and groups) and through professional settings (organizations and groups). This is the second of two Transformative Social Work Capstone Projects within the specialized practice curriculum and is designed for students to develop strategies for intervention and evaluation with diverse populations (individuals, families, and communities) and professional settings (organizations and groups) identified in the first Capstone course.

Prerequisite: MSW 653 & MSW 654

Credit: 3 hours

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 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: 4 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: 4 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 and PHAR 825

Credit: 1 hour (Pass/Fail)

Pharmacy 877. High Stakes Compensatory Education

This course will be used to review the necessary knowledge, skills, or abilities from previously required curriculum to pass a high stakes assessment.

Prerequisite: Failure of a high stakes exam within a course otherwise passed OR failure of Annual Student Mastery Assessment (ASMA)

Credit: 1 hour (Pass/Fail)

Pharmacy 878 Pharmacogenomics and Personalized Medicine

Pharmacogenomics and Personalized Medicine elective focuses on the scientific basis of pharmacogenomics and its application to patient care through case studies, translational aspects of pharmacogenomics, and the clinical practice of pharmacogenomics.

Prerequisite: Doctor of Pharmacy Program Standing – Second Year

Credit: 1 hour (Pass/Fail)

Pharmacy 879. Advanced Pediatric Pharmacotherapy

This course will focus on giving pharmacy students a deeper understanding of pediatric care and pediatric pharmacy practice.

Prerequisite: Doctor of Pharmacy Program Standing, PHAR 852

Credit: 1 hour (Pass/Fail)

Pharmacy 880. Post-Graduate Education (PGE)

An exploration of post-graduate education opportunities and the opportunity to refine application and interview skills.

Prerequisite: Doctor of Pharmacy Program Standing – Fourth Year

Co-requisite: Enrollment in APPE Clinical Rotations

Credit: 1 hour (Pass/Fail)

Pharmacy 881. Sports Pharmacy

This course will focus on giving learners a deeper understanding of sports pharmacy including treating patients of all athletic levels in line with appropriate prescribing and individual sport regulations, and determining where sports pharmacy can be practiced.

Prerequisite: Currently enrolled in an accredited PharmD program or a graduate of an accredited PharmD program

Credit: 2 hours (Pass/Fail)

Pharmacy 890. Advanced Community Practice

An experiential rotation for the development of patient care skills in a community pharmacy setting.

Prerequisite: Doctor of Pharmacy Program Standing and completion of all didactic requirements

Credit: 4 hours (Pass/Fail)

Pharmacy 891. Advanced Hospital Practice

An experiential rotation for the development of patient care skills in a hospital/health systems pharmacy environment.

Prerequisite: Doctor of Pharmacy Program Standing and completion of all didactic requirements

Credit: 4 hours (Pass/Fail)

Pharmacy 892. Adult Internal Medicine

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

Prerequisite: Doctor of Pharmacy Program Standing and completion of all didactic requirements

Credit: 4 hours (Pass/Fail)

Pharmacy 893. Ambulatory Care

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

Prerequisite: Doctor of Pharmacy Program Standing and completion of all didactic requirements

Credit: 4 hours (Pass/Fail)

Pharmacy 894. Non-Patient Care Elective

An experiential rotation for the development of pharmacy skills in a nontraditional setting.

Prerequisite: Doctor of Pharmacy Program Standing and completion of all didactic requirements

Credit: 4 hours (Pass/Fail)

Pharmacy 895. Patient Care Elective

An experiential rotation for the development of patient care skills in a pharmacy setting.

Prerequisite: Doctor of Pharmacy Program Standing and completion of all didactic requirements

Credit: 4 hours (Pass/Fail)

Pharmacy 896. Graduation Preparation I

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

Prerequisite: Doctor of Pharmacy Program Standing

Credit: 1 hour (Pass/Fail)

Pharmacy 897 Graduation Preparation II

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

Prerequisite: Doctor of Pharmacy Program Standing

Credit: 1 hour (Pass/Fail)

Pharmacy 898. Graduation Preparation III

A comprehensive review of the curriculum in a guided and intentional format. Completion of required entrustable professional activities throughout APPE clinical services.

Prerequisite: Doctor of Pharmacy Program Standing

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 545. Clinical Anatomy and Pathophysiology I

This is the first of two courses that will build students’ foundational knowledge of clinical anatomy and pathophysiology. It is designed to provide students with working knowledge of the major anatomical regions and structures of the human 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. Major anatomical regions covered in this course include head and neck, thorax, and structures of the central and peripheral nervous system. Additionally, 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. Major topic areas covered include: fundamentals of genomics and cellular physiology/pathophysiology in addition to normal and altered anatomical structure and function of major organ systems, including the integument, hematologic system, cardiovascular and lymphatic systems, pulmonary system and neurologic system

Prerequisite: Physician Assistant Studies Program Standing Credit: 4 hours (Fall and Spring)

Physician Assistant Studies 548. Clinical Anatomy and Pathophysiology II

This is the second of two courses that will build students’ foundational knowledge of clinical anatomy and pathophysiology. It is designed to provide students with working knowledge of the major anatomical regions and structures of the human 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. Major anatomical regions covered in this course include abdomen, back, upper and lower extremities, and pelvis and perineum. Additionally, 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. Major topic areas covered include fundamentals of cancer biology and epidemiology, fundamentals of fluid, electrolyte and acid-base balance in addition to normal and altered function of major organ systems, including the renal system, gastrointestinal system, immune system, endocrine system and reproductive systems (normal male and female structure and function only).

Prerequisite: Physician Assistant Studies Program Standing & PA 545

Credit: 4 hours (Fall and 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 by the course director and a site preceptor with support from the 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 APE/ILE I focuses on a public health issue at community-based site, where students will engage in a 15-week applied public health project and provide 2 deliverables to the site, as well as a poster presentation as part of the course.

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

Graduate Business, 155

Graduate Education, 197

Graduate Sport Sciences, 205

Occupational Therapy, 159 Physical Therapy, 174

Traditional Undergraduate, 22 Academic Deans, 13

Academic Resource Center, 30 Accounting, 59, 155 Accreditation, 10

ACBSP, 154

ACOTE, 159

ACPE, 167

CAPTE, 174

National Association of Schools of Music, 53

NC Board of Nursing, 60

SACSCOC, 10, 150, 154, 191 ACT, 23, 24, 63, 74

Addiction Counseling, 5, 11, 12, 26, 38, 39, 57, 78

Add-on License, Principalship

Admission, 201 Curriculum, 202

Maximum Time, 202 Program Completion, 202 Tuition, 140 Adult Bachelor Degree Admission, 74 Course Descriptions, 89 Credit by Exam, 25 Degree Requirements, 75 Educational Studies, 76 Graduation Requirements, 77 Human Services, 75 Leave of Absence, 87 Major Changes, 84

Organizational Communication and Management, 75 Readmission, 74 Tuition, 26 Withdrawal, 87

Advanced Placement, 25, 81, 160 Associations, 10 Bachelor of Music Education, 35 Biology, 45 Board of Trustees, 12 Officers, 12 Books and Supplies, 26, 149 Cambridge Assessment International Education, 25 Campus Locations, 10 Career Development, 32 Chapter 31, 28 Chapter 33, 28 Chapter 35, 28 Check Acceptance, 26 Chemistry and Physics, 48 Church Music, 53, 54 CIEE, 40 CLEP, 25

Coaching, 73, 121, 122, 125, 136, 206, 221 Colleges and Schools Arts and Sciences, 45, 150 Business, 58, 154 Education, 197 Health Sciences, 62, 158 Pharmacy, 167 Sport Sciences, 72, 205 Commencement

Graduate Policies, 147 Undergraduate Policies, 80 Communication and Art, 49 Community Youth Development, 73, 74

Consumer Information Disclosures, 30, 143 Copyright Policies, 80, 143 Counseling Services, 30 Course Descriptions Accounting, 88 American Sign Language, 89 Art, 89 Biology, 91 Business, 94 Chemistry, 95 Communication, 97 Computer Science, 99 Criminal Justice, 99 Doctor of Physical Therapy, 211 Doctorate in Educational Leadership, 218 Doctorate in Higher Education Executive Leadership, 219 Economics, 100 Education, 101, 116 Educational Leadership, 217 English, 106 Entrepreneurship, 108 Environmental Biology, 109 Exercise Science, 109 Finance, 111 French, 111 Geography, 112 German, 112 Graduate Education, 215 Greek, 112 Health, 112 Health and Physical Education, 112 History, 113 Honors, 115 Human Services, 115 Management, 116 Marketing, 117 Master of Accounting, 208 Master of Arts in Education, 215 Master of Arts in Sport Management, 220 Master of Arts in Teaching, 215 Master of Business Administration, 209 Mathematics, 118 Modern Languages, 119 Music, 119 Nursing, 122 Occupational Therapy, 223 Organizational Communication and Management, 124 Pharmacy, 124, 226 Philosophy, 124 Physical Education, 125 Physician Assistant Studies, 230 Physics, 125 Political Science, 126 Psychology, 127 Religion, 129, 130 Science, 131, 132 Sociology, 132 Spanish, 133 Special Studies, 135 Theatre Arts, 137 Women and Gender Studies, 138 Credit by Exam, 81

Adult Bachelor Degree Policy, 25 Departmental Examination, 81 Undregraduate Maximum, 25 Credit Hour and Course Delivery, 81, 144 Criminal Justice, 56 DANTES, 25

Department of Public Instruction, 63, 64, 199, 201 Disability Services, 30, 145 Grievance Procedure, 145 Harassment Policy, 31, 146

Doctor of Education, Educational Leadership, 197 Admission, 198 Capstone, 198 Curriculum, 198 Degree Requirements, 198 Maximum Time, 198 Program Completion, 198 Tuition, 140

Doctor of Education, Higher Education Executive Leadership Admission, 199 Capstone, 199 Maximum Time, 199 Program Completion, 199 Tuition, 140

Doctor of Medical Science, 7, 10, 140, 141, 190

Doctor of Occupational Therapy, 158

Academic Disqualification, 162 Academic Petition, 162 Academic Policies, 161 Academic Probation, 162 Academic Suspension, 162 Accreditation, 159 Admission, 160 Advising, 161 Attendance, 163 Cadaver Lab, 163 Calendar, 159 Curricular Change, 161 Curriculum, 161 Essential Skills, 160 Financial Responsibility, 166 Frequent Absence, 162 Grade Disputes, 165 Grading, 164, 165 Graduation, 165 Grievance Policy, 165 Incidental Costs, 165 Informed Consent, 165 Insurance (Medical), 166 Laptop Requirement, 166 Learning Outcomes, 159 Licensure, 166 Ma ximum Time , 162 Mission, 159 Release of Information, 166 Withdrawal, 166

Doctor of Pharmacy

Academic Disqualification, 170 Academic Petitions, 171 Academic Policies, 170 Academic Probation, 170 Academic Warning, 170 Accreditation, 167 Admission, 167 Advising, 171 Attendance, 171 Campus Transfers, 171 Class of 2023 Curricular Plan, 169 Curricular Change, 170 Curricular Components, 169 Curriculum, 168

Disability Accommodations, 171 Exams, 171

Financial Responsibility, 173 Grade Disputes, 171 Grading, 170 Graduation, 172 Honors, 170

Insurance (Medical), 172 Leave of Absence, 173 Maximum Time, 171 Mission, 167

PharmD/MBA, 157

Prerequisites, 168 Professionalism, 172 Tuition, 140 Withdrawal, 173 Doctor of Physical Therapy, 173 Academic Disqualification, 179 Academic Petition, 179 Academic Policies, 178 ACADEMIC PROBATION, 178 Academic Suspension, 179 Accreditation, 174 Admission, 174 Advising, 178 Attendance, 179 Cadaver Lab, 180 Calendar, 174 Code of Conduct, 180 Curricular Change, 178 Curriculum, 176 Essential Functions, 175 Exams, 180, 181 Financial Responsibility, 184 Grade Disputes, 182 Grading, 181, 182 Graduation, 182 Grievance Policy, 182 Honors, 178 Incidental Costs, 182 Informed Consent, 182 Insurance (Medical), 183 Laptop Requirement, 182 Licensure, 183 Maximum Time, 179 Prerequisites, 175 Release of Information, 183 Remediation, 183 Technology Use, 184 Tuition, 140 Withdrawal, 184 DSST, 25

Dual Enrollment, 25 Early College, 23 Educational Specialist, 198 Educational Studies, 70 Electives, 39 Elementary Education, 65 ELS, 23 ELTI, 23 Email, 146 Emeritus Faculty, 20 English and Modern Languages, 50 Environmental Biology, 46 Exercise Science, 72 Faculty, 14 Faculty Senate, 13 FAFSA, 140 Family Educational Rights and Privacy, 82, 146 FERPA, 146 Finance, 59 Financial Aid (Planning) Graduate Programs, 141 State & Federal Programs, 28 Undergraduate, 28 Free Application for Federal Student Aid, 140 Gateway 101, 32 GMAT, 155, 156 GPA, 83, 147 Grade Key, 83, 147 Grade Point Average, 83, 147 Grade Reports, 83 Graduate and Professional Programs Attendance, 143 Commencement Honors, 143 Graduate Education Admission, 202 Advising, 202

Attendance, 203 Calendar, 197 Grading Policy, 203 Grievances and Appeals, 203 Transfer Policy, 204 GRE, 156

Health and Physical Education, 66 Health Communication, 49, 97, 130 HEOA, 30, 143

High School Students, 25 Higher Education Opportunity Act, 30, 143 History, 9

History and Political Science, 50 Honor Code, 83, 147 Human Services, 56, 57, 75 IELTS, 23

Incomplete Grade, 83, 147 Independent Comprehensive Articulation Agreement (ICAA), 24 Insurance (Medical), 27, 172, 183 International Baccalaureate, 25 International Programs, 40 Danish Institute, 40 Internships Abroad, 40 Spanish Immersion, 40 International Students, 147 Admission - Undergraduate, 23 Countries Exempt from Proficiency, 148 Countries Exempt from Profiency, 24 English Proficiency, 23 Immunizations, 25 School of Health Sciences, 158 Internships, Undergraduate, 84 Lab Science, 33, 35, 36 Leaders of the University, 10 Learning Management System, 148 Legacy Award, 28 Legal Studies, 52 Librarians, 19 Library, 32, 148

Ethel K. Smith Library, 32, 148 Mission and Goals, 32, 148 Special Collections, 32, 148 Licensure

Bacccalaureate Degree in Teacher Education, 63

Master of Arts in Teaching, 201 Occupational Therapy, 166 Physical Therapy, 183 Principalship, 201

Lyceum Requirement, 37, 80 Majors, 38 Management, 59 Marketing, 59

Master of Accounting, 155 Admission, 155 Calendar, 155 Correspondence, 155 Curriculum, 156 Prerequisites, 155 Program Completion, 156 Transfer Policy, 158 Tuition, 140

Master of Arts in Education 4+1, 70

Master of Arts in Education, Educational Leadership Admission, 199 Curriculum, 200 Maximum Time, 200 Program Completion, 200 Tuition, 140

Master of Arts in Education, Elementary Education Admission, 200 Curriculum, 200 Maximum Time, 200 Program Completion, 200 Tuition, 140

Master of Arts in Sport Management Accreditation, 205 Admission, 205 Advising, 206 Appeals, 207 Calendar, 205 Curriculum, 206 Directed Study, 207 Evaluation and Review, 206 Grading, 207 Grievances, 207 Internship, 206 Non-Degreed Students, 207 Program Completion, 206 Provisional Admission, 207 Registration, 207 Transfer Policy, 205 Tuition, 140

Master of Arts in Teaching Admission, 201 Curriculum, 201 Licensure, 201 Practicum, 201 Program Completion, 201 Tuition, 140

Master of Business Administration, 156 Academic Policies, 157 Academic Status, 157 Admission, 156 Appeals, 157 Calendar, 155 Concentrations, 157 Correspondence, 155 Curriculum, 156 Grading Policy, 157 Health Care Management, 157 PharmD/MBA, 157 Prerequisites, 156 Program Completion, 157 Transfer Policy, 158 Tuition, 140

Master of Physician Assistant Studies, 150, 184, 191

Disabilities, 186 Graduation, 190 Professional Development, 189 Tuition, 140

Master of Social Work, 7, 10, 12, 18, 140, 141, 150, 152, 221, 222, 223 Mathematics, 52

Mathematics/Business, 52 Media Release, 84, 148

Medical/Immunization Requirements Health Sciences, 158

Middle Grades Education, 67 Minors, 39

Mission Statement, 9 Communication and Art, 49 Goals for All Programs, 9 Library, 32, 148

Music Mission and Goals, 53 Occupational Therapy, 159 Pharmacy, 167

Music, 53 Scholarships, 28

Music Scholarships, 28

North Carolina Community College, 24 Nursing, 60, 61

Occupational Therapy Tuition, 140

Officers of the University President, 13

Online Class Attendance, 84, 148

Organizational Communication and Management, 75 Overload, Undergraduate, 84 Payment Plan

Graduate and Professional, 141 Pearson, 64, 201

Permission to Take Courses at Another Institution, 86 Pharmacy Prerequisites, 168 Pre-Professional Programs, 43 Dental, 43 Law, 43 Medicine, 43 Nursing, 43 Occupational Therapy, 43 Pharmacy, 44 Physical Therapy, 45 Physician Assistant Studies, 44 Veterinary Medicine, 43 Presidents, 10 Psychology, 55 Refund/Repayment Policy

Graduate and Professional, 140 Return of Title IV Funds, 27, 141 Traditional Undergraduate, 27 Religion and Philosophy, 56 Repeat Courses, 85 ROTC, 79 SAP, 28, 141 SAT, 23, 24, 63, 74 Satisfactory Academic Progress, 141 Sociology, 56 Spanish, 50 Student Responsibility, 78, 143 Student Teaching, 64 Working During, 64 Teacher Education, 63 Adding a Licensure Area, 64 Degree-Seeking Students, 63 Licensure Only, 63 Licensure Tests, 64 Post Baccaluareate Program, 70 Student Teaching, 64 TEAS, 61 Title 38, 28 Title IX Resources, 86, 149 TOEFL, 23, 198, 199 Transcripts, 86, 149 Transfer Policy Advanced Placement (AP), 25 Cambridge AICE, 25 CLEP, 25 DSST, 25 Graduate Business, 158 Graduate Education, 204 Graduate Sport Sciences, 205 IB, 25 ICAA, 24 Undergraduate, 24 Tuition and Fees

Graduate and Professional Programs, 140 Undergraduate, 26 Undergraduate Academic Policies and Procedures, 78

Additional Bachelor’s Degree, 79 Admission, 23 Advising, 30 Attendance, 79 Attendance Verification, 79 Auditing a Class, 80 Bankruptcy (Academic), 80 Billing, 26 Calendar - Traditional, 22 Catalog Year, 80 Class Level, 80 Commencement Policies, 80 Co-Registration, 86 Course Descriptions, 89 Course Numbers, 80 Dean’s List, 78 Deposit, 25, 26 Directed Study, 82 Drop/Add, 85 Full/Part-Time, 86 Grade Appeals, 82 Graduation Requirements, 83 Honor Code, 83 IDs, 27 Independent Study, 84 International Programs, 40 Internships, 84 Latin Honors, 78 Leave of Absence, 86 Major Changes, 84 Medical/Immunizations, 25 Mid-Semester Grade Reports, 83 Overload, 84 President’s List, 78 Readmission, 24 Residential Fees, 26 Scholarships, 28 Second Major, 79 Summer Sessions, 86 Transfer Admission, 24 Transient Study, 86 Tuition and Fees, 26 Withdrawal, 86 Withdrawal, Course, 85 Undergraduate Curriculum, 32 Bachelor of Music Education, 35 Majors, 38 Minors, 39 Undergraduate Majors Accounting, 59 Biology, 45 Biology (3+1 Program), 46 Biology and Education, 64 Chemistry, 48 Chemistry-Business, 48 Criminal Justice, 56 Educational Studies, 70

Educational Studies, Emphasis in Humanities, 71

Educational Studies, Emphasis in Language and Literacy, 71

Elementary Education, 65 English, 50

English and Education, 65 Environmental Biology, 46

Exercise Science, Fitness Professional Track, 72

Exercise Science, Pre-Professional Track, 72 Finance, 59

Health and Physical Education, 66 History, 50 History and Education, 66

Human Services, 56, 57, 75 MAEd 4+1, 70 Management, 59 Marketing, 59 Mathematics, 52 Mathematics and Education, 67 Mathematics/Business, 52 Middle Grades Education, 67 Music Education, 69 Music, Emphasis in Church Music, 53, 54 Nursing, 60, 61, 62, 72

Organizational Communication and Management, 75 Political Science, 51 Psychology, 55 Sociology, 57 Undergraduate Minors Chemistry, 49 Communication, 50

Community Youth Development, 73, 74 Educational Studies, 71 Environmental Biology, 47 Legal Studies, 52 Marketing, 60 Music, 54

Religious Studies, 56 Spanish, 50

Sport Management, 73, 74 Women and Gender Studies, 58 University Honors, 41 Veterans Benefits, 28 Vocational Rehabilitation, 28 WEngage, 40 Requirements, 40 WinLINK Acccess, 149 WInternational Program, 40 Requirements, 40 Withdrawal, 149, 166, 173 Physical Therapy, 184 Withdrawal from the University, 86 Writing Center, 32, 149 Yellow Ribbon, 28