STATEMENT OF PURPOSEThe statements set forth in this catalog are for informational purposes only and should not be construed as the basis of a contract between a student and this institution. While every effort will be made to ensure accuracy of the material stated herein, Georgia Southwestern State University reserves the right to change any provision listed in this catalog, including but not limited to academic requirements for graduation, without actual notice to individual students. Every effort will be made to keep students advised of such changes. Each student is assigned a faculty advisor who will assist the student in interpreting academic regulations and in planning a program of study chosen by the student. However, final responsibility of selecting and scheduling courses and satisfactorily completing curriculum requirements for any degree rests with the student. Information regarding academic requirements for
graduation is available in the offices of the Registrar, Deans of Schools and
Chairs of Departments, and the Vice President for Academic Affairs. It is the
responsibility of each student to keep himself or herself apprised of current
graduation requirements for a degree program in which he or she is enrolled.
UNDERGRADUATE DEGREES
Georgia Southwestern State University also offers the Master of Education, Master of Business Administration*, Master of Science in Administration**, Master of Science in Computer Science, and the Specialist in Education degree. A Bachelor of Science dual degree program in cooperation with Georgia Institute of Technology and Associate of Applied Science programs in cooperation with area Technical Colleges are also available. Certificate programs are also available in the following areas: European Union Studies, Latin American Studies, Religious Studies and Web Design. Students wishing to pursue teacher certification at the secondary level should meet with the advisor in their discipline to discuss the appropriate curriculum requirements. Undergraduate and Graduate course descriptions The descriptions of the courses offered by each school and department follow the information section and listing of degree programs for each school and department. Numbers following the description of the course indicate the number of weekly class hours, the number of weekly laboratory or practicum hours, and the credit-hour value of the course expressed in semester hours. For example, (3-2-3) following the course description means three class hours, two laboratory or practicum hours, and three semester hours of credit. A "V" in the lab/practicum position indicates that the number of required hours for the course varies according to the individual situation.
* The Master of Business Administration degree will be offered beginning Spring 2003.
** No new students will be accepted in the Master of Science
in Administration program beginning Fall 2002.
*Correct at date of printing; subject to change. OverviewConfidentiality of Student Records: Family Educational Rights and Privacy Act (FERPA)
GEORGIA SOUTHWESTERN STATE UNIVERSITY Georgia Southwestern State University is a senior unit of the University System of Georgia. The University was founded in 1906 as the Third District Agricultural and Mechanical School. In 1926, it was granted a charter authorizing the school to offer two years of college work and to change the name to Third District Agricultural and Normal College. The name was changed to Georgia Southwestern College in 1932, at which time it was placed under the jurisdiction of the Board of Regents of the University System of Georgia. In 1964, the College became a senior unit of the University System, conferring its first baccalaureate degrees in June of 1968. Graduate work was added to the curriculum in June of 1973. In July 1996, the Board of Regents authorized state university status, and the institution became Georgia Southwestern State University. Georgia Southwestern State University is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (1866 Southern Lane, Decatur, Georgia 30033-4097, telephone number 404-679-4501) to award associate, bachelor, master and specialist degrees. The baccalaureate and master's degree teacher education programs are accredited by the National Council for Accreditation of Teacher Education (2010 Massachusetts Ave NW, Suite 500, Washington, D.C. 20036, telephone number 202-466-7496) and all teacher education programs are recognized and approved by the state and regional accrediting agencies. The Bachelor of Science degree in Nursing is fully accredited by the National League for Nursing Accrediting Commission (61 Broadway 33rd Floor, New York, N.Y. 10006; 212-363-5555) and has the full approval of the Georgia Board of Nursing (237 Coliseum Drive, Macon, GA 31217-3858; 478-207-1300 or 1640). The School of Business Administration is in its second year of Candidacy for accreditation by AACSB International - The Association to Advance Collegiate Schools of Business. AACSB International is located at 600 Emerson Road, Suite 300, St. Louis, MO. 63141-6762 USA, telephone number 314-872-8481, and fax number 314-872-8495. The School of Business Administration has initial accreditation from the International Association of Collegiate Business Education, PO Box 25217, Overland Park, KS 66225, USA, telephone number 913-631-3009, fax number 913-613-9154. The School of Business Administration is also a member of the Association of Collegiate Business Schools and Programs (ACBSP). The Association is located at 7007 College Boulevard, Suite 420, Overland, KS 66211, USA, telephone number 913-339-9356, and fax number 913-339-6226. The University is located on 250 acres of improved wooded land in the community of Americus, Georgia, 135 miles south of Atlanta. The attractive campus includes recreational areas, a spring-fed lake, and thirty-five buildings.
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| Course (Units) | Instructional Emphasis |
| English (4) | -Grammar and usage |
| -Literature (American & World) | |
| -Advanced composition skills | |
| Science (3) | -Physical Science |
| -At least two laboratory courses from Biology, Chemistry, or Physics | |
| Mathematics (4) | -Algebra I, Algebra II, Geometry, and one course higher than Geometry |
| Social Science (3) | -American History |
| -World History | |
| -Economics and Government | |
| Foreign Language (2) | -Skill-building courses emphasizing speaking, listening, reading, and writing in the same language |
| Two additional courses from the following are also recommended: | -Humanities and Literature (Mythology- Greek, Roman, Norse; oral/written communication) |
| -Math-another unit higher than the fourth above | |
| -An additional laboratory course in science | |
| -A third course in a foreign language or study in a second foreign language | |
| -Fine Arts (art, dance, drama, music) | |
| -Social Science (Psychology, Anthropology, Sociology, Business Law, World Geography, Asian or Latin American or Middle East Studies) | |
| -Advanced Placement Computer Science A or AB |
Georgia Southwestern seeks to enroll students with inquiring and creative minds who will profit from advanced educational programs in an atmosphere of freedom with responsibility. Admission standards at the University are designed to identify students who have potential for success in the educational programs of the University. Acceptance is based upon the applicant's previous academic record, entrance examination scores and, when necessary, upon results of personal interviews and psychological tests or other appropriate tests which help determine general fitness for admission to the University. Applicants are considered for admission without regard to race, color, creed, age, sex, veteran status, disability, or national origin.
Undergraduate admission forms may be obtained from high school and two-year college counseling offices, by writing directly to the Office of Admissions, Georgia Southwestern State University, Americus, Georgia 31709, or by e-mail to gswapps@canes.gsw.edu. The application may be obtained and completed on the Georgia Southwestern website at www.gsw.edu.
Applications should be accompanied by a $20 application fee and submitted for consideration at least 20 days prior to the date of registration. A medical history and proof of required immunizations are mandatory for all students who are accepted to the University. Health forms are mailed to accepted students along with housing information by the Office of Student Life.
An applicant who fails to enroll in the semester for which he or she is accepted must reapply for admission if he or she wishes to enter the University at a later time.
When the application forms, ACT/SAT scores, and other required records of the applicant are found to be complete, the applicant will be evaluated in terms of test scores, grades, scholastic aptitude, social and psychological adjustment, and the probability of completing the requirements for the desired degree. The University reserves the right to reject any applicant whose general records and aptitude do not indicate a probability of success in the University environment, notwithstanding the satisfaction of other requirements.
If it appears to the Director of Admissions for undergraduates that the educational needs of an applicant can best be met at some other institution within the University System of Georgia, the Director shall refer the applicant to that institution. In order that the appraisal of a student's ability and fitness for University work may be accurate as nearly as possible, officials of the University will study carefully all information that is submitted by the applicant and may require any applicant to furnish additional data. The officials of the University shall have the right to require each applicant for admission to appear for an interview before the application is finally accepted or rejected. The Director of Admissions for undergraduates will notify the applicant of the time and place at which the interview will be conducted.
The decision as to whether an applicant shall be accepted or rejected shall be made by the Director of Admissions for undergraduates. The decision is subject to the applicant's right of appeal, as provided by the bylaws of the University and the Board of Regents of the University System. The Director of Admissions for undergraduates will refer appeals to the Admissions Committee for review. The Committee will forward its recommendation to the Office of Vice President for Academic Affairs for a decision. The applicant shall be informed of the action taken upon the application from the Director of Admissions for undergraduates.
Specific requirements for admission as a beginning freshman, transient, early admission, joint enrollment, or provisional student may be found as follows.
1. The applicant must complete and file with the Director of Admissions for undergraduates an application form accompanied by the applicant's photograph and $20 non-refundable application fee. The application must be filed at least twenty days before the beginning of the term in which the applicant wishes to enroll. An application cannot be considered until the application form has been properly executed and filed with the Admissions Office. No application will be processed unless it is accompanied by the $20 application fee.
2. The applicant must submit a transcript of his or her high school record. He or she should ask the guidance counselor of the high school(s) attended to send the transcript(s) directly to the Director of Admissions for undergraduates. The applicant should have a preliminary transcript submitted covering the work completed at the time the application is submitted and listing the courses in which currently enrolled. At the time of graduation, he or she should request the guidance counselor to submit to the Director of Admissions for undergraduates a final high school transcript showing the date of graduation.
High school credit in the following areas is required:
| Units | |
| English | 4 |
| Mathematics | 4 |
| Social Science | 3 |
| Natural Science | 3 |
| Foreign Language | 2 |
| Electives | 2 |
The University reserves the right to refuse any of the credits from any high school or other institution, notwithstanding its accredited status. The judgment of the University on this question shall be final.
3. The applicant must submit an official record of minimum satisfactory scores obtained on either the ACT Assessment [English score of 18 and Math score of 17] or the College Board's SAT [Verbal score of 430 and Math score of 400]. Further information and application forms may be secured from a high school guidance counselor or the registrar of any institution in the University System of Georgia. One may also write directly to ACT Registration, P.O. Box 414, Iowa City, Iowa 52243 or to the College Board, CN6200, Princeton, New Jersey 08541-6200.
4. All new students are required to submit proof of required immunizations prior to their enrollment.
5. The applicant shall be required to report to the University for freshman orientation prior to the beginning of the initial term of enrollment. Information will be mailed to the student regarding orientation by the Office of Admissions.
The following is a summary of the requirements a beginning freshman must satisfy prior to enrollment in the University:
1. Application with fee and photograph.
2. Official results of ACT or SAT.
3. Preliminary high school transcript.
4. Proof of required immunizations.
6. Personal interview (if deemed necessary by Director of Admissions for undergraduates).
Any applicant who satisfies the following may be admitted on a non-traditional student basis:
1. Has graduated from an accredited high school or satisfied requirements for the General Educational Development (GED) Equivalency Certificate.
2. Has been out of high school or previous college five years or longer or is 25 years or older.
3. Has earned fewer than 30 transferable semester credit hours.
Any student admitted in Non-Traditional Student status will be required to complete a placement inventory at the beginning of the first semester of enrollment. The placement inventory will include placement testing (the University System-wide placement examination) to determine academic deficiencies and a conference with the academic advisor, during which a plan will be developed that will best meet the needs of the non-traditional student.
Students in this category will be required to enroll in Learning Support courses if test results on the placement examination identify a deficiency in reading, mathematics, or English. Once the student is placed in Learning Support courses, he or she will be classified as a Learning Support student and will be required to meet all Learning Support requirements for exit.
A non-traditional student may gain regular admission by meeting regular admission requirements or by completing Learning Support Program requirements, if applicable.
ALTERNATIVE REQUIREMENTS FOR HOME-SCHOOLED STUDENTS AND GRADUATES OF NONACCREDITED HIGH SCHOOLS 
Applicants from home schools or graduates of nonaccredited high schools may validate the CPC in an alternative way. SAT I scores and satisfactory documentation of equivalent competence in each of the CPC areas at the college preparatory level may be used in lieu of the Freshman Index and Carnegie unit requirements of the CPC. A student whose SAT I Composite (Verbal plus Mathematics) score is at or above the average SAT I score of the previous year's fall semester first-time freshman admitted to the USG institution to which he or she is applying and who has completed the equivalent of each of the CPC areas as documented by a portfolio of work and/or other evidence that substantiates CPC completion qualifies for consideration for admission. For students with ACT scores, the ACT composite score comparable (according to the tables from the joint study by ACT, ETS, and the College Board) to the average SAT I total score is required. Students in this category must also meet the minimum SAT I Verbal (or ACT English) requirement and the minimum SAT I Mathematics (or ACT Math) requirement for the sector to which they apply.
Applicants who achieve designated scores on each of the following SAT II Subject Tests in a CPC area will be considered to have demonstrated equivalent CPC competence and do not need to submit additional documentation in that area: English Writing, Literature, Math IC or Math IIC, American History & Social Studies, World History, Biology, and one of the following: Chemistry or Physics.
JOINT ENROLLMENT/EARLY ADMISSION (Post-Secondary Option)
A program of joint enrollment and early admission is available at Georgia Southwestern State University for high school students who have completed their sophomore year.
A student admitted for joint enrollment may begin course study during the junior and/or senior year and during the summer following the junior year.
A student admitted for early admission would enroll as a regular beginning freshman, thereby omitting the senior year of high school.
Residence hall and dining hall facilities are available during the summer for students who do not live within commuting distance of the University.
Admission Standards: Joint Enrollment and Early Admission
Credit is validated for the student after receipt of the high school diploma.
A high school student who meets all the requirements above except the test scores and/or the grade average may enroll as a personal development student (see section entitled Auditors/Personal Development). A student in this category may enroll for the same number of courses as a joint enrollee but, as a personal development student, will receive no academic credit. Study on this basis is designed primarily as an enrichment experience for the student.
ASSOCIATE OF APPLIED SCIENCE ADMISSION REQUIREMENTS
Students who apply for this joint degree program must meet the admissions requirements of the approved technical college. Students must also meet the regular admissions requirements at Georgia Southwestern State University.
The SAT or ACT scores necessary for admission to GSW are required of all students who graduated from high school within the last five years. Students who did not graduate in the last five years or who are 25 years or older must provide the required SAT or ACT scores or take the Compass Placement Test for possible placement in the Learning Support Program.
The sixteen-unit distribution of College Preparatory Curriculum in high school is also required of students who graduated from high school within the last two years.
Georgia Southwestern State University offers advanced placement for beginning students in several fields. Each academic division at the University determines how credit in that division shall be granted. Official copies of test scores must be received before credit can be awarded. Additional information about advanced placement may be obtained from the Office of the Registrar.
Upon admission to GSW, students with the appropriate minimum test scores listed below on nationally administered standardized tests will have satisfied the Regents Testing requirements. In order to exempt the Regents Reading Test Requirement, students must have one of the following scores:
In order to exempt the Regents Essay Test Requirement, students must have one of the following scores:
Students are not permitted to re-test after the point of admission. If a student exempts one part of the Regents Test Requirements, the student must satisfy the remaining part. Students can review their status on the GSW transcript that is available on RAIN. Students who were admitted to GSW through an Institutional administration of the S.A.T. exam will not be eligible for this exemption.
If a student is unsure of which test administration they attended, they should contact the Registrars Office, located in Sanford Hall.
Transfer students entering GSW from a University System of Georgia Institution will have their Regents Test Requirements updated based on the information from the official transcript of the prior school.
Transfer students from private institutions or out-of-state schools will be required to produce one of the following types of documents in order to exempt Regents:
All regulations applying to newly admitted freshmen are applicable to students transferring from other colleges.
A student transferring from another college must have official transcripts from all colleges previously attended sent to the Director of Admissions for undergraduates of Georgia Southwestern State University. The Director of Admissions for undergraduates will determine the applicant's academic qualifications for admission on the basis of these college transcripts.
The Director of Admissions for undergraduates of Georgia Southwestern State University reserves the right to reject the application and all or any part of previously earned credits if there is reason to believe that the quality of the educational program of the institution that the applicant last attended is unsatisfactory.
Transfer Admission Requirements and Standards
Students who have completed a transferable associate degree at an accredited college or university will be admitted as regular students without any referral to Learning Support. Students who have completed an associate degree at a technical college accredited by the Commission on Colleges (COC) will also be admitted as a regular student without any referral to Learning Support.
Following are the requirements which the transfer student must satisfy prior to enrollment:
Transfer credit is normally awarded for all college work earned through any college or university approved by its regional accrediting association, provided the courses presented reasonably parallel the curriculum of Georgia Southwestern State University. The following stipulations on the transfer of credit are upheld:
1. Transfer of D credit:
Only courses completed at accredited institutions will be accepted in transfer.
- All credit earned in 1000 and 2000 level courses used to satisfy Core Curriculum requirements will be accepted, except for English 1101 and English 1102, which require minimum grades of C.
- Credit earned in upper level undergraduate courses requires a minimum grade of C.
2. Students who have only partially completed Core requirements at another unit of the University System of Georgia will receive credit in courses completed. Students who have completed one or more Core Area requirements at another unit of the University System of Georgia will receive full transfer credit for those Core Areas. Students who change their major upon transferring may be required to complete requirements in Areas D and F for the new major.
3. Coursework taken in two-year college technical programs is generally non-transferable. Technical courses may be considered as a component of a portfolio by the Prior Learning Portfolio Committee.
4. Coursework taken at two-year Technical Colleges which are accredited through the Commission on Colleges will be considered in transfer if the course numbering is 190 or above. Courses taken at Technical Colleges accredited through an agency other than the Commission on Colleges will not be accepted in transfer, regardless of the course numbering.
5. Students requesting credit for prior learning experiences in the Bachelor of Applied Science in Technology Management must submit the following documents to the BAS in Technology Management Advisor for consideration:
- A narrative explaining how prior learning is related to technology management. The narrative must describe relative experience and evidence identifying the learning the student acquired and how the learning can be used to solve problems or generalized for use in other situations.
- Documentation that the student has actually acquired the learning related to technology.
- Documentation to show that the prior learning experience is equivalent to the number of credit hours requested.
6. Transfer students must meet residency requirements outlined in the Degree Requirements section of this catalog.
7. Credit earned through correspondence, credit by examination and extension work is accepted, but limited to 30 semester hours.
8. Credits accepted in transfer by Georgia Southwestern State University do not necessarily apply as hours toward graduation.
9. Credit hours only are transferred; grades are not.
A student transferring to GSW with a transferable Associate of Arts or Associate of Science degree from a college or university within the University System of Georgia will have met the GSW core requirements as long as the student does not change majors. Core courses required by GSW but not by the student's previous institution may have to be taken to prepare the student for upper division course work. However, the student will not be required to complete more than a total of 120 semester credit hours, excluding physical education and orientation, to earn the degree. Students in this category who change majors may have additional core courses to complete, particularly in Core Areas D and F.
A student transferring to GSW with an Associate of Applied Science or an Associate of Science in Nursing degree from a college or university within the University System of Georgia will be required to meet GSW core requirements. Core courses already completed at the previous institution will be considered on a course-by-course basis.
A student who has taken work in another college or university may apply for the privilege of temporary enrollment in Georgia Southwestern State University. Such a student will ordinarily be one who expects to return to the college or university in which previously enrolled.
The following policies shall govern the admission of students under transient status:
1. An applicant for admission as a transient student must present from the registrar of the institution last attended a statement recommending admission as a transient student. The statement should include the courses in which the student will be permitted to enroll.
2. The Director of Admissions for undergraduates at Georgia Southwestern State University must have evidence that the institution in which the student previously attended is an accredited or approved institution.
3. Even though the institution that the student last attended is an accredited institution, the Director of Admissions for undergraduates at Georgia Southwestern State University may reject the application if there is reason to believe that the quality of the educational program of that institution is unsatisfactory.
4. An applicant will be accepted as a transient student only when the applicant's previous academic work appears satisfactory. The Director of Admissions for undergraduates shall have the right to require the applicant to submit a transcript of previous college work.
5. Since the University is primarily obligated to its regularly enrolled students, Georgia Southwestern State University will consider the acceptance of transient students only when their acceptance will cause no hardship to the University or its regularly enrolled students.
6. Transient students must present proof of required immunizations prior to enrollment.
In addition to requirements for admission listed elsewhere in this section, international students must also submit the following items:
1. An official report of scores on the Test of English as a Foreign Language (TOEFL) and a statement from a school official indicating that the student has proficiency in the use of the English language sufficient to accomplish college work. A minimum computerized TOEFL score of 193 (523 on paper test) is required for regular admission.
- a. TOEFL 193 and above
- -required to write the compass math placement test for possible placement in Learning Support
- -may enroll in regular credit English core course
- -exempt from CPC
b. SAT/ACT scores without TOEFL
- -with SAT/ACT English and math scores above cut-off for regular university admission, exempt from compass placement testing, ELI, CPC
- -with SAT/ACT math score below cut-off for regular university admission, must write math placement test for possible placement in Learning Support
- -with SAT/ACT English score below cut-off for regular university admission, must write placement English tests for possible placement in ELI
c. No TOEFL score or TOEFL less than 193: Admission to the English Language Institute
- -required to enroll in ELI (institutional credit)
- -required to write the compass math placement test when accepted into the regular university program by the Office of Admissions
- -exempt from CPC
d. International graduate students are CPC and placement testing exempt.
e. International Rotary students are CPC and placement testing exempt.
NOTE: If international students are enrolled in a four-year degree program, they are required to meet the Regents' Test requirements at the local level (departmental Regents' Test or the Standard Regents' Test) after they have earned 30 academic hours. If international students fail to pass the Regents' Test or its equivalent test, they will be required to enroll in a Regents' remediation course.
2. A pre-entrance medical form (supplied by the University) must be completed by the student and a physician.
3. A certified statement from the student's family, bank, or government that finances are available to cover educational expenses. There is no available program for granting financial aid to foreign students.
4. Proof that the student is covered by a health and accident insurance plan annually.
5. All official international transcripts must have a foreign credential evaluation completed. Applications for this service can be obtained in the Registrar's Office.
In order for international students to maintain a valid F-1 Visa status, the following conditions must be met:
AUDITORS/PERSONAL DEVELOPMENT STUDENTS
Applicants wishing only to audit courses or take them for personal development are exempt from taking the ACT/SAT. Although no credit is earned, certain admission requirements must be met and regular fees paid. Auditors and Personal Development students will be required to submit the following items:
Georgia citizens who have reached the age of 62 may enroll at Georgia Southwestern State University under a special program authorized by the University System of Georgia. To be eligible for enrollment in this program such persons must meet the following requirements:
READMISSION OF FORMER STUDENTS
Former students who have not been in attendance for a calendar year or more must reapply through the Registrar's Office. Students who were on academic suspension at the time of their withdrawal are required to obtain the approval of the Vice President for Academic Affairs for readmission.
Students who have attended another college since last attending Georgia Southwestern must submit an official transcript from that institution.
Students readmitted or reinstated will be evaluated for graduation from the catalog in effect at the time of readmission or reinstatement or any catalog in effect during subsequent periods of continuous enrollment.
The Academic Renewal policy allows University System of Georgia degree-seeking students who have experienced academic difficulty at an institution to have one opportunity to make a fresh start at that same institution after an absence of five calendar years from any and all colleges or universities. See the Registrar for complete details.
Undergraduate Enrollment in Graduate Courses
A student with senior standing at Georgia Southwestern State University with an overall academic grade point average of 3.0 or better may register for graduate courses during the final two terms of undergraduate work subject to the following regulations.
Permission forms are available in the Registrar's Office as well as on RAIN.
Students seeking admission to Graduate Studies should consult the Graduate Studies section of the Georgia Southwestern State University Bulletin for admission requirements.
In accordance with regulations of the Board of Regents of the University System of Georgia, all matriculation charges, board, room rent, or other charges are subject to change at the end of any semester.
Georgia Southwestern State University, as a unit of the University System of Georgia, receives the major portion of its operating funds from the State of Georgia through appropriations.
The academic year is divided into two semesters of approximately fifteen weeks and a summer term.
Certain regulations must be observed to conform with the policies of the Board of Regents. Fees and charges are due and payable at the beginning of each term at the time of registration. Registration is not complete until all fees have been paid. Students should not begin to register without having sufficient funds to pay all fees.
A student who is delinquent in his or her financial obligations to the University, or to any facet of the University community, will not be allowed to register for the next term, to transfer credits to another school, or to graduate from the University. In some instances the financially delinquent student may be enjoined by the appropriate University official from attending classes for which enrolled and/or from taking final examinations.
A student with outstanding financial obligations to the University, or any facet of the University community, must submit payment in cash for these obligations prior to the release of any refund and/or payroll check(s). Such penalties will accrue in addition to the penalties described above.
Fulfillment of financial obligations restores the student to one's prior status as a member of the University community, except for academic losses which accrue as a normal result of the prior financial irresponsibility.
If any check is not paid on presentation to the bank on which it is drawn, a service charge of $15 or 5 percent of the face amount of the check, whichever is greater, will be charged. When two checks have been returned by any student's bank without payment, check cashing privileges will be suspended.
The health service fee provides for limited medical care in the University Health Center and is charged all students taking five or more semester hours on campus.
The student activity fee is assessed to all students taking five or more semester hours on campus. It provides financial support for a broad program of literary, dramatic, musical, and social activities and defrays most of the expenses of publishing the newspaper and other University publications.
The athletic fee is charged all students taking five or more semester hours on campus. It contributes to the financial support of inter-collegiate athletic activities.
The technology fee is assessed to all students.
All matriculation charges, board, room rates, and other charges are subject to change. The following fees are in effect for fiscal year 2002.
Full-time Students: (12 or more hours)
| Undergraduate | Graduate | |
| Matriculation | $ 1,005.00 | $1206.00 |
| Matriculation Non Resident | $4020.00 | $4824.00 |
| Health Service Fee | $ 61.00 | $ 61.00 |
| Activity Fee | $ 60.00 | $ 60.00 |
| Athletic Fee | $ 110.00 | $ 110.00 |
| Postal Fee | $ 8.00 | $ 8.00 |
| Computer Technology Fee | $ 38.00 | $ 38.00 |
Part-time Students: (Fewer than 12 hours)
Students enrolled in a single course will pay $84 per undergraduate semester hour and $101 per graduate semester hour (Georgia residents) or $335 per undergraduate semester hour and $402 per graduate semester hour (out-of-state). Students enrolled for FIVE semester hours or more on campus pay an additional $239.00 (Student Activity Fee, Athletic Fee, Health Service Fee, and Postal Fee). All students must pay the $38.00 Computer Technology Fee.
Food Service: (Three meal plans available)
| 21 Meals per week (Monday thru Sunday) | $983.00 |
| 15 Meals per week (Monday thru Sunday) | $954.00 |
| 10 Meals per week (Any 10 meals Monday thru Sunday) | $855.00 |
All students housed on campus with less than 60 credit hours will purchase one of the above meal plans. No refund will be made on any meal plan purchases unless the student withdraws from the University. Off-campus students may purchase a meal ticket if desired.
Residence Hall Rates
| Double Occupancy | $ 980.00 |
| Single Occupancy | $1380.00 |
| Double Occupancy, twelve month | $1130.00 |
| Single Occupancy, twelve month | $1580.00 |
Parking Fees: (All students who plan to operate
| a vehicle on campus) Annual: Fall-Summer | $ 14.00 |
| ($8 Spring-Summer, $4 Summer Only) |
Other Fees:
| Applied Music Fee - 1 hour per week instruction | $120.00 |
| Science Lab Fee (for select Chemistry & Biology Courses) | $ 15.00 |
Matriculation Fee and Deposit
Each application for admission, graduate and undergraduate, must be accompanied by a $20 non-refundable application fee. Undergraduate students are required to pay an additional $25 deposit after they have been notified of their acceptance. This deposit may be refunded if an applicant cancels his/her application prior to twenty days before registration. The deposit will be credited toward matriculation fees at the time the student enrolls.
A seventy-five dollar ($75) residence hall deposit must be submitted with the student housing contract. The deposit, less any charges which may accrue due to damage, improper check-out, etc., will be refunded after the termination of the final housing contract.
Students who formally withdraw from the University prior to passing the 60% point in time during the term are eligible for a partial refund of fees. Refunds are made only when a student completely withdraws from the University, and no refunds are made when a student of his or her own volition reduces the course load after the add/drop period. Students may receive a refund resulting from a reduction of their course load during the add/drop period. No refunds for withdrawals will be made after passing the 60% point in time during the semester. It is the student's responsibility to withdraw officially in accordance with University regulations.
Forms for withdrawal from the University are available in the Counseling Services Office located in the Administration Building. A refund of tuition and fees, in accordance with federal, state, and institutional policies, will be issued within 30 days of receipt of completed withdrawal forms by the Business Office.
Students who formally withdraw from the institution on or before the first day of class are entitled to a refund of 100% of the tuition and fees paid for that period of enrollment. (First day of class is defined as "classes begin" date published in the GSW Bulletin.)
Students who formally withdraw from the institution after the first day of class but before the 60% point in time during the term are subject to guidelines established by the Board of Regents of the University System of Georgia. This policy states:
The University is required to determine how much student financial aid was earned by students who withdraw during the term. If students have 'unearned aid' because they were disbursed more than they earned, it may be necessary for the unearned portion to be returned to the appropriate student financial aid fund. If the students have 'earned aid' that they have not received, they may be eligible to receive those funds.
Textbooks and school supplies, as well as other student needs, are available in the Campus Bookstore. The cost of books and supplies will vary with the courses selected by the individual student. A fair estimate of this cost is from $250 to $450 per semester.
Refunds for textbooks will not be given without the following:
Fees for attending class on an audit or non-credit basis are calculated on the same schedule as regular academic fees.
LATE REGISTRATION FEE:
| Failure to register on specified date | |
| Undergraduate (non-refundable) | $22.50 |
| Graduate (non-refundable) | $22.50 |
RETURNED CHECK FEE:
| For each check | $15.00 |
| OR 5 percent of the face amount of the check, whichever is greater. | |
TRANSCRIPT FEE:
| Initial Request (One Copy) | No Charge |
| Each Request Thereafter | $2.00 |
GRADUATION FEE:
| Associate Degree | $30.00 |
| Bachelor's Degree | $30.00 |
| Master's Degree | $50.00 |
| Specialist Degree | $50.00 |
CLASSIFICATION OF STUDENTS AS RESIDENTS AND NON-RESIDENTS
A.
(1) If a person is 18 years of age or older, he or she may register as an in-state student only upon showing that he or she has been a legal resident of Georgia for a period of at least 12 months immediately preceding the date of registration.
Exceptions:
i. A student whose parent, spouse, or court-appointed guardian is a legal resident of the State of Georgia may register as a resident providing the parent, spouse, or guardian can provide proof of legal residency in the State of Georgia for at least 12 consecutive months immediately preceding the date of registration.
ii. ii. A student who previously held residency status in the State of Georgia but moved from the state then returned to the state in 12 or fewer months.
iii. iii. Students who are transferred to Georgia by an employer are not subject to the durational residency requirement.
(2) No emancipated minor or other person 18 years of age or older shall be deemed to have gained or acquired in-state status for tuition purposes while attending any educational institution in this state, in the absence of a clear demonstration that he or she has in fact established legal residence in this state.
B. If a parent or legal guardian of a student changes his or her legal residence to another state following a period of legal residence in Georgia, the student may retain his or her classification as an in-state student as long as he or she remains continuously enrolled in the University System of Georgia, regardless of the status of his or her parent or legal guardian.
C. In the event that a legal resident of Georgia is appointed by a court as guardian of a nonresident minor, such minor will be permitted to register as in-state student providing the guardian can provide proof that he or she has been a resident of Georgia for the period of 12 months immediately preceding the date of the court appointment.
D. Aliens shall be classified as nonresident students, provided, however, that an alien who is living in this country under an immigration document permitting indefinite or permanent residence shall have the same privilege of qualifying for in-state tuition as a citizen of the United States.
OUT-OF-STATE TUITION WAIVERS
An institution may waive out-of-state tuition and assess in-state tuition for:
A. Academic Common Market. Students selected to participate in a program offered through the Academic Common Market.
B. International and Superior Out-of-State Students. International students and superior out-of-state students selected by the institutional president or an authorized representative, provided that the number of such waivers in effect does not exceed 2 percent of the equivalent full-time students enrolled at the institution in the fall term immediately preceding the term for which the out-of-state tuition is to be waived.
C. University System Employees and Dependents. Full-time employees of the University System, their spouses, and their dependent children;
D. Medical/Dental Students and Interns. Medical and dental residents and medical and dental interns at the Medical College of Georgia (BR Minutes, 1986-87, p. 340);
E. Full-Time School Employees. Full-time employees in the public schools of Georgia or of the Department of Technical and Adult Education, their spouses, and their dependent children. Teachers employed fulltime on military bases in Georgia shall also qualify for this waiver (BR Minutes, 1988-89, p. 43);
F. Career Consular Officials. Career consular officers, their spouses, and their dependent children who are citizens of the foreign nation that their consular office represents and who are stationed and living in Georgia under orders of their respective governments.
G. Military Personnel. Military personnel, their spouses, and their dependent children stationed in Georgia and on active duty, unless such military personnel are assigned as students to System institutions for educational purposes;
H. Research University Graduate Students. Graduate Students attending the University of Georgia, the Georgia Institute of Technology, Georgia State University, and the Medical College of Georgia, which shall be authorized to waive the out-of-state tuition differential for a limited number of graduate students each year, with the understanding that the number of students at each of these institutions to whom such waivers are granted shall not exceed the number assigned below at any one point in time:
· University of Georgia 80
· Georgia Institute of Technology 60
· Georgia State University 80
· Medical College of Georgia 20
I. Border County Residents. Residents of an out-of-state county bordering a Georgia county in which the reporting institution or a Board -approved external center of the University System is located.
J. National Guard Members. Full-time members of the Georgia National Guard, their spouses, and their dependent children. (BR Minutes, April, 1998, pp. 16-17);
K. Students enrolled in University System institutions as part of Competitive Economic Development Projects. Students who are certified by the Commissioner of the Georgia Department of Industry, Tourism and Trade as being part of a competitive economic development project;
L. Students in Georgia-Based Corporations. Students who are employees of Georgia-based corporations or organizations that have contracted with the Board of Regents through University System institutions to provide out-of-state tuition differential waivers;
M. Students in Pilot Programs. Students enrolled in special pilot programs approved by the Chancellor. The Chancellor shall evaluate institutional requests for such programs in light of good public policy and the best interests of students. If a pilot program is successful, the tuition program shall be presented to the Board for consideration;
N. Students in ICAPP® Advantage programs . Any student participating in an ICAPP® Advantage program; and
O. Direct Exchange Program Students. Any international student who enrolls in a University System institution as a participant in a direct exchange program that provides reciprocal benefits to University System students.
P. Families Moving to Georgia . A dependent student who as of the first day of the term of enrollment can provide documentation supporting that his or her supporting parent or court-appointed guardian has accepted full-time, self-sustaining employment and established domicile in the State of Georgia for reasons other than gaining the benefit of favorable tuition rates, may qualify immediately for an out-of- state tuition differential waiver which will expire 12 months from the date the waiver was granted. An affected student may petition for residency status according to established procedures at the institution.
The University provides a variety of programs to assist students who have financial need. Scholarships, grants, loans, and part-time work constitute the types of financial aid. It is preferable that financial aid applications for the next academic year be filed by April 1. Detailed information and appropriate forms may be secured by writing to the Financial Aid Office, Georgia Southwestern State University. All awards are contingent on funds being available.
Most types of financial aid are awarded on the basis of a student's academic progress and proven financial need. As used in relation to financial aid, the term financial need means the monetary difference between the total cost of attending the University and the computed amount of financial resources which the student and the family can contribute toward the total cost. The total cost of attending the University include tuition and all fees, room and board, books and supplies, personal expenses, and allowable transportation costs.
Financial need is computed by a standard need analysis system using confidential information submitted by the parents or the independent student. The need analysis system used by Georgia Southwestern State University is the Free Application for Federal Student Aid (FAFSA) administered by the Federal Government. The analysis of a family's financial resources includes consideration of current family income, assets, family size, and number in college. Federal aid programs, state aid programs and many college programs do not permit aid awards that exceed the computed financial need. Thus, the information on all sources of aid must be provided to the Financial Aid Director. The amount of a student's computed financial need is the total cost of attending Georgia Southwestern State University minus the computed family resources.
Each applicant for the Federal Pell Grant, Federal Work Study Program, Federal Supplemental Educational Opportunity Grant Program, Federal Perkins Loan, Regents' Opportunity Scholarship Program, and the Stafford Loan is required to provide an analysis of the family income using the FAFSA mentioned above. These forms are available from many secondary school counselors or from the Financial Aid Office at Georgia Southwestern State University. The completed FAFSA must be sent to the address on the form. Students should remember to list Georgia Southwestern State University, Americus, Georgia (GSW code 001573), as one of the institutions to receive a copy of the FAFSA.
Procedures For Applying For Financial Aid
Students should complete financial aid applications as soon as possible after January 1. Application for financial aid at Georgia Southwestern State University includes the following steps:
1. Make application for admission to the University. Applicants for financial aid need not be accepted for enrollment before an award is packaged but must be accepted in an eligible academic program before aid is disbursed. Transfer students from other colleges must have a transcript and an admissions application on file at the time of application for financial assistance.
2. Complete the FAFSA either on-line (www.fafsa.ed.gov) or in paper form, list GSW Code 001573, and send the completed application to the address on the form, for processing. The paper application for financial aid is available from high school counselors and from the Financial Aid Office, Georgia Southwestern State University. The application for financial aid also serves as the application for the Federal Pell Grant. The information provided on the application for financial aid is used to calculate the eligibility index number for the Federal Pell Grant.
3. If the institution code number is entered on the FAFSA, the institution will receive the student's financial information electronically. Until this information is received by the institution electronically, the student's file cannot be processed.
Financial aid is not automatically renewed. Continuing students must reapply for financial aid each year, as soon after January 1 as possible. All application information received after April 1 will be processed, but awards will be made as funds permit.
Grants are monetary gifts which are awarded to the students who have financial need and have maintained satisfactory progress toward earning a degree.
Federal Pell Grant
The Federal Pell Grant is an aid program designed to provide financial assistance to those who have established need and who are enrolled in an eligible undergraduate program. It is designed to be the floor of the financial aid award and should meet approximately one-half of the student's need. The amount of the Federal Pell Grant is determined on the basis of the family's resources and the cost of the University. The amount of a grant is based on the family contribution and two factors: (1) the amount of funds actually available for the program for the current year; and (2) the educational cost. The amount of the grant would decrease as the family contribution increases.
Federal Supplemental Educational Opportunity Grants (FSEOG)
This program has the single purpose of making a college education available to high school graduates of exceptional financial need who, without the grant, would be unable to attend University. Recipient must be Pell eligible.
Grants ranging from $200 to $800 are available to students for each of the four years of undergraduate study as long as funds are available.
Leveraging Education Assistance Partnership (LEAP)
A state grant that requires the recipient to be a Georgia resident, Pell eligible, and have at least $2000 worth of remaining need. Available for 8 full time semesters or 96 attempted hours.
This type of financial aid and any corresponding amount of accumulated interest must be repaid within a specific time period.
Larry and Jane Comer Music Loan Fund
The Larry and Jane Comer Music Loan Fund was established to support the development of the music program at Georgia Southwestern State University and to increase the opportunities for deserving music students to earn their musical education. The recipients of the loan will be required to maintain good academic standing at the University and to repay the loan beginning 90 days after the semester in which the loan was awarded.
Federal Perkins Loan (National Direct Student Loan)
The Perkins Loan (or NDSL) program allows a student with financial need to borrow up to $9000 during his/her undergraduate study. The maximum loan per semester at Georgia Southwestern is $1125 or the amount of need, whichever is less. The student must be enrolled on at least a half-time basis. No interest is charged while the student is in school. Repayment of the loan at 5 percent interest begins nine months after the student leaves school. The minimum monthly payment is $40 and the entire loan must be paid within a ten-year period.
Cancellation provisions are available to individuals who
Jackson Loan Fund
The primary purpose of this money is to provide an individual with a temporary/short term emergency source of funding. The full amount of the loan and interest must be repaid by midterm of each semester. Students desiring this aid should schedule a conference with a Financial Aid Counselor at Georgia Southwestern State University prior to registration day.
Federal Subsidized Stafford Loan
The Stafford Subsidized Loan is a low-interest, need-based loan authorized by the federal and state governments to help students pay the costs of education beyond high school. Loans to students are made primarily by commercial lending institutions whose participation in the program is voluntary and not required by law. Repayment of any Stafford Loan that is obtained, within the limits of the law, will be "guaranteed" to the lender on the student's behalf by the guarantee agency. The actual amount available to the borrower is based upon financial need (as calculated by the FAFSA) which is not filled by other types of financial aid. This loan must be repaid by the student.
Federal Unsubsidized Stafford Loan
The Unsubsidized Loan has the same terms and situations as the Stafford Loan, except the borrower is responsible for the interest that accrues during deferment periods (not need-based). The program is open to students who may not qualify for the subsidized Federal Stafford Loan. The student may have a combination of subsidized and unsubsidized, but the combined total cannot exceed the program maximum. Check with the Financial Aid Counselor for further details. This loan must be repaid by the student.
Federal Plus Loans
Parent Loan for Undergraduate Students (PLUS Loan) is an educational loan, authorized by federal and state government to help parents and students pay the costs of education beyond high school. This loan is not based on financial need as calculated by the FAFSA. Repayment begins when the loan is disbursed. Minimum payments are $50 per month. Please see a Financial Aid Counselor for details. This loan must be repaid by the parent.
Scholarships are monetary gifts which usually do not require repayment. They are awarded on the basis of academic performance and other specific criteria stipulated by the agency or person(s) funding the scholarship. The amount of the awards may vary according to the established need of the scholarship recipient. In order to remain eligible to receive most academic scholarships, a student recipient must be enrolled for at least 12 credit hours each term, earn a 3.0 cumulative grade point, and remain in good judicial standing.
HOPE Scholarship - Undergraduate
To be eligible for a HOPE Scholarship, the student must
A transfer student who feels he or she is eligible for the HOPE Scholarship must request such consideration from the Financial Aid Office. The determination of eligibility is based on a review of all academic transcripts. It is the student's responsibility to make certain all academic transcripts have been received by the Office of Admissions before a request is made to the Financial Aid Office.
Once a student has lost HOPE eligibility, there is one chance to re-enter the HOPE Program. If that student falls below a 3.0 grade point average after attempting 30 hours and regains 3.0 at his/her own expense, at the end of the sophomore year (60 hours), the student would be given a second chance to receive the HOPE scholarship. A third chance is earned after the 90th attempted hour.
HOPE Promise Teacher Scholarship - Undergraduate
To be eligible for a HOPE Promise Teacher Scholarship, the student must
HOPE Teacher Scholarship (Graduate)
To be eligible for a HOPE Teacher Scholarship, the student must:
Critical Fields include the following (subject to change):
- Middle Grade Education (Grades 4-8) with primary concentration in one of the following:
- Math
- Science
- Math and Science
- Mathematic Education (Grades 7-12)
- Education of Exceptional Children (Grades P-12)
- Behavioral Disorder
- Interrelated Special Education
- Foreign Language Education (Grades P-12)
- French
- Spanish
- Business Education (Grades 7-12)
- Industrial Arts/Technology Education (Grades 7-12)
- Trade and Industrial Education (Grades 7-12)
- Agriculture Education (Grades 7-12)
- Science Education (Grades 7-12)
- Broad Field Science
- Biology
- Chemistry
- Earth/Space
- Physics
Regents' Opportunity Scholarship
A limited number of Regents' Opportunity Scholarships will be given to graduate students who show need. Generally, only two recipients per year will benefit from the scholarship. A letter of application must be sent to the Director of Financial Aid and a completed FAFSA must be on file.
A limited number of academic scholarships are available at Georgia Southwestern State University. Awards are on a competitive basis and are generally awarded to entering students. Students who have a 3.0 high school average and who have a combined SAT score above 1000 are eligible to apply for the J.C. Roney Scholarships, the Alumni Scholarships, and the Wheatley Scholarships.
J.C. Roney Scholarships
Scholarships are awarded from the J.C. Roney Fund to first or second honor graduates, National Merit Semifinalists, and STAR students. These are awarded on a competitive basis. Applications should be made prior to February 15.
GSW Alumni Scholarships
The GSW Alumni Scholarships include the GSW Alumni Academic Scholarship, the Cavendar-Rich Scholarship, the E.R. Hogg Scholarship, the Mary Lou Jordan Scholarship, the Myra Lunsford Scholarship, the Alice K. Mathis Scholarship, the Henry King Scholarship, the Peggy A. Smith Tucker Scholarship, the Martha Hudson Westbrook Scholarship, and the GSW Alumni Athletic Scholarship.
Charles H. Wheatley Scholarships
Scholarships are awarded to high school honor graduates, National Merit Scholars, and students with 1100 SAT and 3.0 or above high school grade point averages. Wheatley Scholarships are also awarded to continuing GSW students and to transfer students who have earned an associate degree. Contact the Office of Financial Aid or the Office of Admission for additional information.
Additional Academic Scholarships
Other academic scholarships available at Georgia Southwestern State University include the Daniel D. Arden Scholarship for Geology students, the Iris Stewart Argo Scholarship for English majors, the James G. Deriso Scholarship for Business students, the J.H. Dorminy Music Scholarship for Music students, the Frances Bagley Jones Scholarship for students from Sumter County, Georgia, the Peterson Scholarship for Science students, the Robert Marshall Pryor Scholarship for residents of Sumter County, the L.R. Towson Scholarship for Chemistry majors, the Randy & JoAnna Williams Scholarship for Developmental Studies, the Biology Club Scholarship, the Chemistry Club Scholarship, the Delta Kappa Gamma Scholarship, the Federal Nursing Scholarship, the Tammy Lee Fortner Scholarship, the Julia Baker Isakson Scholarship, the Frances Wynn Patrick Scholarship for Nursing, the John Monroe Prance Scholarship, the John Emory Rylander Scholarship for Nursing, the Lula F. Stephens Scholarship, the Jenny Harrison Strange Scholarship, the Roy Lee and Susan Smith Free Enterprise Scholarship, the Wheatley Community University Fellowships, the Wheatley Continuing Student Scholarships, the Wheatley Leadership Scholarship, the Watson Scholarship, the Weston Scholarship, the Dudley Voice Scholarship, the Cooper Lighting Scholarship, and the Joan Smith Scholarship. For more information, contact the Financial Aid Office.
Several types of part-time employment are available through Georgia Southwestern State University.
Federal Work Study
Work Study employment, a federally funded program, is available to students with established financial need (based upon the application for Financial Aid) at the time of their initial enrollment or thereafter. Family income is the primary basis for determining eligibility. Satisfactory academic progress and work performance are required.
Under present arrangements, a student may work a maximum of 20 hours per week during the regular semester. Since the student earns this amount by working, it is not repaid.
Work Aid
Work Aid, a locally funded program of part-time employment, is available on a limited basis. Students are selected for these positions on the basis of skills in certain areas as well as need. Students should report to the Career Services Office for applications.
The rate of pay is minimum wage and payment is by check each month.
Graduate Assistantships
A limited number of graduate assistantships are available in some departments. Interested students should contact the Director of Graduate Studies or the appropriate school or office. For additional information, see the section on Graduate Studies.
Part-Time Employment
The Career Services Office maintains a list of jobs available in the community. Any student interested in part-time work should file an application.
OTHER SOURCES OF FINANCIAL AID
The Pickett and Hatcher Educational Fund
This fund provides loans at a reasonable rate to students in need of financial assistance to attend college. Apply directly to Pickett and Hatcher Educational Fund, Post Office Box 1238, Columbus, Georgia.
The Ty Cobb Educational Foundation Scholarship
This scholarship is available to single residents of the state of Georgia who have completed the freshman year of college with high academic standing (at least 3.3 GPA). Address inquiries to the Ty Cobb Foundation, P.O. Box 725, Forest Park, Georgia 30051. The deadline for applications is May 1.
Georgia Southwestern State University administers its financial aid program in compliance with all applicable Federal and State laws and regulations. Specifically, the financial aid policies are listed below:
More information on financial aid may be obtained from the Financial Aid Office, Room 207, Sanford Hall. Office hours are from 8:00 a.m. until 5:00 p.m., Monday through Friday. Summer hours may vary. Please call 229-928-1378 to determine schedule for summer hours.
Georgia Southwestern State University is approved for the educational training of veterans and certain eligible spouses and dependents of veterans. The institution serves only as a source of certification and information to the Veterans Administration as all financial transactions and eligibility determinations are handled directly between the student and the VA. Veterans and other eligible persons interested in obtaining educational benefits must meet all applicable requirements for admission as outlined in this bulletin. After being officially admitted to the University, the veteran or eligible person should contact the Veteran Certifying Official in the Registrar's Office for information concerning application procedures and educational benefits. Additional information about eligibility may be obtained by calling the Department of Veteran Affairs at 1-800- 827-1000.
The James Earl Carter Library was completed in 1971 and named in honor of President Jimmy Carter's father. It contains over 190,000 volumes and currently subscribes to 635 journals. As a selective United States Government Depository, the Library houses over 300,000 federal government publications in various formats. The library also has a small multimedia collection (LPs, video tapes, audio-tapes, CDs, and software). Special collections include the Dr. Harold Isaacs Third World Studies collection, ERIC collection, rare books, newspapers, and popular reading materials.
Through our participation in GALILEO (Georgia Library Learning Online), the Library provides access to over 150 databases. The Library's online catalog is part of the state-wide integrated online system, GIL (Galileo Interconnected Libraries). GIL provides a web-based interface with a standardized search format. The Library is a charter member of SOLINET (Southeastern Library Network) which was created to increase the availability of bibliographic resources through the use of electronic data processing and communications. More than 30 million books and other materials can be accessed through this network which the Library fully utilizes for cataloging and its ILL (Interlibrary Loan) system.
The Library seats over 600 and provides individual and group study areas. The Library's computer lab has 20 state-of-the-art work stations. Audiovisual equipment and facilities include microfilm and microfiche reader-printers, copying machines, an individual viewing/listening room, and head phones, tape-recorder, and a CD player which can be checked out for in-house use.
The Library offers many services including Interlibrary Loan, reserves, bibliographic instruction, and reference assistance. The Library offers a for-credit course, LIBR 1000, and participates in UNIV 1000, the University's orientation course, and provides group and individual library instruction, tutorials, and demonstrations upon request.
The Library's electronic services include email submission of ILL, renewal, hold requests, and an online suggestion box.
Further information about the Library, its collections, services, and staff can be found on the Library's website: http://www.gsw.edu/~library.
The Student Support Services Program is a federally funded program designed to (1) improve the retention and graduation rates of students, (2) provide academic support services necessary for program participants to maintain good academic standing, (3) provide supplementary activities for program students that will enhance their personal development, (4) assist them toward the realization of their educational goals, and (5) foster an institutional climate supportive of the success of low-income and first generation college students and individuals with disabilities. The program provides in-depth academic and personal counseling; career development; tutoring; personal assistance with study skills development; cultural activities, special focus on incoming freshman, transfer students, and returning adult students; and individualized accommodation services for learning disabled/handicapped students. Tutoring is free of charge to Student Support Services participants. It is mandatory for participants on academic warning or probation.
Upward Bound is a program for select high school students who have demonstrated potential for post secondary education. Participation is limited to students of Sumter, Crisp, Marion, Schley and Webster Counties of Georgia. Components of the program include the following:
Academic Year: Saturday sessions designed to assist students with basic skills instruction, standardized testing, study skills, counseling, career and cultural activities.
Summer Residential Program: Housing and classes on GSW campus for six weeks with emphasis on academic skills, personal and career awareness.
Intensive Experience: Stress is placed on reading, writing, science, mathematics, computer science, study skills, foreign language, speech and drama, art, sporting activities, and cultural/recreational activities.
Bridge Year for Graduating Seniors: Assistance with standardized tests, study skills, admissions selection, financial aid process, college search trips, and college enrollment.
MULTICULTURAL AND MINORITY AFFAIRS
The Office of Multicultural & Minority Affairs (OMMA) is committed to assisting in the overall development of minority students at Georgia Southwestern State University. OMMA is the liaison between international and minority students and the university community at-large and provides an environment which offers support services to foster student learning, encouragement, and support.
As society becomes more culturally and ethnically diverse, it is our goal to challenge students to positively grow with these changes by promoting the idea of cultural pluralism and its effects on all people. In addition, it is our objective, through cross cultural exchange and interaction, to enhance student life by diminishing acts of intolerance and ignorance.
Planning for a future career in an important fact of every student's day-to-day college experience. Career Services provides a wide range of services for students throughout their years at Georgia Southwestern State University including
Career Counseling is available to help students discover satisfactory solutions to academic and career concerns. This process is assisted by the use of various personality and interest inventories. Employment counseling aids students with resume development, interviewing skills and the job search process.
The Career Resource Lab provides students with a centralized location to explore specific career and occupational information, including educational requirements, potential employers, work environments, opportunities for advancement and a financial outlook. Information about professional programs and graduate schools is also available.
The goal of personal counseling is to help students discover satisfactory alternatives to social, academic, and personal concerns, including substance abuse and other health related issues. Counseling sessions take place in a private office and confidentiality is respected. When another person, office, community agency or medical professional can provide better information or assistance, the counselor will make referrals and help the student make an appointment. Counselors are available through the Office of Student Life, the Counseling Services Office, the Financial Aid Office, the Academic Skills Center, the Student Support Services Program, and the Residence Halls.
THE ROSALYNN CARTER INSTITUTE FOR HUMAN DEVELOPMENT
The Rosalynn Carter Institute (RCI) was established in 1987 on the campus of Georgia Southwestern State University. The RCI was formed in honor of former First Lady Rosalynn Carter, an alumna of Georgia Southwestern, to enhance her long-standing commitments to human development and mental health. The RCI facilitates collaborative relationships among citizen consumers, community human service providers, faculty and students to achieve shared goals.
The mission of the Institute is to understand the process of caregiving and discover new ways to benefit both formal (professional) and informal (lay/family) caregivers for persons with chronic physical illnesses, mental illnesses, difficulties associated with the frail, elderly, or developmental disabilities. The RCI conducts research on the caregiving process; provides educational programs for caregivers; consults with agencies, organizations and individuals about caregiving issues; provides a forum for discussion of issues concerning informal and formal caregivers; disseminates information on caregiving to a wide audience; and advocates public awareness and policy changes which improve the lives of caregivers. A board of twenty-four prominent individuals from around the nation assists in achieving the goals of the Institute.
The caregiving mission of the Institute is implemented through two major projects. The West Central Georgia Caregivers' Network (CARE-NET) assists informal and formal caregivers in a 16-county region. A second project, the National Quality Caregiving Coalition (NQCC), brings together associations and organizations in America that wish to improve the caregiving process.
The RCI provides clinical training, research, and public administration opportunities for students. The John and Betty Pope Fellowship Program provides financial assistance for students committed to study and work in the caregiving professions. The Pope Eminent Scholar on campus offers students and faculty the opportunity to work with a professional who is nationally recognized in the caregiving field. Conferences and workshops offer students an opportunity to learn from nationally recognized figures in the human development and mental health fields.
For more information, email the Rosalynn Carter Institute at rci@canes.gsw.edu or access the RCI homepage at http://rci.gsw.edu.
Prior to the beginning of the student's first semester at Georgia Southwestern, the new student participates in an orientation program. The GSW O'Team, a specially selected and trained group of undergraduate students, designs an orientation program which makes transition into college life at GSW easier and more enjoyable. Areas given special attention include academic advisement and class schedule planning, University services and facilities, academic policies and procedures, rights and responsibilities of students, issues about which students need to make personal choices, skills necessary for academic success, and opportunities for involvement in student activities.
New students will be notified well in advance of the date and time for orientation for the semester in which they plan to enroll. These sessions provide opportunities for them to meet GSW faculty and administrators as well as to become familiar with University policies and to ask any questions they may have about the University.
In emergency situations, students may be located by calling the Office of Student Life at 229/928-1387 or the Public Safety Office at 229/928-1390 (8 a.m. to 5 p.m. weekdays) or 229/931-2244 (nights and weekends). Communication with the students will be made from these offices. These offices will not provide directory information to non-GSW personnel.
Residence Life at Georgia Southwestern State University offers students the opportunity to meet new people and make life-long friends, to feel a sense of independence, yet belong to a community, and to be in close contact with people who have values, attitudes, desires, and academic interests different from their own. They will be challenged to question, to think, and to grow as individuals. Students living on campus are more involved in leadership roles than their off-campus peers, including Student Government, sororities and fraternities, campus honorary organizations, the Campus Activities Board, the Orientation Team, the Residence Hall Association, and Hosts and Marshals. Living on campus can be a real PLUS if the student wants to become involved in campus life.
There are five residence halls on the GSW campus ranging in size from less than 100 to approximately 275 students. The halls are staffed with professional and student staff members whose primary objective is to insure a comfortable, congenial, and secure place for students to live and learn.
HOUSING ELIGIBILITY AND REGULATION
GSW has the following on-campus living requirement: All full-time students under the age of 21, who have earned less than 60 semester hours are required to reside on campus unless they have lived on campus for four (4) full term semesters, they are married, or they are living in the legal residence of a family member. For this purpose family member is defined as parent(s), guardian(s), grandparent(s), son/daughter, uncle/aunt, or brother/sister who is not a student at GSW.
In order to provide on campus housing at the lowest possible rate, the University operates its residence halls on a contract basis for the full Academic Year beginning with the Fall Semester and continuing through the end of Spring Semester. A separate contract is signed for the Summer Term. Since the ANNUAL HOUSING CONTRACT is a binding agreement between the student and the University, applicants are advised to read this document before signing.
Failure to submit the ANNUAL HOUSING CONTRACT will not cancel the obligation to live on campus. Students who wish to commute to campus from their legal residence or live with a family member who is not a GSW student may request an exemption from this policy by submitting the REQUEST FOR HOUSING EXEMPTION form available from the Office of Student Life.
Each student will receive the ANNUAL HOUSING CONTRACT and a brochure describing residence life at GSW at least thirty days prior to registration for the semester he or she plans to enroll or as soon thereafter as the student is accepted for admission. Releases from contracts are not all automatic and must be approved by a contract review administrator. Failure to follow published guidelines for requesting the cancellation of a housing contract may result in denial of such a request.
All applicants for on-campus housing must submit a $75.00 housing reservation/deposit along with the ANNUAL HOUSING CONTRACT to be guaranteed a space for the applicable term. This deposit will be returned to the student less any fees for damages, assessments, or improper cancellation when he/she leaves GSW residence halls by proper procedures outlined in the ANNUAL HOUSING CONTRACT. Cancellation of the housing contract after the published deadline will result in forfeiture of the deposit.
For additional information about living on campus, please write or call the Office of Residence Life at Georgia Southwestern (229/931-2375).
If, after matriculation, a student is granted cancellation of the housing contract or withdraws from the University, housing and food service fees will be refunded on a prorated basis, determined by the date that the student officially checks out of the residence hall. No refunds will be made, however, for a fractional part of a week and no refunds are made for students who leave housing due to disciplinary sanctions of the University. Refunds are processed by the Business Office within thirty days of the date of the student's departure.
A student who is obligated to the 2002-2003 contract may buy out the contract by paying an assessment of thirty percent (30%) of the value of the contract. Contract buy outs must be completed by 5:00 PM on the first official day of classes for the affected term. The student who buys out his/her contract will forfeit the housing deposit upon release from the contract.
The dining service at GSW provides students with a quality and variety of food choices at an economical cost. A student who has earned less than 60 semester credit hours and who lives in a residence hall is required to purchase a meal plan. The three available meal plans, which include unlimited seconds, are 10 meals per week, 15 meals per week and 21 meals per week. Included with each meal plan is an additional dollar amount available on a declining balance for purchase of items in the Canes Den and/or any additional meals in the Dining Hall.
After purchasing a meal plan the student I.D. is used to gain entrance into the dining hall or the Canes Den, both located in the Marshall Student Center. The Canes Den features a Pizza Hut Express along with other fast food menu items.
Special diets can be provided if prescribed by a physician. The student should discuss any special needs with the food service director by calling 229-924-2732.
Commuting students are also invited to use the University dining service. Options include purchasing any of the available semester meal plans, applying dollars to a declining balance card for use in the Canes Den or Dining Hall, and, of course, purchases may be made with cash.
For any questions concerning the dining services offered at GSW please feel free to call the Food Service Director at 229-924-2732.
Georgia Southwestern State University provides on campus health services at the Herschel A. Smith Health Center. The Health Center staff provides assistance to students with minor illnesses or injuries and promotes positive physical and mental health by providing health awareness information to students. A women's comprehensive health program staffed by nurse practitioners and registered nurses is available by appointment every Wednesday of each month while the university is in session.
The Health Center staff includes a physician, a family nurse practitioner who serves as Director of the Health Center, a part-time nurse practitioner, a registered nurse and a licensed practical nurse. The Health Center hours are 8:00 a.m.- 5:00 p.m. Monday through Friday. The Health Center services are available on a walk-in basis or by appointment during the daytime while classes are in session. Hours are subject to change to reflect the needs of the University. The Student Health Center is closed on university holidays and weekends. On weekends, students should notify the Residence Life staff member on duty or Public Safety for medical emergencies. If a student becomes ill, the Health Center will notify family members and faculty if the student so requests.
A student who utilizes Health Center medical services is expected to visit the Health Center at times that do not conflict with academic responsibilities. After a student has been assessed in the Health Center, written recommendation to excuse from class will be provided only if there is justification. By Georgia Southwestern State University policy, an excuse from class can only be granted by the professor of that class.
The semester health fee, paid by each student enrolled in five or more hours, entitles the student to consultation services with the professional Health Center staff. All students are urged to have adequate health coverage for illnesses or emergency visits to the local hospital or a physician's office when the Health Center is closed. Insurance coverage is also recommended for medical care that is not available at the Health Center, including treatment of major injuries, surgery, and hospitalization. Insurance brochures containing an enrollment form are available at the Health Center.
Laboratory and x-ray services, inpatient hospital services, hospital emergency room treatment, ambulance transportation to a hospital, and professional services of a non-university medical specialist are not included in the semester health service fee. The Health Center staff, however, will assist the student in making arrangement with medical specialists.
The University physician is available for student visits at the Health Center at designated hours. As a part of your visit to the Health Center, the physician/nurse practitioner can dispense prescription medication at discounted prices-antibiotics, allergy and cold medicines, ear and eye drops, dermatological creams, and more. Medications not stocked by the Health Center are the financial responsibility of the student for whom they are prescribed.
A student accepted for admission will receive a Statement of Health form which is to completed and returned to the Director of the Health Center prior to enrollment in the University. Evidence of two MMR's are required of students born after 1956. International students should contact the Center for Asian Studies for additional requirements. It is recommended that each student discuss with his/her health care provider the need for additional immunizations such as diphtheria, tetanus, pertussis, varicella, hepatitis B, and meningococcal vaccine.
OPTIONAL STUDENT HEALTH INSURANCE
An optional sickness and accident insurance plan is available to students through a private company. Information and applications are available at the Health Center or in Auxiliary Services Office. Students are invited to investigate the program, especially those students who are not covered by any other health and accident insurance plan. For those students who participate in the optional health plan, all claims will be filed directly with the insurance company.
STUDENT RIGHTS AND RESPONSIBILITIES
In order to help create an environment conducive to the furthering of educational pursuits and personal development, the University has established minimum behavioral expectations of students. These expectations, as well as student rights, are published in the Rights and Responsibilities section of the GSWeathervane. Also included in this publication is the University policy statement relative to implementation of the Family Educational Rights and Privacy Act of 1974.
Each student is responsible for reading and observing the policies stated in the student handbook. The GSWeathervane is revised annually and is made available to students in the Office of Student Life, located in the Marshall Student Center.
GEORGIA SOUTHWESTERN STATE UNIVERSITY DRUG FREE CAMPUS POLICY
Georgia Southwestern State University is committed to support and comply with the Drug Free Schools and Communities Act Amendments of 1989 (Public Law 101-226, Section 22, subpart B) as an Institution of Higher Education. The law under this act now covers both drugs and alcohol and relates to faculty, staff, and students. Therefore, the entire campus community of Georgia Southwestern State University is under the mandate to comply.
The Task Force on Alcohol and Other Drugs Committee is a committee appointed by the President of Georgia Southwestern State University.
The Task Force shall be generally concerned with alcohol and other drug education, prevention and intervention for the GSW student body. The Task Force shall:
To achieve the maximum benefit under this program, Georgia Southwestern State University expects faculty, staff, and students to meet appropriate standards of performance, to observe basic rules of good conduct, to comply with Institutional personnel policies and procedures as contained in the Personnel Policy Manual, the Faculty Handbook (as amended), and the GSWeathervane: A Student Handbook (as amended).
As an institution of higher education, the primary focus of the University is on the health and safety of all faculty, staff, and students. It is well substantiated that the health risks in using illicit drugs and abusing alcohol are enormous to the individual, as well as devastating to family, friends, and the community.
Georgia Southwestern provides a confidential counseling and referral program and encourages faculty, staff, and students who feel they have a potential alcohol or other drug-related problem to utilize these services. An important part of this program includes the Student Assistant Program (SAP) which is a coordinated effort by the Office of Student Life, Counseling Center, and the Task Force on Alcohol and Other Drugs.
In the discharge of its responsibilities as an employer and an institution of higher education, Georgia Southwestern State University aggressively promotes and requires a drug free campus among its faculty, staff, and student body. The unlawful manufacture, distribution, dispensation, possession, or use of illegal drugs or alcohol by Georgia Southwestern State University employees and students is prohibited by Institutional policy. Violations of this policy, including felony and/or misdemeanor drug or alcohol convictions during the course of employment or enrollment in any academic program at Georgia Southwestern State University, may result in appropriate disciplinary penalties being imposed by the University, up to and including termination of employment or expulsion and referral for prosecution.
This policy shall be communicated to new faculty by appropriate Department Chairs, to classified staff by the Director of Human Resources, to all new entering students and all other students by the Vice President for Student Affairs. Each contractor engaged in the performance of Federal contract or grant will be provided with a copy of this policy. The institutional Personnel Policy Manual, Faculty Handbook, and GSWeathervane are amended to incorporate this policy.
STUDENT ASSISTANCE PROGRAM (SAP)
The "On Campus Talking about Alcohol" (OCTAA) curriculum serves as the educational portion of the SAP. OCTAA is designed to help students and professionals understand the Lifestyle Risk Model for alcohol/drug prevention and intervention. The risk reduction information is sequential, which makes it essential to attend the entire program.
The curriculum is presented in three two-hour sessions. OCTAA is required for those found guilty of violating GSW alcohol and other drug policies. Further sanctions may be applied if the governing bodies believe it is necessary based on the circumstances. The program is also available for any individual seeking help for alcohol or other drug issues. If a student who is mandated to attend OCTAA fails to attend ALL sessions of OCTAA, a hold will be placed upon their record, making them ineligible to register for classes the following term.
1st offense: The student will be subject to the following action. This will include an appointment with the Counseling Center. The student will be required to sign up for and successfully complete the OCTAA program at the next available offering. Successful completion of OCTAA requires a knowledge test score of 80% or above. The exam will be given at the completion of OCTAA. In addition, the student may be required to provide up to 40 hours of community service to the campus and/or may be suspended from the residence hall for a minimum of one semester. This will be determined through the Office of Student Life. Upon completion of the SAP exit interview, the student will receive a certificate of completion. This signifies that the student has successfully completed all steps of the SAP.
2nd offense: The student will be subjected to the following action. This will include an appointment with the Counseling Center. The student will be required to once again sign up for and successfully complete the OCTAA program at the next available offering. Successful completion of OCTAA requires a knowledge test score of 80% or above. The exam will be given at the completion of OCTAA. A clinical assessment may be necessary to determine if addiction counseling or other treatments should be recommended. In addition, the student may be required to provide 40 hours of community service to the campus and/or may be suspended from the residence hall for a minimum of one semester. This will be determined through the Office of Student Life. Upon completion of the SAP exit interview, the student will receive a certificate of completion. This signifies that the student has successfully completed all steps of the SAP.
3rd offense: The student will be suspended from school for a minimum of one semester. In addition, they will referred to Alcohol/Drug addiction counseling such as Middle Flint Behavioral Services, for proper evaluation and must complete their addiction education program. Only after showing completion of the educational program, may the student return to school.
POLICY STATEMENT ON SEXUAL HARASSMENT
(The following is compliance with Federal law and Board of Regents Policy)
It has always been our policy to maintain the best possible working environment for all faculty, staff, and students. All employees and students have the right to be free from sexual and all other forms of unlawful harassment of any kind in the workplace, including harassment because of race, color, religion, gender, national origin, age, disability, or any other characteristic protected by applicable federal, state or local law. GSW will not tolerate such harassment.
What is Sexual Harassment?
Sexual harassment is an unwelcome advance, request for sexual favors, and other verbal or physical conduct of a sexual nature when....
Sexual Harassment can take many forms including:
What should you do if you think you're being subjected to Sexual Harassment at Georgia Southwestern State University?
If you feel you are a victim of sexual harassment, you should bring your concerns to University's Affirmative Action Office or the Vice President of Student Affairs. The earlier the incident is reported, the sooner University officials can investigate concerns. Any complaint under this policy will be handled confidentially and fairly. No reprisal or retaliation will occur because of the report of an incident of sexual harassment. A formal grievance can also be filed when reporting an incident of sexual harassment.
POLICY AND PROCEDURES FOR STUDENTS WITH DISABILITIES
Georgia Southwestern State University provides access to programs and makes reasonable accommodations for the needs of students with disabilities. Students must self-identify by completing a Statement of Health form prior to enrollment. These students must follow up by contacting the Director of Student Support Services for an interview to determine their needs before registration. Each student is responsible for identifying his or her needs to each professor the first day of class. If problems arise, the student should notify the Director of Student Support Services or the Vice President of Academic Affairs.
Faculty members are sensitive to the special needs of students with disabilities and are willing to make reasonable and appropriate accommodations for these students when enrolled in their classes.
SERVICES TO STUDENTS WITH LEARNING DISABILITIES
The Student Support Services Office at GSW provides services to students with learning disabilities. Students must self-identify by informing the Director of Student Support Services. The student is requested to provide a copy of written documentation from a qualified authority concerning the disability and previous assistance received.
The types of services which can be provided include readers, notetakers, tutors, academic advising, individual counseling, and alternate testing accommodations. Certain types of equipment such as tape players and calculators are available for loan to students.
ADMINISTRATIVE MEDICAL WITHDRAWALS
For the provision of an academic learning environment and the protection of students and the total University community, the University has adopted a policy for the administrative medical withdrawal of students. A student may be administratively withdrawn from the University when, in the judgment of the Vice President for Student Affairs in consultation with the Director of Counseling Services, the University physician, the student's parents or spouse, the student's physician, and appropriate health professionals, it is determined that the student suffers from a physical, mental, emotional, or psychological health condition which (1) poses a significant danger or threat of physical harm to the student or to the person or property of others or (2) causes the student to interfere with the rights of other members of the University community or with the exercise of any proper activities or functions of the University or its personnel or (3) causes the student to be unable to meet institutional requirements for admission or continued enrollment, as defined in the Student Conduct Code and other publications of the University.
Except in emergency situations, a student shall, upon request, be accorded an appropriate hearing prior to the final decision concerning his or her continued enrollment at the University.
The Division of Student Affairs exists to plan, coordinate, and implement co-curricular programs and services which support students while they learn. The goal of the Division of Student Affairs is to identify non-academic needs of GSW students and to put its staff and resources to work in order to meet those needs. The staff of Student Affairs is particularly interested in fostering the development of the student as a whole person. Providing opportunities for students to interact effectively with each other and with faculty, to expand their leadership and communication skills, and to achieve their goals are the underlying objectives of the programs and services of the Division of Student Affairs.
Under the leadership of the Vice President for Student Affairs, the Division of Student Affairs includes counseling, career planning and placement, admissions, financial aid, judiciaries, Greek life, multicultural and minority affairs, orientation, residence life, student activities, intramural sports and recreation, and the student center. For complete information concerning these programs and services, see the GSWeathervane, which is made available to all students by the Division of Student Affairs.
The student ID card is the official means of identification for currently enrolled students. GSW student identification cards are made during the registration process at the beginning of each term and also on a specific day each week throughout the semester. The date and time will be posted each semester. A student must present the ID card in order to receive services at the University and at the request of a University faculty or staff member. Each semester the student must have his/her card updated with a current validation label in the Office of Student Life. A $5.00 fee is charged for replacing a lost or stolen student ID card and is paid at the Business Office. A receipt must be presented to the Office of Student Life.
The academic year is divided into two semesters (terms) of 15 weeks each and a summer term. New courses are begun each semester; hence, it is possible for students to enter the University at the beginning of any term.
Credit in courses is expressed in semester hours. Normally, a semester hour of credit represents one class hour of work per week for one semester, or an equivalent amount of work in other forms of instruction such as laboratory, studio, or field work. Most of the courses offered by the University meet three times per week for one semester and therefore carry three semester hours of credit.
Each academic course is designated by numerals. Courses are numbered according to the following plan:
| Freshman and Sophomore | 1000-2999 |
| Junior and Senior | 3000-4999 |
| Graduate | 5000-8999 |
| Courses numbered 0001 to 0999 are institutional credit courses. | |
The normal course load for students is fifteen semester hours credit in academic subjects (five three-hour courses). A student is considered to be carrying a full load if enrolled for twelve or more semester hours of academic credit. A student is considered to be registered for an overload if enrolled in more than eighteen course credit hours.
A student must have the approval of the Office of the Vice President for Academic Affairs to register for an overload. The following cases usually qualify: (1) Students on the Dean's List or President's List for the preceding term may register for as much as twenty-one hours credit. (2) A student enrolled in certain curricula which require an overload for a given semester may register for the specified hours of credit.
Students who are enrolled for less than a full load are classified as part-time students. These students may be working toward college degrees or they may be taking courses for self improvement. Part-time students are required to satisfy the minimum academic standards.
Students participating in full-time work assignment through the Intern Program may be recommended to the Registrar for classification as full-time students by the academic advisor or the Coordinator of the Intern Program.
A student must have permission from the Office of the Vice President for Academic Affairs to audit a course. Auditors are expected to attend classes, but they are not required to take examinations or meet course requirements. No credit is given for audits. In the event of overloaded classes, students enrolled for credit will be given preference. Fees for attending class on an audit basis are calculated on the same schedule as regular academic fees.
Credit by examination is offered for a number of courses at the University, e.g. CLEP and Advanced Placement. Credit by examination is listed as such on the transcript along with the course number, title, and hours of credit; however, no grade is assigned and the credit is not included in computing the grade point average. Credit by examination is limited to ten hours in a discipline and thirty hours in the University. Credit by examination is usually earned at the time the student enters the University. See the Registrar for more information.
GRADING SYSTEM AND QUALITY POINTS
| GRADE | Achievement Quality | Points |
| A | Superior | 4 |
| B | Above Average | 3 |
| C | Average | 2 |
| D | Poor | 1 |
| F | Failing | 0 |
| P | Pass | 0 |
| S | Satisfactory Performance | 0 |
| U | Unsatisfactory Performance | 0 |
| V | Audit | 0 |
| I | Incomplete | 0 |
| IP | In Progress (used only for Learning Support) | 0 |
| K | Credit by Exam | 0 |
| W | Withdrawn | 0 |
| WF | Withdrawn Failing | 0 |
| WM | Withdrawn for Military Purposes | 0 |
| NR | No grade reported by instructor | 0 |
A grade of "I" indicates that the student was doing satisfactory work but, for non-academic reasons beyond his/her control, was unable to meet the full requirements of the course during the term scheduled. The individual faculty member assigning the "I" has the responsibility for documenting the work to be completed. This documentation is to be filed with the Academic Dean or Department Chair at the time grades are submitted. An incomplete grade must be removed before the end of the following term (including summer term); otherwise, the grade will be recorded as F.
Students who for non-academic reasons stop attending class prior to midterm should withdraw from the course. A grade of "I" cannot be assigned in this situation.
The grade point average is the ratio of quality points earned to the number of credit hours for which the student is accountable. The grade point average will be calculated for each student at the end of each term and will be printed on the transcript as follows:
1. The Semester Grade Point Average is the ratio of quality points earned to credit hours attempted that semester in courses numbered 1000 or above.
2. The Cumulative/Institution Grade Point Average is the ratio of quality points earned to credit hours attempted in courses numbered 1000 or above for which a final grade has been earned. Normally, a course is counted only once for credit hours. For this type of course, the latest grade earned replaces all previous grades and determines the quality points assigned.
A grade of WF is treated as an F in calculating grade point averages.
Normally, a course is counted only one time for credit hours. If a student wants to repeat a course that falls into this category, he/she may do so with the understanding that the latest grade earned replaces all previous grades. The number of quality points awarded and credit hours earned is determined by this final grade.
Students are classified once each year, and class rank is based on semester hours of credit earned. Minimum semester hours of academic credit for the different class ranks are as follows:
ACADEMIC STATUS: GOOD STANDING, WARNING, PROBATION, SUSPENSION
A grade point average of 2.00 (C average) is required for graduation from Georgia Southwestern State University. (Some curricula may require a higher average.) A student whose performance is below this level exhibits academic deficiencies. The University uses the cumulative/institution grade point average. This grade point average is used in determining academic standing. The following table shows the minimal cumulative/institution grade point average a student must achieve to make acceptable progress toward the 2.00 average and graduation.
| Total Hours Earned (including hours accepted in transfer) |
Required Minimum Cumulative/Institution G.P.A. |
| 0-15 | 1.50 |
| 16-30 | 1.65 |
| 31-60 | 1.75 |
| 61 and above | 2.00 |
The grade point average is calculated each term and appears on the grade report to inform the student of one's progress. The academic status of the student will be printed on the grade report. The categories used by the University are Good Standing, Academic Warning, Academic Probation, Academic Suspension, Restricted Enrollment, and Learning Support.
Good Standing
A student will be placed in Good Standing if the cumulative/institution GPA is equal to or above the Required Minimum GPA for the total number of hours the student has earned.
Academic Warning
A student will be placed on Academic Warning at the end of any term in which the cumulative/institutional GPA falls below the required minimum for the total hours earned. The student will have only one semester in which to raise the GPA to the required minimum and return to Good Standing. If not, the student is placed on Academic Probation. Students on Academic Warning are encouraged to take advantage of supplemental instruction resources.
Academic Probation
A student will be placed on Academic Probation if the student fails to return to Good Standing at the end of the semester in which the academic standing of the student was Academic Warning. The student will have only one term to raise the GPA to the required minimum and return to Good Standing. If not, the student is placed on Academic Suspension. Students on Academic Probation are strongly encouraged to take advantage of Academic Assistance resources.
Academic Suspension
A student will be placed on Academic Suspension if the student fails to achieve Good Standing while on Probation. The student must stay out of school for one semester or choose to remain in school with Restricted Enrollment status (see below). To return to school, the student must write a letter of appeal to the Office of Academic Affairs. When the student returns, the academic status of the student is Academic Warning and the Warning-Probation-Suspension process starts over. That is, the student will have two semesters at most to raise the GPA to the Required Minimum and return to Good Standing, or the student will be suspended again. The maximum number of suspensions allowed is two. At the third suspension, the student will be suspended from GSW for a minimum of one calendar year.
Normally a student will not be reinstated after the third suspension. The student may, however, appeal this dismissal by stating his/her case in writing to the Vice President for Academic Affairs. Appeals relative to dismissal after the third suspension will be considered on a case by case basis with no guarantee of readmission.
A student on Academic Suspension will not be allowed to register for courses offered by the University, unless the student has been granted Restricted Enrollment Status.
Courses taken at other institutions while a student is on Academic Suspension from Georgia Southwestern will not be accepted in transfer.
Students returning to GSW after the first suspension are required to enroll in ACSK 1100, Academic Skills, during the first term of re-enrollment.
Restricted Enrollment
As an alternative to suspension, a student may request from the Associate Dean for Academic Services to remain in school with Restricted Enrollment status. This status means that the student will stay in school but may enroll primarily in repeat courses and ACSK 1100, Academic Skills, in order to improve the student's GPA to return to Good Standing. Restricted Enrollment is the only alternative available to students who are on suspension.
Not returning to Good Standing by the end of the Restricted Enrollment term will result in an additional suspension for the student, and the student will remain out of school for a minimum of one semester. The student accepting this status will be advised by his/her assigned academic advisor. A Restricted Enrollment Agreement will be signed by the student, the advisor, and the Associate Dean for Academic Services before the student is allowed to register. A student on Restricted Enrollment may drop or add courses only with the approval of the Office of Academic Affairs.
The Restricted Enrollment status is not available to Learning Support students.
Readmission after Suspension
A student on Academic Suspension who wishes to be readmitted to the University must write a letter to the Vice President for Academic Affairs requesting readmission. The letter must include all facts which the student wishes considered. Each request for readmission will be considered individually, and nothing in this section should be interpreted to mean that readmission is automatic.
Readmission may be denied if, in the professional judgment of the Vice President for Academic Affairs, the student cannot perform satisfactory college level work.
Any student requesting readmission must complete a readmission form from the Registrar's Office. Students returning from the first suspension must take ACSK 1100, Academic Skills, during their first term of enrollment.
Learning Support Program
A student who is taking one or more Learning Support courses will be given this status until the student exits all required Learning Support courses. The policies of the Board of Regents and the GSW Department of Learning Support Programs will have precedence over the policies of GSW concerning Academic Suspension. The Restricted Enrollment academic status is not applicable to Learning Support students.
President's List
During any semester, a student who completes a load of at least fifteen semester hours of credit and earns an average grade of 4.00 will be named to the President's List.
Dean's List
During any semester, a student who completes a load of at least fifteen semester hours of credit and earns an average grade of 3.50 through 3.99 will be named to the Dean's List.
Academic Achievement List
During any semester, a student is on the Academic Achievement List if he/she is in Academic Good Standing, has previously earned at least 15 hours of credit at Georgia Southwestern, is enrolled in 3 to 14 hours of credit, and earns a semester GPA of 3.5 or better.
In order to be eligible to graduate with honors from Georgia Southwestern State University, the following two requirements must be met:
A student must earn a total of at least 54 semester hours of academic credit at Georgia Southwestern State University.
The grade point for honors must be an average of the final grades earned on work completed at all accredited colleges and universities attended and must fall into one of the following categories:
Only candidates for baccalaureate degrees are considered for academic honors at graduation.
A student who has three final examinations scheduled for the same day may request a change of date for one final through
the Office of Academic Affairs.
Times and dates for final examinations may not be changed to accommodate students' travel plans. Permission for a student to change his/her final exam time and/or date must be obtained from the Office of Academic Affairs. The final examination schedule is available in the printed schedule of classes.
A senior preparing for graduation within two (2) semesters who earns a final grade of F or D in a course may have the opportunity of one re-examination in that course. After reviewing the eligibility requirements for re-examination with the instructor of the course (based on the conditions listed below), the student must request permission for the re-examination in writing from the Vice President for Academic Affairs. The instructor will be informed in writing whether permission has been granted. Conditions for re-examinations include the following:
Students are expected to attend all classes. If an absence is necessary, the student is responsible for reporting the reason to the instructor; in such cases, each instructor will take whatever action he or she deems necessary. Faculty members will make their absence policies clear to the students enrolled in their classes in writing and within the first week of the semester.
Penalties for excessive absences in each course are set at the beginning of each semester by the faculty member teaching that course. Students with excessive absences in a class may receive a grade of F for the course.
Adding or Dropping Courses
Following registration for the term, students may add or drop courses during the published add/drop period.
After the published add/drop period, students may adjust their schedules only by "withdrawal." (See below.)
Withdrawal from a Course
After the add/drop period, a student must officially withdraw from a course by completing the "Withdrawal from Class" form available in the Registrar's Office. This form must be returned to the Registrar's Office upon completion. The student is fully responsible for collecting the appropriate signatures and submitting the completed form to the Registrar's office.
All withdrawals from class must be approved and completely processed before the last day of classes. A student who does not officially withdraw from a class will receive a grade of F in that course for the term.
Withdrawal from the University
Students withdrawing from all classes and exiting the University after the first day of classes must meet with the Director of Counseling Services to initiate the official "Withdrawal from the University" process.
All withdrawals from the University must be approved and completely processed before the last day of classes. The student is fully responsible for supplying all pertinent documentation to the Director of Counseling Services.
Failure to withdraw from the University following the proper procedure will result in grades of F in all courses, and no refund will be given.
ADMINISTRATIVE WITHDRAWAL FROM A COURSE DURING THE FIRST WEEK OF CLASSES
Students registered for fall or spring semesters, who attend none of the class meetings during the first week of classes and do not inform the instructor of their intentions to remain in the course or do not drop the course within the published period will be administratively withdrawn from the course. It is the responsibility of the faculty member to document such absences.
Instructors must take roll during the first week of classes, until they get final rolls. The faculty member will inform the Registrar that the student is not attending classes by notation on the verification roll provided after the first week of class.
Students will be contacted in writing by the Registrar and informed that they will be administratively withdrawn if they do not contact that office by a specified date.
STUDENT ABSENCE POLICY FOR UNIVERSITY SANCTIONED EVENTS
Faculty members will set policies for absences from class and the effect absences may have on final grades. They will make their expectations concerning absences known to their students in writing during the first week of class.
However, a student who is absent from a class as a result of representing this institution at a University-sanctioned event will not be penalized for the absence. In these cases, the student will be given an opportunity to complete any work that may have been missed as a result of the absence. It is the student's responsibility to notify the instructor in advance of an anticipated absence.
For an event to be sanctioned by the University, approval by the Office of Academic Affairs must be obtained in advance of the event.
Any exceptions to this policy must be approved by the Vice President of Academic Affairs.
Students at Georgia Southwestern State University are expected to conform to high standards of intellectual and academic integrity. The University assumes as a basic and minimum standard of conduct that students be honest and that they submit for credit only the product of their own efforts. Scholastic ideals and the need for fairness require that all dishonest work be rejected as a basis for academic credit. They also require that students refrain from all forms of dishonorable conduct in the course of their academic careers.
Dishonest work will be treated as a serious offense by the faculty and administration of Georgia Southwestern. Multiple infractions may be cause for permanent expulsion from the University. An instructor who receives dishonest work from a student has several options. At a minimum, the work should be rejected as a basis for academic credit. At the discretion of the instructor, the student may be given a score of zero on the assignment in question, may be required to rewrite the assignment, may be given a grade of F in the course, may not be recommended for admission to Teacher Education or the Nursing programs, or may be penalized in some intermediate way. A student found guilty of submitting dishonest work will have this information and the instructor's course of action placed on file in the Office of Academic Affairs so that if future instructors receive dishonest work from that same student, the student may be penalized by the institution, resulting in possible expulsion. Given the serious nature of infractions of this policy, students have a right to know what constitutes academic dishonesty and have a right to a fair and consistent procedure before severe penalties are imposed. The examples given below are intended to clarify the standards by which academic integrity is judged. They are meant to be illustrative and are not exhaustive. There may be cases which fall outside of these examples and which are deemed unacceptable by the academic community.
Definitions and Examples of Dishonest Behavior
Plagiarism
It is a violation of academic honesty to submit plagiarized work. Plagiarism includes, but is not limited to, asking someone to write part or all of an assignment, copying someone else's work (published or unpublished), inadequately documenting research, downloading material from electronic sources without appropriate documentation, or representing others' works or ideas as the student's own.
The student is responsible for understanding the legitimate and accurate use of sources, the appropriate ways of acknowledging and citing academic, scholarly or creative indebtedness, and the consequences of violating this responsibility.
Cheating on Examinations
It is a violation of academic integrity to cheat on an examination. Cheating on an examination includes, but is not limited to, giving or receiving unauthorized help before, during, or after an in-class or out-of-class examination. Examples of unauthorized help include using unauthorized notes during an examination, viewing another student's exam, and allowing another student to view one's exam.
Unauthorized Collaboration
It is a violation of academic honesty to submit for credit work which is the result of unauthorized collaboration. It is also a violation to provide unauthorized collaboration. Unauthorized collaboration includes giving or receiving unauthorized help for work that is required to be the effort of a single student, such as the receiving or giving of unauthorized assistance in the preparation of any academic or clinical laboratory assignment.
Falsification
It is a violation of academic honesty to falsify information or misrepresent material in an academic work. This includes, but is not limited to, the falsification of citations of sources, the falsification of experimental or survey results, and the falsification of computer or other data.
Multiple Submissions
It is a violation of academic honesty to submit substantial portions of the same work for credit more than once without the explicit consent of the instructor(s) to whom the work is submitted for additional credit. If a work product is to be substantially revised or updated, the student must contact the instructor in advance to discuss necessary revisions. The faculty member may require a copy of the original document for comparison purposes.
Obligations to Report Suspected Violations
Members of the academic community (students, faculty, administration, and staff) are expected to report suspected violations of these standards of academic conduct to the appropriate authority: the instructor, department chair, academic dean, or Vice President for Academic Affairs.
Evidence and Burden of Proof
In determining whether or not academic dishonesty has occurred, the standard which should be used is that guilt must be proven by the instructor with a preponderance of evidence. That is, it should appear to a reasonable and impartial mind that it is more likely than not that academic dishonesty has occurred.
Procedures for Resolving Matters of Academic Dishonesty
When an instructor believes that academic dishonesty has occurred, the instructor will inform the student that academic dishonesty is believed to have taken place. The instructor will explain to the student what the penalties will be should the guilt be proven by a preponderance of evidence. If the student maintains that academic dishonesty did not take place, the student should discuss the matter with the instructor and present evidence (if possible) demonstrating that the work was done in an honest manner. Should the instructor and student not resolve the matter, then they will bring the matter to the Department Chair. If the matter is not resolved at this level, then the matter will be brought to the Academic Dean. If the matter is still unresolved, it will be brought to the Vice President of Academic Affairs. The decision of the Vice President may be appealed to the President, who would then refer it to the Committee on Academic Grievance for its recommendation before rendering a decision. The President's decision is final and binding.
Georgia Southwestern State University and all units of the University System of Georgia participate in the Regents' Testing Program. The policy of the Board of Regents concerning this examination of reading and writing competency is as follows:
An examination (the Regents' Test) to assess the competency level in reading and writing of all students enrolled in undergraduate degree programs leading to the baccalaureate degree in University System institutions shall be administered. The following statement shall be the policy of the Board of Regents of the University System of Georgia on this examination.
The formulation and administration of the Regents' Test shall be as determined by the Chancellor.
Each institution of the University System of Georgia shall assure the other institutions, and the System as a whole, that students obtaining a degree from that institution possess certain minimum skills of reading and writing. The Regents' Testing Program has been developed to help in the attainment of this goal. The objectives of the Testing Program are (1) to provide System-wide information on the status of student competence in the areas of reading and writing; and (2) to provide a uniform means of identifying those students who fail to attain the minimum levels of competence in the areas of reading and writing.
Students enrolled in undergraduate degree programs leading to the baccalaureate degree shall pass the Regents' Test as a requirement for graduation. Students must take the test in their first semester of enrollment after earning 30 credit hours if they have not taken it previously. (Institutions may not prohibit students who have earned at least 30 credit hours from taking the test for the first time.) At an institution's discretion, students may be permitted to take the test during a semester in which they are not enrolled.
Each institution shall provide an appropriate program of remediation and shall require students who have not passed both parts of the test by the time they have earned 45 credit hours to take the appropriate remedial course or courses each semester of enrollment until they have passed both parts.
Students with 30 or more semester credit hours transferring from outside of the University System of Georgia or from a University System program that does not require the Regents' Test should take the test during their first semester of enrollment in a program leading to the baccalaureate degree. Those who have not passed before their third semester of enrollment are subject to the remediation requirement.
A student holding a baccalaureate or higher degree from a regionally accredited institution of higher education will not be required to complete the Regents' Test in order to receive a degree from a University System institution.
REGENTS’ TEST EXEMPTIONS
Upon admission to GSW, students with the appropriate minimum test scores listed below on nationally administered standardized tests will have satisfied the Regents Testing requirements.
In order to exempt the Regents’ Reading Test Requirement, students must have one of the following scores:
In order to exempt the Regents’ Essay Test Requirement, students must have one of the following scores:
Students are not permitted to re-test after the point of admission. If a student exempts one part of the Regents Test Requirements, the student must satisfy the remaining part. Students can review their status on the GSW transcript that is available on RAIN. Students who were admitted to GSW through an Institutional administration of the S.A.T. exam will not be eligible for this exemption.
If a student is unsure of which test administration they attended, they should contact the Registrar’s Office, located in Sanford Hall.
Transfer students entering GSW from a University System of Georgia Institution will have their Regents’ Test Requirements updated based on the information from the official transcript of the prior school.
Transfer students from private institutions or out-of-state schools will be required to produce one of the following types of documents in order to exempt Regents:
GEORGIA SOUTHWESTERN STATE UNIVERSITY POLICY FOR THE REGENTS' TESTING PROGRAM
1. Students who have earned 30 or fewer hours may attempt both sections of the Regents' Test. Students are encouraged to complete ENGL 1101 and ENGL 1102 early in their college curriculum and to attempt the Regents' Test as soon as possible.
2. Unless the requirement has been met previously, it is mandatory for students who have earned between 30 and 44 credits to attempt the section(s) of the test not completed the next time it is offered.
3. Students who have earned 45 or more credit hours and have not passed both sections of the test are required to schedule remediation each semester for the section(s) not passed. Students who are in this category but do not register for the appropriate remedial course(s) or do not successfully complete the course will not be allowed to test that term. When either the essay or reading section is passed, the students' records are updated accordingly and remediation for that section is no longer required.
4. Students transferring into Georgia Southwestern State University from within the University System who have credit for ENGL1101 and ENGL1102 should attempt the Regents' Test during their first term of enrollment at GSW. Those students within the University System who have 30 or more credits transferred must attempt the Regents' Test during their first term of attendance.
5. Students transferring into Georgia Southwestern State University with 30 or more credits from outside the University System or from a System program that does not require the Regents' Test will have two semesters to complete the requirements, after which time remediation will be required until both sections of the Regents' Test are passed. All transfer students in this category are urged to take the Regents' Test during their first term of enrollment at GSW.
6. Students who have earned 100 or more credit hours and have not passed both sections of the Regents' Test can enroll only in remediation classes until both sections of the Regents' Test have been passed.
7. Permission to attend another institution as a transient student will neither be authorized nor recognized if the transient term does not include Regents' remediation classes that would be required by Georgia Southwestern State University. Any exceptions to this procedure must be approved by the Regents' Testing Program Coordinator in the Registrar's Office prior to the transient term. Students desiring to attempt the Regents' Test on another campus while in transient status must obtain written permission from the Regents' Testing Program Coordinator in the Registrar's Office prior to taking the test.
8. Students who have been classified as non-native speakers of the English language by the Regents' Testing Program Coordinator are required to pass the alternative version of the Regent's Test.
9. The Regents' Test is a University System requirement. It is the student's responsibility to plan for the Regents' Test Program; to sign-up for the test; to take the test; to follow procedures outlined above for remediation and retesting if either section of the test is failed; and to enroll for only remediation classes after reaching 100 semester credit hours if either or both sections of the test have not been passed.
RAIN (Registration and Academic Information Network)
The Registration and Academic Information Network (RAIN) allows students to access their academic and financial records on-line. Students can view holds, midterm grades, final grades, academic transcripts, registration status, class schedules, curriculum sheets, as well as their Financial Aid status, Account Summaries and Fee Assessments. RAIN provides a convenient method for students and faculty to obtain information via the web. It is a secured site which is continually expanding to provide 24 hour access to all students. Information is routinely added to RAIN, including term-specific notices and deadlines. Students must access RAIN to receive grades for all courses since grade mailers are no longer produced. Instructions for access to RAIN can be found at www.gsw.edu or in the Registrar's Office.
GENERAL BACCALAUREATE DEGREE REQUIREMENTS
In addition to specific requirements of the major and minor fields of study, the following requirements must be satisfied by all students seeking the baccalaureate degree.
1. Candidates for a baccalaureate degree must earn a minimum of 120 semester hours of academic credit and complete three specified courses in physical education. A transfer student who has completed an Associate of Arts or an Associate of Science degree in a transfer program will not be required to fulfill the physical education requirements.
NOTE: A student who changes major may have to complete additional hours of coursework beyond those required for completion of the program.
2. All baccalaureate programs require at least 21 hours of upper division courses in the major field and at least 39 hours of upper division work overall.
3. A quality grade point average of 2.00 or higher is required for graduation. Some curricula require a higher average. Grades from transfer credit are calculated for graduation with honors purposes only.
4. A candidate must earn in residence at least twenty-seven of the forty hours of credit earned immediately preceding graduation. Candidates admitted to the University for the final year of work must be in residence for a minimum of two semesters and must complete at least thirty hours of credit including fifteen hours of upper division credit in the major field. If less than a normal load of academic credit is carried, each three-hour course counts as one fifth of a semester toward residence requirements.
5. Degree candidates may earn credit in correspondence, extension work, and credit by examination, but not more than ten hours in the major discipline and no more than thirty hours of credit earned in this manner will count toward degree requirements.
6. All candidates for baccalaureate degrees must satisfactorily complete the General Core Curriculum requirements.
7. Candidates for the B.A. degree must present credit for at least six hours of a foreign language sequence numbered 2000 or above. College Preparatory Curriculum foreign language deficiency requirements do not count as part of this sequence.
8. Candidates for the B.S. degree in some majors (See Bulletin requirements for specific major) must present semester credit for a foreign language sequence. College Preparatory Curriculum foreign language deficiency requirements do not count as part of this sequence.
9. Certain multi-lingual students may have the foreign language requirement waived if they can demonstrate proficiency in a language other than English and other than their native tongue in the case of foreign students.
10. A candidate must complete English 1101 with a grade of C or higher or must demonstrate proficiency on the CLEP test. A baccalaureate degree candidate must earn a grade of C or higher in English 1102 also.
11. Candidates are required to satisfy the provisions of the Georgia State Code 32-171 as amended by The General Assembly, which requires all candidates for a degree to pass either courses in or an appropriate examination on the history of the United States, the history of Georgia, The United States Constitution, and the Constitution of Georgia.
12. Candidates for the bachelor degree must make a satisfactory score on the Regents' Test, the University System of Georgia reading and writing skills test.
13. Students who were enrolled initially prior to the fall semester 2002 are required to pass a test of geographic knowledge or to earn a passing grade in one of the following courses: SOSC 1000, SOSC 1101, GEOG 1101, GEOG 4550, POLS 4550. Students entering fall 2002 or later do not have to meet this requirement.
14. Candidates for the B.A. degree must complete a minor field of study. The minor will consist of 15-18 semester hours in the field of study with at least nine hours at the upper division course level. The minor will be planned through consultation between the chairs of the major and minor schools/departments.
15. Students in some degree programs and majors are required to take an exit examination prior to graduation. A minimum score may be required. Students should contact their advisors for specific details.
GENERAL ASSOCIATE OF APPLIED SCIENCE DEGREE REQUIREMENTS
The applicant who meets all of the requirements for admission to GSW and an approved technical college may enroll in either the technical college or GSW. However, should the applicant wish to attend both institutions concurrently, he/she would be restricted to only three (3) semester hours of academic work at GSW.
Requirements for the Associate in Applied Science (Career Degree)
All baccalaureate students are required to take PEDS 1010, PEDS 2000 and one activity course from the PEDS activity courses. A student who fails the swimming proficiency exam in PEDS 1010 must enroll in PEDS 1100 (Beginning Swimming) to complete the physical education requirements. Students should complete all the requirements during their first two years of enrollment. A transfer student who has completed a transferable Associate of Arts or an Associate of Science degree will not be required to fulfill the physical education requirements.
Exceptions are granted to veterans with at least one year of service, students barred by a physician's recommendation and students entering the B.S. Nursing Program. There is no requirement for veterans with at least one year of active duty. Students barred by a physician's recommendation are required to complete PEDS 2000 and HPER 2040. For graduation, all B.S. Nursing Program students are required to have credit for one activity P.E. course.
P.E. courses taken at another institution and showing on the student's transcript will count toward this requirement. Any exception to this policy must be approved by the Vice President for Academic Affairs or the Associate Dean for Academic Services.
Students in Associate in Applied Science programs in cooperation with approved technical colleges are not required to take courses in physical education. However, they must complete all physical education requirements if they pursue any other degree.
Students participating in intercollegiate athletics may receive credit for physical education for that semester in which they participate, but they must be carried on the appropriate class roll.
Catalog for Graduation Evaluation
Under the guidance of the academic advisor, a student may select to be evaluated for graduation from any catalog in effect during the time of enrollment provided the enrollment has been continuous.
Students readmitted or reinstated will be evaluated for graduation from the catalog in effect at the time of readmission or reinstatement or any catalog in effect during subsequent periods of continuous enrollment.
Students changing majors will be evaluated for graduation from the catalog in effect at the time of the change or any catalog in effect during subsequent periods of continuous enrollment.
Each student is responsible for determining the appropriate catalog to be used for academic advisement and for evaluation of graduation requirements. Catalog selection applies only to the course requirements of that catalog. All other academic procedures and graduation requirements must be satisfied according to regulations in effect at the time of graduation. Students desiring further information on the selection of an appropriate catalog may contact their major department chair/academic dean or the Registrar.
Application for Graduation- Undergraduate Students
The Application for Graduation for fall semester must be completed on or before December 1 prior to the academic year in which the degree is expected. The Application for Graduation for spring semester must be completed on or before May 1 prior to the academic year in which the degree is expected. Students who plan to graduate at completion of summer term must apply on or before September 1 prior to the year in which the degree is expected. Applications for graduation are available at the Registrar's Office and on RAIN (Registration and Academic Information Network).
| Graduation Term Apply no later than of the year prior | |
| Fall | December 1 |
| Spring | May 1 |
| Summer | September 1 |
Georgia Southwestern State University requires a one credit hour orientation course (UNIV 1000) of all new, full-time freshmen. New entering transfer students with less than nine hours of transfer credit must also enroll in UNIV 1000. This highly structured freshman orientation/advisement program has been instituted at Georgia Southwestern State University to facilitate the new student's transition to college-level work.
UNIVERSITY SYSTEM OF GEORGIA CORE CURRICULUM
The Core Curriculum of the University System of Georgia was established for the general purpose of aiding and facilitating the educational progress of students as they pursue baccalaureate degrees within and among the units of the University System. It represents an effort to deal effectively with increasing curricular problems of students which result from increased enrollment at institutions of higher education, increased number and percentage of students enrolled in two-year institutions, increased mobility of the student population, increased number and complexity of major fields of studies offered by senior units, and increased problems related to transfer of credit among units of the University System.
The Core Curriculum provides for (1) sixty semester credit hours of which forty-two are in general education and eighteen are in a major area of study, (2) the assurance of acceptance of transfer of the Core Curriculum or a fractional part thereof toward a baccalaureate degree, and (3) the preservation of the maximum possible amount of institutional autonomy.
The Core Curriculum provides the following six areas of study:
| A. | Essential Skills | 9 |
| B. | Institutional Options | 4-5 |
| C. | Humanities/Fine Arts | 6 |
| D. | Science, Mathematics, Technology | 10-11 |
| E. | Social Science | 12 |
| F. | Courses related to the major | 18 |
GEORGIA SOUTHWESTERN STATE UNIVERSITY CORE REQUIREMENTS
The specific courses which must be completed by all students working toward the baccalaureate degree are listed below. These courses are begun in the first semester of college enrollment and should be completed during the first two years. In certain programs or for transfer students, some substitutions in the core are accepted. Student should contact the appropriate academic dean or department chair for details.
A student transferring to GSW with a transferable Associate of Arts or Associate of Science degree from a college or university within the University System of Georgia will have met the GSW core requirements as long as the student does not change majors. Core courses required by GSW but not by the student's previous institution may have to be taken to prepare the student for upper division course work. However, the student will not be required to complete more than a total of 120 semester credit hours, excluding physical education and orientation, to earn the degree. Students in this category who change majors may have additional core courses to complete, particularly in Core Areas D and F.
A student transferring to GSW with an Associate of Applied Science or an Associate of Science in Nursing degree from a college or university within the University System of Georgia will be required to meet GSW core requirements. Core courses already completed at the previous institution will be considered on a course-by-course basis.
Semester System
General Core Requirements
Area A: Essential Skills 9 semester hours
| ENGL 1101 - Composition I | 3 hours |
| ENGL 1102 - Composition II | 3 hours |
| MATH 1111* - College Algebra | 3 hours |
*or a course for which MATH 1111 is a prerequisite, excluding MATH 2204 (Elementary Statistics). MATH 1113 (Precalculus) or MATH 1120 (Calculus I) is required in Area A for mathematics and science degree programs.
Area B: GSW Institutional Options (minimum) 4-5 semester hours
Students with 10 semester hours in Area D must complete 5 semester hours in Area B.
Students with 11 semester hours in Area D must complete 4 semester hours in Area B.
Select from the following courses:
|
|||||||||
| ENGL 2200 - Introduction to Professional Writing | 3 hours | ||||||||
| COMM 1110** - Fundamentals of Speech | 3 hours | ||||||||
| SOCI 2295 - American Mosaic | 2 hours |
Foreign Language* 3 hours
THEA 1110** - Performance Skills for 3 hours
Business and Professions
*must be a 2000 level or higher foreign language course.
** recommended for teacher education majors.
Area C: Humanities/Fine Arts 6 semester hours
Select one of the following:
Select one of the following: 3 hours
Area D: Mathematics, Science,
Technology (minimum) 10 semester hours
Di: Non-Science Majors Only
| One lab science course from List A below | 4 hours |
| One science course from List A or List B below | 3 hours |
| One course from List A, List B, or List C below | 3 or 4 hours |
Dii: Science or Non Science Majors
| Two course lab science sequence from List A below | 8 hours |
| One course from List A, List B or List C below 3 or | 4 hours |
List A (4 hours each)
List B (3 hours each)
List C (3 or 4 hours each)
NOTES:
Area E: Social Sciences 12 semester hours
| POLS 1101 - American Government | 3 hours |
| HIST 1111 - World Civilization I or HIST 1112 - World Civilization II | 3 hours |
| HIST 2111 - US History I or HIST 2112 - US History II | 3 hours |
Select one course from the following: 3 hours
*recommended for teacher education.
Area F:Courses Related to Major 18 semester hours
Areas A-F of the Core Curriculum require a minimum of 60 semester credit hours.
A student who wishes to meet the requirements for more than one major within the same baccalaureate degree classification is pursuing a double major. Requirements for completion of a double major follow.
Approval to complete a double major must be granted by the appropriate department chair or academic dean and be on file in the Registrar's Office no later than the date of application for graduation.
A student who has completed a baccalaureate degree from an accredited institution may earn a second baccalaureate degree at Georgia Southwestern State University of the same or different designation (B.S., B.A., B.B.A., B.S.Ed., B.F.A., etc.) conferred on the same or later date by meeting the following requirements:
Credit for prior experiential learning is available in selected undergraduate degree programs. A student in one of these degree programs should notify his or her academic advisor to determine if this policy applies. If applicable, the advisor notifies the appropriate academic dean or department chair, who convenes a faculty committee to review the student's portfolio to determine if credit for prior experiential learning is warranted and if so, the number of semester credit hours to be awarded. The total number of credit hours awarded for experiential learning cannot exceed 21 semester credit hours.
Credit for prior military experience and training is determined on an individual basis, following the guidelines published by the American Council on Education for the Evaluation of Educational Experiences in the Armed Services. Students should see the Registrar for additional information.
UNDERGRADUATE PROGRAMS OF STUDY
Georgia Southwestern State University encourages the development of character through intellectual inquiry and examination of personal and professional values. Central to Georgia Southwestern's curricula is a general education experience which aims toward acquainting students with the intellectual heritage of mankind.
Georgia Southwestern State University faculty have affirmed that every student of this institution shall participate in learning experiences which will enable the graduate to
A major portion of this common body of knowledge is addressed in the core curriculum, an array of courses intended for completion during the first two years of college studies. Academic work in the junior and senior years is directed toward the mastery of a particular field of study.
Selection of a major field obviously depends upon the student's interests and vocational plans. The purpose of a college education, however, is not solely to provide vocational instruction, even though it lays the best foundation for the student's future vocation, but to assist the student in fulfilling responsibilities as a citizen and to develop into a cultivated and versatile individual. Regardless of vocational plans or preferred curriculum, the collegiate experience at Georgia Southwestern State University includes general education which provides each graduate with the breadth of knowledge necessary to become a productive citizen.
ASSESSMENT OF ACADEMIC PROGRAMS
To assess and improve academic programs, Georgia Southwestern State University conducts periodic studies of student achievement and satisfaction. Participation in assessment activities is expected of all students, although every student may not be selected for participation in every activity. The information obtained from these activities is used by the University to improve the quality of programs in order to better serve students.
The University offers programs leading toward the Bachelor of Arts, Bachelor of Fine Arts, Bachelor of Business Administration, Bachelor of Science, Bachelor of Science in Nursing, Bachelor of Science in Education, and Bachelor of Applied Science degrees. Majors are available in the areas as follows:
Bachelor of Arts: Art, Dramatic Arts, English, History, Music, Political Science, Psychology.
Bachelor of Business Administration: Accounting, Management, Management with a Concentration in Human Resources Management, and Marketing.
Bachelor of Fine Arts: Art.
Bachelor of Science: Biology, Chemistry, Computer Information Systems, Computer Science, Geology, History, History with Teacher Certification, Mathematics, Mathematics with Industrial Mathematics concentration, Political Science, Psychology, Sociology.
Bachelor of Science in Nursing
Bachelor of Science in Education: Early Childhood Education, Exercise Science/Wellness, French, Health and Physical Education, Middle Grades Education, Recreation, Spanish, Special Education.
Bachelor's Degree with Teaching Certification: Art, Biology, English, Mathematics, and Music.
Bachelor of Applied Science: Technology Management.
Most bachelor's degree programs consist of a major and additional study in at least one other field of special interest. Students should determine their major fields of study prior to the fourth semester of university enrollment. Transfer students with advanced standing should determine their majors before scheduling classes.
The selection of a major should be made in consultation with the faculty advisor and the dean of the academic school which offers the major. A change of the student's major field of study must be registered with the Office of the Registrar.
DUAL DEGREE PROGRAM IN ENGINEERING
Georgia Southwestern State University and Georgia Institute of Technology offer a dual degree program in all disciplines of engineering offered at Georgia Tech. The dual degree student enrolls at Georgia Southwestern State University for approximately three years. Upon acceptance to Georgia Tech, the student then enrolls there for approximately two years. When all degree requirements have been met, the student earns a bachelor's degree in science or mathematics from Georgia Southwestern and a bachelor's degree from Georgia Tech.
Students who plan to seek admission to professional schools may elect to follow appropriate pre-professional curricula. Pre-professional programs frequently chosen by students include dentistry, law, pharmacy, medicine, veterinary medicine, and many of the allied health sciences.
It is desirable that the student follow the prescribed curriculum of the professional school in which he or she intends to enroll. Students electing the professional goals of medicine, dentistry, or pharmacy will probably enroll in a baccalaureate program with a major in either biology or chemistry. Students who plan to follow a legal career should consult with the pre-law advisor in the Department of History and Political Science (see pre-law listing in index). Students in the above listed programs should consult with the appropriate advisor early in the freshman year.
Students electing to enter professional schools in various programs of the allied health sciences will generally complete two to four years on this campus and then transfer to a program offered at such schools as the Medical College of Georgia, Georgia State University, North Georgia College and State University, Armstrong Atlantic State University, or Columbus State University. Such allied health programs include medical technology, physical therapy, physician assistants, and occupational therapy. Students must make application to the professional program and be accepted by the school offering the program. It is important that the student be competitive and meet the admissions requirements. The student should contact the institution offering the professional program for information on admission requirements early in the freshman year.
Georgia Southwestern State University is a participant in several intern programs including the Georgia Intern Program and the Legislative Intern Program. Students may receive a maximum of twelve semester hours toward their degree for work as interns in public and non-profit agencies. Students from all academic areas are eligible for the program. Courses for which academic credit is to be awarded must be approved in advance by the dean of the school or chair of the department offering the courses and the Campus Coordinator of the program. Course numbers 4920-4930 in each discipline are reserved for Intern Program credit. Interested students should contact the Campus Coordinator of the GSW Intern Program for additional information.
Students who have not decided on a particular program of study will be assigned to a General Education advisor. It is recommended that students follow the General Core Curriculum outlined in this bulletin. Unless the student has determined the major field of study prior to the fourth semester of enrollment, it is likely that financial aid will be discontinued.
Georgia Southwestern State University offers certificate programs in the following areas: European Union studies, Latin American studies, Religious Studies and Web Design.
EUROPEAN UNION STUDIES CERTIFICATE
The certificate in European Union Studies is a collaborative effort of University System of Georgia institutions. The program is open to all institutions and students of the University System, including students of Georgia Southwestern State University, as well as to professionals with an undergraduate degree. The program's purpose is to promote knowledge of the European Union (EU) and certify individuals as competent in the subject area of EU studies. Since the EU is one of the most important economic and political partners of the United States, this certification demonstrates valuable professional expertise to potential employers. For students in the academic track, the interdisciplinary certificate can be earned as a supplement to any conventional undergraduate degree.
Admission requirements
A certificate in European Union Studies can be earned in two ways. Under the academic track, a certificate is taken as part of an undergraduate degree program. Students from all academic majors are eligible to participate so long as they possess a minimum 2.75 cumulative Grade Point Average (GPA). Under the professional track, non-degree students - such as business executives - are eligible to enroll in the program upon proof of a valid undergraduate degree from an accredited institution. The minimum GPA requirement is waived.
Under either track, an application to the program cannot be made until successful completion of the following:
To earn the EU Studies certificate, students must complete the certificate curriculum (18 hours) and fulfill the practicum experience requirement. Students must have a 3.0 cumulative GPA in curriculum courses upon completion of the program. An official certificate is awarded upon graduation, and the certificate is noted on the student's permanent transcripts. Students should refer to the European Union Studies curriculum sheet for individual course requirements.
Practicum experience
Since it is deemed crucial that students demonstrate more than an academic knowledge of the European Union to be certified as adequately prepared in the subject, a "real-life" practicum experience pertaining to the EU must be performed either in the form of an overseas visit or an internship. The overseas option is broadly defined and can be accommodated by a wide range of activities, including study or research abroad. The same flexibility applies to the internship, which can be served domestically or internationally. A student's specific practicum experience must be approved by the program's campus representative.
On-line courses and Transatlantic Joint Certificate
The EU Studies program has developed a curriculum of online courses in conjunction with European university partners. These are courses in different discipline areas that deal with various aspects of the EU and are taught jointly by University System institutions and European universities at specified times throughout the academic year. The program's campus representative maintains an updated list of these courses and a teaching schedule, as well as information about course registration.
The EU Studies program offers the option of acquiring a certificate that is jointly conferred with a European institution. This option requires students to complete - with a grade of B or better - a minimum of two online courses that are co-taught with European partner universities. Students completing this option have the EU Studies certificate awarded by both their home institution and one in Europe, thus giving them an academic credential from a respected European university.
Areas of Distinction
In addition to acknowledging competence in the EU generally, the certificate also highlights special achievements by providing a notation of "distinction" in two areas:
The foreign language distinction must be earned in a European language approved by the program's campus representative as appropriate to the certificate's objectives. A student with prior language skills can earn a distinction by successful completion of an examination demonstrating competence equivalent to the 2000 level. The exam is administered at the student's home institution.
The thesis can be written anytime during the final year of study. It is supervised by a committee composed of three faculty members representing at least two different academic disciplines. The program's campus representative maintains a more detailed description of thesis requirements.
Click HERE for Curriculum Sheet.
LATIN AMERICAN STUDIES CERTIFICATE
The undergraduate Certificate in Latin American Studies (CLAS) recognizes a student's knowledge and understanding of a region of growing importance, both economically and culturally. The course of study is designed to be interdisciplinary and complementary to existing undergraduate programs. Those who satisfy the certificate requirements of their B.A./B.S., will be awarded a Certificate in Latin American Studies. This will be noted in the student's placement materials.
The Certificate in Latin American Studies is designed to provide an interdisciplinary, coherent unit of study which "certifies" competency in a subject area outside the traditional major. The CLAS is not designed to compete with existing programs. It offers an opportunity for University System of Georgia students to pursue an area of specialization which may not be offered by departmental curricula or may be unmet in conventional majors.
Admission Requirements
Honors Option
A student may receive an Honors Certificate in Latin American Studies if he or she maintains an overall gpa of 2.8 and a gpa of 3.5 in his/her CLAS courses. The student must also submit a Senior Honors paper on a Latin American topic to a faculty member in that field. The paper must receive a minimum grade of B+.
Minor Option
Each institution of the University System of Georgia will determine if the CLAS may serve as a minor, with or without additional requirements.
Click HERE for Curriculum Sheet.
RELIGIOUS STUDIES CERTIFICATE
The certificate in Religious Studies Program is an interdisciplinary, multidisciplinary effort that seeks to broaden the student's understanding of and appreciation for religion both as historical and cultural phenomenon.
Admission to the Religious Studies Program must be approved by the Religious Studies Program Coordinator. Students must complete at least 12 semester hours in courses numbered 3000 or above. A minimum grade of "C" is required in all course work counted towards the certificate.
Click HERE for Curriculum Sheet.
WEB DESIGN CERTIFICATE
The certificate in Web Design is an interdisciplinary program that provides the student with expertise in a high demand area. The student will be competent at designing Web sites and will have both artistic and technical skills.
Click HERE for Curriculum Sheet.
ASSOCIATE OF APPLIED SCIENCE DEGREE PROGRAMS
The Associate of Applied Science degree (A.A.S.) is designed to provide students with technical and vocational training and a broader-based higher education in the arts and sciences.
The primary goal of the Division of Continuing Education and Economic Outreach is to serve the educational and training needs of adults, children, and organizations through credit and non-credit programming and to meet the personal and professional needs of Southwest Georgia by extending college resources throughout our service area. Continuing Education provides the bridge between the academic environment and the community through outreach efforts and public service. Various types of non-credit courses are offered and designed to appeal to the professional, cultural, and recreational interests of residents in the community. In addition, conferences, workshops, institutes, short courses, teleconferences, media/computer-assisted learning, and independent study courses are tailored to specific clientele.
A person may achieve their career goals and education with information technology focused e-learning. On-line certification training is available.
The Center for Adventure Education, another division of Continuing Education, provides high-quality, affordable educational opportunities for older adults and promotes the University nationwide as a preeminent provider in lifelong learning. Elderhostel, a non-profit educational organization, offers inexpensive, short-term academic programs.
Participants completing programs may receive Continuing Education Units (CEUs) and Staff Development Units for Teachers (SDUs) which are a nationally recognized method for measuring the non-credit work which an individual has completed.
Dr. Don Chang Lee, Director
Georgia Southwestern State University was designated by the Board of Regents of the University System of Georgia as the Asian Language and Culture Center in July, 1988. In addition to faculty and student exchange with Asian educational institutions, the Center for Asian Studies at Georgia Southwestern State University has been sponsoring the Japanese Language Teacher Training Program (JLTTP) in cooperation with a Japanese intercultural exchange organization. The participants come to GSW to learn how to teach their native language as a foreign language in American schools. The participants are graduate students who teach Japanese at American colleges and universities or are Japanese language instructors at elementary and secondary schools in America. The Center for Asian Studies brings many students from foreign countries, mainly Asia, to GSW to study English prior to becoming regular students at GSW or other institutions in Georgia and other states as part of the English Language Institute (ELI). In addition GSW receives Japanese and Korean businessmen, government officials, and professors to study English, to learn American culture, society, and business practices and for professional enrichment. The Center for Asian Studies assists students who want to study abroad in an Asian country. The Center for Asian Studies conducts seminars and conferences for the business community to have a better insight into Asian culture and its importance in doing business with Asian people. The Center also provides services to school teachers to provide a better understanding of Asian culture and the behavior patterns of Asian children. The Center makes arrangements to establish exchange relationships with Asian educational institutions. These programs contribute to internationalization of GSW and the community.
FOR MORE INFORMATION ON ANY OF THESE PROGRAMS, PLEASE CALL (229) 931- 2346 OR FAX (229) 931-2335.
The University Honors Program (UHP) at GSW offers exceptionally talented and motivated students an enriched environment for learning. Among its objectives, the UHP aims to promote life-long learning, to assist and guide students interested in graduate studies, and to encourage a studies abroad experience. The UHP also attempts to enhance and challenge the education of regularly enrolled students-by contact with honors students-as well as by the experience of participating faculty.
Admission: First-year students are admitted to the UHP by invitation. The Honors Program Committee will extend invitations to students based upon their SAT scores, high school GPA and rank in class, and recommendations where available. Transfer students, international students and students already at GSW may seek admission with a 3.4 GPA and referral by a faculty member. Rolling admissions apply.
The types of honors courses include 1) honors enrichment of a regular course with non-honors students enrolled; 2) special honors seminars; and 3) honors assistantships.
Participation Requirements: The UHP requires honors students to take at least two honors courses each year and maintain a minimum 3.2 overall GPA. Honors students who maintain a 3.5 or higher GPA in honors courses and a 3.5 or higher GPA over their last 60 hours and complete an honors senior thesis project will receive the distinction of "University Honors Scholar" at commencement. Other requirements include:
1. ENRICHED CORE COURSES: Students must take at least one enriched core course from each of the following areas:
Humanities (English or Fine Arts)
Social Sciences (History, Political Science, Economics, Sociology, Psychology, Anthropology)
Math/Science (Algebra, Pre-Calculus, Calculus, Biology, Chemistry, Geology, Physics)
2. ENRICHED MAJOR AREA COURSES: Students must take at least two enriched courses in their major for honors credit. (The same course cannot be counted in the enriched core courses section.)
3. HONORS SEMINARS: Students must take at least four one-hour seminars; two seminars per year will be offered.
4. SENIOR PROJECT/THESIS: The product of a senior honors seminar, this will include a written abstract of the work and an oral presentation.
5. STUDY ABROAD: The UHP will encourage students and assist students in seeking financial aid for summer and regular terms abroad.
6. SERVICE LEARNING PROJECT: Students must participate in a service activity a minimum of six hours per semester for six semesters.
English, Reading and Mathematics; Supplemental Instruction/Peer Tutoring, Academic Assistance; and Regents' Remediation
Coordinator: Lawson
General Information
I. The Learning Support Program
The Learning Support Program is a Regents' mandated program and is thus part of the University System of Georgia Learning Support Programs. The purpose of the Program is to allow a limited number of students who otherwise would not have the opportunity for university admission to enter GSW State University and to overcome deficiencies in the basic skills of reading, writing, and mathematics in order to make them eligible for university entrance.
Another way to look at the program is that Learning Support is a prerequisite for all of the programs at Georgia Southwestern. That is, students entering any program that requires English 1101 and Math 1111 must meet the Learning Support requirement. There are two ways in which students meet the requirement:
1. They present SAT scores or ACT scores at or above acceptable admission standards.
2. If students present SAT scores or ACT scores below acceptable admission standards in either area, they are required to go through further testing for possible placement in Learning Support courses or Academic Assistance courses. They must take the Compass Placement Examination (CPE) IN ALL PARTS (reading, English, and mathematics). If they meet the cut-off scores in all areas, they are reclassified as regular students.
II. Placement in the Learning Support Program
Four categories of students MUST take the CPE for possible placement in Learning Support courses:
A. Students who present SAT or ACT scores below acceptable admission standards;
B. Nontraditional students who do not present SAT or ACT scores or whose scores are below acceptable admission standards;
C. Students who are entering 2-year career programs and do not present SAT or ACT scores above acceptable admission standards;
D. International students who must test in the mathematics area only.
If these students do not make the cut-off score in any one of the areas, they are required to register for Learning Support courses in that area or those areas. They spend at least one semester working in the content area(s). Students must complete all requirements in Learning Support in a maximum of three semesters.
III. Exit from the Learning Support Program
In order to exit from a Learning Support skills course, students are required (1) to complete clearly defined course objectives and (2) to demonstrate their proficiency in the particular skill by performing satisfactorily on the Compass Exit Examination. Once they have met these conditions, the students are allowed to register for courses for academic credit in that area. In order to exit from the Learning Support Program and be reclassified, students must have met these two conditions for each required course and satisfactorily passed UNIV 1000.
IV. Suspension from the Learning Support Program
If a student does not complete the requirements for an area and pass the exit test in that area in three semesters, the student will be suspended. The student may not be considered for readmission within three years of suspension.
Prior to suspending a student who has not exited an area of Learning Support, GSW may allow the student to appeal for one additional course. The student must
1. Be individually evaluated and determined to have a reasonable chance of success;
2. Be in an exit-level course;
3. Have reached the limit in only one Developmental Studies area.
If granted the additional course, the student may enroll in only the Developmental Studies course.
V. Supplemental Instruction/Peer Tutoring
Supplemental Instruction/Peer Tutoring is available for all students in core courses, introductory courses, and some upper division
courses. The tutors are approved by faculty teaching the courses and are trained and supervised by the Academic Skills Center coordinator.
VI. Learning Support Programs offer Academic Assistance in a number of courses:
Reading 1000, a co-curricular course in Learning Support to be taken with a core course (see course description under Learning Support)
Mathematics 0999, an intermediate algebra course for students who need a review before College Algebra (see course description under Mathematics)
Academic Skills 1100, a course designed to help students develop and strengthen essential study skills required for college success (see course description under Arts and Sciences)
Interim Dean: Baringer
The School of Arts and Sciences provides a general, liberal arts, core education at Georgia Southwestern State University. All students at Southwestern will study in this school in order to receive the broadening educational experience necessary for the academic development of all college students. Many students will choose to major in one of the curriculum which this school administers; others will declare a major in the School of Business Administration, Computer and Applied Sciences, Education, or Nursing. However, the classroom educational experience common to all Southwestern students will be received within the School of Arts and Sciences.
In addition to teaching the courses required in the core curricula, the School of Arts and Sciences offers degree programs leading to the Associate of Applied Science, Bachelor of Science, the Bachelor of Arts, and the Bachelor of Fine Arts degrees in several areas. Students who plan to teach at the secondary level will also concentrate in disciplines administered by various departments in the School of Arts and Sciences and will be assigned an advisor within the department administering that discipline. The school is made up of the Departments of Biology; Chemistry; English and Foreign Languages; Fine Arts; Geology and Physics; History and Political Science; Mathematics; and Psychology and Sociology. Complete descriptions of the degree programs offered in this school and the requirements for completing each program are listed within the department sections which follow.
The Associate of Applied Science degree (A.A.S.) is designed to provide a technical and vocation trained student with a broad-based higher education in the arts and sciences. The joint degree has been approved by both the University System of Georgia Board of Regents and the Georgia Department of Education.
Through the cooperation of Georgia Southwestern State University and approved area technical colleges, this program serves to improve the student's educational and career aspirations. It meets the challenging education needs of today's students and also the changing needs of modern business and industry.
Students who meet the program requirements at both institutions will receive a diploma from the approved technical college and an Associate of Applied Science degree at Georgia Southwestern State University.
Students who apply for this joint degree program must meet the admissions requirements of the approved technical college. Students must also meet the regular admissions requirements at Georgia Southwestern State University.
The SAT or ACT scores necessary for admission to GSW are required of all students who graduated from high school within the last five years. Students who did not graduate in the last five years or who are 25 years or older must provide these SAT or ACT scores or take the Compass Placement Test for possible placement in the Learning Support Program.
The sixteen-unit distribution of College Preparatory Curriculum in high school is also required of students who graduated from high school within the last two years.
The Associate of Applied Science degree is offered in several areas including the following:
Accounting, Advanced Air Conditioning Technology, Advanced Drafting, Advanced Machine Tool Technology, Advanced Welding, Air Conditioning Technology, Aircraft Assembler, Aircraft Structural Technology, Automated Manufacturing Technology, Automotive Collision Repair, Automotive Fundamentals, Automotive Technology, Aviation Maintenance Technology, Avionics Maintenance Technology, Business and Office Technology, Certified Manufacturing Specialist, Commercial Truck Driving, Computer Information Systems, Cosmetology, Culinary Arts, Dental Assisting, Diesel Mechanics, Drafting, Early Childhood Care and Education, Electrical Construction and Maintenance, Electronics Fundamentals, Electronics Technology, Environmental Horticulture, Forestry Technology, Heavy Equipment Mechanics, Hotel/Restaurant/Travel Management, Industrial Electrical Technology, Industrial Maintenance, Industrial Maintenance Technology, Information Office Technology, Law Enforcement, Machine Tool Technology, Management and Supervisory Development, Marketing Management, Medical Assisting, Practical Nursing, Printing and Graphics Technology, Radiologic Technology, Surgical Technology and Welding and Joining Technology.
The Associate of Applied Science degree is not designed for transfer to other institutions. Courses are considered for transfer on a course by course basis.
Click HERE for Curriculum Sheet and Requirements.
Chair: Elder
Faculty: Brown, Elder, Harvey, Herrington, Wright
The study of biology at Georgia Southwestern State University is intended to provide the student with a broad base in biological science rather than specialized expertise in one narrow discipline. It is possible to direct one's study toward an interest in some area such as botany, zoology, environment, or physiology. Study of biology not only provides the student with basic knowledge but also teaches scientific methodology that aids the thinking process of any professional activity. The insights developed through this study successfully prepare the student to enter many fields of employment in addition to traditional biology. The appreciation of the life sciences in general and the application of the usefulness of such study are the main objectives of this Department.
The biology major prepares the student for advanced study, as well as for employment in a biology related field, upon graduation. The student wishing to conclude formal education with the bachelor's degree in biology may find a career with State or Federal governments in health, natural resources and environment, agriculture, or education. Opportunities in the private sector exist in the food and beverage industry, health and pharmaceutical industry, environmental firms, nuclear power plants, and agricultural industry.
The student who wishes to continue study beyond the undergraduate degree may do so in graduate schools or in health professional schools such as medicine, dentistry, or related areas. The biology major is an ideal path for the pre-veterinary medicine student. Many opportunities exist for qualified graduates to undertake graduate level study in the biological sciences.
To earn a minor in biology, the student should complete 18 hours of upper division biology. Biology 2108 is prerequisite to upper division biology courses; however, in the case of a minor, Biology 2030 and 2040 (Anatomy and Physiology I & II) may be used as prerequisites. Biochemistry (CHEM 4410 plus CHEM 4410L) may be substituted for one of the biology courses.
It is important that students wishing to be admitted to professional programs know that these programs may include courses in addition to those required for graduation with BS degree. It is most important that these students confer with their advisor.
Bachelor of Science Degree with a Major in Biology
Click HERE for Curriculum Sheet and Requirements.
Biology Minor requirements
Click HERE for Curriculum Sheet and Requirements.
Professional and Allied Health Care Programs
Students wishing to enter one of the various health care professions, other than nursing or pharmacy, may meet the entrance requirements through the Department of Biology. Pre-Medical, Pre-Dentistry, and Pre-Veterinary Medicine students often follow the B.S. in biology program selecting courses to meet entrance requirements. Students interested in allied health programs may choose to meet entrance requirements by proper course selection under guidance from a departmental advisor. Students must meet the competitive requirements determined by the professional institutions for admission to the programs.
Allied health programs include, but are not limited to, the following: physical therapy, medical technology, physician assistant, and occupational therapy. Students desiring to enter one of these professions should become aware of necessary program admissions requirements through discussions with the allied health advisor on campus and by contacting the professional schools offering the programs. The student must gain admission to the professional program. Therefore, the student needs to work to be competitive and meet admissions requirements. University System of Georgia units offering programs in the allied health sciences include the Medical College of Georgia, Georgia State University, Armstrong Atlantic State University, Columbus State University, and North Georgia College and State University.
Chair: Wysochansky
Faculty: Gurnack, Northcott, Thomas, Wysochansky
The study of chemistry forms the basis for employment in a variety of industrial, governmental and other business positions. It is a challenging but rewarding discipline that prepares the student to continue in a life-long learning experience while working in positions that are interesting and productive. B. S. Chemistry majors may find employment in chemical manufacturing, process control, chemical analysis, in management, sales and in regulatory positions. Majors in chemistry may pursue further degrees in medicine, dentistry, pharmacy and other health-related professions. Advanced degrees in the various specialized areas of chemistry may be pursued by those with superior ability and interests. The chemistry major at Georgia Southwestern State University is flexible. Through the choice of a minor and elective courses, the student may prepare for almost any professional goal and find that the logical and analytical skills developed will be strong assets in any chosen career.
Bachelor of Science Degree with a Major in Chemistry
Click HERE for Curriculum Sheet and Requirements.
Chemistry Minor requirements
Click HERE for Curriculum Sheet and Requirements.
DEPARTMENT OF ENGLISH AND FOREIGN LANGUAGES
Interim Chair: Jones, G.
Faculty: Davis, DeStefano, Ellington, Johnson, G. Jones, L. Jones, Lawson, Moore, Odio, Russell, Stauf, Waldrop, Willis
"The reading of all good books is like a conversation with the finest people of past centuries." Descartes.
The communication skills needed to succeed in any field of endeavor are central to every program in English and Foreign Languages. The study of literature and language helps us to develop a cultural framework within which we can view ourselves and our social conditions.
Through the study of literature and the practice of writing, students develop skills of discrimination and judgment which will enable them to grasp new concepts, to analyze arguments, and to adapt to new situations. A major in English is recommended as a pre-professional degree for those who wish to enter graduate school not only in English but law, theology, journalism, psychology, or library science. A bachelor's degree in English is also ideal for many entry level positions in advertising, publishing, journalism, personnel work, public relations, management, banking, social work, government service, as well as trainee positions in business and industry. A minor in a supporting area further prepares students for their chosen professional careers.
Although the study of foreign languages has always been important, it is becoming more essential. Communication and commerce are increasingly international in nature. Thus, knowledge of a modern foreign language plays a practical role in our society. A foreign language also opens us up to new cultures and values, allowing us to view a world different from our own.
Bachelor of Arts Degree with a Major in English
Click HERE for Curriculum Sheet and Requirements.
Bachelor of Arts in English/Professional Writing Option
A recent survey indicates that most college graduates, whatever profession they enter, can expect to spend an average of nine hours out of forty writing. Clearly, a strong background in English is appropriate to every career-oriented graduate. The Bachelor of Arts in English with a Professional Writing Option provides a strong background in literature and composition as well as a good foundation in professional writing. Graduates from this program should be particularly well prepared for positions in advertising, copy writing, editing, public information, and other areas which require good writing skills.
Click HERE for Curriculum Sheet and Requirements.
Bachelor of Science in Education with a Major in French
DEGREE NO LONGER AVAILABLE
Bachelor of Science in Education with a Major in Spanish
DEGREE NO LONGER AVAILABLE
Certificate in Latin American Studies
New beginning Fall 2001, the University System of Georgia Certificate in Latin American Studies is available with as few as 12 semester hours of course work*. The certificate must be taken in conjunction with a formal degree program. Course work may have begun at any two year institution, but must be completed at Georgia Southwestern State University. A 2.8 GPA or above is required after completion of 30 semester hours at GSW or 15 semester hours at a two year institution. (*3000 level proficiency in one of the approved foreign languages or demonstrated proficiency at that level is required.) Contact the English & Foreign Languages office for further information.
Click HERE for Curriculum Sheet and Requirements.
General
A grade of C or higher is required of all students for satisfactory completion of ENGL 1101 and 1102. Satisfactory completion of both courses is a prerequisite for enrollment in ENGL 2110, ENGL 2120, OR ENGL 2130 in Core Area C. For English, French, and Spanish majors, a grade of C or higher is required in each course in the major.
Minor Programs
Minors in English and English Minor/Professional Writing
In recent years, there has been an increasing awareness of the importance of communication skills in every area of endeavor. Responding to the growing demand for effective communications, the department has established minor fields of study in English and professional writing. These minors complement a variety of majors in business, technical, social service, and teaching fields. Moreover, by enhancing a student's communication and analytical skills, these minors give the student an added edge in career choice.
Each Department minor requires a minimum of 18 hours and each course must be completed with a grade of C or better.
English Minor:
Click HERE for Curriculum Sheet and Requirements.
English Minor/Professional Writing Option:
Click HERE for Curriculum Sheet and Requirements.
With increasing trade among countries, competency in a second language can be a key factor in the successful attainment of a position in business, public relations, commerce, or government. The department offers minors in both French and Spanish, two major international languages.
Minors in French and Spanish
Click HERE for Curriculum Sheet and Requirements (French).
Click HERE for Curriculum Sheet and Requirements (Spanish).
Chair: Megginson
Faculty: Beazley, Green, Lawson, Megginson, Robinson, Spaniol, Wells
One of the age old traditional marks of an educated person has been that person's knowledge and appreciation of the arts. Fine arts provide the ultimate in the expression of human emotion and afford enjoyable and enriching experiences for all human beings. Through the intellectual pursuit of the media of the visual arts, music and theatre, Georgia Southwestern offers the opportunity for all students to develop a better understanding of the Arts and pursue successful careers in the related areas. B.A. degrees in Art, Music, Dramatic Arts; and the B.F.A. degree in Art. Any student at the University may also minor in Art, Music and Theatre by earning 18 hours of credit within the chosen discipline. Minor requirements should be planned in conjunction with the appropriate coordinator of Art, Music or Theatre the student's academic advisor.
BACHELOR OF FINE ARTS IN ART
The BFA degree provides an intensive background in the practice, theory, and history of Visual Arts. Professional level training and concentration in art are offered to the student within the content of the baccalaureate degree. The program is designed in the belief that it is sound critical thinking as well as talent or skill that form the basis of the production of art. Problem solving, frequent critiques, and student responsibility for reasoned explication of his or her work will form an important part of the educational process. After a demonstration of competence in the foundation areas of drawing and design, the student will begin to become familiar with a wide range of materials and media to eventually concentrate in a particular area (drawing, painting, printmaking, ceramics, photography, sculpture, glassblowing, and graphic/computer design) at the upper division level. Competence at this level is demonstrated by successful participation in a required senior exhibition and a written thesis.
Requirements for the BFA degree:
BFA students are to participate in a Sophomore Review and a Senior Exhibition as part of department requirements . All transfer students must submit a portfolio upon entering the program. The student will present at least one acceptable example of work for a permanent gallery collection.
Click HERE for Curriculum Sheet and Requirements.
BACHELOR OF ARTS DEGREE WITH A MAJOR IN ART
The Bachelor of Arts with a major in Art in Studio and Art History is for students interested in studio, gallery, or museum work and in continuing their education in graduate school with the objectives of college teaching. Examples are a major in Art/Photo Journalism with a minor in Journalism, a major in Art/Computer Graphics with minor in Business Management or Advertising. The student may elect to concentrate in Graphic Design, Ceramics, Drawing and Painting, Glassblowing, Sculpture, Photography, and Printmaking while at the same time minor in an area of the student's choice.
Bachelor of Arts Requirements:
The BA students are to participate in a Sophomore Review and a Senior Exhibition as part of department requirements. All transfer students must submit a portfolio upon entering the program. The student will present at least one acceptable example of work for a permanent gallery collection.
Click HERE for Curriculum Sheet and Requirements. Recommended four year plan.
BACHELOR OF ARTS DEGREE WITH A MAJOR IN MUSIC
The Bachelor of Arts with a major in music degree offers the student a humanities oriented degree with a concentration in Music. Besides stressing a liberal arts foundation, the degree will allow considerable flexibility in selecting electives, languages, and a minor.
Click HERE for Curriculum Sheet and Requirements. Recommended four year plan.
BACHELOR OF ARTS DEGREE WITH A MAJOR IN DRAMATIC ARTS
The Dramatic Arts program provides students an interdisciplinary approach to the study of performance as an aesthetic act, a fundamental form of human communicative behavior, and a means to cultural understanding. With related course offerings in fields of theatre and communication arts, the distinctive characteristic of the program is an integral focus on performance as a primary means of interaction and transaction by the individuals in everyday life, and artistic expression on stage and on camera.
A premise of the program is that the study of communication and theatre as liberal arts serves as a viable foundation for entry into a wide range of professions and occupations. On the broadest level, students with this educational background have gone on to successful careers in fields as varied as banking, law, real estate, management and sales, human resources, training and development. More specifically, the entertainment industry is one of the leading exports of this country. This degree program serves as a gateway degree into that industry. In the most specific application the studio work of the program provides rigorous performance training to prepare students for admission to the best graduate programs in the country.
Click HERE for Curriculum Sheet and Requirements. Recommended four year plan.
COMMUNICATION AND THEATRE ARTS
The Communication and Theatre Arts program area provides students an interdisciplinary approach to the study of performance as both an aesthetic act and a fundamental form of human communicative behavior and cultural understanding. With related course offerings in fields of theatre and communication arts, the distinctive characteristic of the program is an integral focus on performance as a primary means of interaction by individuals in everyday life and artistic expression on stage or on camera.
The premise of the program is that the study of communication and theatre as liberal arts serves as a viable foundation for entry into a wide range of professions and occupations. A basic philosophy of the program is that a broad-based education in the liberal arts is best for the development of the whole person and preferable for most students at the undergraduate level.
Dramatic Arts Minor requirements
Click HERE for Curriculum Sheet and Requirements.
Music Minor requirements
Click HERE for Curriculum Sheet and Requirements.
DEPARTMENT OF GEOLOGY AND PHYSICS
Chair: Askren
Faculty: Askren, Carter, Dieters, Peavy, Weiland
The scientific study of the Earth gains greater importance as resources dwindle and human population increases. The geoscience community deals with the problems of energy, mineral resources, and natural hazards, as well as the more purely intellectual subjects of Earth's origin and evolution and the development of life on this planet. To cope with the dynamic Earth, we must first understand it. Thus, the primary goal of the Department is to provide majors with a firm background in all phases of the geosciences which will prepare them for either graduate studies or individual careers.
Physics, the study of natural phenomena, is the most fundamental discipline of all the sciences. The study of this subject prepares students for science and engineering careers or any career whose interests range from classifying quarks to contemplating what lies just beyond the visible edge of the universe. The adventure begins with a thorough foundation in the heart of the physical world which includes mechanics, electromagnetism, quantum mechanics, and thermodynamics.
B. S. IN GEOLOGY
Click HERE for Curriculum Sheet and Requirements.
GEOLOGY MINOR REQUIREMENTS
Click HERE for Curriculum Sheet and Requirements.
Admission into the Geology Minor program must be approved by the Department Chair.
DUAL-DEGREE PROGRAM
Career Opportunities
Industry, private engineering consulting practice, and governmental agencies are looking for the technologically educated person who has the broad overview that the Dual Degree Program provides. Past participants in the program enthusiastically endorse the concept and are pleased that they took the fifth year to complete requirements for the two degrees (one from Georgia Southwestern State University and one from Georgia Tech).
Success in the many and diversified fields of engineering requires excellence in mathematics, science, computer technology, and verbal skills. Many students may be deficient in one or more of these areas. Students frequently need time to acclimatize to the demands of the university experience. Georgia Southwestern State University offers the advantages of time to become aware of university life, a faculty with the experience necessary to correct deficiencies which a student may encounter in preparing for study in an engineering field, and the environment to develop other important areas of one's life such as awareness of others. The curriculum at Georgia Southwestern State University is worked out individually by the Dual-Degree Program advisor, depending on the desired engineering field and the developmental stage of each student.
Program Description
Georgia Southwestern State University offers a dual-degree program of study jointly with the Engineering School at the Georgia Institute of Technology. The Dual-Degree Program allows a student to study for three years at Georgia Southwestern State University, followed by two years of study in an engineering field of the student's choice at the Georgia Institute of Technology. The successful student in this program is awarded a bachelor of science degree in mathematics or a science area relevant to the chosen engineering field and a degree from Georgia Tech.
Today, the decisions of the engineer, the scientist, and the industrial manager have an important effect on the lives of all mankind. It is evident more than ever before that these professionals should acquire a full measure of general knowledge and culture. The Dual Degree Program provides its participants with the best of two university experiences. First, they have a choice of study at a liberal arts college with outstanding programs in humanities, natural sciences, philosophy, social sciences, fine arts, economics and business, modern languages, etc. Secondly, the Dual Degree students study at one of the world's leading technological institutes which has a proven record of graduating leading engineers, scientists, managers, and architects.
Dual Degree candidates from Georgia Southwestern State University are eligible to seek any of the following degrees from Georgia Tech:
College of Engineering:
College of Management:
College of Sciences and Liberal Studies:
Courses Which Are to Be Part of the Study Program at Georgia Southwestern State University
As of this date, the following amount of course credits in the specified areas must be included in the three-year study program taken at Georgia Southwestern State University. For descriptions of courses and minimum course content, refer to the current Georgia Tech catalog. If Georgia Southwestern State University cannot offer all of the required courses or if the student is unable to schedule one or two of the courses, Georgia Southwestern State University agrees to allow transfer credit applicable toward the Georgia Southwestern State University degree for such courses taken at Georgia Tech.
Requirements for Approval for Degree-seeking Status as a Dual Degree Student at Georgia Institute of Technology
In order for a student to become a Dual Degree candidate at Georgia Tech he/she must have:
Hours of Course Credit to Be Required at the Georgia Institute of Technology for the Designated Bachelor's Degree
The Dual-Degree Program student will be required to complete a Georgia Tech program of study which equals the number of credit hours required of normal juniors and seniors enrolled in the standard curriculum for the particular degree being sought.
If the official study program at Georgia Tech for the Dual Degree candidate includes free electives and the candidate has excess hours of credit at Georgia Southwestern State University, he or she may use these excess hours to reduce the hours required at Georgia Tech. Such a reduction shall not cause the total number of hours taken at Georgia Tech to be less than 60 semester hours.
Student Readmission
Students who attend Georgia Institute of Technology but do not complete degree requirements will be readmitted to GSW and given an opportunity to complete the requirements for a degree.
Rejection of Students
Any student who would not otherwise be admitted to Georgia Institute of Technology under their admissions evaluation criteria or who is projected not to complete any program contained in the Dual-Degree Program may, after suitable consideration by Georgia Tech, be declined admission to Georgia Tech. However, any student who meets Georgia Tech freshman admission criteria in effect when the student enters Georgia Southwestern State University, provided that he or she maintains an academic record that indicates a high probability for success at Georgia Tech during the three years of study at Georgia Southwestern State University and completes the courses stipulated in the agreement between Georgia Southwestern State University and Georgia Tech, will be admitted to Georgia Tech.
DEPARTMENT OF HISTORY AND POLITICAL SCIENCE
Chair: Hall
Faculty: Bagwell, Gaddy, Galatas, Hall, Isaacs, Kline, Robins, Szmedra
The disciplines in the Department of History and Political Science focus on humanity in action and in thought as well as humanity's relationship to the earth and the allocation of its resources, historically, at present, and in the future. The general study of these fields provides that broad base which is essential for effective functioning in humanistic areas. Specialized study in specific social science areas may lead to careers in teaching, governmental services, public information, business, the legal profession, or simply provide the broad based liberal arts education fundamental to a fuller understanding of life, whatever the specific career choice.
The Department accepts the particular challenge of promoting awareness of our cultural heritage and the responsibilities of citizenship within a democratic society and the world community. The Department encourages self-realization, intellectual inquiry, and the examination of personal and professional values. The activities of the Department also encourage the discovery and study of those societal needs which may be effectively addressed in an academic setting.
History and political science graduates are employed in a variety of positions in public service and the private sector. History majors find positions with research services, in editing, legislative analysis, trend analysis for media, public relations, government agencies or non-profit groups, site interpretation and management, historic preservation, oral histories, and the development of documentaries. Political science majors find careers as legislative aides, legal assistants, lobbyists, or in government service, law, interest groups, public relations, law enforcement, teaching, community service, state department, and foreign service.
With a variety of programs, open minors, and electives, students can tailor their individual programs to fit personal career goals. The Department has an active Third World Studies program which includes enrichment seminars. It also administers the Intern Program which includes a variety of internships. These programs enable qualified students to obtain valuable work experience in addition to college credit and a possible stipend. A Pre-Law advisor helps students prepare for the law school of their choice. (See "Pre-Law Advisor" below.)
Bachelor of Arts Degree with a Major in History
This program offers a strong major, opportunity for complementary work in a minor, and a foreign language requirement. It is a good background for graduate/law/divinity school or preparation for careers which require breadth of knowledge and informed perspective (as journalism, public relations, etc.), as well as those which draw more directly on the major field (as research/analysis services, historic site management, etc.). It enables students to develop writing and analytical skills useful in business and professional careers.
Click HERE for Curriculum Sheet and Requirements.
Bachelor of Science Degree with a Major in History
Similar to the B.A. above, this degree also has a strong major and opportunity for a minor, but it offers wider elective choices by reduction of the foreign language requirement. Again, similarly to the B.A., the B.S. in History is an appropriate background for graduate/law/divinity school, careers which require a knowledgeable perspective (as journalism, public relations, etc.), and careers more directly related to history (as research/analysis services, historic site management, etc.). Students develop writing and analytical skills useful in business and professional careers.
Click HERE for Curriculum Sheet and Requirements.
Bachelor of Arts Degree with a Major in Political Science
This degree offers a strong major, opportunity for a complementary minor, and a foreign language requirement. It is appropriate as preparation for graduate/law school or as a foundation for careers which require the breadth and perspective of a liberal arts degree (as journalism, public relations, etc.). Some careers (as legislative aide or in political action, community service, etc.) relate more directly to the major field. Students develop writing and analytical skills useful in business and professional careers.
Click HERE for Curriculum Sheet and Requirements.
Bachelor of Science Degree with a Major in Political Science
Similar to the B.A., this B.S. program has a strong major, and opportunity for a minor, but it offers a wider elective option through the elimination of the foreign language requirement. It is also an appropriate preparation for graduate school and especially for law school. It provides the background for careers which need the informed perspective of a liberal arts degree (as journalism, public relations, etc.). It is a more direct preparation for career fields which draw more directly on the major field (as legislative aide, political action, community service, etc.). Students develop writing and analytical skills useful in business and professional careers.
Click HERE for Curriculum Sheet and Requirements.
Teacher Certification Programs
For information on degree programs leading to secondary level teacher certification in history, see the following curriculum described also under the School of Education: B.S. in History with Teacher Certification.
Click HERE for Curriculum Sheet and Requirements.
Minor Programs
The Department of History and Political Science provides excellent minor programs in history and political science. In preparation for a career in business, governmental agencies, or education, minors in the social sciences are considered an especially attractive balance to the career major. Minor courses are selected in consultation with the student's faculty advisor.
Each minor course must be completed with a grade of C or better. Exceptions and substitutions for the required courses or types of course may be made (for example, for prior credit) with the recommendation of the advisor and the approval of the Department Chair.
Click HERE for Curriculum Sheet and Requirements (History).
Click HERE for Curriculum Sheet and Requirements (Political Science).
Pre-Law Advisor
Since law schools prescribe no set curriculum as a prerequisite for admission, students may major in almost any degree program in preparation for law school. Some curricula are particularly recommended, such as political science, history, English, etc. Each of these curricula will have a separate advisor. However, the student interested in law school should also consult with the "Pre-law Advisor" within the Department of History and Political Science. The Pre-law Advisor will have information on law school admission policies, Law School Aptitude Test applications and administration dates, scholarships, law school catalogs, etc.
Chair: Stroyls
Faculty: Cliett, Hodges, Kipp, Mueller, Sapko, Stroyls
Georgia Southwestern offers its students two degree options in Mathematics at the undergraduate level-the Bachelor of Science in Mathematics, the Bachelor of Science in Mathematics with option in Industrial Mathematics.
Former Georgia Southwestern students who have completed degree programs offered by the Department of Mathematics are presently pursuing careers in teaching, banking, business, computer science, industrial research, actuarial science, insurance, and civil service. The mathematics programs at Georgia Southwestern prepare students to enter these and other related fields. Graduates in mathematics are also, by program design, well equipped to enter graduate programs in these areas.
Bachelor of Science in Mathematics
Click HERE for Curriculum Sheet and Requirements.
Bachelor of Science in Mathematics with option in Industrial Mathematics
Click HERE for Curriculum Sheet and Requirements.
Mathematics Minor requirements
Click HERE for Curriculum Sheet and Requirements.
DEPARTMENT OF PSYCHOLOGY and SOCIOLOGY
Chair: Prewett
Faculty: Cotter, Fisk, Johnson, Prewett, Talley, Urda, Vance, Worthy
The Department of Psychology and Sociology offers coursework and laboratory experience in the behavioral sciences. Its curricula are designed to prepare students for graduate work in psychology and sociology, and to provide students with skills and training for employment in various kinds of social service occupations. A balanced offering of lecture, laboratory, and field experience provides the student with a basic understanding of those variables affecting individual behavior as well as the behavior of groups.
The Department administers the following degree programs: B.A. in Psychology, B.S. in Psychology, B.S. in Sociology, and the Master of Science in Administration (Social Administration Concentration). The department also offers minors in Psychology and Sociology. See the Chair of the Department of Psychology and Sociology if interested in these minor programs.
Bachelor of Science Degree with a Major in Psychology
The B.S. degree in Psychology is designed to introduce the students to the scientific evaluation of psychological theory and to familiarize them with the application of fundamental principles of behavior. It will provide a broad background for those who desire to pursue an advanced degree in the behavioral sciences or those who aspire to a career in social service.
The major professional opportunities for a person in the B.S. degree program in Psychology are to be found in social service areas of the public sector. Many students with this degree find employment with the State Department of Family & Children Services, the Department of Offender Rehabilitation, Juvenile Courts, and various mental health/mental retardation agencies operated by the State Department of Human Resources. Other opportunities exist with federal agencies such as the Department of Labor and Social Security. Particular job titles with these agencies include Social Work Technician, Social Worker, Pension Counselor, Behavioral Specialist, Mental Health Technician, Counselor, and Probation Officer.
Click HERE for Curriculum Sheet and Requirements.
Bachelor of Arts Degree with a Major in Psychology
This curriculum is designed to provide a research oriented background in Psychology for individuals who wish to pursue graduate study in Behavioral Science. The Southwestern student interested in pursuing a professional degree (Masters or Doctorate in Psychology, Criminology, Counseling, or Child Development) is encouraged to enroll in this degree program. A wide variety of career opportunities in social service delivery agencies is available to students holding advanced degrees in Behavioral Science. A student wishing to teach Psychology at the post-secondary level would also need an advanced degree, and this curriculum is an appropriate preparation for graduate study.
Click HERE for Curriculum Sheet and Requirements.
Bachelor of Science Degree with a Major in Sociology
The Bachelor of Science Degree in Sociology is designed to familiarize the student with the structure and functioning of society, to develop greater understanding and appreciation of diverse cultural groups, to stimulate constructive analysis of sociological patterns, to encourage further research on human social behavior, and to prepare students for productive careers in a wide variety of occupations and professions. Sociology is the study of social life and the social causes and consequences of human behavior. It investigates the structure of groups, organizations, and societies, as well as their formation, development, and interactions. Since all human behavior is social, the subject matter of sociology ranges from the intimate family to the hostile mob, from crime to religion, from the divisions of race, gender, and social class to the shared beliefs of a common culture, from the sociology of work to the sociology of sport. In fact, few fields have such broad scope and relevance.
Various occupations and professions are available at the local, state and national levels to the person who majors in sociology. Many of the agencies affiliated with the Georgia Department of Human Resources, such as the Department of Family and Children Services and the Department of Mental Health and Mental Retardation, employ social service personnel. Other positions exist in state agencies dealing with juvenile and adult offenders. Local agencies and organizations requiring social service personnel include the Council on Aging, the Sumter Regional Hospital, Magnolia Manor Retirement Center, and the Rosalynn Carter Institute. While many sociologists hold positions in social service and educational fields, an increasing number hold a wide variety of jobs in such sectors as business, the health professions, the criminal justice system, and in government.
Nationally, sociologists are commonly employed by governmental agencies such as the National Science Foundation, the National Academy of Sciences, the Bureau of the Census, the National Institutes of Health, Education, and Welfare, the Departments of Agriculture, Housing and Urban Development, Defense, Commerce, and many others. Sociologists also direct, advise, and review research sponsored by foundations such as Russell Sage, Carnegie, and Ford, and likewise they work with business, technology, and industry.
Sociologists also teach at the community college, college, and university levels, as well as increasingly at high school levels across the nation. Preparation for graduate school is, of course, an integral part of the individual student's program.
And yet, career payoffs are not the only reason for studying sociology. Its subject matter holds considerable interest for its own sake. Certainly sociology offers valuable preparation for other sorts of careers. Sociology is a popular major for students planning futures in such professions as law, business, education, architecture, medicine, social work, and public administration.
Click HERE for Curriculum Sheet and Requirements.
Sociology Minor requirements
Click HERE for Curriculum Sheet and Requirements.
Psychology Minor requirements
Click HERE for Curriculum Sheet and Requirements.
Dean: Kooti
Faculty: Belk, Fathi, Henley, Howell, Kooti, Madden, Morris, WilsonHeshizer, Talukdar, Grimes, Stanfield.
The School of Business Administration is in its second year of Candidacy for accreditation by AACSB International - The Association to Advance Collegiate Schools of Business. AACSB International is located at 600 Emerson Road, Suite 300, St. Louis, MO. 63141-6762 USA, telephone number 314-872-8481, and fax number 314-872-8495.
The School of Business Administration has initial accreditation from the International Association of Collegiate Business Education, PO Box 25217, Overland Park, KS 66225, USA, telephone number is: 913-631-3009, the fax number is: 913-613-9154. The School of Business Administration is also a member of the Association of Collegiate Business Schools and Programs (ACBSP). The Association is located at 7007 College Boulevard, Suite 420, Overland, KS 66211, USA, telephone number 913-339-9356, and fax number 913-339-6226.
The School of Business offers the Master of Science in Administration (MSA) with concentrations in Management and Accounting; and the bachelor degree programs in Accounting, Management, Management with concentration in Human Resource Management, Marketing, and the Bachelor of Applied Science in Technology Management.
The Master of Business Administration degree program is designed to prepare future business leaders for the constantly changing world marketplace by developing their critical thinking, management and leadership skills and the global perspectives necessary for success. Applications are being accepted for the Spring 2003 semester.
The Master of Science in Administration-Accounting Option is designed to provide additional and more advanced skills in this specialized area for those with an undergraduate degree in accounting or to provide both basic and advanced accounting skills for those graduates of other disciplines who wish to enter the accounting profession. No new applicants will be accepted to this program beginning Fall 2002.
The Master of Science in Administration-Management Option is designed to help managers improve their performance. Others with non-business undergraduate experience may use this program to obtain a concentrated overview of business practice and theory. No new applicants will be accepted to this program beginning Fall 2002.
The Bachelor of Business Administration in Accounting is designed to prepare students for the numerous types of positions available in the accounting field. The program emphasizes the broad-based learning that is required to be successful in this field. The Accounting program includes course requirements to qualify for the CPA examination.
The Bachelor of Business Administration in Management with a concentration in Human Resource Management has been designed to equip students with the knowledge and skills needed for successful entry into management positions. The program prepares students to enter into careers such as health and safety administration, recruiting and training.
The Bachelor of Business Administration in Management is designed to give students objective knowledge and skills development in the major functional areas of management: planning, organizing, leading and controlling. The Management concentration allows the graduate flexibility in career opportunities, and is an excellent choice for the individual who may want to start his or her own business.
The Bachelor of Business Administration in Marketing is designed to stress the importance of creating and maintaining successful relationships with customers. Upon completion of this program, the students will be prepared to begin careers in sales, advertising, planning or self-employment.
The Bachelor of Applied Science (BAS) in Technology Management is a unique program designed to prepare students for the effective management of technologies by combining courses from business and computer information science. The program intends to prepare technology entry level and mid-level managers within industry and government organizations. The program incorporates academic and applied state-of-the-art orientations by utilizing resources from the School of Business Administration and the School of Computer and Information Sciences.
- 1. A narrative explaining how prior learning is related to technology management. The narrative must describe relative experience and evidence identifying the learning the student acquired and how the learning can be used to solve problems or generalized for use in other situations.
- 2. Documentation that the student has actually acquired the learning related to technology.
- 3. Documentation to show that the prior learning experience is equivalent to the number of credit hours requested.
OFF CAMPUS PROGRAMS
The School of Business Administration offers the BBA degree program in Accounting and Management on the campus of Abraham Baldwin Agricultural College (ABAC).
CENTER FOR BUSINESS AND ECONOMIC DEVELOPMENT
The Center for Business and Economic Development is the umbrella organization for all outreach and service activities in the School of Business Administration. The Center conducts data collection and dissemination activities; performs applied research; provides technical support for business, government and economic development organizations; conducts seminars and short courses; and publishes reports and commentaries. The Center coordinates Georgia Southwestern State University's participation in Students in Free Enterprise (SIFE). SIFE is a national, college-based organization in which students develop and carry out projects and programs to enhance knowledge and understanding of the free enterprise system on the university campus, in area schools, and among the general population. The Center also houses and provides administrative and technical support for the Georgia Main Street Program of the Department of Industry, Trade, and Tourism.
UNDERGRADUATE DEGREE REQUIREMENTS
BACHELOR OF BUSINESS ADMINISTRATION DEGREE
The undergraduate program of the School of Business Administration is divided into lower and upper division units of study. Freshmen, sophomores, and transfer students who are admitted to the University to pursue the BBA degree are assigned to the lower unit (Pre-business) and are advised by faculty of the School. Upon completion of the general education portion (Area A through E) of the Core curriculum and the business preparation portion (Area F), business students "declare" a major field of study and are transferred to that curriculum. Students admitted into a specific major are advised by faculty in that subject area.
Click HERE for Curriculum Sheet and Requirements.
BACHELOR OF APPLIED SCIENCE IN TECHNOLOGY MANAGEMENT
Click HERE for Curriculum Sheet and Requirements.
MINOR FIELDS OF STUDY IN BUSINESS ADMINISTRATION
BAS and BBA degree programs do not have minor fields of study. Minor fields of study in Business Administration may be pursued by students in other degree programs. Business Administration minors are available in accounting, management, human resource management, and marketing.
Click HERE for Curriculum Sheet and Requirements.
Dean: Peltsverger
Faculty: Cook, Dingler, Peltsverger, Prasad, Saheb, Shah, Yemelyanov
The impact of the computer upon business and society has been phenomenal. One result of this continuing dynamic technological growth has been a significant demand for professionals. The use of computers has become indispensable in science, engineering, management, education and other professions. Many believe that in the near future information processing will become the nation's largest industry and that its disciplines will be centrally important to society.
The faculty of the School of Computer and Information Sciences provide a diverse spectrum of expertise and experience. Students are therefore provided a unique blend of theory, current practice, and state-of-the-art technology.
The computer laboratories house PC's which are networked to Georgia Southwestern State University's in-house servers as well as to the University System's Computer Network. The full range of computer equipment, from PC's to large servers, is taught in the classroom and is accessed by students in the laboratory.
The GSW-I-TECH Center was created based within the School of Computer and Information Sciences in Fall 2000. The primary mission of the Center is to provide students with real-world projects and opportunities for research and internships. There were more than 15 projects completed in the last two years, among them were web based applications, database development, e-commerce application testing, etc.
More information can be found on the GSW-I-TECH Center website: http://cis.gsw.edu/gsw-i-tech.
The School of Computer and Information Sciences offers Master of Science in Computer Science degree program and Bachelor of Science degree programs in computer information systems and computer science.
THE MASTER OF SCIENCE IN COMPUTER SCIENCE
The Master of Science in Computer Science degree program has two options: Computer Science and Computer Information Systems.
This degree program was designed to serve two purposes:
BACHELOR OF SCIENCE IN COMPUTER INFORMATION SYSTEMS
The Bachelor of Science in Computer Information Systems provides instruction and training for persons wishing to enter the exciting world of Computer Information Systems. Today, employment opportunities abound for the man or woman who possesses the creative energy, the problem-solving ability, and the technical knowledge and skills to provide information services in a wide variety of organizational settings. The graduate of this program can expect initial employment as a network administrator, a database administrator, a webmaster, and, with some experience, can move into such high-demanding occupations as program analyst, information systems analyst, or information systems manager. The program provides the flexibility to meet almost any career aspirations in computers and information processing.
BACHELOR OF SCIENCE IN COMPUTER SCIENCE
The Computer Science curriculum, leading to the degree Bachelor of Science in Computer Science, is a liberal arts oriented curriculum intended to prepare students for careers in programming. Computer Science is a multifaceted discipline that encompasses a broad range of topics. Computer science focuses on the theoretical and applied capabilities of computers and on the properties of various general problems and algorithms.
ADMISSION GUIDELINES (for CS/CIS applicants)
PROGRESSION REQUIREMENTS
BACHELOR OF SCIENCE in COMPUTER INFORMATION SYSTEMS (120 Hrs)
Click HERE for Curriculum Sheet and Requirements.
BACHELOR OF SCIENCE in COMPUTER SCIENCE (120 Hrs)
Click HERE for Curriculum Sheet and Requirements.
MINOR FIELDS OF STUDY
Click HERE for Curriculum Sheet and Requirements for Computer Information Systems Minor.
Click HERE for Curriculum Sheet and Requirements for Computer Science Minor.
Interim Dean: Dorminey
Faculty: Barksdale, Davis, Dorminey, Evans, Foster, Hawver, Hay, Haywood, Hunter, Johnson, Kolo, Mayo, McWhorter, Medders, Neale, Nichols, Rhodes, Spaniol, Spann, Stokes, Watford.
Mission Statement
The mission of the School of Education is the preparation and continuous development of candidates from diverse populations to high levels of achievement. The School of Education is committed to:
Principles Guiding Curriculum Development
The School of Education faculty has identified five guiding principles for curriculum development:
1. Candidate Knowledge, Skills, and Dispositions. The SOE faculty believes candidates should demonstrate content knowledge, effective pedagogical skills, and methodologies for teaching based on national, state, and local standards. Attitudes, beliefs, and dispositions about teaching must align with these standards. Faculty will model and teach candidates to use current technology to enhance and improve content and improve methodologies of teaching, thus, fostering pupil achievement.
2. Assessment and Reflective Evaluation. Faculty, administrators, and candidates will continually assess courses, clinical experiences, candidates' impact on pupil learning, and overall programs through reflection and evaluation to make skilled decisions and improve the education of all candidates and the achievement of all pupils.
3. Clinical Experiences/Field Experiences. The SOE faculty believes collaboration with faculty in the School of Arts and Sciences, faculty and support personnel in local education agencies throughout our service area, businesses, civic organizations, and other community resources are essential for exemplary programs.
4. Diversity. As change agents, faculty and candidates must adapt to the evolving needs of the global society and its diverse populations to provide exemplary learning and achievement opportunities for all pupils. Curriculum will reflect the current and ever-changing issues of diverse human needs.
5. Faculty Performance/Development. The SOE faculty models exemplary professional practices in teaching, service, and scholarship. Faculty members incorporate the standards of national and state agencies, the Board of Regents, INTASC, NBPTS, and professional organizations to achieve high levels of exemplary teaching, professionalism, and life-long learning.
Education as a Career
A career in education is multi-faceted. Teaching in public or private schools, teaching for industry, teaching abroad, human services positions in a variety of agencies, tutoring, and operating an educational clinic are some options available.
Teaching, wherever it occurs, offers challenge, personal satisfaction, interaction with individuals in diverse situations, congenial colleagues, good working conditions, opportunities for advancement, increased financial rewards, choices of location, and the professional and personal growth which accrues from advanced study in the college and university environment. The School of Education at Georgia Southwestern State University is comprised of professional educators with extensive experiences in the public schools, the community, and professional organizations.
The School of Education is nationally recognized for the quality of its preparation programs. Georgia Southwestern Teacher Education programs are fully accredited by the National Council for Accreditation of Teacher Education (2010 Massachusetts Ave NW, Suite 500, Washington, D.C. 20036; 202-466-7496), state and regional accrediting agencies, as well as by specialty accrediting groups such as the National Council for the Teaching of Mathematics, the Middle School Association, and the Council for Exceptional Children.
The mission of the School of Education is the preparation of teachers for Georgia schools. Through cooperative efforts with other schools and departments of the University, the School of Education offers Teacher Education programs for Early Childhood, Middle Grades, Secondary Education, P-12 Education, Special Education, and Reading; provides leadership in developing in-service and extension programs for teachers within the area served by the University; and collaborates with the Georgia Professional Standards Commission, school systems, professional organizations, and other groups in evaluating and improving education programs and services.
Programs in Education at Georgia Southwestern
Teacher education programs represent the cooperative planning of the School of Education and the other major academic units of the University. All programs are under the overall coordination of the School of Education and are designed to produce teachers who demonstrate:
The prospective student has many options. Programs leading to degrees and/or eligibility for initial certification are offered in Art, Biological Science, Chemistry, Early Childhood Education, English, Foreign Language, Health and Physical Education, History, Mathematics, Music, and Special Education. In addition, students may earn the Bachelor of Science in Education degree in Recreation and Exercise Science/Wellness, non-teaching degrees.
Employment Opportunities
Quality teachers are in demand in schools, business, industry, and education-related positions. Georgia and other states in the southern region offer attractive employment opportunities to teachers and graduates of education programs. Virtually every major field is open to education graduates seeking positions. Social and governmental agencies recruit education graduates. Corporations and banks seek those skilled in communications and human relations. The individual with a degree in education can select from a wide range of positions and opportunities.
The School of Education maintains a Teacher Placement Service for its graduates. Undergraduates are required to establish a placement file by the beginning of the student teaching semester. Placement forms are available from the School office.
The Teacher Career Fair, sponsored annually by the School, brings representatives from Georgia school systems to the campus to interview prospective graduates. Individual conferences are arranged to provide wide exposure for students to potential employment opportunities. Undergraduates participate in at least one Career Fair prior to graduation.
Basic Requirements for All Undergraduate Teacher Education Programs
Teacher Education programs at Georgia Southwestern State University are approved by the Georgia Professional Standards Commission. Successful completion of an approved Teacher Education program leads to recommendation for a professional teaching certificate. Since these professional programs lead to licensure, students must meet requirements and responsibilities not common to other degree programs.
Academic Achievement
All Teacher Education students must have a minimum GPA of 2.5 on a 4.0 scale for Admission to Teacher Education, for Admission to Student Teaching, and for graduation. In addition, students must earn grades of C or better in the professional sequence and teaching field courses for their chosen field of study. (See individual program descriptions for professional sequences and teaching field courses). Professional course credit may not be earned by correspondence.
Field Experiences
The School of Education strongly believes that field experiences are essential elements in all preservice teacher education programs. The mission of field experience programs is to provide developmental, systematic, and authentic contact between Teacher Education students and the tasks involved in teaching P-12 pupils. Many courses have field experience requirements as an integral part of the course and/or as out-of-class requirements. Collaboration with area schools as professional partners enables students to observe and participate in classrooms beginning with the Introduction to Education or Foundations in Early Childhood Education course and continuing through the capstone field experience-Student Teaching. Students are expected to complete the equivalent of one-half year of field experience hours prior to student teaching.
Admission to Teacher Education Programs
All students following a Teacher Education program must be formally admitted to Teacher Education. The Admission to Teacher Education process is an advisement and tracking procedure designed to assist students in completion of degree requirements. Admission to Teacher Education is a prerequisite for admission into professional education courses. Failure to make application at the appropriate time can jeopardize timely program completion. Deadlines for submitting applications for Admission to Teacher Education are posted each semester.
Application for Admission to Teacher Education should be made upon completion of 36 semester hours of core curriculum credit. Transfer students with at least 36 semester hours of credit must make application for Admission to Teacher Education immediately upon entering the University. Application forms may be obtained from department secretaries in the School of Education.
All applicants must submit the application and a two-page autobiography to the appropriate departmental office. A student admitted to the Teacher Education program will be notified by letter from the Chair of the department housing the appropriate program. Admission to Teacher Education must occur at least two semesters prior to the Student Teaching semester.
Formal Admission to the Teacher Education program will be granted to students meeting the following requirements:
* NOTE: Candidates are exempt from this requirement if they have earned qualifying scores on any of these tests:
Additional School Experience
During the senior year, students majoring in Middle Grades, Secondary, and P-12 (excluding Special Education) are required to spend the equivalent of two weeks (80 hours) in a school approved by the School of Education. Students are encouraged to fulfill this experience by scheduling it for the beginning of the public school year (August) so they may gain knowledge of activities and problems related to starting school, at the level and in the area of their majors. Arrangements for the experience are made cooperatively by the School of Education, the student, and the school involved. Application forms and directions for completing the Opening School Experience may be obtained from the Director of Clinical Experiences. Students must apply for Admission to Teacher Education before gaining permission for Opening School Experience. Field experience hours earned during Opening School Experience may be used to satisfy the Board of Regents' requirements for field experience hours. Students are expected to complete the equivalent of one-half year of field experience hours prior to student teaching.
Admission to Student Teaching
Completion of Student Teaching under the guidance of a cooperating teacher and a university supervisor is required of each Teacher Education student. Student Teaching occurs during the senior year and is considered a "full time" experience. Students may not enroll for additional courses other than the seminar course while Student Teaching without special permission, nor should they engage in outside activities that detract from Student Teaching.
Student Teaching is conducted in elementary, middle, and secondary schools within the area served by the University. Each assignment is made by the School of Education after a careful study of the student's academic record and general college/university experience. The School of Education reserves the right to assign a student to any school in its service area according to the best interests of the student and the University. Georgia Southwestern State University's service area includes school systems in the following counties: Ben Hill, Bleckley, Chattahoochee, Crisp, Dodge, Dooly, Dougherty, Houston, Lee, Macon, Marion, Peach, Pulaski, Randolph, Schley, Sumter, Taylor, Terrell, Tift, Turner, Upson, Webster, Wilcox, and Worth.
Application for Student Teaching must be filed with the Director of Clinical Experiences. Deadlines for applications for Student Teaching are as follows: Fall Semester-February 1, Spring Semester - September 1.
Prerequisites for Student Teaching are as follows:
Exit Examination
All students admitted to Teacher Education must successfully complete the PRAXIS II (professional assessment for beginning teachers) in the appropriate certificate area prior to graduation. This test serves as the undergraduate degree program exit examination and must be successfully completed in order to satisfy student teaching requirements.
Certification
Teacher certification is granted by the Georgia Professional Standards Commission. Students successfully completing all requirements in a baccalaureate Teacher Education program and meeting the Praxis I and Praxis II requirements may apply to the Georgia Professional Standards Commission for a clear-renewable professional certificate. Application forms for certification may be obtained from the School of Education Office. Students should complete application forms and submit them prior to the end of the semester in which they anticipate completing certification requirements.
DEPARTMENT OF EARLY CHILDHOOD EDUCATION
Interim Chair: Foster
Faculty: Dorminey, Foster, Mayo, Medders
The student who specializes in Early Childhood Education has career options in a variety of settings: public and private preschools, agencies, community programs, child care, public schools, and private enterprise. With advanced training, supervisory and administrative positions are available. Students who plan to teach in pre-kindergarten through 5th grade (P-5) must enroll in this program to obtain certification.
BACHELOR OF SCIENCE IN EDUCATION WITH A MAJOR IN EARLY CHILDHOOD EDUCATION
Core Curriculum Requirements. Core curriculum requirements should be completed during the first two years. Students must meet the General Core Curriculum requirements as established by the University and the School of Education.
Admission to Teacher Education.
Admission to Teacher Education is required for a student to enroll in all 3000-4000 level courses. A grade of C or higher is required in each professional and teaching field course, and a cumulative/institution grade point average of 2.5 is required for both student teaching and graduation.
Early Childhood Education Professional Sequence. The Early Childhood Education professional sequence enables students to develop understanding and abilities that are essential for teaching young children.
Additional Education Professional Courses. Additional education professional courses complement the Early Childhood Education professional sequence. These courses are: EDSP 2010 and EDUC 3200. Completion of these courses enable students to develop understanding and abilities essential for teaching children with special needs and integrating technology into curriculum and instruction for young children.
University System of Georgia Board of Regents Academic Minor in Reading Requirements. The USG Board of Regents requires that programs in Early Childhood Education include an academic minor (at least 12 credit hours) in reading. Courses that are taken to complete this requirement include: EDUC 3040, EDRG 3050, EDUC 4100, and EDRG 4050.
University System of Georgia Board of Regents Academic Minor in Mathematics Requirements. The USG Board of Regents requires that programs in Early Childhood Education include an academic minor (at least 12 credit hours) in mathematics. Courses that are taken to complete this requirement include: MATH 2204, MATH 3001, MATH 3002, and MATH 4490.
University System of Georgia Board of Regents Field Experience Requirements. The USG Board of Regents requires that programs in Early Childhood Education include field experience requirements that are equivalent to at least one year of internship prior to completion of the program. Early Childhood Education majors meet this requirement by completing three practicum courses (EDEC 3901, EDEC 3902, and EDEC 4900) and student teaching (EDEC 4970, EDEC 4980, and EDEC 4990). [In each of the three practicum courses, students document more than 150 hours of internship. During Student Teaching, students complete more than 450 internship hours in an assigned classroom.]
Early Childhood Block Experiences
Junior 1 Block. Students in the Early Childhood Junior 1 Block (EDEC 3400, EDEC 3450, and EDEC 3901) have the unique opportunity to integrate their college course work with young children in a pre-kindergarten, kindergarten, first, or second grade classroom setting. In this experience students observe teaching of young children throughout the school day; plan, create, teach and evaluate using materials and developmentally appropriate instruction with a variety of strategies and technology; and observe and assist with classroom management. Students engage with culturally and exceptionally diverse learners, parents, and school personnel. Students meet for seminar in order to reflect on and discuss how the knowledge and skills they are acquiring in their professional courses are implemented in practical ways in classroom settings. Upon successful completion of the Junior 1 Block, students will be recommended to advance in the program to the Junior 2 Block sequence.
Junior 1 Block Prerequisites: Admission to Teacher Education, successful completion of EDEC 2400 and EDEC 2500.
Junior 2 Block. Students in the Early Childhood Education Junior 2 block (EDEC 3600, EDEC 3650, and EDEC 3902) have the opportunity to integrate their college course work with the teaching of children in a third, fourth, or fifth grade classroom setting. In this experience students observe teaching of upper elementary school-aged children throughout the school day; plan, create, teach and evaluate using materials and appropriate instruction with a variety of strategies and technology; and observe and assist with classroom management. Students engage with culturally and exceptionally diverse learners, parents, and school personnel. Students meet for seminar in order to reflect on and discuss how the knowledge and skills they are acquiring are implemented in practical ways in classroom settings. Upon successful completion of the Junior 2 Block, students will be recommended to advance in the program to the Senior 1 Block sequence.
Junior 2 Block Prerequisites: Junior 1 Block.
Senior 1 Block. Students in the Early Childhood Senior 1 Block (EDEC 4200, EDEC 4250, and EDEC 4900) continue to develop more extensive knowledge and skills for integrating their college course work with the teaching of children. During the Senior 1 Block, students select the grade level of the practicum experience (P-2 or 3-5). They assume increased responsibility for observing the teaching of children; planning, teaching, and evaluating appropriate materials and instruction for children; and assisting with classroom management. Students meet for seminar in order to reflect on and discuss how increasing knowledge and skills they are acquiring in their professional courses are implemented in practical ways in classroom settings. Upon successful completion of the Senior 1 Block, students will be recommended to advance to Student Teaching.
Senior 1 Block Prerequisites: Junior 2 Block.
Senior 2 Block. Students in the Early Childhood Education Senior 2 Block (EDEC 4920, EDEC 4970, EDEC 4980, and EDEC 4990) enroll in the Senior Seminar and Student Teaching classes. During this final semester of the Early Childhood Education BSEd Program, students are assigned to an elementary school classroom for Student Teaching. Student Teaching involves full-time planning and implementation of instruction with the assigned group of children for the complete semester. In addition to time spent with children in a classroom, students also participate in the Senior Seminar during which they receive relevant information about current and future teaching and reflect upon the experiences that they are having in their assigned classrooms.
Senior 2 Block Prerequisites: Senior 1 Block.
Click HERE for Curriculum Sheet and Requirements.
DEPARTMENT OF MIDDLE GRADES AND SECONDARY EDUCATION
Chair: Watford
Faculty: Kolo, Neale, Rhodes, Watford
Middle Schools serve a student population undergoing physical, intellectual, and psychological changes. Teachers prepared to meet the developmental needs of young adolescents are at the heart of the Middle School. The School of Education's Middle Grades program prepares a teacher who understands the nature of the learner, creates meaningful learning environments, empowers students, collaborates with other teachers, and knows the value of caring. The Middle Grades program prepares students to become responsive, knowledgeable, and capable teachers of adolescents.
BACHELOR OF SCIENCE IN EDUCATION WITH A MAJOR IN MIDDLE GRADES
Core Curriculum Requirements: Core curriculum requirements should be completed during the first two years. Students must meet the General Core Curriculum requirements as established by the University and the School of Education.
Admission to Teacher Education. Admission to Teacher Education is required for a student to enroll in all 3000-4000 level courses. A grade of C or higher is required in each professional and teaching field course, and a cumulative/institution grade point average of 2.50 is required for both Student Teaching and graduation.
Middle Grades Block Experiences. Children (10-15 years of age) experience many changes in their lives, and it takes a uniquely prepared individual to teach, advise, and guide them. The faculty at Georgia Southwestern State University is committed to preparing outstanding Middle Grades teachers. In this spirit, students admitted to the Middle Grades program must participate in a junior year Spring Collaborative and a senior year Fall Block schedule Junior Collaborative. The Junior Collaborative occurs during the Spring term of the student's junior year. The Senior Block schedule will take place during the Fall term of the student's senior year. There are five courses that must be taken during the Senior Block term.
| Junior Collaborative: | Senior Block: |
| EDMG 2300-Middle Grades Learner | EDMG 3030-Language Arts |
| EDMG 3100-Mathematics | EDMG 3140-Music |
| EDMG 3060-Science | EDMG 3700-Creative Arts |
| Concentration Course | EDMG 4050-Social Studies |
| Concentration Course or Elective | EDMG 4400-Materials and Methods |
| EDUC 3200-Audio Visual |
In both the Junior Collaborative and the Senior Block semesters, students will be required to participate in extensive field experiences that will be closely supervised by both the faculty members teaching the respective courses and classroom teachers in the field. Through the planned activities associated with the blocks and the extensive field experiences, students will emerge well-prepared for the demanding, yet rewarding role of a Middle Grades teacher.
Primary and Secondary Concentration Areas: Students in Middle Grades must complete a primary concentration area and a secondary concentration area. The primary concentration requires a total of 15 semester hours of course work, while the secondary concentration requires a total of 12 semester hours of course work. The primary and secondary concentrations must be selected from the areas of Language Arts, Social Studies, Science, or Mathematics.
The following courses marked with an asterisk (*) are required when a student chooses that specific concentration for a primary or secondary concentration. A grade of C or higher is required in each teaching field course. Major teaching field courses should be taken during the junior and senior years.
Language Arts: EDMG 3030*, ENGL 3210, ENGL 3220, ENGL 4010, 3 hrs English or Reading elective.
Social Science: EDMG 4050*, and at least one course from each of the following areas: Regional Perspectives (HIST 3510, 3770, 3780 3810), World Perspectives (HIST 4110, 4770, 4800, POLS 3210), US Government Perspective (POLS 3110, 4460, 4470, 4570), 3 hrs. of Social Studies elective.
Science: EDMG 3060*, BIOL 3300, GEOL 3131, GEOL 3311 or 3411, 3 hrs Science elective.
Mathematics: EDMG 3100*, MATH 3001, 3002, 4490, 3 hrs Mathematics elective.
NOTE: Other courses in concentration may be approved where appropriate at the discretion of the advisor and the Department Chair.
Click HERE for Curriculum Sheet and Requirements.
BACHELOR OF SCIENCE IN EDUCATION WITH A MAJOR IN SECONDARY EDUCATION
Georgia Southwestern State University offers programs leading to certification in secondary education in English, History, Mathematics, Science (with concentrations in Biology and Chemistry), and Social Science. These programs complement a strong academic background in the teaching field as well as providing the knowledge, skills, and experiences prerequisite to effective instruction. Students who plan to teach grades 7-12 must enroll in the appropriate program. Requirements for each program are established jointly by the School of Education and the School of Arts and Sciences and respective departments. Students are assigned academic advisors from within the respective academic school or department. The School of Education plans and schedules courses in the professional sequence and coordinates the overall programs of students. All programs are designed to lead to eligibility for the initial teaching certificate in Georgia.
Students entering in Fall 2002 should major in the discipline for their teaching field with the exception of Spanish and French education. Students will follow the degree requirements for the B.A. or B.S. in the teaching field discipline and complete requirements for teacher certification. Students should discuss the requirements for teacher certification with their advisors.
Students should be familiar with the BASIC REQUIREMENTS FOR ALL UNDERGRADUATE TEACHER EDUCATION PROGRAMS listed previously, denoting requirements specifically for Teacher Education students. Changes in major program requirements must be approved in writing by the Dean of the School of Arts and Sciences and the Dean of the School of Education.
Core Curriculum Requirements. Students must meet the General Core Curriculum requirements as established by the University for each Teacher Education program. A GPA of 2.5 or higher is required for courses used to meet General Core Curriculum requirements. This applies to course work taken at other institutions as well as at Georgia Southwestern State University. Transfer students must meet the same core GPA requirements. Because of the several options in Teacher Education programs, the specific courses required in Area F of the core will vary from program to program. Students should take such courses only with the approval of the appropriate academic area advisor. COMM 1110, THEA 1110 or demonstrated competence in Speech is a requirement in all Teacher Education programs. COMM 1110 or THEA 1110 may be taken in Area B to satisfy this requirement.
Professional Sequence. The professional sequence consists of twenty-eight semester hours in Education and Psychology. Admission to Teacher Education is required for a student to enroll in the materials and methods courses and EDSC 4970, 4980, and 4990.
Required Teaching Field Courses. Teaching field requirements are established by the academic departments and the School of Education. A grade of C or higher is required in each course applied to a teaching field. At least fifteen semester hours of teaching field courses in addition to required General Core Curriculum courses and the professional sequence courses must be completed prior to Student Teaching. Specific requirements for each area follow.
BACHELOR OF SCIENCE IN EDUCATION WITH A MAJOR IN ENGLISH
Students who plan to teach English in grades 7-12 and who entered GSW prior to Fall 2002 and have already declared this major must enroll in this program. Program requirements in addition to General Degree requirements for teaching English are as follows:
Click HERE for Curriculum Sheet and Requirements.
Students who plan to teach English in grades 7-12 and who entered GSW Fall 2002 or later or who change to this major after Summer 2002 should complete the curriculum for the B.A. in English and complete teacher certification requirements.
BACHELOR OF SCIENCE IN EDUCATION WITH A MAJOR IN BIOLOGY
Students who plan to teach Science in grades 7 - 12 and who entered GSW prior to Fall 2002 and have already declared this major must enroll in this program. Requirements for this program are as follows:
Click HERE for Curriculum Sheet and Requirements.
Students who plan to teach Biology in grades 7-12 and who entered GSW Fall 2002 or who change to this major after Summer 2002 should complete the curriculum for the B.S. in Biology, and complete teacher certification requirements.
BACHELOR OF SCIENCE IN EDUCATION WITH A MAJOR IN MATHEMATICS
Students who plan to teach mathematics in grades 7-12 and who entered GSW prior to Fall 2002 and have already declared this major must enroll in this program and meet graduation and certification requirements. Requirements for this program are as follows:
Click HERE for Curriculum Sheet and Requirements.
Students who plan to teach Mathematics in grades 7-12 and who entered GSW Fall 2002 or who change to this major after Summer 2002 should complete the curriculum for the B.S. in Mathematics and complete teacher certification requirements.
BACHELOR OF SCIENCE IN HISTORY WITH TEACHING CERTIFICATION
This degree program offers secondary level certification in history. It requires a solid major which meets Professional Standards Commission requirements for teacher certification. Required professional courses and supportive social sciences provide a good preparation for a successful teaching career. Requirements in addition to General Degree Requirements are as follows:
Click HERE for Curriculum Sheet and Requirements.
DEPARTMENT OF SPECIAL EDUCATION, READING, AND P-12
Chair: Spann
Faculty: Hunter, McWhorter, Nichols, Spann
Special Education
Students planning to teach individuals with disabilities should enroll in this program. Students may select a concentration in Intellectual Disabilities or Learning Disabilities leading to Georgia T-4 certification.
A degree in Special Education qualifies an individual for professional opportunities in public schools and other settings concerned with meeting the needs of individuals with disabilities. Special Education graduates are currently in great demand in Georgia and throughout the nation.
Special Education Block. All students seeking initial certification in Special Education are required to complete the Special Education Block prior to Student Teaching. The Special Education Block is a full-time experience of 17 semester hours. Students spend approximately 20 hours per week as interns serving special education pupils in public schools under the supervision of cooperating teachers. Additionally, they are enrolled in university course work on campus.
BACHELOR OF SCIENCE IN EDUCATION WITH A MAJOR IN INTELLECTUAL DISABILITIES
Core Curriculum Requirements. Core Curriculum requirements should be completed during the first two years. Students must meet the General Core Curriculum requirements as established by the University and the School of Education.
Professional Sequence. The professional sequence consists of 39 semester hours of education courses designed to develop understanding and competencies essential for teaching.
Required Teaching Field Courses. All Special Education majors working in the certification area of Intellectual Disabilities must take the following upper level courses: EDSP 4110, 3050, 4120, 4150, 4050, 4130, 4510, 4060, EDUC 3030, 3040, 3500, and six hours of electives. Major teaching field courses should be taken during the junior and senior years. Teaching field courses, including the Special Education Block, should be completed prior to Student Teaching. Students must be admitted to Teacher Education prior to enrollment in any 3000-4000 level courses.
Click HERE for Curriculum Sheet and Requirements.
BACHELOR OF SCIENCE IN EDUCATION WITH A MAJOR IN LEARNING DISABILITIES
Core Curriculum Requirements. Core curriculum requirements should be completed during the first two years. Students must meet the General Core Curriculum requirements as established by the University and the School of Education.
Professional Sequence. The professional sequence consists of 39 semester hours of education courses designed to develop understanding and competencies essential for teaching.
Required Teaching Field Courses. All Special Education majors working in the certification area of Learning Disabilities must take the following upper level courses:, EDEC or EDMG 3100, EDSP 4310, 4320, 4350, 4050, 4060, 4510, EDUC 3030, 3040, 3500, 4100, and six hours of electives. Major teaching field courses should be taken during the junior and senior years. Teaching field courses, including the Special Education Block, should be completed prior to Student Teaching. Students must be admitted to Teacher Education prior to enrollment in any 3000-4000 level courses.
Click HERE for Curriculum Sheet and Requirements.
P-12 EDUCATION
P-12 education programs are designed for students who plan to teach Music, Art, Health and Physical Education, French, and Spanish. Students who plan to teach grades P-12 must enroll in the appropriate program. Requirements for each program are established jointly by the School of Education and the respective academic department. Students entering Fall 2002 who plan to teach Music or Art should complete the curriculum for the B.A. in Music or the B.A. in Art and complete teacher certification requirements.
Students are assigned academic advisors from within the respective academic school or department. The School of Education plans and schedules courses in the professional sequence and coordinates the overall programs of students. All programs are designed to lead to eligibility for the initial teaching certificate in Georgia.
Students should be familiar with the BASIC REQUIREMENTS FOR ALL UNDERGRADUATE TEACHER EDUCATION PROGRAMS listed previously, denoting requirements specifically for teacher education students. Changes in major program requirements must be approved in writing by the Dean of the respective academic school and the Dean of the School of Education. All courses taken during the junior and senior years must be approved by the student's academic advisor.
Core Curriculum Requirements. Students must meet the General Core Curriculum requirements as established by the University for each Teacher Education program. A GPA of 2.5 or higher is required for courses used to meet General Core Curriculum requirements. This applies to coursework taken at other institutions as well as at Georgia Southwestern State University. Transfer students must meet the same core GPA requirements. Because of the several options in Teacher Education programs, the specific courses required in Area F of the core will vary from program to program. Students should take such courses only with the approval of the appropriate academic area advisor.
Professional Sequence. The professional sequence consists of 28 semester hours in Education and Psychology. In addition, EDSP 2010 is required in all programs. EDUC 2010 should be taken during the sophomore year. A grade of C or higher is required in each professional sequence course.
Required Teaching Field Courses. Teaching field requirements are established by the academic school and the School of Education. A grade of C or higher is required in each course applied to a teaching field. At least fifteen semester hours of teaching field courses in addition to required General Core Curriculum courses and the professional sequence courses must be completed prior to Student Teaching. Specific requirements for each area follow:
BACHELOR OF SCIENCE IN EDUCATION WITH A MAJOR IN MUSIC
Students planning to teach Music in grades P-12 and who enrolled prior to Fall 2002 must enroll in this program. Program requirements are as follows:
Click HERE for Curriculum Sheet and Requirements (Instrumental).
Click HERE for Curriculum Sheet and Requirements (Vocal).
Students who plan to teach Music in grades 7-12 and who entered GSW Fall 2002 should complete the curriculum for the B.A. in Music and complete teacher certification requirements.
BACHELOR OF SCIENCE IN EDUCATION WITH A MAJOR IN ART
Students planning to teach Art in grades P-12 and who enrolled prior to Fall 2002 must enroll in this program. The program provides students an opportunity for development in a variety of art media and specialization in their choice. Their specialization may include Advertising/Computer Design, Ceramics, Drawing and Painting, Glassblowing, Sculpture, Photography, or Printmaking.
Click HERE for Curriculum Sheet and Requirements.
Students who plan to teach Art in grades 7-12 and who entered GSW Fall 2002 should complete the curriculum for the B.A. in Art and complete teacher certification requirements.
BACHELOR OF SCIENCE IN EDUCATION WITH A MAJOR IN FRENCH
Students planning to teach French in grades P-12 must enroll in this program. Program requirements are as follows:
DEGREE NO LONGER AVAILABLE
BACHELOR OF EDUCATION WITH A MAJOR IN SPANISH
Students planning to teach Spanish in grades P-12 must enroll in this program. Program requirements are as follows:
DEGREE NO LONGER AVAILABLE
DEPARTMENT OF HEALTH AND HUMAN PERFORMANCE
Chair: Hawver
Faculty: Barksdale, Davis, Evans, Hay, Haywood, Spaniol, Stokes
The Department of Health and Human Performance offers a Bachelor of Science in Education degree with a teaching major in Health and Physical Education, a Bachelor of Science in Education with a concentration in Exercise Science/Wellness, and a Bachelor of Science in Education with a major in Recreation. The growth of sports in the American culture, the increased public interest in health and physical fitness, and the emphasis on equal opportunity have resulted in expanded sports programs throughout the nation.
The purpose of the Health and Physical Education curriculum is to prepare majors for careers in teaching students at the preschool level through the secondary level and for coaching positions at the middle and secondary level. Completion of degree requirements and successful completion of the PRAXIS Exam lead to certification by the Georgia Professional Standards Commission.
The Bachelor of Science in Education degree with a concentration in Exercise Science/Wellness is designed to prepare graduates who prefer careers in corporate fitness and wellness. Completion of the program will provide the undergraduate student with the entry level skills and the knowledge base to function competently in a wide range of fitness/wellness employment opportunities.
The Bachelor of Science in Education degree with a major in Recreation is designed to prepare graduates to enter different areas of recreational service. In our society, recreation is considered to be an important counter to the stress and pressure of modern living. The purpose of the recreation field is to provide a wide variety of physical, mental, social, and cultural opportunities for all people. The leisure service field is recognized as a multi-million dollar industry with such varied branches as follows:
School Recreation: Intramurals, student activities director, student union director, in public and private elementary and secondary schools and colleges.
Public Recreation: Community recreation programs, park administration, community education, cultural programs and services.
Commercial Recreation: Direction of amusement centers, bowling lanes, golf courses, private gyms, movies, and sporting events.
Armed Forces Recreation: Special Services, USO, and Red Cross.
Group Work Recreation: YMCA, YWCA, Boys' Clubs, Girls' Clubs, Scouts, and other related youth groups.
Therapeutic Medical Recreation: Hospitals and mental institutions.
Resort Recreation: Hotels and auxiliary recreation services.
Private Recreation: Condominiums, private communities, special interest clubs, country clubs, and athletic clubs.
The emphasis at Georgia Southwestern is to provide the future recreation professionals with the administrative and technical knowledge needed for proper execution of such positions. For more information concerning these programs, students should consult the Chair of the Department of Health and Human Performance.
Students working toward a baccalaureate degree must complete the service courses in Health and Human Performance as part of the general university requirements. (See Academic Regulations for exemptions). A minimum grade point average of C (2.00) is required in the 1000 level courses.
Students enrolled in other programs offered by the University must complete physical education courses required in the specific programs.
BACHELOR OF SCIENCE IN EDUCATION WITH A MAJOR IN HEALTH AND PHYSICAL EDUCATION
Students planning to teach Health and Physical Education in grades P-12 must enroll in this program.
Click HERE for Curriculum Sheet and Requirements.
BACHELOR OF SCIENCE IN EDUCATION WITH A MAJOR IN EXERCISE SCIENCE/WELLNESS
This program is designed to prepare graduates who prefer careers in corporate fitness and wellness. The program does not lead to certification to teach.
Click HERE for Curriculum Sheet and Requirements.
BACHELOR OF SCIENCE IN EDUCATION WITH A MAJOR IN RECREATION
This program is designed to prepare students for positions with agencies providing for the recreative use of leisure time in our society. The program does not lead to teacher certification.
Click HERE for Curriculum Sheet and Requirements.
Dean: Warda
Faculty: Cason, Chelini, Cook, Daniel, Easom, Hunt, Malachowski, McRoberts, Mixon, Morris, Rozmus, Simmons, Warda.
The School of Nursing (SON) offers the Bachelor of Science in Nursing (BSN) degree program. Baccalaureate graduates are prepared for a variety of beginning positions-in hospitals, community health care agencies, private offices, the military, industry, and schools. A baccalaureate education also establishes the basis for further learning in graduate programs.
The BSN program accommodates students in two tracks: the basic generic track and the RN/BSN track. The basic generic track is designed for students without an earned degree in nursing. The RN/BSN track is for individuals educated at the associate degree or diploma level and already licensed as registered nurses. The SON supports the Georgia Articulation plan to facilitate educational mobility for registered nurses.
The generic baccalaureate in nursing program has initial approval from the Georgia Board of Nursing and the RN/BSN program has full approval.(237 Coliseum Drive, Macon, GA 31217-3858, 478.207.1640). The School of Nursing is accredited by the National League for Nursing Accrediting Commission (61 Broadway 33rd Floor; New York, NY 10006; 212.363.5555).
Admission Guidelines (for basic generic applicants)
Admission Guidelines (for RN/BSN applicants)
For students who are accepted, the following items must be addressed prior to the start of the semester:
IN THE ABSENCE OF ANY OF THE ABOVE ITEMS, THE STUDENT WILL NOT BE PERMITTED TO ATTEND THE NURSING COURSES.
Standardized Testing
As part of the SON ongoing assessment plan, students are tested throughout the program for mastery of course content. Students are responsible for the cost.
Curriculum
Students complete approximately 60 hours of general education classes and about 60 hours of courses specific to the major. A typical full-time sequence of all courses is listed below. The student may elect to attend on a part-time basis.
Various facilities in Americus and the surrounding communities are used for clinical experiences. Students are responsible to provide their own transportation.
GENERIC CURRICULUM
Course Credit and Contact Hours
| FIRST SEMESTER COURSES | Contact | Credit |
| 1. ENGL 1101- English Composition I | 3 | 3 |
| SCIENCE I - Biology, Chemistry or Physics | 5 or 6 | 3 or 4 |
| MATH 1111- College Algebra | 4 | 3 |
| HIST 1111/2 - World Civilization I or II | 3 | 3 |
| AREA B course 3 or | 2 | 2 |
| UNIV 1000 - Orientation | 2 | 1 |
| SECOND SEMESTER COURSES | ||
| 2. ENGL 1102 - English Composition II | 3 | 3 |
| SCIENCE II - Biology, Chemistry or Physics | 5 or 6 | 3 or 4 |
| STATISTICS - Math 2204 | 3 | 3 |
| POLS 1101 - American Government | 3 | 3 |
| AREA B course 3 or | 2 | 2 |
| NURS 1010 - Intro to Health Care | 1 | 1 |
| THIRD SEMESTER COURSES | ||
| 3. BIOL 2030 - Anatomy & Physiology I | 5 | 4 |
| HIST 2111/2 U.S. History I or II | 3 | 3 |
| ENGL 2110, 2120 or 2130 | 3 | 3 |
| AREA C - Art, Music or Theatre Appreciation | 3 | 3 |
| NURS 2150 - Nutrition | 3 | 3 |
| FOURTH SEMESTER COURSES | ||
| 4. BIOL 2040 - Anatomy & Physiology II | 5 | 4 |
| BIOL 2050 - Microbiology | 7 | 4 |
| PSYC 2103 - Human Growth & Development | 3 | 3 |
| NURS 2500 - Basic Skills I | 3 | 1 |
| NURS 2000 - Intro to Professional Nursing | 3 | 3 |
| FIFTH SEMESTER COURSES | ||
| 5. NURS 3150 - Human Pathophysiology* | 3 | 3 |
| NURS 3100 - Nursing of Adults I | 9 | 5 |
| NURS 3200 - Health Assessment* | 5 | 3 |
| NURS 3510 - Basic Skills II | 3 | 1 |
| NURS 3610 - Pharmacology | 3 | 3 |
| SIXTH SEMESTER COURSES | ||
| 6. NURS 3710 - Nursing of the Childbearing Family | 9 | 5 |
| NURS 3800 - Psychiatric/Mental Health | 9 | 5 |
| NURS 3900 - Research* | 3 | 3 |
| AREA E course- Intro to Sociology, Psychology or Anthropology; Principles of Macro-economics, World Civilization I or II | 3 | 3 |
| SEVENTH SEMESTER COURSES | ||
| 7. NURS 4300 - Nursing of the Childrearing Family | 9 | 5 |
| NURS 4010 - Leadership in Nursing* | 3 | 3 |
| NURS 4400 - Community Health* | 9 | 5 |
| ELECTIVE* | 3 | 3 |
| PE - Lifetime Fitness | 2 | 1 |
| EIGHTH SEMESTER COURSES | ||
| 8. NURS 4100 - Nursing of Adults II | 9 | 5 |
| NURS 4350 - Gerontological Nursing* | 2 | 2 |
| NURS 4500 - Practicum* | 9 | 3 |
| NURS 4000 - Senior Seminar* | 3 | 3 |
| ELECTIVE* | 3 | 3 |
*Courses taken by RN/BSN students
Click HERE for Curriculum Sheet and Requirements.
GRADUATE PROGRAMS AND ADMISSIONS
Students wishing to make application to a graduate program at Georgia Southwestern State University must submit a complete admissions packet. Incomplete application packets will not be accepted. The complete admissions packet is comprised of the following:
Applications to the Specialist in Education Program must also include:
*International students must meet additional requirements and should refer to the section below on International Student Admissions
Complete application packets for the following terms must be received by the deadlines listed below:
| Fall admission | June 30 |
| Spring admission | October 15 |
| Summer admission | March 15 |
Georgia Southwestern graduate programs provide advanced study in management, accounting, social administration, computer science, and education. The degrees of Specialist in Education, Master of Education, Master of Business Administration, Master of Science in Administration and in Computer Science may be earned. The Board of Regents has approved the change of the Master of Science in Administration degree to a Master of Business Administration degree. Students may enroll in the MBA program beginning Spring 2003. For further information, contact the Dean of the School of Business Administration.
Students may earn the Master of Education degree in the following fields: Biology, Early Childhood Education, English, Health and Physical Education, History, Mathematics, Middle Grades Education, Reading (P-12), Science, Social Science, and Special Education. The Specialist in Education degree may be earned in the fields of Early Childhood Education and Middle Grades Education.
The Master of Science in Administration degree offers a concentration in Management, Accounting, or Social Administration. The Master of Science in Computer Science degree offers a concentration in Computer Science or Computer Information Systems.
The Master of Business Administration offers the options of taking elective courses in accounting, management, or a combination of courses approved by the MBA advisor.
Admission to graduate standing is a prerequisite for enrollment in graduate courses. Courses numbered 5000 and above are graduate level courses. Education courses numbered 5000-5999 are for certification only. Education courses numbered 6000 to 7999 may be used in fifth and sixth year programs and for certification. Courses numbered 8000 and above are open only to fully admitted sixth year students. Students lacking the necessary preparation in business must take the appropriate 5000 level courses prior to beginning the Master's program in Business Administration. These courses may not be used to satisfy degree requirements for these programs.
There are five general types of admission to graduate studies at Georgia Southwestern State University: Regular, Non-Degree, Personal Development, Post Baccalaureate and Transient. The five types are described below.
- Regular Admission. An applicant in this category has completed all the requirements for admission to a specific degree program. Conditional admission may be granted to applicants who do not meet regular admission status, with the provision that he/she earn a B or better in his/her first nine hours of course work after being admitted as a conditional student. Regular admission is the only type of admission into the Specialist in Education degree programs.
- Non-Degree Program Admission. An applicant in this category must have a baccalaureate (undergraduate) degree from an accredited college or university. This type of admission allows one to take graduate courses for credit in the Alternative Preparation Program, for purposes of initial certification to teach, for certification renewal, or for adding certification in additional teaching fields. It does not admit one to a degree program. Under no circumstances can more than nine semester hours taken under non-degree status be used in a master's degree program. No courses taken under this status can be used in the specialist degree program. Applicants should refer to admission requirements for the individual graduate degree programs for additional requirements.
- Personal Development. An applicant in this category must have a baccalaureate (undergraduate) degree from an accredited college or university. Graduate courses taken under this category cannot be applied towards a master's degree.
-Post Baccalaureate. An applicant in this category must have a baccalaureate (undergraduate) degree from an accredited college or university. This type of admission allows one to take graduate courses for credit without pursuing a graduate degree, i.e. satisfying graduate level pre-requisite course requirements.
-Transient. An applicant who is currently admitted to full graduate standing at another recognized institution may be admitted as a graduate transient student, with permission from the home institution once official transcripts have been received.
International Student Admission
Georgia Southwestern State University welcomes applications from international students to its graduate degree programs. Conditional admission will be considered for those students whose test scores fall below the standard for regular admission. Students who are granted conditional admission must have their status changed to regular admission by the successful completion of two semesters course work.
In addition to requirements for admission to a graduate degree program listed elsewhere in this section, international students must submit the following items:
MAINTAINING F-1 VISA STATUS
In order for international students to maintain a valid F-1 Visa status, the following conditions must be met:
Application Procedures
Application forms for admission to the Program of Graduate Studies may be obtained from Graduate Admissions and the Registrar's Office. Completed packets must be submitted by June 30 for fall admission, by October 15 for spring admission and by March 15 for summer admission. All application forms must be accompanied by a $20.00 application fee (non-refundable). Applicants must submit official transcripts from all institutions attended, an appropriate test score, three letters of recommendation, and proof of required immunizations. Applicants for the Specialist in Education program must also submit T-5 certification and verification of teaching experience.
Applicants wishing evaluations from Georgia Southwestern State University for initial teacher certification must submit an application form, application fee, official transcripts from all institutions attended, and proof of required immunizations.
Applicants who do not enroll in the term indicated on the application must inform the Graduate Studies Office of their plans and indicate a new date of entrance.
An applicant for transient admission must submit an application, application fee, official transcripts from the home institution and a letter of transient permission from the appropriate dean of the student's home institution.
Readmission of Former Students
Former students who have not been in attendance for a calendar year or more must reapply through Graduate Admissions. Students who have attended another college since last attending Georgia Southwestern must submit an official transcript from that institution.
Students readmitted or reinstated will be evaluated for graduation from the catalog in effect at the time of readmission or reinstatement or any catalog in effect during subsequent periods of continuous enrollment.
A limited number of Graduate Assistantships are available within the Academic Affairs Division. Application forms are available by contacting the Director of Graduate Studies, Georgia Southwestern State University, 800 Wheatley Street, Americus, GA 31709-4693. E-mail: gswgs@canes.gsw.edu
Applications should be submitted by April 15 in order to be considered for the following year. Students must be fully admitted to a degree program before Graduate Assistantships can be awarded. International students must hold appropriate visas before applications for Graduate Assistantships can be processed. In addition, Graduate Assistantships may be awarded during an academic year if vacancies occur and if funding is available. Applications are therefore encouraged throughout the year but most will be processed in April.
Graduate Assistants will be assigned to particular Schools or Departments that will specify and supervise responsibilities. They will be expected to maintain a minimum load of nine credit hours each semester. Graduate Assistants will be evaluated each semester, and the continuation of the assistantships will depend on satisfactory evaluations.
Assistantships are also available in the Departments of Athletics and Student Affairs, and interested students should make direct application to those Departments.
Advisement
Upon admission to the Program of Graduate Studies, each student is assigned an advisor. Advisors to reading, early childhood, middle grades and special education are assigned by the Dean of the School of Education. Advisors to secondary education majors are assigned by the appropriate Department Chair or Dean.
Academic Advisors in the Management and Accounting Options of the Master of Science in Administration and in the Master's of Business Administration programs are assigned by the Dean of the School of Business. Advisors to students in the Social Administration Option are assigned by the Chair of the Department of Psychology and Sociology. Advisors to students in the Computer Science Master's programs are assigned by the Dean of the School of Computer and Information Sciences.
Students in degree programs should enroll for courses only with the advice and approval of their advisors.
In any graduate degree program all requirements (with the exception of the MBA Program), including course work at Georgia Southwestern State University, transfer credit and transient credit must be completed within a period of 18 consecutive terms including the summer term. The first term to be counted in the eighteen-term limit is the term in which the student is first enrolled in course work, without regard to initial admission status and without regard to credit hours earned. The MBA Program must be completed within a period of seven years prior to the completion of the program of study.
Residence Requirements
Of the thirty-six hours of credit required for the Master of Education degree and Master of Science in Computer Science degree, at least eighteen hours must be taken in residence. Of the thirty credit hours required for the Specialist in Education degree, at least fifteen hours must be earned in residence. At least twenty hours of credit applied towards the Master of Science degrees must be taken in residence.
Application for Graduation - Graduate Students
The Application for Graduation for graduate students must be completed one full semester prior to the academic term in which the degree is expected.
| Graduation Term | Apply no later than of the semester prior |
| Fall | May 1 |
| Spring | August 1 |
| Summer | January 1 |
Transfer Credit
In any graduate program a maximum of 9 semester hours of graduate credit may be transferred from another accredited institution under the following conditions:
Experiential Learning Credit
GSW grants no credit for experiential learning at the graduate level except under the supervision of the institution.
Correspondence Credit
Under no circumstances may credit earned through correspondence work be used to satisfy graduate degree requirements.
Transient Student Procedure
Students wishing to enroll in coursework in another college or university to count towards degree requirements at Georgia Southwestern State University must be in good standing and petition the appropriate Dean for transient permission. They must have the approval of the faculty advisor and the appropriate Dean or Department Chair prior to enrolling at the other institution. Transient credit is considered the same as credit by transfer and is included in the nine semester hour limit stated above. Transient permission forms are available in the Registrar's Office and on-line.
Off-Campus Courses
When approved by the University, courses taken off campus, including those taken through an Area Teacher Education Service, may be applied towards a degree. Students enrolling in such courses must have the approval of their advisors prior to registration. (See residence requirements for Master and Specialist Levels).
Undergraduate Enrollment in Graduate Courses
A student with senior standing at Georgia Southwestern State University with an overall academic grade point average of 3.0 or higher may register for graduate courses during the final two terms of undergraduate work subject to the following regulations.
Permission forms are available in the Registrar's Office.
Change in Program
Before a graduate student may transfer from one Teacher Education degree program to another, a request for transfer must be approved by the Dean of the School of Education and the chair of the new program. Students wishing to transfer to or from the Master's of Business Administration or the Management, Accounting, Social Administration or Computer Science Options of the Master of Science Program must have their request approved by the appropriate dean and department chair.
Withdrawals
A student who wishes to withdraw from the University should confer with the Counseling Services Office for the proper procedure. A student who wishes to withdraw from an individual class should initiate action in the Registrar's Office.
Load Limitations
Graduate students taking nine or more hours will be considered full-time. Graduate students may take a maximum of fifteen hours per term.
Grading Systems
The grading system for graduate courses is as follows:
| Grade | Achievement | Quality Points |
| A | Above Average | 4 |
| B | Average | 3 |
| C | Unsatisfactory | 2 |
| D | Poor | 1 |
| F | Failing | 0 |
| I | Incomplete | 0 |
| W | Withdrawn | 0 |
| WF | Withdrawn Failing (same as F) | 0 |
| WM | Withdrawn for Military Purposes | 0 |
| S | Satisfactory | 0 |
| U | Unsatisfactory | 0 |
| NR | No grade reported by instructor | 0 |
A grade of I may be given in extenuating circumstances. If a grade of I is not removed before the end of the following term, it automatically becomes an F.
Students enrolled for thesis or directed study credit will receive an S for satisfactory performance or a U for unsatisfactory performance.
Students who for non-academic reasons stop attending class prior to midterm should withdraw from the course. A grade of "I" cannot be assigned in this situation.
INITIAL CERTIFICATION BY ALTERNATIVE PREPARATION PROGRAM FOR BACCALAUREATE DEGREE HOLDERS
Click HERE for Certification course descriptions (EDCF)
Georgia Southwestern State University offers alternative preparation programs for baccalaureate degree holders who have not previously been certified to teach in the State of Georgia. The programs operate under the "Approved Program" concept. Each student in these programs has a unique curriculum designed that gives credit for previous work and outlines additional coursework needed for the desired certification. The time for completion of the program varies, depending on the course load and the number of required classes. Successful completion of the program leads to recommendation for certification by Georgia Southwestern State University to the Georgia Professional Standards Commission.
Students seeking initial certification in Early Childhood, Middle Grades, or Special Education must first apply for graduate admission to Georgia Southwestern State University and meet the requirements for graduate admission, (i.e., appropriate GRE or MAT scores, GPA requirement, etc.). Upon acceptance, the student's advisor will evaluate transcripts and plan with the student for certification coursework in addition to the 36-hour M.Ed. Program. Certification requirements will include at least 15 semester hours of professional education courses, some of which will be taken in a full semester block. Student Teaching will be required in addition to all content area course work the student has not completed.
Students seeking initial certification in any Secondary or P-12 area must first apply for graduate admission to Georgia Southwestern State University as a Non-Degree seeking student. Upon acceptance, students must complete an Application for Transcript Evaluation. An individual curriculum plan is developed from this evaluation that outlines specific requirements for certification. These requirements will include at least fifteen semester hours of professional education courses, Student Teaching, and all required coursework in the content area not previously completed. Secondary and P-12 areas are:
| Art | English |
| French | Health and P.E. |
| History | Mathematics |
| Music | Science |
| Social Science | Spanish |
Minimum Requirements for Admission to Student Teaching for Students Enrolled in an Initial Certification Program
Minimum Requirements for Exit and Recommendation for Certification
Teaching Endorsement Programs
The School of Education offers four endorsement programs. These approved programs provide opportunities for graduate students to pursue preparation in the areas of Gifted Education, Pre-School/Special Education, Reading Education, and the Teacher Support Specialist. Endorsements in these areas allow students to develop skills, gain knowledge, and qualify for additional teaching/work-related responsibilites. All courses are offered at the graduate level. Students may pursue endorsements under a non-degree seeking status or may use some endorsement courses to satisfy degree program requirements if appropriate and with advisor approval.
Gifted Education. The Gifted Education endorsement may be added to teaching, counseling, administration and supervision certificates at all levels, and may be brought forward to the higher levels of appropriate certificates. An individual with the Gifted Education endorsement is in-field to teach students identified as gifted in grades K-12. Courses comprising the Gifted Education endorsement include EDSP 6210 (Characteristics of Gifted Individuals), EDSP 6220 (Materials and Methods in the Education of the Gifted Individual), EDSP 6230 (Curriculum and Program Development for Gifted Education), and EDSP 7510 (Psychoeducational Evaluation and Assessments).
Pre-School/Special Education. The Preschool/Special Education endorsement may be added to teaching certificates at all levels and may be brought forward to the higher levels of appropriate certificates. An individual with the Preschool/Special Education endorsement is in-field to teach children in preschool/special education. Courses comprising the Preschool/Special Education endorsement include EDSP 6610 (Characteristics of Preschool Special Education Children), EDSP 6620 (Methods and Curriculum in Preschool Special Education), and EDSP 6630 (Preschool Language Development).
Reading Education. The Reading Education endorsement may be added to teaching, counseling, administration, and supervision certificates at all levels and may be brought forward to higher levels of appropriate certificates. Courses comprising the Reading Education endorsement include EDRG 6200 (Teaching of Reading), EDRG 6210 (Diagnosis and Correction of Reading Difficulties), and EDRG 6280 (Reading in the Content Fields).
Teacher Support Specialist. The Teacher Support Specialist endorsement may be added to a professional teaching certificate at the bachelor's level or higher or the service field of Speech and Language Pathology. Courses comprising the Teacher Support Specialist endorsement include EDUC 7000 (Leadership in Education) and EDUC 7030 (Practicum in Supervision).
THE MASTER OF EDUCATION PROGRAM
Georgia Southwestern State University offers graduate study leading to the Master of Education degree for students seeking advancement in careers, additional study in a chosen field, greater personal satisfaction and financial rewards in the following areas: Early Childhood, Health and Physical Education, Middle Grades, Reading, Secondary Education and Special Education.
Several states now require the Master's degree in entry level positions. The degree also is the base for advanced study toward administrative and supervisory positions. Holders of graduate degrees are in a favorable market for prime positions in education and education-related careers.
The Master of Education degree program is designed to produce teachers who demonstrate:
The Master of Education degree program requires a minimum of thirty-six semester hours of course work, including teaching field courses, professional core courses, and courses approved by the student's advisor. Students may select either a Thesis Option or a Directed Study Option as follows.
Directed Study Option: EDUC 7420 (3 hours) Directed Study or Field Project, and 6 hours of electives.
Thesis Option: Thesis (6 hours) and 3 hours of electives. The thesis in field courses are EDUC 741X and EDUC 741Y.
Admission Requirements for the Master of Education Program
Students seeking a degree through graduate study must apply for regular admission. Those requirements are as follows:
Regular Admission
Students seeking a degree through graduate study who do not meet the requirements for regular admission may be admitted under a conditional status. Those students admitted conditionally must meet the following requirements:
Conditional Admission
Those students denied admission may submit an appeal of the decision. An appeal application may be obtained from any School of Education secretary.
Academic Standards (Master of Education)
Candidates for the Master of Education degree must meet the following standards.
Exit Examination
All graduate degree programs in the School of Education require successful completion of the appropriate comprehensive Exit Examination(s).
Application for Graduation (Master of Education)
Each student admitted to a Master of Education program must file an application for graduation one semester prior to completing degree requirements. Application deadlines are as follows and application forms are available in the Registrar's Office as well as on RAIN.
| Graduation Term | Apply no later than of the semester prior |
| Fall | May 1 |
| Spring | August 1 |
| Summer | January 1 |
Early Childhood (P-5)
Students pursuing a Master's degree in Early Childhood should refer to the attached curriculum sheet for specific program requirements.
Click HERE for Curriculum Sheet and Requirements.
Middle Grades (4-8)
Students will select a primary concentration of 9 semester hours and a secondary concentration of 6 semester hours. Primary concentration areas are Language Arts, Mathematics, Science, or Social Science. Secondary concentration areas are Art, Language Arts, Mathematics, Music, Physical Education, Science or Social Science.
Students may choose both concentrations from the primary concentration areas or they may choose the secondary concentration from Art, Music, or Physical Education.
The areas listed below can be selected as both primary or secondary concentrations:
The following areas may only be selected as secondary concentration areas (6 hours).
Click HERE for Curriculum Sheet and Requirements.
Special Education
Georgia Southwestern State University offers the Master of Education Degree in the Special Education fields of Learning Disabilities, Intellectual Disabilities, and Behavioral Disorders. These graduate programs provide advanced study and research of the best practices to inservice teacher education candidates leading to certification in specific special education fields.
Click HERE for Curriculum Sheet and Requirements (Learning Disabilities)
Click HERE for Curriculum Sheet and Requirements (Intellectual Disabilities)
Click HERE for Curriculum Sheet and Requirements (Behavioral Disorders)
Reading (P-12)
A Master of Education degree emphasizing Reading is available for those graduate students interested in being a reading specialist. In addition, graduate students may take Reading courses to fulfill electives in their degree programs. Graduate students who are interested in adding a Reading endorsement to their existing teaching certification successfully complete three courses in Reading (EDRG 6200, EDRG 6210, EDRG 6280) at GSW and submit appropriate documentation to the state certification office.
Click HERE for Curriculum Sheet and Requirements.
Health and Physical Education (P-12)
Students pursuing a Master's degree in Health and Physical Education should refer to the attached curriculum sheet for specific program requirements.
Click HERE for Curriculum Sheet and Requirements.
Secondary Education (7-12)
Students pursuing a Master's degree in Secondary Education should refer to the attached curriculum sheet for specific program requirements. Programs are offered in English, Mathematics, Sciences (Biology, Chemistry and broad field), Social Science and History.
Click HERE for Curriculum Sheet and Requirements.
THE SPECIALIST IN EDUCATION DEGREE PROGRAM
For positions of leadership in teaching, for advanced knowledge in the field, and personal and professional enrichment, the Specialist in Education degree provides an avenue for opportunity in public and private school systems, two-year colleges and various agencies.
The Specialist in Education degree program is designed to produce teachers who
Admission Requirements for the Specialist in Education Program
NOTE: There is no conditional admission to the Specialist in Education degree program.
Academic Standards (Specialist in Education)
Candidates for the Specialist in Education degree must meet the following standards:
Application for Graduation (Specialist in Education)
Each student admitted to a Specialist in Education program must make application for graduation one semester prior to completing degree requirements. Application deadlines are as follows and application forms are available in the Registrar's Office as well as on RAIN.
| Graduation Term | Apply no later than of the semester prior |
| Fall | May 1 |
| Spring | August 1 |
| Summer | January 1 |
Click HERE for Curriculum Sheet and Specific Course Requirements for Early Childhood Education.
Click HERE for Curriculum Sheet and Specific Course Requirements for Middle Grades Education.
Teaching Field (15 hours)
The student will select a primary concentration of 9 semester hours and a secondary concentration of 6 semester hours. The primary concentration must be different from the primary concentration in the Master's program. The student will then choose a secondary concentration from another concentration area. All course work must be planned carefully with the advisor. Courses taken at the Master's level cannot be used at the Specialist level.
The areas listed below can be selected as both primary or secondary concentrations:
The following areas may only be selected as secondary concentration areas (6 hours).
Technology Requirement (3 hours)
THE MASTER OF BUSINESS ADMINISTRATION DEGREE PROGRAM
(To Begin Spring 2003)
The Master of Business Administration (MBA) degree program is designed to prepare future business leaders for the constantly changing world marketplace by developing their critical thinking, management and leadership skills and the global perspectives necessary for success. The convenient scheduling of courses taught by academically qualified full-time faculty makes this quality program ideal for managers seeking to gain a strong foundation in current and future business practices.
The academic program consists of a minimum of 36 graduate semester credit hours in business-related courses. The curriculum consists of eight core courses and four elective courses. Students will have the option of selecting their elective courses in accounting, management, or a combination of the courses approved by the MBA advisor. In addition, there are several prerequisite foundation courses. For applicants whose undergraduate degrees were in business-related fields, these foundation course prerequisites will typically already have been met.
Applicants whose academic record does not include the foundation courses will be required to complete these prerequisites before being admitted into the MBA program.
Admission Requirements
Admission to the graduate program in business administration is limited to holders of a baccalaureate degree from a regionally accredited institution. Admission will be granted only to students showing high promise of success in graduate study. The candidate's performance on the Graduate Management Admission Test (GMAT) or Graduate Record Examinations (GRE) and the candidate's undergraduate academic record will be used to determine admission status.
The completed application packet, including all supporting documentation, must be received by the Graduate Admissions Office by the deadlines published in the University's academic calendar. Applicants may apply for admittance during any semester.
The formulas to determine the student's admission status are:
Regular Admission
Students who score 950 or higher using formula (a) or who score 1,000 or higher using formula (b) or 1,300 or higher using formula (c) or 1,350 or higher using formula (d), and who have fulfilled the prerequisite course requirements discussed below, will be admitted as a regular graduate student.
Conditional Admission
Students who score 850 or higher using formula (a) or who score 900 or higher using formula (b) or 1,200 or higher using formula (c) or 1,250 or higher using formula (d) will be admitted as conditional graduate students.
To exit conditional status, students must have completed all undergraduate prerequisite course requirements and must have maintained a minimum grade point average of 3.00 with no grade below a "B" in the first 9 semester hours of master's level courses taken while classified as a conditional graduate student. The student may then be admitted as a regular student, subject to the approval by the Dean of the School of Business.
Additional Degree Requirements
In addition to meeting all University requirements for graduation, the MBA candidate must maintain an overall minimum grade point average of 3.0 in the master's level business courses taken within the School of Business Administration at Georgia Southwestern State University. If the student fails to maintain an overall GPA of 3.0 in the MBA courses, the student will be placed on probationary status for one semester. Failure to improve the overall GPA to meet the minimum standard after one semester on probationary status is grounds for the student to be involuntarily withdrawn from the program. A student who is involuntarily withdrawn from the program may reapply after one full year.
All credit applied toward the degree must be earned within seven years prior to the completion of the program of study.
Application for Graduation
Each student admitted to the MBA program must make application for graduation one semester prior to completing degree requirements. Application deadlines are as follows and application forms are available in the Registrar's Office as well as on RAIN.
| Graduation Term | Apply no later than of the semester prior |
| Fall | May 1 |
| Spring | August 1 |
| Summer | January 1 |
Click HERE for Curriculum Sheet and Requirements.
THE MASTER OF SCIENCE IN ADMINISTRATION DEGREE PROGRAM
Georgia Southwestern State University grants the degree Master of Science in Administration with Options in Management, Accounting, and Social Administration. No new applicants will be accepted to this program beginning Fall 2002.
The Management Option is designed to help practicing managers, both those without formal business education and those with a business degree, improve their performance. Others with non-business undergraduate experience may use the program to obtain a concentrated overview of business practice and theory.
The Accounting Option is designed to provide additional and more advanced skills in this specialized area for those with an undergraduate degree in accounting or to provide both basic and advanced accounting skills for graduates of other academic disciplines who wish to enter the accounting profession.
The Social Administration Option is designed to aid individuals who are pursuing careers in various social service occupations to acquire the basic principles of management and to increase their understanding of the nature of social service delivery systems in contemporary society.
MANAGEMENT AND ACCOUNTING OPTIONS
The graduate program of the School of Business Administration provides for two areas of concentration under the Master of Science in Administration degree program, Accounting and Management. Both programs consist of 30 credit hours of graduate work (6000-level courses) after having satisfied all prerequisite course and/or content requirements. Prerequisite course and/or content requirements provide a basic level of business knowledge which is considered to be a minimum necessary to perform satisfactorily in graduate level, degree-credit courses. The MSA-Accounting degree program has additional prerequisite course and/or content requirements which address accounting-specific background areas.
Admission Requirements:
Regular Admission
Conditional Admission
Academic Standards
A graduate student with an undergraduate degree in business will normally have satisfied all of the common prerequisite requirements. A student with an undergraduate degree other than business may have satisfied some of these prerequisite requirements through a business minor or through elective credit. A graduate student with an undergraduate degree in accounting will normally have satisfied all of the prerequisites specific for the MSA in Accounting. Prerequisites which have not been met may be satisfied through undergraduate or, when available, 5000-level graduate courses. However, 5000-level graduate courses may not be applied to the 30 semester credit hours required for the degree.
No more than 9 credit hours at the 6000-level graduate credit accepted in transfer from another institution or taken at another institution on a "transient" basis may be applied to the 30 credit hours required for the degree.
Some graduate courses are scheduled coincident with undergraduate courses covering the same content areas. When a graduate course is offered concurrently with an undergraduate course, the graduate class, which is separately listed and has a separate and distinct syllabus, is usually designed to be a "special problems course" in that subject area. A special problems course may require the graduate student to perform the same tasks and assignments as the undergraduate students, necessary to acquire the completion of special project(s) and/or research performed at the graduate level.
In addition to the prerequisites and the common courses required, the MSA in Management must satisfy the following:
Application for Graduation
Each student admitted to the MSA program must make application for graduation one semester prior to completing degree requirements. Application deadlines are as follows and application forms are available in the Registrar's Office as well as on RAIN.
| Graduation Term | Apply no later than of the semester prior |
| Fall | May 1 |
| Spring | August 1 |
| Summer | January 1 |
Click HERE for Curriculum Sheet and Requirements for MSA Accounting.
Click HERE for Curriculum Sheet and Requirements for MSA Management.
SOCIAL ADMINISTRATION OPTION
Admission Requirements for the Social Administration Option
(No new applicants being accepted beginning Fall 2002)
Regular Admission
Conditional Admission
Academic Standards (Social Administration)
Candidates for the degree Master of Science in Administration (Social Administration Option) must meet the following standards:
Application for Graduation
Each student admitted to the MSA program must make application for graduation one semester prior to completing degree requirements. Application deadlines are as follows and application forms are available in the Registrar's Office as well as on RAIN.
| Graduation Term | Apply no later than of the semester prior |
| Fall | May 1 |
| Spring | August 1 |
| Summer | January 1 |
Click HERE for Curriculum Sheet and Specific Course Requirements (Social Administration Option).
THE MASTER OF SCIENCE IN COMPUTER SCIENCE
Georgia Southwestern State University grants the degree Master of Science in Computer Science with options in Computer Science and Computer Information Systems.
These Master of Science degree programs are designed to serve two purposes:
Admission Requirements for the Computer Science Option
Regular Admission Requirements
Depending upon test scores and GPA, a student not meeting these requirements for regular admission may first receive conditional admission to the M.S. degree program in Computer Science.
Conditional Admission
Upon completion of the above requirements, the student may then apply for regular admission to the M.S. degree program in Computer Science.
Academic Standards
Candidates for the degree Master of Science in Computer Science must meet the following standards.
Application for Graduation.
Each student in the Master of Science in Computer Science program must apply for graduation one semester before he or she can become eligible to receive the degree. Application deadlines are as follows and application forms are available in the Registrar's Office as well as on RAIN.
| Graduation Term | Apply no later than of the semester prior |
| Fall | May 1 |
| Spring | August 1 |
| Summer | January 1 |
Click HERE for Curriculum Sheet and Requirements.
Admission Requirements for the Computer Information Systems Option
Regular Admission Requirements
Depending upon test scores and GPA, a student not meeting these requirements for regular admission may first receive conditional admission to the M.S. degree program in Computer Information Systems.
Conditional Admission
Upon completion of the above requirements, the student may then apply for regular admission to the M.S. degree program in CIS.
Click HERE for Curriculum Sheet and Requirements.
The University System of Georgia includes all state-operated institutions of higher education in Georgia-4 research universities, 2 regional universities, 13 state universities, 15 associate degree colleges. These 34 public institutions are located throughout the state.
A 15-member constitutional Board of Regents governs the University System, which has been in operation since 1932. Appointments of Board members are made by the Governor, subject to confirmation by the State Senate. Regular terms of Board members are seven years.
The Chair, Vice Chair, and other officers of the Board of Regents are elected by the members of the Board. The Chancellor, who is not a Board member, is the chief executive officer of the Board and the chief administrative officer of the University System.
The overall programs and services of the University System are offered through three major components: Instruction; Public Service/ Continuing Education; Research.
INSTRUCTION consists of programs of study leading toward degrees, ranging from the associate (two-year) level to the doctoral level, and certificates.
Standards for admission of students to instructional programs at each institution are determined, pursuant to policies of the Board of Regents, by the institution. The Board establishes minimum standards and leaves to each institution the prerogative to establish higher standards. Applications for admission should be addressed to the institutions.
PUBLIC SERVICE/CONTINUING EDUCATION consists of non-degree activities, primarily, and special types of college degree-credit courses. The non-degree activities include short courses, seminars, conferences, and consultative and advisory services in many areas of interest. Typical college degree-credit courses are those offered through extension center programs and teacher education consortiums.
RESEARCH encompasses scholarly investigations conducted for discovery and application of knowledge. Most of the research is conducted through the research universities; however, some of it is conducted through several of the regional and state universities. The research investigations cover matters related to the educational objectives of the institutions and to general social needs.
The policies of the Board of Regents provide a high degree of autonomy for each institution. The executive head of each institution is the President, whose election is recommended by the Chancellor and approved by the Board.
| Term Expires | |
| Hugh A. Carter, Jr., Atlanta | 2009 |
| Connie Cater, Macon | 2006 |
| William H. Cleveland, Atlanta | 2009 |
| Michael J. Coles, Kennesaw | 2008 |
| Joe Frank Harris, Cartersville- Vice Chair | 2006 |
| Hilton H. Howell, Jr., Atlanta - Chair | 2004 |
| John Hunt, Tifton | 2004 |
| Donald M. Leebern, Jr., Atlanta | 2005 |
| Allene H. Magill, Dalton | 2008 |
| Eldridge W. McMillan, Atlanta | 2003 |
| Wanda Yancey Rodwell, Stone Mountain | 2005 |
| Martin W. NeSmith, Claxton | 2006 |
| J. Timothy Shelnut, Augusta | 2007 |
| Glenn S. White, Lawrenceville | 2005 |
| Joel O. Wooten, Jr., Columbus | 2006 |
| James D. Yancey, Columbus | 2007 |
Dr. Thomas Meredith, Chancellor
Ms. Shelly C. Nickel, Special Assistant
Ms. Gail S. Weber, Secretary to the Board/Executive Administrative Assistant
Ms. Margaret Taylor, Deputy to the Senior Vice Chancellors
Dr. Daniel S. Papp, Senior Vice Chancellor, Office of Academics & Fiscal Affairs
Dr. Frank A. Butler, Vice Chancellor, Academics, Faculty & Student Affairs
Dr. Cathie M. Hudson, Associate Vice Chancellor, Strategic Research & Analysis
Dr. John T. Wolfe, Jr., Associate Vice Chancellor, Faculty Affairs
Dr. Barry A. Fullerton, Associate Vice Chancellor, Student Services
Dr. Joseph J. Szutz, Assistant Vice Chancellor, Planning
Dr. Jan Kettlewell, Associate Vice Chancellor, P-16 Initiatives
Dr. Kathleen Burk, Assistant Vice Chancellor, Academic Affairs/Dir. Of Regents Testing
Dr. Kris Biesinger, Assistant Vice Chancellor, Advanced Learning Technologies
Mr. Randall Thursby, Vice Chancellor, Information & Instructional Technology
Ms. Beth Brigdon, Assistant Vice Chancellor, Enterprise Systems & Services
Ms. Jayne Williamson, Assistant Vice Chancellor, Library & Customer Information Services
Mr. William Bowes, Vice Chancellor, Office of Fiscal Affairs
Ms. Usha Ramachandran, Budget Director
Mr. Gerald Vaughan, Assistant Budget Director
Ms. Debra Wike, Executive Director, Business & Financial Affairs
Mr. Robert Elmore, Assistant Director, Business Services
Mr. Michael Cole, Assistant Director, Financial Services & Systems
Mr. Thomas E. Daniel, Senior Vice Chancellor, Office of External Activities & Facilities
Dr. George B. Wingblade, Vice Chancellor, Facilities
Ms. Annie Hunt Burriss, Assistant Vice Chancellor, Development & Economic Services
Ms. Arlethia Perry-Johnson, Assistant Vice Chancellor, Media & Publications
Ms. Linda Daniels, Assistant Vice Chancellor, Design & Construction
Mr. Peter J. Hickey, Assistant Vice Chancellor, Real Properties
Ms. Corlis Cummings, Senior Vice Chancellor, Office of Support Services
Ms. Elizabeth E. Neely, Associate Vice Chancellor, Legal Affairs
Mr. J. Burns Newsome, Assistant Vice Chancellor, Legal Affairs (Prevention)
Ms. Robyn A. Crittenden, Assistant Vice Chancellor, Legal Affairs (Contracts)
Mr. William Wallace, Associate Vice Chancellor, Human Resources
Mr. Ronald B. Stark, Associate Vice Chancellor, Internal Audit
Dr. Lamar Veatch, Assistant Vice Chancellor, Georgia Public Library Service
| 1907-1908 | W. C. Acree, Principal, Third District Agricultural and Mechanical School |
| 1908-1921 | John M. Collum, Principal, Third District Agricultural and Mechanical School |
| 1921-1934 | John Monroe Prance, Georgia Southwestern College |
| 1921-1926 Principal, Third District Agricultural and Mechanical School | |
| 1926-1932 President, Agricultural and Normal College | |
| 1932-1934 President, Georgia Southwestern College | |
| 1934-1948 | Peyton Jacob, President, Georgia Southwestern College |
| 1948-1950 | Henry King Stanford, President, Georgia Southwestern College |
| 1950-1963 | Lloyd A. Moll, President, Georgia Southwestern College |
| 1963-1978 | William B. King, President, Georgia Southwestern College |
| 1978-1979 | Harold T. Johnson, Acting President, Georgia Southwestern College |
| 1979-1995 | William H. Capitan, President, Georgia Southwestern College |
| 1996-1996 | Joan M. Lord, Acting President, Georgia Southwestern College |
| 1996- | Michael L. Hanes, President, Georgia Southwestern State University |
| Michael L. Hanes | President |
| Cathy L. Rozmus | Vice President for Academic Affairs, Dean of Faculty |
| C. Alan Parks | Vice President for Business and Finance |
| Samuel T. Miller | Vice President for Student Affairs |
| Steve W. Batson | Vice President for University Relations |
| A. Randolph Barksdale | Director of Athletics |
| Diane L. Kirkwood | Director of Human Resources |
|
ADMINISTRATIVE PERSONNEL
|
|
| Richard L. Baringer | Interim Dean, School of Arts and Sciences |
| Oris W. Bryant, Jr. | Director of Public Safety |
| Clay T. Caswell | Director of Recreational Sports |
| Mr. Arthur B. Clark | Director of Environmental Health & Safety |
| Lisa Cooper | Director of Institutional Research |
| Brenda Davis | Staff Benefits Manager, Human Resources |
| Thomas M. DeTitta | Director, World Communities Center for Community Based Theater |
| Julia J. Dorminey | Interim Dean, School of Education |
| Bobbie Duncan | Director, Continuing Education |
| Gary Fallis | Director of Admissions |
| Mark A. Grimes | Project Manager, Center for Business and Economic Development |
| David Haigler | Deputy Director of Rosalynn Carter Institute |
| Gaye S. Hayes | Dean of Students |
| John R. Henley | Co-Director of Center for Business and Economic Development |
| Freida Jones | Director, Student Financial Aid |
| Linda Jones | Director, Academic Skills Center |
| Sheila Jones | Director, Campus Life |
| Alma G. Keita | Director, Counseling Services |
| Liz Kelly | Director, Career Services Center |
| W. Cody King | Comptroller |
| John G. Kooti | Dean, School of Business Administration |
| Lynn P. Larsen | Director, Georgia Youth Science and Technology |
| Don C. Lee | Director of Asian Studies |
| C. Angela Moore | Director, Graduate Studies |
| Terry L. Morris | Postal Service Supervisor |
| Boris V. Peltsverger | Dean, School of Computer and Information Sciences |
| Svetlana Peltsverger | Webmaster/Server Administrator |
| Lynda Lee Purvis | Associate Dean of Academic Services |
| Nancy Rooks | Director of Procurement |
| Darcy Schraufnagel | Director of Residence Life |
| George L. Smith | Director of Physical Plant |
| John T. Spencer, Jr. | Director of Student Support Services |
| Stephen L. Stanfield | Director, Small Business Development Center |
| Wesley D. Sumner | Director of Public Information |
| Ronda C. Talley | Executive Director, Rosalynn Carter Institute |
| Monica Taylor | Director, Student Health Services |
| R. Gene Thomas | Director of Upward Bound |
| Michael Tracy | Associate Director Public Safety |
| Donja Tripp | Director of Student Accounts |
| Lori A.Urbani | Registrar |
| Angela Walker | Director for Minority and Multicultural Affairs |
| Maria R.Warda | Dean, School of Nursing |
| Janis C. Warren | Director of Materials Management |
| Vera Weisskopf | Director, James Earl Carter Library |
| Ervin Anderson | Assistant Professor, Mathematics, Learning Support |
| BS, Savannah State College; MEd, Georgia Southwestern College | |
| Daniel R Askren | Associate Professor, Geology |
| BS, Beloit College; MS, PhD, University of Georgia | |
| James E Bagwell | Professor, History |
| BS, University of Georgia; MA, Georgia Southern College; PhD, University of Southern Mississippi | |
| Richard L Baringer | Professor, Interim Dean, Arts & Sciences |
| BS, Loyola University; MA, PhD, George Peabody College | |
| A Randolph Barksdale | Assistant Professor/Director, Athletics |
| BS, North Georgia College; MEd, Georgia State University | |
| Steve W Batson | Vice President for University Relations |
| BA, Mercer University; MED, Georgia College; EdD, University of Georgia | |
| Herschel V Beazley | Professor, Music |
| BMusEd, Florida State University; MMus, Georgia State University; EdD, University of Illinois at Urbana | |
| Ruth Belk | Associate Professor, Business Administration |
| BA, Agnes Scott College; MBA, PhD, Georgia State University | |
| C Diane Bradley | Assistant Professor, Library |
| BA, University of Alabama; MSLS, University of Tennessee-Knoxville; MA, Hardin-Simmons University | |
| Ian M Brown | Assistant Professor, Biology |
| BS, PhD, University of Otago, Dunedin, New Zealand | |
| Queen H. Brown | Temporary Assistant Professor, Education |
| B.S.and M. Ed., Georgia Southwestern State University; Ed.S., Albany State University | |
| Burchard D Carter | Professor, Geology |
| AB, West Georgia College; PhD, West Virginia University | |
| Jacqueline L Cason | Assistant Professor, Nursing |
| AA, Georgia Southwestern College; BSN, Georgia State University; MSN, Valdosta State University | |
| Katherine M Chelini | Assistant Professor/Midwifery Director, Nursing |
| ADN, Olympic College; BSN, University of North Florida; MN, University of Florida | |
| O Jay Cliett, III | Professor, Mathematics |
| BS, MA, EdD, University of Georgia | |
| Karen S Cook | Instructor, Computer and Information Sciences |
| BS, MS, Georgia Southwestern State University | |
| Patricia C Cook | Assistant Professor, Nursing |
| ADN, Georgia Southwestern College; BSN, Medical College of Georgia; MN, Emory University | |
| Ellen M Cotter | Assistant Professor, Psychology |
| BA, University of Virginia; MA, PhD, University of Alabama-Birmingham | |
| Lee Ann Dalzell | Associate Librarian/Associate Professor, Library |
| BA, Western Kentucky University; MSLS, University of Kentucky | |
| Sandra D Daniel | Associate Professor, Nursing |
| BSN, Georgia Southwestern College; MSN, Valdosta State College | |
| Barry O Davis | Head Baseball Coach/Instructor, Health & Human Performance |
| BS, Bridgewater College; MEd, Frostburg State University | |
| Bryan P Davis | Assistant Professor, English |
| BA, University of Dayton; MA, Wright State University; PhD, Ohio State University | |
| Barbara L DeStefano | Professor, English |
| BA, MA, PhD, University of California, Santa Barbara | |
| Stefan Dieters | Assistant Professor, Physics |
| BS, Monash University, Melbourne; PhD, University of Tasmania | |
| Tammy J Dingler | Instructor, Computer and Information Sciences |
| BS, MS, Georgia Southwestern State University | |
| Julia J Dorminey | Interim Dean/Associate Professor, Education |
| BS, MS, EdS, Valdosta State College; PhD, Florida State University | |
| Leisa R Easom | Associate Professor, Nursing |
| BSN, MSN, Valdosta State College | |
| Elisabeth D Elder | Professor, Biology |
| BS, Southern Methodist University; MS, Stephen F Austin State University; PhD, Texas A&M University | |
| Margaret A Ellington | Assistant Professor, English |
| BS, Weber State University; MS, PhD, Utah State University | |
| Retta R Evans | Associate Professor, Health and Human Performance |
| BS, Fort Hayes State University; MEd, Northeastern State University; PhD, University of Arkansas | |
| M Michael Fathi | Associate Professor, Business Administration |
| BS, University of Jundi; MBA, University of Baltimore; DBA, Nova Southeastern University | |
| Gary D Fisk | Assistant Professor, Psychology |
| BA, Luther College; PhD, University of Alabama at Birmingham | |
| Janet E Foster | Associate Professor, Early Childhood Education |
| BA, University of West Florida; MEd, University of New Orleans; PhD, University of Minnesota | |
| Beverly A Gaddy | Assistant Professor, Political Science |
| BA, Methodist College; MA, PhD, University of Nebraska-Lincoln | |
| Steven E Galatas | Assistant Professor, Political Science |
| BA, Ouachita Baptist University; MA, Vanderbuilt University; PhD, University of Missouri | |
| Jeffrey Green | Associate Professor, Fine Arts |
| BS, MFA, Ohio University | |
| M Elizabeth Gurnack | Assistant Professor, Chemistry |
| AAS, William Rainey Harper College; BS, University of Illinois at Chicago; PhD, University of Minnesota | |
| Richard C Hall | Professor, History and Political Science |
| BA, Vanderbilt University; MA, PhD, Ohio State University | |
| Michael L Hanes | President |
| BS, MS, PhD, Indiana University | |
| Stephanie G Harvey | Assistant Professor, Biology |
| BA, Wesleyan College; MS, Georgia College and State University | |
| Greg M Hawver | Professor, Health and Human Performance |
| BSE, Georgia Southern University; MEd, Georgia Southwestern College; EdD, University of Mississippi | |
| Jon M Hay | Instructor, Health and Human Performance |
| BS, Northwest Missouri State University; MS, Valdosta State College | |
| Gaye S Hayes | Dean of Students |
| BS, Georgia Southwestern College; MEd, University of Georgia | |
| Michelle R Haywood | Head Women's Volleyball Coach/Instructor |
| Health and Human Performance; BS, University of Iowa; MS Georgia Southwestern State University | |
| John R Henley | Assistant Professor, Business Administration |
| BS, Auburn University; MA, University of Alabama | |
| Robert E Herrington | Professor, Biology |
| BA, University of Evansville; MS, Georgia College; PhD, Washington State University | |
| Brian Heshizer | Associate Professor, Business Administration |
| B.A., Columbus State University; M.A., Florida State University; Ph. D., University of Wisconsin-Madison | |
| Sherian F Hodges | Temporary Assistant Professor, Mathematics |
| BA, Agnes Scott College; MSA, Georgia Southwestern State University | |
| Curtis C Howell | Assistant Professor, Business Administration |
| BS, MAS, EdD, Northern Illinois University | |
| Nancy K Hunt | Associate Professor, Nursing |
| BSN, MEd, Georgia Southwestern College | |
| David J Hunter | Assistant Professor, Education |
| BS, Bowie State University; MEd, Georgia Southwestern State University | |
| Harold Isaacs | Professor, History |
| BS, MA, PhD, University of Alabama | |
| Debra P Johnson | Assistant Professor/Director of Clincial Experiences, Education |
| BA, Columbia College; MEd, Georgia Southwestern State University; EdS, University of Sarasota | |
| E Joseph Johnson | Assistant Professor, French |
| BA, The Citadel; MA, University of South Carolina; PhD, University of Florida | |
| Thomas R Johnson | Professor, Sociology |
| BA, MS, Kansas State College; PhD, Oklahoma State University | |
| Gwendolyn Jones | Assistant Professor, English |
| BS, Troy State University; MA, University of South Alabama; PhD, Florida State University | |
| Linda P Jones | Director, Academic Skills Center |
| BA, MS, Fort Valley State College | |
| William E Kipp | Professor, Mathematics |
| BIE, Georgia Institute of Technology; MEd, University of Georgia; PhD, Florida State University | |
| William G Kline | Professor, Political Science |
| BA, MA, PhD, University of Texas at Austin | |
| Doyin C Kolo | Assistant Professor, Education |
| BA, University of Lagos; MEd, PhD, University of South Carolina | |
| John G Kooti | Dean/Professor, Business Administration |
| MS, PhD, Michigan State University | |
| Charles A Lawson | Assistant Professor, Fine Arts |
| BA, St Leo University; MFA, Georgia Southern University | |
| Kristen L Lawson | Learning Support Coordinator |
| BS, University of Georgia; MEd, Georgia Southern University | |
| Don C Lee | Professor, Anthropology |
| BS, MA, George Peabody College; PhD, University of Georgia | |
| Rickey H Madden | Assistant Professor, Business Administration |
| BS, Erskine College; MBA, University of North Carolina at Chapel Hill; PhD, University of Georgia | |
| Judith M Malachowski | Associate Professor, Nursing |
| BSN, Duquesne University; MSN, MPA, West Virginia University; PhD, University of Virginia | |
| Raymond P Mannila | Theatre Technical Coordinator/Fine Arts |
| BS, Northern Michigan University; MA, Michigan State University | |
| Leslie B Mashburn | Assistant Professor, Reading |
| BS, MS, Georgia Southwestern State University | |
| Marcia A Mayo | Assistant Professor, Early Childhood Education |
| BSHE, Georgia College; MEd, EdS, Georgia Southwestern State University; EdD, University of Georgia | |
| Alva J McRoberts | Associate Professor, Nursing |
| BSN, Upsala College; MA, Jersey City State College; MS, SUNY at Buffalo; DSN, University of Alabama at Birmingham | |
| J YeVette McWhorter | Associate Professor, Education |
| BS, Austin Peay State University; MA, University of New Mexico; EdD, University of Georgia | |
| Leigh R Medders | Assistant Professor, Early Childhood Education |
| BS, Georgia Southern University; MEd, Mercer University; EdS, Troy State University | |
| Julie E Megginson | Assistant Professor, Music |
| BME, MA, Eastern Michigan University; DMA, University of South Carolina | |
| Samuel T Miller | Vice President of Student Affairs |
| BA, MA, University of North Carolina at Greensboro; MEd, PhD, Mississippi State University | |
| Diane L Mixon | Assistant Professor, Nursing |
| BSN, Valdosta State College; MSN, Medical College of Georgia | |
| C Angelia Moore | Professor, English |
| BSEd, University of Georgia; MA, Middlebury College; EdD, University of Georgia | |
| Barbara S Morris | Associate Professor, Business Administration |
| BA, Emory University; MAcc, PhD, University of Georgia; CPA; CIA | |
| Nancy T Morris | Associate Professor, Nursing |
| BS, Georgia Southwestern College; MPH, MSN, University of Alabama at Birmingham | |
| Carl D Mueller | Associate Professor, Mathematics |
| BS, MS, University of Illinois; PhD, University of Wisconsin-Madison | |
| James R Neale, III | Associate Professor, Education |
| BA, MEd, University of Florida; PhD, University of Tennessee | |
| Virgil M Nichols | Associate Professor, Education |
| BA, University of West Florida; MS, Iowa State University; PhD, University of Southern Mississippi | |
| Douglas J Northcott | Assistant Professor, Chemistry |
| BA, Huntingdon College; PhD, Auburn University, MS, MT, Andhra University; PhD, Indian Institute of Technology | |
| Elena B. Odio | Professor, Spanish |
| B.A., Troy State University; M.A., D.C.T., University of Miami; M.A., Ph.D., University of Arkansas | |
| C. Alan Parks | Vice President for Business and Finance |
| B.S., University of Florida; M.P.A., M.B.A., Valdosta State College; D.B.A., Argosy University-Sarasota | |
| Samuel T. Peavy | Assistant Professor, Geology |
| B.S., McNeese State University; M.Sc., Memorial University of Newfoundland; Ph.D., Virginia Tech | |
| Boris V. Peltsverger | Dean/Associate Professor, Computer and Information Sciences |
| M.S.E.E., Ph.D., Chelyabinsk State Technical University | |
| Bhanu Prasad | Assistant Professor, Computer and Information Sciences |
| M.S., M.T., Andhra University; Ph.D., Indian Institute of Technology | |
| Michael J. Prewett | Associate Professor, Psychology |
| B.S., East Carolina University; M.S., Ph.D., University of Georgia | |
| Lynda Lee Purvis | Associate Dean for Academic Services |
| B.S.Ed., University of Georgia; M.A., University of Alabama | |
| John W. Rhodes | Assistant Professor, Education |
| B.S., Florida State University; M.S., Troy State University; Ph.D., University of Florida | |
| Glenn M. Robins | Assistant Professor, History |
| B.A., Carson-Newman College; M.A., East Tennessee State University; Ph.D., University of Southern Mississippi | |
| Laurel J. Robinson | Professor, Art |
| B.F.A., M.F.A., University of Cincinnati | |
| Cathy L. Rozmus | Vice President for Academic Affairs |
| B.S.N., West Virginia University; M.S.N., Vanderbilt University; D.S.N., University of Alabama at Birmingham | |
| Elizabeth A. Russell | Assistant Professor, English |
| B.A., Wesleyan College; M.A., Ph.D., Auburn | |
| M.A. Rameen Saheb | Associate Professor, Computer and Information Sciences |
| B.S.E.E., B.S.C.E., University of Michigan; M.S., George Washington University | |
| Victoria A. Sapko | Assistant Professor, Mathematics |
| B.A., Concordia College; M.S., Ph.D., University of Nebraska-Lincoln | |
| Arvind C. Shah | Associate Professor, Computer and Information Sciences |
| M.S., Ph.D., University of Georgia | |
| Bonnie J. Simmons | Assistant Professor, Nursing |
| Diploma, Piedmont Hospital; B.S.N., Georgia Southwestern College; M.S.N., Valdosta State University | |
| Cheryl R. Spaniol | Temporary Assistant Professor, Fine Arts |
| B.A., M.A., Morehead State University | |
| Frank J Spaniol | Associate Professor, Health and Human Performance |
| BUS, MA, Morehead State University; EdD, University of Mississippi | |
| Judith W Spann | Professor, Education |
| BS, MEd, West Georgia College; PhD, Florida State University | |
| Stephen L Stanfield | Director, Small Business Development Center |
| BS, Auburn University; MS, Central Texas University; MEd, Georgia Southwestern State University | |
| Gabriele U Stauf | Associate Professor, English |
| BS, Texas Lutheran College; MA, Southwest Texas State University; PhD, Florida State University | |
| Rosa M Stokes | Head Women's Basketball Coach/Instructor, |
| Health and Human Performance, BS, Cumberland University; MA, Tennessee Technological University | |
| John J Stroyls | Associate Professor, Mathematics |
| AB, West Virginia University; PhD, State University of New York at Buffalo | |
| Philip I Szmedra | Assistant Professor, Economics |
| BA, Pennsylvania State University; MS, PhD, University of Georgia | |
| Ronda C Talley | Professor/Executive Director, Rosalynn Carter Institute |
| EdS, University of Louisville; PhD, Indiana University; MPH, Johns Hopkins University | |
| Mohammed Y Talukdar | Associate Professor, Accounting |
| B Com, M Com, University of Dhaka, Bangladesh; PhD, The City University, London, UK | |
| Monica R Taylor | Director, Student Health Services |
| BSN, Valdosta State University; MSN, Albany State University | |
| Gregory D Thomas | Assistant Professor, Chemistry |
| BS, PhD, Binghamton University | |
| Lori A Urbani | Registrar |
| BA, MA, Duquesne University | |
| Michael A Urda | Professor, Psychology |
| BA, Gannon College; MA, Kent State University; PhD, George Peabody College | |
| Laura L Vance | Associate Professor, Psychology/Sociology |
| BA, MA, Western Washington University; PhD, Simon Fraser University | |
| Milton Jeffrey Waldrop | Associate Professor, English |
| BA, MA, Florida State University; PhD, University of Mississippi | |
| Maria R Warda | Dean/Professor, Nursing |
| BSN, Catholic University of Puerto Rico; MS, Texas Women's University; PhD, University of California San Fransisco | |
| Thedis S Washington | Assistant Professor, Library |
| BS, Tuskegee Institute; MLIS, Louisiana State University | |
| Lettie J Watford | Associate Professor, Education |
| BA, Tift College; MEd, Georgia Southwestern College; EdS, PhD, University of Georgia | |
| Thomas J Weiland | Professor, Geology |
| BS, East Carolina University; MS, PhD, University of North Carolina | |
| Vera J Weisskopf | Associate Professor, Library |
| BA, Oberlin College; MAS, University of Alabama-Huntsville; MLS, University of Alabama | |
| Charles R Wells | Assistant Professor, Arts |
| AAA, Cisco Junior College; BFA, Midwestern State University; MFA, Texas Christian University | |
| Thomas L Wheeler | Assistant Professor, Mathematics, Learning Support |
| BA, Georgia Southwestern State University; BS, Southern Methodist University; MA, MEd, Eastern New Mexico University, MSA, Georgia Southwestern State University | |
| Jacqueline Willis | Associate Professor, English, Learning Support |
| BSEd, Albany State College; MEd, Georgia Southwestern College | |
| Mary E Wilson | Professor, Business Administration |
| BA, MA, University of Alabama at Tuscaloosa; PhD, University of Alabama at Birmingham | |
| LaVerne G Worthy | Associate Professor, Psychology/Sociology |
| BS, Georgia Southwestern State University; MS, PhD, Auburn University | |
| J Thomas Wright | Professor/Russell &Margaret Thomas Chair, Biology |
| BS, Columbus College; PhD, Emory University | |
| William J Wysochansky | Professor, Chemistry |
| BSC, PhD, Memphis State University | |
| Aleksandr M Yemelyanov | Associate Professor,Computer and Information Sciences |
| MS, Moscow State University; DSc, Supreme Certification Board under the Council of Ministers of the USSR; PhD, Computing Center under the Academy of Science of the USSR | |
FACULTY EMERITI
| |
| Millard E Agerton | Assistant Professor Emeritus, Chemistry |
| AB, Mercer University; MS, PhD, University of Georgia (1968-1979) | |
| Daniel D Arden, Jr | Professor Emeritus, Geology |
| AB, MS, Emory University; PhD, University of California (1970-1982) | |
|
Clifton A Baxter | Professor Emeritus, Computer Information Systems |
| BS, MEd, Georgia Southern College; EdS, EdD, University of Georgia (1972-1991) | |
| Mary Elizabeth Blackshear | Assistant Professor Emerita, Education |
| BS, Albany State College; MEd, Georgia Southwestern College (1973-1995) | |
| John B Blount | Assistant Professor Emeritus, History |
| BS, Georgia Southern College, MA, EdS, George Peabody College for Teachers (1964-1984) | |
| Michael E Bohleber | Associate Professor Emeritus, Business |
| BA, MA, University of Georgia; PhD, University of Wisconsin (1981-1996) | |
| Fred H Boska | Professor Emeritus, Education |
| BME, MME, PhD, Florida State University (1970-1993) | |
| Martha S Buhler | Professor Emeritas, Nursing |
| BSN, Northwestern State College; MSN, University of Florida; EdD, Auburn University (1971-1997) | |
| Frank L Butler, Jr | Assistant Professor Emeritus, Physics |
| Junior College Diploma, Georgia Southwestern College; BSEE, Georgia Institute of Technology (1962-1983) | |
| William H Capitan | President Emeritus |
| BA, University of Michigan; MA, PhD, University of Minnesota (1979-1995) | |
| A Dickson Carroll | Professor Emeritus, Education |
| BS, Georgia Southern College; MEd, EdD, Auburn University (1973-1994) | |
| Sara Nell Carroll | Associate Professor Emerita, Nursing |
| BSN, MN, Emory University (1973-1992) | |
| Dowe P Carter | Professor Emerita, Chemistry |
| BS, MEd, EdD, University of Georgia (1967-1989) | |
| Jack C Carter | Professor Emeritus, Biology |
| BS, Davidson College; MEd, EdD, University of Georgia (1967-1995) | |
| Bob C Clark | Professor and Director of Athletics Emeritus, Physical Education |
| BSE, MSE, State College of Arkansas; EdD, University of Arkansas (1969-1992) | |
| HE Cofer | Professor Emeritus, Geology |
| AB, MS, Emory University; PhD, University of Illinois (1966-1988) | |
| Gwendolyn S Creswell | Associate Professor Emerita, Director Library Services |
| BS, East Tennessee State University; MLS, Emory University (1970-1998) | |
| Reginald L Comer | Assistant Professor Emeritus, French |
| BS, MEd, University of Georgia (1970-2000) | |
| Wayne B Counts | Professor Emeritus, Chemistry |
| BS, Furman University; PhD, University of North Carolina (1969-2001) | |
| Thomas B Daniel | Vice President for Business & Finance Emeritus |
| BBA, University of Georgia (1966-1991) | |
| Ned R DeJournett | Professor Emeritus, Music |
| BA, Marshall University; MM, Northwestern University; PhD, Florida State University (1982-1996) | |
| Rosella Deriso | Associate Professor Emerita, Nursing |
| BSN, Medical College of Georgia; MN, Emory University (1964-1980) | |
| William B Dragoin | Professor Emeritus, Psychology |
| BS, Troy State University; MS, Auburn University; PhD, George Peabody College (1972-1999) | |
| Charles K Ewing | Professor Emeritus, Biology |
| BS, University of Georgia; MS, University of Massachusetts (1946-1980) | |
| David L Ewing | Professor, Physics |
| AB, Mercer University; MEd, EdD, University of Georgia (1966-1993) | |
| June Brooks Ewing | Professor Emerita, Education |
| BS, MEd, EdD, University of Georgia (1967-1992) | |
| James E. Faircloth | Associate Professor Emeritus, Business |
| B.S., M.S., Florida State University, C.P.A., Georgia. (1969-1994) | |
| William H. Fisch | Professor Emeritus, Business |
| B.B.A., Texas A&M University; M.B.A., Georgia College; C.P.A., Georgia. (1975-1997) | |
| Lynn H. Frisbie | Professor &Division Chair Emeritus, Education |
| B.S., M.S., Kansas State College; Ed.D., University of Arkansas. (1969-1994) | |
| John H. Gore Associate | Professor Emeritus, English |
| A.B., Wayne State University; M.A., University of Denver; Ph.D., Wayne State University. (1966-1982) | |
| J. Hubert Greene | Professor Emeritus, Business |
| B.S., Berry College; M.S., Ed.D., New York University. (1950-1981) | |
| John F. Henry | Dean Emeritus Academic, Business |
| B.S., Auburn University; M.S., Georgia Institute of Technology; Ph.D., University of Alabama. (1986-1996) | |
| Kenneth M. Huddleston Assistant | Professor Emeritus, Economics |
| B.S., Georgia Institute Technology; M.B.A., Georgia State University. (1970-2001) | |
| Duke W. Jackson, Jr. | Professor Emeritus, Music |
| B.M., M.M., D.M., Florida State University. (1970-1999) | |
| Harold T. Johnson | Vice President for Academic Affairs/ Dean of the Faculty Emeritus |
| B.A., Troy State; M.D.Ed., Ed.D., Auburn University. (1968-1984) | |
| Evelyn L. Jones | Registrar Emerita |
| B.S., M.Ed., Georgia Southwestern College. (1969-1986) | |
| Frank B. Jones Professor | Division Chair Emeritus, Computer and Applied Sciences |
| B.S., M.S., University of Georgia; Ph.D., Georgia Institute of Technology. (1968-1994) | |
| William B. King | President Emeritus |
| B.S., Georgia Southern College; M.Ed., University of Georgia; Ph.D., New York University. (1963-1978) | |
| Jose J. Larraz Assistant | Professor Emeritus, English |
| B.S., Central University; M.A., University of Miami; Dr. of Law, University of Havana. (1971-1982) | |
| Don C. Lee | Professor Emeritus, Psychology |
| B.S., M.A., George Peabody College; Ph.D., University of Georgia. (1973-1996) | |
| Shirley F. Litwhiler | Associate Professor Emerita, English |
| B.A., Mississippi State College for Women; M.A., University of Southern Mississippi; Ph.D., Auburn University. (1968-1998) | |
| Frank M. Lowery | Professor Emeritus, History |
| B.A., Birmingham-Southern College; M.A., Ph.D., University of Alabama. (1968-2001) | |
| John P. Manker | Professor Emeritus, Geology |
| B.A., M.A., University of South Florida; Ph.D., Rice University (1975-1999) | |
| Bobbye L. McCarter | Associate Professor Emerita, Associate Librarian |
| B.A., B.S., Texas Women's University; M.A., Lousiana State University; M.A.L.S., University of Missouri. (1987-1998) | |
| Jacqueline A McKinney | Professor Emerita, Business |
| BS, Troy State College; MS, EdD, Auburn University (1967-1990) | |
| Max T McKinney | Professor Emeritus, Mathematics |
| BS, Troy State College; MEd, EdD, Auburn University (1964-1990) | |
| Rebecca L McNeill | Associate Professor/Director of Financial Aid Emerita |
| BSEd, MEd, University of Georgia (1967-1992) | |
| Bruce A Middlebrooks | Professor Emeritus, Education |
| BS, Centenary College; MEd, Northwestern State University; EdD, | |
| Northeast Louisiana University (1973-1994) | |
| H Lamon Moates | Professor Emeritus, Psychology |
| BA, Furman University; BD, Southern Seminary; MEd, Furman University; EdD, Auburn University (1969-1994) | |
| Carl E Niles | Associate Professor Emeritus, English |
| AB, MA, EdD, University of Tennessee (1965-1983) | |
| Jack Norton | Assistant Professor Emeritus, English |
| BS, MA, Appalachian State University (1966-1998) | |
| Alexander A Palamiotis | Professor Emeritus, Political Science |
| BA, MA, GCIR, PhD, University of Utah (1960-1985) | |
| Joseph P Parker | Assistant Professor Emeritus, History |
| BS, Clemson College; MA, University of Rhode Island (1962-1978) | |
| Rebecca W Parks | Assistant Professor Emerita, Business |
| BS, University of Georgia; MA, George Peabody College for Teachers; | |
| Professional Degree, Columbia University (1968-1984) | |
| Henry W Peabody | Professor Emeritus, English |
| BA, Emory University; MA, University of Georgia; PhD, University of Denver (1972-1997) | |
| Edgar F Peterson | Professor Emeritus, Education |
| BS, EEd, Auburn University; EdD, University of Alabama (1967-1993) | |
| Ondee Ravan | Professor Emerita, English |
| AB, Brenau College; MA, EdD, University of Georgia (1968-1994) | |
| Richard P Reese | Professor Emeritus, Education |
| BS, Auburn University; MEd, EdD, University of Southern Mississippi (1966-1994) | |
| Ruth Roland | Associate Professor Emerita, Political Science |
| BA, Northeastern University; MA, PhD, New York University (1966-1990) | |
| James W Russell | Professor &Division Chair Emeritus, Biology |
| BS, MEd, EdD, University of Georgia (1965-1994) | |
| Ora Jane Sawyer | Associate Professor Emerita, Business Education |
| BS, Georgia College at Milledgeville; MS, University of Tennessee; EdS, | |
| University of Georgia (1961-1989) | |
| Helen H Slaughter | Associate Professor Emerita, Assistant Librarian |
| BS, Jacksonville State College; MEd, Auburn University (1969-1999) | |
| Kent M Sole | Associate Professor Emeritus, Political Science |
| BA, MA, West Virginia University (1966-2000) | |
| Mildred C Tietjen | Associate Professor &Associate Dean Emerita |
| AB, Berry College; MALS, George Peabody College for Teachers (1964-1994) | |
| William L Tietjen | Professor Emeritus, Biology |
| BS, University of Georgia; PhD, University of Tennessee-Knoxville (1967-1998) | |
| Allen D Towery | Associate Professor Emeritus, English |
| BA, Delta State College; MA, PhD, University of Mississippi (1970-1998) | |
| J Terrell Turner | Assistant Professor Emeritus, Mathematics |
| BS, Troy University; MEd, University of Georgia (1967-1991) | |
| Sarah Anne Ulmer | Assistant Professor Emerita, Nursing |
| BS, East Tennessee State University; MSN, Medical College of Georgia (1970-1980) | |
| Raymond Westra | Professor Emeritus, Biology |
| BA, Calvin College; MA, University of North Carolina; PhD, University | |
| of Georgia (1968-1990) | |
| Mary M White | Professor Emerita, Education |
| BA, Newberry College; MEd, EdD, University of Georgia (1978-1992) | |
| Mary A Whitt | Professor Emerita, English |
| BS, MS, Jacksonville University; PhD, University of Alabama (1969-2000) | |
| Jerry F Williams | Vice President Emeritus of Academic Affairs/Professor |
| Emeritus of Mathematics, BS, MS, PhD, Auburn University (1970-1997) | |
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UNDERGRADUATE COURSE DESCRIPTIONS
ACAM 0999. Intermediate Algebra. A program of study to prepare students for MATH 1111. Enrollment is by placement on the Department of Mathematics placement test or by volunteering. Course content includes selected intermediate algebra topics. (3-0-3) ACCT 2101. Accounting Principles I (Financial). A study of the underlying theory and application of financial accounting concepts. Prerequisite: MATH 1111. (3-0-3) ACCT 2102. Accounting Principles II (Managerial). A study of the underlying theory and application of managerial accounting concepts. Prerequisite: ACCT 2101. (3-0-3) ACCT 3250. Intermediate Accounting I. Accounting theory and practice related to preparation and presentation of corporate financial statements in accordance with GAAP. Emphasis on acquisition of assets and services. Prerequisite: ACCT 2101 and ACCT 2102. (3-0-3) ACCT 3260. Intermediate Accounting II. Continuation of ACT 3250 with emphasis on fixed assets, liabilities, stockholders’ equity, and investments. Prerequisite: ACCT 3250. (3-0-3) ACCT 3270. Intermediate Accounting III. Continuation of ACCT 3260 with emphasis on special issues related to income measurement, asset and liability valuation, and recent developments in the accounting profession. Prerequisite: ACCT 3250. (3-0-3) ACCT 3280. Cost Accounting. The basic theory and practice related to determination of cost of products and services provided by a business and providing accounting information to management. Prerequisite: ACCT 2102. (3-0-3) ACCT 4210. Accounting Systems. Covers the theory and design of automated procedures of accumulation and reporting information with special emphasis on internal control. Prerequisite: ACCT 2102. (3-0-3) ACCT 4230. Income Tax Accounting. An introduction to the income tax laws with emphasis on taxation of individuals. Prerequisite: ACCT 2102. (3-0-3) ACCT 4240. Not-For-Profit Accounting. Accounting theory and practice related to non-business organizations; governments and other non-profit organizations. Prerequisite: ACCT 3260 or ACCT 3270. (3-0-3) ACCT 4250. Advanced Cost Accounting. The study of advanced cost accounting concepts to include comprehensive standard costing techniques, activity-based costing, advanced cost management, cost management in a just-in-time environment, responsibility accounting and measuring organizational performance. Prerequisite: ACCT 3280. (3-0-3) ACCT 4280 Contemporary Issues In Accounting. Study of accounting history, accounting theory, accounting institutions and contemporary issues in accounting. Prerequisite: ACCT 3260 or ACCT 3270. (3-0-3) ACCT 4290. Internal Controls and Auditing. A study of systems of internal accounting control in organizations, their design and evaluation; and an introduction to the basic principles and techniques of auditing. Prerequisite: ACCT 3260 or ACCT 3270. (3-0-3) ACSK 1100. Academic Skills. An academic assistance course designed to help students develop and strengthen essential study skills necessary for college survival. (3-0-3) ANTH 1102. Introductory Anthropology. A survey of physical and cultural anthropology covering primate evolution, hominid origins, and an analysis of past and present cultures. (3-0-3) ANTH 1150. World Religions. A critical examination of major world religions. Topics include the indigenous religions of Africa and North America, Hinduism, Theravada and Mahayana Buddhism, Jainism, Sikhism, Taoism, Confucianism, Shintoism, Zoroastrianism, Judaism, Christianity, and Islam. Emphasis will be on understanding religions in cultural and historical context. (3-0-3) ANTH 3350. Cultural Anthropology. A study of the nature, functions, and manifestations of culture in diverse human societies. Emphasis on selected cross-cultural case studies. Prerequisite: ANTH 1102 or permission of instructor. (3-0-3) ANTH 3353. Sex and Gender in Culture. An ethnographic survey of the concepts of sex and gender as they are applied cross-culturally. Current theoretical perspectives and the significance of biological, cultural, and symbolic factors in determining gender roles will be emphasized. Prerequisite: ANTH 1102 or permission of the instructor. (3-0-3) ANTH 4401. The American Indian. A survey course on the cultural characteristics of the diverse native Americans. Emphasis is placed upon the North American Indians. Prerequisite: ANTH 1102 or permission of instructor. (3-0-3) ANTH 4410. Social Organization. An examination of the function and structure of kinship developmental processes in band, tribal, peasant, and industrialized societies. Illustration of inter- and intra-societal variation, and data for construction of formal models of process and variation in kinship systems will be explored. Prerequisite: ANTH 1102 or permission of instructor. (3-0-3) ANTH 449A. Special Topics in Anthropology. A course on selected issues, problems, and literature in anthropology. Prerequisite: Permission of the Department Chair. (3-0-3) ARHS 3080. Asian Art History. The purpose of this course is to provide a basic foundation of Asian art, religion and culture from early Neolithic times (3,500 BC) to 1900 AD. It is important to understand the religions of these areas to appreciate the art and cultural makeup of the Asian culture then and now. With this the student may obtain an understanding of these Asian cultures and appreciate them for what they are originally intended, enjoying new art forms not necessarily encountered in the western world. In addition, the great impact eastern (Asian) cultures have had on the western world will be discussed. No prerequisite. Offered Spring Semester. May be taken as an elective. (3-0-3) ARHS 3090. Pre-Columbian-Mexican and Meso-American Art History. The purpose of this course is to provide a foundation of Pre-Columbia Art, indigenous religions, cultures, Hieroglyphic writing and mathematics. Course covers prehistoric 5,000 BC to the conquest. No prerequisite. Offered Spring Semester. May be taken as an elective. (3-0-3) ARHS 4000. Directed Study. 2 hours ARHS 4001. History of 19th Century Art. This illustrated lecture course deals with the images and ideas relating to the history of 19th century European and American art. The student will explore the media and methods used by artists such as David, Courbet & Monet in the creation of movements ranging from Neo-Classicism to Impressionism. In addition, the student will be versed in the formal analysis of compositional elements and principles of design employed by these artists and others in the production of their work. Prerequisite: Art Survey II, or permission from instructor. Offered Fall Semester. (3-0-3) ARHS 4012. History of 20th Century Art. This illustrated lecture course deals with the images and ideas relating to the history of early 20th century European and American art. The student will explore the media and methods used by artists such as Picasso, Matisse and Duchamp in the creation of movements ranging from Fauvism to Cubism to Surrealism. In addition, the student will be versed in the formal analysis of compositional elements and principles of design employed by these artists and others in the production of their work. Prerequisite: Art Survey II or permission of instructor. Offered Spring Semester. (3-0-3) ARHS 4090. Directed Study. 3 hours. ARST 3001. Glass Blowing for Beginning Students I. Glassblowing I Beginning covers the three dimensional aspects of glass as a transparent to semi-opaque, fluid, hot, expressive medium. Open to majors and non-majors. The course may be taken as an elective by non-art majors. Prerequisite: 3D Design/Tools suggested. Offered all semesters. (3-0-3) ARST 3010. Crafts. The study of basic craft techniques for the recreation center and art classroom. Ceramics, jewelry and related activities will be explored. The class may be taken as an elective by non-art majors. No prerequisite. (3-0-3) ARST 3012. Glass Blowing, Intermediate II. Glass Blowing and ceramics are basically sculpture courses, only specializing in a particular material; therefore any course beyond the first course must be designed for the individual student. In the area of three-dimensional art every technique will tend to generate shapes of a particular kind, which in turn will tend to fit particular concepts. Therefore when designing a course for a student, the important thing is to establish a balance between time spent working on pure technique and time spent working on concept as it may relate to technique. Prerequisite: Beginning Glassblowing. Offered all semesters. May be taken 3 times for credit. (3-0-3) ARST 3020. Jewelry/Metals. The general objectives of the course are to introduce to the student an understanding of precious and semi-precious metals and stones and their manipulation to form works generally referred to as jewelry. Emphasis will be on the proper combination of technical skill and aesthetics. No prerequisite. (3-0-3) ARST 3021. Advanced Drawing I. It is the purpose of this course to provide the advanced drawing student with personal conceptual development using drawing methods and materials. Two main emphases will be stressed: A) Experimentation with new techniques. B) Individual pursuits as to what each student feels the necessity to communicate in his art. The direction each student pursues will dictate materials and methods. Major direction of course will be to strive for independent development of ideas and concepts in drawing which can also apply to other discipline. Prerequisite: Drawing I and II. Offered Spring Semester. May be taken 3 times for credit. (3-0-3) ARST 3030. Weaving. This course involves the production of a variety of types of weaving of the off-loom type and two and four harness looms. No prerequisite. (3-0-3) ARST 3031. Beginning Printmaking I. This course is primarily concerned with aiding students in the making of art products by existing reproductive processes. It will: (a) demonstrate and introduce the methods of printing to the students, (b) offer students the opportunity to practice the methods of printing, (c) assist the students in evaluating their performance as regards process and product. No prerequisite. Offered all semesters. May be taken as an elective. (3-0-3) ARST 3041. Watercolor I Beginning. It is the purpose of this course to introduce to the student the techniques of traditional and new methods of watercolor. In addition, this course will encourage personal conceptual development with the use of watercolor techniques to produce highly personal and exciting watercolors. Prerequisite: Drawing I or drawing proficiency. (3-0-3) ARST 3042. Intermediate Printmaking II. These courses are primarily concerned with advancing the student’s mastery of printmaking and establishing a personal style in the production of the making of prints. All courses are designed for the individual student and his/her interest in printmaking. Prerequisite: Beginning Printmaking. Offered all semesters. May be taken 3 times for credit. (3-0-3) ARST 3071. Sculpture I for Beginning Students. This course will expose the student to a wide variety of sculptural concepts and teach analysis and solution to sculptural problems. Prerequisite: 3D Design/Tools. Offered Spring Semester. (3-0-3) ARST 3081. Beginning Photography I. This course covers basic black and white photography. It is for the student who has never been exposed to photography. The student must have a functional 35 mm camera with manual controls of the aperture shutter to be able to control camera. No prerequisite. Offered all semesters. May be used as an elective. (3-0-3) ARST 3082. Intermediate Sculpture II. Glass blowing, ceramics and sculpture are basically all sculpture courses, only specializing in a particular material; therefore any course beyond the first course must be designed for each individual student. Prerequisite: ARST 1041, ARST 1052, Beginning Sculpture, 3D Design Tools. Offered all semesters. (3-0-3) ARST 3092. Intermediate Photo Exposure & Techniques II. This course is designed to provide the photography student a chance to explore black and white photography beyond the basic and into the intermediate level, that is, exploration and instruction into more advanced principles of photography and “good picture taking” (effective communication). Prerequisite: Beginning Photography. Offered all semesters. May be taken 3 times for credit. (3-0-3) ARST 3141. Ceramics I, Beginning. The course is designed to teach basic ceramic techniques for the studio artist and school teacher in the areas of hand-building and wheel-throwing shape with clay. The course may be used as an elective by non-art majors. Prerequisite: none. Offered all semesters. May be taken 3 times for credit. (3-0-3) ARST 3152. Ceramics II, Intermediate. This course is intermediate study in ceramic design and technology, throwing and/or hand building, concentrated study in controlling clay, and glaze behavior. Prerequisite: Beginning Ceramics. Offered all semesters. May be taken 3 times for credit. (3-0-3) ARST 3181. Beginning Graphic Design I/Computer Graphics. An introductory course in Graphic Design that deals with skill and techniques required of a professional graphic designer, in addition to working with the reproductive processes, job assembly, and mark up for reproduction. A basic course for a student who hopes to major in Graphic Design. Prerequisite: Basic computer knowledge. May be taken as an elective. (3-0-3) ARST 3241. Beginning Painting I. It is the purpose of this course to provide the beginning painting student with various methods involved in oil painting, as well as to initiate an imaginative approach to conceptual ideas using oils as the vehicle of expression. Students will gain the understanding that painting involves a great deal of thought. Prerequisite: Drawing I or II. Offered all semesters. (3-0-3) ARST 3252. Intermediate Painting II. It is the purpose of these advanced courses to provide the advanced student of painting with instruction and time to develop personal conceptual direction using painting and multimedia techniques. Two main emphases will be stressed: A) Further experimentation with oils as well as possible introduction to acrylics; experimentation with combining painting, drawing, collage, etc.; and methods and materials to enhance individual ideas and communicative impact. B) Development of personal concept. Prerequisite: Beginning Painting. Offered all semesters. May be taken 3 times for credit. (3-0-3) ARST 4003. Photo Communications III: Creative Photography. This course is for people who have mastered the basic darkroom techniques. It is designed to introduce the student to new photographic techniques and to stimulate their creativity in the darkroom. Prerequisite: Beginning Photography. Offered all semesters. May be taken 3 times for credit. (3-0-3) ARST 4004. Advanced Sculpture IV. Glass blowing, ceramics and sculpture are basically all sculpture courses, only specializing in a particular material; therefore any course beyond the first course must be designed for each individual student. Prerequisite: Intermediate Sculpture II. Offered all semesters. May be taken 3 times for credit. (3-0-3) ARST 4014. Photographic Illustration IV. This course is for people who have mastered the basic darkroom techniques in black & white and color. It is designed to introduce the student to the areas of Advertising and Commercial Photography. Prerequisite: Beginning Photography. Offered all semesters. May be taken 3 times for credit. (3-0-3) ARST 4023. Glass Blowing, Advanced III. Glass Blowing and ceramics are basically sculpture courses, only specializing in a particular material; therefore any course beyond the first course must be designed for the individual student. In the area of three-dimensional art every technique will tend to generate shapes of a particular kind, which in turn will tend to fit particular concepts. Therefore when designing a course for a student, the important thing is to establish a balance between time spent working on pure technique and time spent working on concept as it may relate to technique. Prerequisite: Beginning Glassblowing. Offered all semesters. May be taken 3 times for credit. (3-0-3) ARST 4025. Photography V. The course is designed to allow the advanced photography student to use all their knowledge experience to create a portfolio of quality photographs which will enable them to present a senior exhibition of photography and have their portfolio ready to present to prospective employers for employment or graduate school. Prerequisite: At least 6 hours in photography. Offered all semesters. (3-0-3) ARST 4032. Advanced Drawing II. It is the purpose of this course to provide the advanced drawing student with personal conceptual development using drawing methods and materials. Two main emphases will be stressed. A) Experimentation with new techniques. B) Individual pursuits as to what each student feels the necessity to communicate in his art. The direction each student pursues will dictate materials and methods. Major direction of course will be to strive for independent development of ideas and concepts in drawing which can also apply to any other discipline. Prerequisite: Drawing I and II. Offered Spring Semester. May be taken 3 times for credit. (3-0-3) ARST 4034. Glass Blowing, Advanced IV. Glass Blowing and ceramics are basically sculpture courses, only specializing in a particular material; therefore any course beyond the first course must be designed for the individual student. In the area of three-dimensional art every technique will tend to generate shapes of a particular kind, which in turn will tend to fit particular concepts. Therefore when designing a course for a student, the important thing is to establish a balance between time spent working on pure technique and time spent working on concept as it may relate to technique. Prerequisite: Beginning Glassblowing. Offered all semesters. May be taken 3 times for credit. (3-0-3) ARST 4052. Watercolor II Advanced. Advanced watercolor is primarily concerned with advancing the student’s mastery of water-based painting materials and establishing a personal style in the area of watercolor. These courses are designed for the individual and his/her personal interests in the field of watercolor. Prerequisite: Beginning Watercolor. May be taken 3 times for credit. (3-0-3) ARST 4053. Advanced Printmaking III. These courses are primarily concerned with advancing the student’s mastery of printmaking and establishing a personal style in the production of making prints. All courses are designed for the individual student and his/her interest in printmaking. Prerequisite: Beginning Printmaking. Offered all semesters. May be taken 3 times for credit. (3-0-3) ARST 4064. Advanced Printmaking IV. These courses are primarily concerned with advancing the student’s mastery of printmaking and establishing a personal style in the production of the making of prints. All courses are designed for the individual student and his/her interest in printmaking. Prerequisite: Beginning Printmaking. Offered all semesters. May be taken 3 times for credit. (3-0-3) ARST 4092. Graphic Design, Illustration for Reproduction. This course has been designed to give advertising art majors the opportunity to explore various types of illustration and several techniques which are applicable in this field. It is also set-up to provide students with projects that, when completed, should be of portfolio quality. The course will focus on illustration used for book covers, magazines, short stories, textbooks, and scientific drawings. Techniques used will be pen and ink, watercolor, gouache, colored pencil, scratch board, and various combinations of media, including computer graphics programs. Prerequisite: Drawing course or drawing skills. May be taken 3 times for credit. (3-0-3) ARST 4093. Advanced Sculpture III. Glass blowing, ceramics and sculpture are basically all sculpture courses, only specializing in a particular material; therefore any course beyond the first course must be designed for each individual student. Prerequisite: ARST 1041, ARST 1052, Beginning Sculpture, 3D Design/Tools. May be taken 3 times for credit. (3-0-3) ARST 4163. Ceramics III, Advanced. The course is advanced study in ceramic design and technology, throwing and/or hand building, concentrated study in controlling clay, and glaze behavior. Prerequisite: Beginning Ceramics. Offered all semesters. May be taken 3 times for credit. (3-0-3) ARST 4174. Ceramics IV, Advanced. The course is advanced study in ceramic design and technology, throwing and/or hand building, concentrated study in controlling clay, and glaze behavior. Prerequisite: Beginning Ceramics. Offered all semesters. May be taken 3 times for credit. (3-0-3) ARST 4263. Advanced Painting III. It is the purpose of these advanced courses to provide the advanced student of painting with instruction and time to develop personal conceptual direction using painting and multimedia techniques. Two main emphases will be stressed: A) Further experimentation with oils as well as possible introduction to acrylics; experimentation with combining painting, drawing, collage, etc.; and methods and materials to enhance individual ideas and communicative impact. B) Development of personal concept. Prerequisite: Beginning Painting. Offered all semesters. May be taken 3 times for credit. (3-0-3) ARST 4274. Advanced Painting IV. It is the purpose of these advanced student of painting with instruction and time to develop personal conceptual direction using painting and multimedia techniques. Two main emphases will be stressed: A) Further experimentation with oils as well as possible introduction to acrylics; experimentation with combining painting, drawing, collage, etc.; and methods and materials to enhance individual ideas and communicative impact. B) Development of personal concept. Prerequisite: Beginning Painting. Offered all semesters. May be taken 3 times for credit. (3-0-3) ARTC 1100. Art Appreciation. This illustrated lecture course deals with ideas and images that introduce basic art theory, art practice and art history. The student will explore the concept “art”; media and methods used by artists; and analysis of compositional elements and design principles employed by artists in the creation of their work. No prerequisite. Offered all semesters. Part of core curriculum, Area C. (3-0-3) ARTF 1010. Beginning Drawing I. It is the purpose of this course to provide the beginning student with instruction in basic skills, techniques, materials necessary for a fundamental experience in beginning drawing, as well as to initiate construction of imaginative conceptual exploration at the introductory level. No prerequisite. Offered Fall Semester. (3-0-3) ARTF 1011. Beginning Drawing II, Figure. It is the purpose of this course to provide the beginning student with instruction in basic skills, techniques, materials necessary for a fundamental experience in beginning figure drawing, as well as to initiate construction of imaginative conceptual exploration at the introductory level. Prerequisite: Beginning Drawing I (ARTF 1010) or equivalent college course. Offered Spring Semester. (3-0-3) ARTF 1020. 2D Design Concepts/Color. The purpose of this course is to explore the basic fundamentals of design and color theory, ideas and concepts as they relate to the producing of art. This course is designed to prepare the student for upper-level art courses. No prerequisite. Offered Spring Semester. (3-0-3) ARTF 1030. 3D Design/Tools. Three Dimensional Design/Tools gives the student a working knowledge of the basic principles of three dimensional design as they apply to functional and non-functional art form. In addition, it gives the student a practical knowledge of hand tools, power tools, and welding equipment. No prerequisite. Offered Fall Semester. (3-0-3) ARTF 2061. Art History Survey I, Prehistoric Through Medieval Art. This illustrated lecture course deals with ideas and images that introduce art theory, art practice and art history. The student will explore the concept “art”; media and methods used by artists; how to analyze a work of art; and major movements of the Prehistoric and Medieval worlds along with ideas that relate them to history. No prerequisite. Offered Fall Semester. May be taken as an elective. (3-0-3) ARTF 2072. Art History Survey II, Renaissance Through Contemporary Art. This illustrated lecture course deals with ideas and images that introduce art theory, art practice and art history. The student will explore the concept “art”; media and methods used by artists; how to analyze a work of art; and major movements of the Renaissance through Modern worlds along with ideas that relate them to history. No prerequisite. Offered Spring Semester. May be taken as an elective. (3-0-3) ARTS 4010. Senior Exhibition/Thesis. Senior Exhibition/Thesis represents the student’s art exhibition and writing of a senior thesis to fulfill senior exit requirements for the Bachelor of Fine Arts Degree, the Bachelor of Arts Degree, and the Bachelor of Science Degree in Art Education. One semester hour. Offered all semesters. ARTS 4020. Seminar Study. 2 hours ARTS 4030. Seminar Study. 3 hours These courses will be used for multi-disciplinary projects such as a combination of Dance, Theatre, Music, and Visual Art. In these courses there may be an individual working on a single project, a group of students working on a singular project, or an entire class working on a single project, all under the instructor’s supervision. Prerequisite: Permission of the supervising instructor. Offered all semesters. May be taken 3 times for credit. ARTX 4060. Senior Seminar. This is a two hour credit course designed to give the department an opportunity to measure the achievements of its senior students and to allow the senior students, through group discussion and observation, to gain an overview of their roles in the department as individuals and as seniors. Prerequisite: Student must be senior level. Offered Spring Semester. (2-0-2) ARTX. Studio Study. 2 semester hours. These courses are independent study courses in studio art disciplines. It implies a degree of maturity, self-reliance, imagination, and technical competence for the student to complete his/her study. Prerequisite: Permission of supervising instructor. Offered all semesters. May be taken 3 times for credit. (2-0-2) ARTX 4071 Drawing and Painting ARTX 4075 Printmaking ARTX 4072 Ceramics ARTX 4076 Photography ARTX 4073 Glassblowing ARTX 4077 Graphic Design ARTX 4074 Sculpture ARTX 4078 Crafts ARTX. Studio Study. 3 semester hours. These courses are independent study courses in studio art disciplines. It implies a degree of maturity, self-reliance, imagination, and technical competence for the student to complete his/her study. Prerequisite: Permission of supervising instructor. Offered all semesters. May be taken 3 times for credit. (3-0-3) ARTX 4081 Drawing and Painting ARTX 4085 Printmaking ARTX 4082 Ceramics ARTX 4086 Photography ARTX 4083 Glassblowing ARTX 4087 Graphic Design ARTX 4084 Sculpture ARTX 4088 Crafts These courses are independent study courses in the more traditional academic form research such as Art History or Art Criticism. These courses require a degree of maturity, self-reliance, imagination, and technical competence for the student to complete the study. Prerequisite: Permission of supervising instructor. Offered all semesters. May be taken 3 times for credit. BIOL 1107 & 1108. Essentials of Biology. A two semester sequence which provides a survey of the principles of modern biology including cell structure and function, respiration and photosynthesis, gene structure and function, genetics, evolution, diversity of living things, plant and animal systems, and ecology. The courses satisfy Core Area D non-laboratory science option only, unless taken concurrently with BIOL 1107L and BIOL 1108L, Essentials of Biology Laboratory. Prerequisites: None for BIOL 1107; BIOL 1107 is prerequisite for BIOL 1108. BIOL 1107 taught Fall Semester and Spring Semester; BIOL 1108 taught Spring Semester. (3-0-3) BIOL 1107L & 1108L. Essentials of Biology Laboratory. An introduction to the principles of biology through experiment and demonstration. Require simultaneous enrollment in (or previous successful completion of) BIOL1107 & 1108 to satisfy Core Area D laboratory science option. Prerequisites: None for BIOL 1107L; BIOL 1107 is prerequisite for BIOL 1108. BIOL 1107L is taught Fall Semester and Spring Semester; BIOL 1108L is taught Spring Semester. (0-2-1) BIOL 1500. Applied Botany. This course is designed to provide the non-biology major with an introduction to vascular plant anatomy and basic life processes and with plants of the world that have horticultural interest. The emphasis is on the “why” of gardening techniques rather than “how- to” but the student should acquire much practical information. Meets Core Area D requirement as a non-laboratory science. Prerequisite: BIOL 1107 or permission of instructor. Taught Spring Semester. (3-0-3) BIOL 2030. Human Anatomy & Physiology I. A study of the basic components of human anatomy and physiology approached from molecular, cellular, tissue, and system levels. Systems covered in this course include the integumentary, skeletal, muscular, and nervous systems. Taught Fall Semester. (3-2-4) BIOL 2040. Human Anatomy & Physiology II. A study of the basic components of human anatomy and physiology approached from a molecular, cellular, organ, and system levels. Systems covered in this course include the endocrine, circulatory, respiratory, digestive, excretory, and reproductive systems. Taught Spring Semester. (3-2-4) BIOL 2050. Microbiology. A study of elements of microbiology, giving a general knowledge of microorganisms as related to the problems of nursing and health. Prerequisite: BIOL 2030 or permission of instructor. Two lectures and two labs per week. Taught Spring Semester. (3-4-4) BIOL 2107 & 2108. Principles of Biology I and II. A two semester sequence designed to give pre-health professional students and biology majors the basic fundamentals of biological sciences. Prerequisites: None for BIOL 2107; BIOL 2107 is a prerequisite for BIOL 2108. 3 lectures and 3 hour lab per week. 2107 taught Fall Semester, 2108 taught Spring Semester. (3-3-4) BIOL 2450 and 2460. Biological Techniques I and II. These courses are designed to provide beginning biology students with skills that will increase success as practicing biological scientists. Skills developed include biological literature review, data analysis and presentation, and introduction to basic biological instrumentation. Courses open to biology majors and by permission of Chairperson of Department of Biology. Courses should be taken prior to, or concurrent with, Principles of Biology. 2450 - Fall Semester, 2460 - Spring Semester. Must be taken in sequence. (0-3-1) BIOL 3000. Advanced Botany. An introduction to the anatomy and morphology of organisms traditionally considered plants with an emphasis on how anatomy and morphology reflect the phylogenetic relationships of oxygen producing photoautotrophs and the fungi. Prerequisites: Principles of Biology II or equivalent. Taught Spring Semester of odd numbered years. (2-3-3) BIOL 3020. Comparative Vertebrate Anatomy. A comparative study of the selected systems and body regions of representative vertebrates to provide foundational material in anatomy, evolution, and development. Laboratory emphasis is on the gross anatomy of Necturus, Squalus, and Felis domesticus. Prerequisite: BIOL 2108 or equivalent. Taught Fall Semester of odd numbered years. (2-4-4) BIOL 3050. Developmental Biology. Early embryological development of vertebrates and some invertebrates, including a study of germ cells, fertilization, cleavage, differentiation, and the origin of organ systems. Emphasis is on molecular mechanisms controlling key developmental precesses. Prerequisites: BIOL 2108 or by permission of advisor. Taught Spring Semester of even numbered years. (3-3-3) BIOL 3100. Cell and Molecular Biology. A study of the structure and function of cells. General topics include ultrastructure, metabolism, cell cycle, and cell-cell interactions. Throughout the course, special emphasis is placed on current related trends in molecular biology. Prerequisites: BIOL 2108, CHEM 1212 with CHEM 3301 desirable. Taught Fall Semester of odd numbered years. (2-3-3) BIOL 3150. Human Pathophysiology. A study of the physiological changes and states associated with disease. Prerequisites: Anatomy and Physiology I and II. This course cannot be used to satisfy one of the required or elective courses in the biology major program. Taught Fall and Spring Semesters. (3-0-3) BIOL 3300. Economic Botany. An introduction to the uses of plants and plant products by human beings from prehistory to genetically engineered crops and bioremediation of toxic wastes. Demonstrations provide hands-on experience with topics including plant gums and resins, essential oils, fibers, dyes, spices, and staple plant foods from around the world. Prerequisites: Principles of Biology II or equivalent or permission of instructor. Taught Fall Semester of even numbered years. (2-2-3) BIOL 3400. Bacteriology. A general study of bacteria with an introduction to some fundamental concepts and techniques. Prerequisites: Two semesters of introductory (general) biology plus two semesters of organic chemistry or the equivalent. Taught Fall Semester of even numbered years. (2-4-3) BIOL 3410. Advanced Bacteriology. A further study of basic principles of bacteriology with emphasis on applied bacteriology including environmental, industrial, and medical bacteriology plus principles of immunology. Prerequisites: BIOL 3400 or equivalent. Taught Spring Semester of odd numbered years. (2-4-3) BIOL 3600. Entomology. A study of morphology, physiology, and the natural history of the common insects plus techniques of collecting, identifying, and preserving insects. Prerequisite: BIOL 2108. Taught Fall Semester of odd numbered years. (2-2-3) BIOL 3710. Field Botany. An introduction to the local flora, particularly of conifers and of flowering plants, with an emphasis on field recognition and the use of keys. Prerequisites: Principles of Biology II or equivalent or permission of instructor. Taught Spring Semester of even numbered years. (2-2-3) BIOL 4000. Biology Seminar. A course in which the student conducts literature research on a biological topic and makes a one hour presentation. Taken during senior year. Course is used for departmental assessment and includes an assessment exam. Taught Fall Semester. (0-3-1) BIOL 4010A. Biology Seminar I. A course in which the student will propose, develop, and complete a hands-on research project under the supervision of a faculty member within the Department. The culmination of the semester will be the submission of a research paper, suitable for submission for publication. Taught Fall Semester each year. (0-0-2) BIOL 4010B. Biology Seminar II. Course which is a continuation of BIOL 4010A. Each student will prepare a summary of, and make an oral presentation on, the research project undertaken in BIOL 4010A. Course is used in Departmental assessment and includes an exit exam and an exit interview. Taught Spring Semester each year; taken senior year. (0-0-1) BIOL 4050. Ecology. An introduction to the study of ecological principles, including population, community, and ecosystem ecology and conservation biology. Prerequisites: BIOL 2108, CHEM 1212, CHEM 1212L. Taught Spring Semester. (3-3-4) BIOL 4100. Biological Resources. A course in which the student develops a portfolio of biological resources for use in preparing for professional examinations and/or use in teaching biology. Will require extensive use of printed materials as well as on-line/technological resources plus extensive computer knowledge. Prerequisites: BIOL 2108 plus 10 additional upper division in biology or permission of instructor plus CIS 1000. Taught Summer term of odd numbered years. (0-6-3) BIOL 4200. Genetics. A study of modern genetics including Mendelian, molecular, and population genetic principles. Experiments with model organisms will constitute a major portion of lab. Prerequisite: BIOL 2108. Taught Fall Semester. (2-3-3) BIOL 4300. Plant Physiology. An introduction to the life processes of plants with an emphasis on angiosperms. Topics include water relations, mineral nutrition, control of growth and development, and the biochemistry of photosynthesis with a brief consideration of plant “secondary” metabolism (production of alkaloids, aromatic oils, gums, resins, etc.). Prerequisites: Principles of Biology II or equivalent with Organic Chemistry II desirable. Taught Fall Semester of odd numbered years. (3-3-4) BIOL 4350. Natural History of the Vertebrates. The classification and natural history of the vertebrates with an emphasis placed on native species. Laboratories involve the identification of native fishes, amphibians, reptiles, and mammals. A representative collection of vertebrates is required. Prerequisite: BIOL 2108, the equivalent, or permission of the instructor. Taught Spring semester of odd numbered years. (2-3-3) BIOL 4400. Animal Physiology. A study of the cellular and systemic functions of animals, with emphasis on the mammal. Prerequisites: CHEM 3301, CHEM 3301L, BIOL 2108. Taught Fall Semester of even numbered years. (2-4-4) BIOL 4500. Aquatic Biology. A laboratory and field course emphasizing the habitats and organisms of aquatic environments. Special consideration given to local freshwater invertebrates. Consideration also given to human impact on aquatic systems. Prerequisites: BIOL 2108, CHEM 1212, CHEM 1212L. Taught Spring Semester of odd numbered years. (2-3-3) BIOL 4750, 4760. Special Problems. Two directed study courses designed to provide the advanced student with an opportunity to make an independent investigation in an area of special interest. Prerequisites: (1) recommendation of advisor and instructor, (2) written prospectus, and (3) permission of department head. These courses must be requested and approved in advance of registration. It is recommended that only one be taken per semester. (0-2-2) BIOL 4800. Herpetology. The study of the classification, distribution and life histories of reptiles and amphibians, primarily those of North America. Laboratory and field work involve practice in classification, techniques of collection and preservation of museum specimens, and the study of local forms in their natural habitats. Prerequisite BIOL 2108 or the equivalent or permission of the instructor. Taught Spring Semester of even numbered years. (2-2-3) BUSA 1105. Introduction To Business. An integrative study of the functional areas of business (finance, operations, marketing, human resources, etc.). Prerequisite: none. (3-0-3) BUSA 2010. Microcomputer Applications In Business. This course is designed to provide an introduction to the use of microcomputer applications in business. The course will emphasize the use of the spreadsheet and the database and the integration of these in case applications of analysis for business decisions. Prerequisite: Computer Literacy (CIS 1000 or examination) (3-0-3) BUSA 2040. Personal Business. A broad survey of all aspects of personal financial management, analyzing problems of everyday money matters such as budgeting, consumer protection, making major purchases, insurance, taxes, wills, and trusts. Prerequisite: none. (3-0-3) BUSA 2050. Internet and E-Commerce Concepts. This course is designed to provide understanding of the evolving Internet technologies and to explore the business implications of these technologies. Prerequisite: None. (3-0-3) BUSA 2105. Communicating In The Business Environment. Theory and practice in the use of correct, forceful English in the composition of business letters, reports, and other written communication found in the business world. Prerequisite: ENGL 1102. (3-0-3) BUSA 2106. The Environment Of Business. An introduction to the legal, regulatory, political, social, ethical, cultural environment, and technological issues which form the context for business; to include an overview of the impact of demographic diversity on organizations. Prerequisite: None. (3-0-3) BUSA 3050. Business Statistics. Designed to provide the student with the ability to understand the basic tasks of statistics and to develop a working knowledge of the concepts and principles of the basic practice of statistics. Prerequisite: MATH 1111 or a mathematics course for which MATH 1111 is a prerequisite. (3-0-3) BUSA 3060. Quantitative Management. A second course in statistics, including analysis of variance, regression analysis, nonparametric statistical tests, chi square, time series analysis, decision theory, linear programming, and inventory models. Prerequisite: BUSA 3050. (3-0-3) BUSA 3090. Business Law. A study of contracts, negotiable instruments, bailments, common and public carriers, agencies, sales contracts, and uniform sales laws as they apply to business. Prerequisite: None. (3-0-3) BUSA 3106. Legal Environment of Business. This course provides the business student with a study of the interrelationship of law and regulation in business. The course also covers government regulation of business activities and the legal environment within which business must operate. (3-0-3) BUSA 3150. Business Finance. An introduction to promotion and organization of the corporation, forms of securities issued, problems of financial administration, expansion, securing funds, reorganization, and liquidation. Prerequisite: ACCT 2101. (3-0-3) BUSA 4405. Honors course in Free Enterprise. This course, through an applied approach, is designed to educate students about the value of entrepreneurship and free enterprise. Prerequisite: Junior standing, permission of instructor and a 3.0 g.p.a. (3-0-3) BUSA 4415. International Business Experience. This course is designed to acquaint students with the practices of international business, to provide a framework in which to understand how culture impacts business decisions, and to involve students in assisting the local community in developing international operations. Prerequisite: None. (3-0-3) BUSA 4420. Risk Management. A study of the principles of risk management and their implications for the individual and for business. Prerequisite: BUSA 3150. (3-0-3) BUSA 4430. Public Finance. A survey and general background in public expenditures, revenues, and fiscal administration and intervention of the public sector into national and local economies. Special attention is given to types, applications and equity aspects of taxation. The intent of the course is to provide an understanding of the impact of government intervention with special emphasis on the effects of these activities on business conditions and consumer behavior. Prerequisite: ECON 2105. (3-0-3) BUSA 4440. Investments And Securities. A study of the principles of sound investments, including the different types of securities issued by business firms and governments, tangibles, and monetary funds. Prerequisite: BUSA 3150. (3-0-3) BUSA 4860. Travel And Tourism Administration. An introduction to the fields of travel and tourism with emphasis on organization, motivators, marketing, and economic impact of the travel industry, particularly in Georgia. Prerequisite: MKTG 3800. (3-0-3) BUSA 4910. Seminar In International Issues. A seminar discussing and analyzing topics of current concern in the international environment, with particular emphasis on potential effects on business activity. Prerequisite: Junior Standing or Permission of instructor. (3-0-3) BUSA 4940. Business Practicum. Practical experience in the conduct of special projects in business administration, resulting in the accomplishment of direct and useful activities which enhance students’ courses of study. Prerequisite: Permission of instructor. (0-V-3) BUSA 4950. Business Practicum. Practical experience in the conduct of special projects in business administration, resulting in the accomplishment of direct and useful activities which enhance students’ courses of study. Prerequisite: Permission of instructor. (0-V-2) BUSA 4960. Business Practicum. Practical experience in the conduct of special projects in business administration, resulting in the accomplishment of direct and useful activities which enhance students’ courses of study. Prerequisite: Permission of instructor. (0-V-1) BUSA 4970. Business Internship. Practical experience gained by “employment” in the workplace and in the accomplishment of one or more special projects pertinent to the activities of the sponsoring agency or organization. Prerequisite: Permission of instructor. (0-V-3) BUSA 4980. Business Internship. Practical experience gained by “employment” in the workplace and in the accomplishment of one or more special projects pertinent to the activities of the sponsoring agency or organization. Prerequisite: Permission of instructor. (0-V-2) BUSA 4990. Business Internship. Practical experience gained by “employment” in the workplace and in the accomplishment of one or more special projects pertinent to the activities of the sponsoring agency or organization. Prerequisite: Permission of instructor. (0-V-1) CAPL 1001. Career Planning. Designed to assist students in the career decision-making process and to prepare students to select suitable academic programs that will optimize future education and employment opportunities. Students will have the opportunity to identify, clarify and integrate every aspect of making a career choice and to develop a strategy for implementing career decision. Learning activities will include career assessment, career exploration and planning as well as job search techniques. The goal is to assist students in mastering the process of planning a solid career direction, developing a sound knowledge of available resources and the tools necessary in developing chosen career fields. (1-0-1) CHEM 1211. Principles of Chemistry I. First course in a two semester sequence covering the fundamental principles and applications of chemistry for science majors. Topics to be covered include composition of matter, periodic relations, and nomenclature. Laboratory exercises supplement the lecture material.(3-0-3) CHEM 1211L. Principles of Chemistry Laboratory I. Laboratory exercises supplement the lecture material of CHEM 1211. (0-3-1) CHEM 1212. Principles of Chemistry II. Second course in a two-semester sequence covering the fundamental principles and application of chemistry for science majors. Prerequisite(s): CHEM 1211 and CHEM 1211L for science majors. (3-0-3) CHEM 1212L. Principles of Chemistry Laboratory II. Laboratory exercises supplement the lecture material of CHEM 1212. (0-3-1) CHEM 3250. Quantitative Analysis. An introduction to quantitative analytical techniques with emphasis on the theory and practice of classic wet and instrumental methods that are in general use in both research and industry. Prerequisites: CHEM 1211, 1212; MATH 1111. (3-0-3) CHEM 3250L. Quantitative Analysis Laboratory. An introduction to quantitative analytical techniques in the laboratory with emphasis on classic wet and instrumental methods that are in general use in both research and industry. Prerequisites: CHEM 1211, 1212, 3250, MATH 1111. (0-3-2) CHEM 3301. Organic Chemistry I. The first part of a two-semester sequence devoted to the study and preparation of carbon compounds. Part one includes the study of alkanes, alkenes, alkynes, aromatic compounds, stereochemistry, and mechanisms. Corequisite: CHEM 3301L to be taken concurrently. Prerequisites: CHEM 1211 and 1212. (3-0-3) CHEM 3301L. Organic Chemistry I Laboratory. Laboratory linked to CHEM 3301. Study of the synthesis of organic compounds and their properties. (0-3-1) CHEM 3302. Organic Chemistry II. The second part of a two-semester sequence devoted to the study and preparation of carbon compounds. Part two includes the study of more complex functional groups and difunctional compounds. Corequisite: 3302L to be taken concurrently. Prerequisite: CHEM 3301. (3-0-3) CHEM 3302L. Qualitative Organic Analysis Laboratory. The laboratory assignments will include the characterization and identification of unknown organic compounds. (0-3-1) CHEM 3310. Intermediate Inorganic Chemistry. A systematic study of the atomic structure, bonding and periodic properties of the elements. Corequisite: CHEM 3310L to be taken concurrently. Prerequisite: CHEM 1212. (3-0-3) CHEM 3310L. Inorganic Chemistry Laboratory. A lab linked to CHEM 3310 including the synthesis and study of the properties of inorganic compounds. (0-3-1) CHEM 4330. Modern Organic Chemistry. A course designed to introduce students interested in organic chemistry as a profession to some of the modern theory and practice of an exciting and rewarding field. Topics will include modern synthetic and analytical methods employed by organic chemists and the theories that explain and enlarge the understanding of the art. Prerequisite: CHEM 3301 and CHEM 3302. (3-0-3) CHEM 4350. Molecular Modeling in Organic Chemistry. An introduction to the use of computers to produce realistic models of chemical compounds based on mathematical descriptions of the atoms and the forces between them. Prerequisites: CHEM 3302 and permission of the instructor. (2-0-2) CHEM 4401. Physical Chemistry I. A study of thermodynamics including equations of state; gas laws; first, second and third laws of thermodynamics; reversible and irreversible systems; and energy relationships. Corequisite: CHEM 4401L to be taken concurrently. Prerequisite: MATH 1120. Prerequisite or Corequisite: MATH 2221. (3-0-3) CHEM 4401L. Physical Chemistry Laboratory. An introduction to the techniques and methods of Physical Chemistry. (0-3-1) CHEM 4402. Physical Chemistry II. A study of chemical kinetics, electrochemistry, and an introduction to quantum mechanics. Corequisite: CHEM 4402L to be taken concurrently. Prerequisites: CHEM 4402 and MATH 2221. (3-0-3) CHEM 4402L. Physical Chemistry Laboratory. A continuation of the study of the techniques and methods of Physical Chemistry. (0-3-1) CHEM 4410. Biochemistry. An introduction to the compounds, chemical reactions, and mechanisms that are important to the processes important to living organisms. The emphasis will be on the major biochemical topics of enzyme structure and function, metabolism of sugars and fats, and the chemical aspects of genetic control of living organisms. Corequisite: CHEM 4410L to be taken concurrently. (3-0-3) CHEM 4410L. Biochemistry Laboratory. A study of techniques commonly used in biochemistry laboratories including isolation and properties of enzymes. (0-3-1) CHEM 4450. Instrumental Analysis. An introduction to modern instrumental techniques with emphasis on those that are in general use in both research and industry. Corequisite: CHEM 4450L to be taken concurrently. Prerequisites: CHEM 2250, MATH 1113. (3-0-3) CHEM 4450L. Instrumental Analysis Laboratory. An introduction to modern instrumental techniques in the laboratory with emphasis on application of specific methods to analytical problems. Prerequisite: CHEM 2250L. (0-6-2) CHEM 4491. Chemistry Seminar I. A course to acquaint students with the chemical literature. Each student will prepare a written and oral presentation on some topic of interest in current chemical literature. Permission of instructor required. (1-0-1) CHEM 4492. Chemistry Seminar II. A course to acquaint students with the chemical literature. Each student will prepare a written and oral presentation on some topic of interest in current chemical literature. Permission of instructor required. (1-0-1) CHEM 4470. Special Problems. A two-hour directed study course designed to provide the advanced student with the opportunity to develop an interest in current topics in chemistry. Offered on demand. Permission of instructor required. (0-4-2) CHEM 4480. Special Problems. A two-hour directed study course designed to provide the advanced student with the opportunity to develop an interest in current topics in chemistry. Offered on demand. Permission of instructor required. (0-4-2) CIS 1000. Computer Literacy. This course is a survey of common microcomputer applications with emphasis on hands-on experience of the software packages that are currently being used to support these applications. Applications software include word processors, spreadsheets, databases, and presentation graphics. Microcomputer operating systems and some basic functions of the Internet such as electronic mail, navigating the Internet and using information retrieval systems will also be discussed. Prerequisite: None. (2-0-2) CIS 2000. Desktop Publishing and Multimedia Presentations. After the Desktop Publishing portion of this course, the student will be able to combine text and graphics on a page in a variety of formats using a desktop publishing software package. The multimedia styles covered include the use of text, sound, still images, animation, and video. An extensive hands-on approach using an authoring language, presentation software and multimedia will allow students to develop effective multimedia presentations. Prerequisite: CIS 1000. (3-0-3) CIS 2100. Microcomputer Interfacing & Configuration. This course covers microcomputer hardware systems in interface design, configuration, upgrading, and troubleshooting. It also covers various modern bus structures, interrupts, interface controllers, parallel and serial I/O, multimedia devices, A/D and D/A conversion, and other major peripheral interfaces. Prerequisite: None. (3-0-3) CIS 2200. Internet Technologies I. The goal of this course is to provide knowledge of HTML, including creating an HTML document; viewing an HTML file in a web browser; working with tag text elements, including headings, paragraphs,, and lists; inserting special characters, lines and graphics; creating hypertext links; working with color and images; creating text and graphical tables; using tables to enhance page design; creating and working with frames; controlling the behavior of hyperlinks on a page with frames; controlling the behavior of hyperlinks on a page with frames; creating an online form; and creating a multimedia Web pge. This course also examines computer networking and the Internet. It discusses how computer communicate, what the Internet is, how the Internet works, and basic Internet capabilities. Prerequisite: None. (1-0-1) CIS 2201. Internet Technologies II. The goal of this course is to provide a thorough introduction to Internet scripting from both the client-and server side. Cover Web programming concepts necessary to bridge the gap between Web programming languages and Web architecture. Prerequisites: CIS 2200. (1-0-1) CIS 2300. Business Applications Programming. This course places emphasis on program design, development, testing, implementation, and documentation of common business-oriented applications. Discussion and application of top-down design strategies and programming techniques for designing and developing problem solutions. Prerequisite: None (3-0-3) CIS 3200. Microcomputer Network Management. This course is an introduction to network management and administration. It presents a managerial perspective of the architecture, operations, and management of distributed network systems. There is an emphasis on design and implementation of microcomputer based network. Topics covered in this course include: network topology design, protocols, security configuration, administration. Students will have hands-on experiments to create users, groups, and assign permission to users/groups. Prerequisites: CIS 2100. (3-0-3) CIS 3300. Systems Analysis, Design & Implementation I. This course provides the students with an introduction to technical and management issues in systems analysis and design. The course covers various issues such as the SDLC model, CASE tools, the systems analyst and the different roles of a systems analyst in an organization. It introduces students to various information gathering techniques, tools for project management, CPM, PERT charts, issues and models for sampling data sources, ER diagrams, data flow diagrams and data dictionaries. It includes an in-depth treatment of prototyping, the role of the user in prototyping and other issues related to prototyping. It also covers issues in decision making, process specification techniques and principles of structured design. Prerquisite: CSCI 1302. (3-0-3) CIS 3700. Information Resource Management. A course providing a broad overview of managing information system resources. This course will discuss planning, organizing, controlling, and the administration of information systems. Prerequisite: CIS 3300. (3-0-3) CIS 4300. Systems Analysis, Design and Implementation II. In this course, a continuation of CIS 3300, students will work in teams to implement a large software project. The course provides an in-depth treatment of object-oriented analysis and design concepts, as applied to systems development. It introduces the student to design and analysis tools used for software development. It covers various issues in designing effective input and outputs, data-entry procedures, designing user interfaces and a comprehensive overview of the software testing and techniques. Related issues in protecting information in the computer systems, quality assurance, and user training are also discussed. Prerequisite: CIS 3300. (3-0-3) CIS 4400. Information Storage & Retrieval. This course will discuss the data structures, techniques and algorithms needed to build information retrieval systems. Topics will include conceptual models of Information retrieval, text operations, query languages and operations, retrieval evaluation, indexing and searching, user interface and visualization. Prerequisite: CSCI 3500. (3-0-3) CIS 4700. EDP Audit and Control. This course will discuss the fundamental concepts of information systems control and auditing. The course content focuses on effectiveness, efficiency, and management of information systems audit function for computer-based business applications. Prerequisiste: CIS 3300. (3-0-3) CIS 4900. Special Problems in CIS. This course provides students with an opportunity to study and explore current computer information systems topics not covered in any other course. Students will also have the opportunity to design and implement software systems for business environments and to expand on projects from previous classes. Prerequisite : Permission of instructor. (3-0-3) COMM 1110. Fundamentals of Speech. Surveys the fundamental concepts of interpersonal and public communication, including the teaching and practice of some basic skills for both communication contexts. Offered F, Sp, and some summers. (3-0-3) COMM 1112. Video Production Practicum. Introductory level study of the process and craft of video production through application and practice. Selection by approval of instructor. May be repeated twice. (0-2-1) COMM 1114. Intercollegiate Forensics. Introductory level study of the art and science of public speaking, as well as the study of oral interpretation of plays, poems and prose. May be repeated twice. (0-1-1) COMM 2112. Video Production Practicum. Advanced level study of the process and craft of video production through application and practice. Selection by approval of instructor. May be repeated twice. (0-2-1) COMM 2114. Intercollegiate Forensics. Intermediate level study of the art and science of public speaking, as well as the study of the oral interpretation of plays, poems and prose. May be repeated twice. (0-1-1) COMM 2225. Video Production I. The course will introduce students to the basic skills and techniques necessary for the production of a television program. Emphasis will be placed on videography, cameras, editing and lighting. Students will gain hands-on experience in making a video. (3-0-3) COMM 3110. Interpersonal Communication. Analysis of person-to-person communication in both theory and practice. Primary concern is given to understanding how an individual can use verbal and nonverbal communication to improve relationships and derive maximum social rewards. (3-0-3) COMM 3112. Video Production Practicum. Advanced level study of the process and craft of video production through application and practice. Selection by approval of instructor. May be repeated twice. (0-2-1) COMM 3114. Intercollegiate Forensics. Advanced level study of the art and science of public speaking,, as well as the study of the oral interpreation of plays, poems and prose. May be repeated twice. (0-1-1) COMM 3120. Nonverbal Communication. Primary emphasis is given to demonstrating the value of specific kinds of nonverbal cues in communicating successfully in such real world settings as the job interview, male-female interaction, and the courtroom. (3-0-3) COMM 3130. Small Group Communication. Examines factors which affect the quality of communication and group outcomes; interpersonal and task behaviors, leadership, norms, conflict resolution and creativity. (3-0-3) COMM 4110. General Semantics. Focus is on Symbols: how they structure and order thought and influence behavior. Students will analyze the relations between phenomena of meaning and linguistics. (3-0-3) COMM 4112. Video Production Capstone. A capstone course designed to build on the student’s cumulative experiential work in the process and craft of video production through application and practice. Selection by audition or approval of instructor. (0-4-3) COMM 4114. Intercollegiate Forensics. Advanced level study of the art and science of public speaking, as well as the study of the oral interpretation of plays, poems and prose. May be repeated twice. (0-1-1) CSCI 1301. Introduction to Programming I. The emphasis in this course is on problem solving and basic programming. A high-level language will be used to explain programming structure and style. Topics will include problem solving and algorithm development, data types, operators, control structures, arrays, functions, and program design. Prerequisite: None. (4-0-4) CSCI 1302. Introduction to Programming II. This course will continue the development of concepts introduced in CSCI 1301. Advanced programming techniques will be emphasized. Students will be given the opportunity to design and implement complex programs using abstract data types. Topics will include files, switch statements, arrays and vectors, string processing, searching and sorting, structures, classes, class templates, pointers and dynamic memory management, linked lists, inheritance, stacks, queues, and recursion. Prerequisite: CSCI 1301. (4-0-4) CSCI 2100. Assembly Language Programming. This course discusses the basic computer organization of the microcomputer and its assembly programming language. Assembly fundamentals, Macro Assembler, DEBUG, I/O services, numeric processing and conversion, string processing, Macro library, and Macro structures will be covered. Prerequisite: None. (3-0-3) CSCI 2500. Discrete Structures. This course provides a brief introduction to mathematical logic and typical proof methods, followed by a discussion of sets, functions, and relations. The course also focuses on the mathematical techniques that are frequently used in computer science like counting techniques, elementary probability theory, combinatorics, recurrence relation, and asymptotic notation. Prerequisite: MATH 1113. (3-0-3) CSCI 3100. Introduction to Computer Organization. This course introduces students to the fundamentals of digital logic design. It covers basic combinational and sequential logic components and the design of combinational and sequential circuits. It also introduces block-level design of complex functions, ALU design, control unit design and instruction set design. Prerequisites: CSCI 2500. (3-0-3) CSCI 3300. Concepts of Programming Languages. The course provides an introduction to the basic paradigms and techniques of imperative, functional, logic, object-oriented, and concurrent programming languages. Using illustrative examples, the student will be exposed to various programming languages representative of the above paradigms. Prerequisite: CSCI 3500. (3-0-3) CSCI 3500. Data Structures & Algorithms. This course covers the basic data structures including stacks, queues, linked lists, heaps, and various search trees, utilizing the abstract data type approach. Recursive algorithms, and search and hashing techniques are discussed. Sorting and searching algorithms are analyzed for space and time complexities. Prerequisites: CSCI 1302, CSCI 2500. (3-0-3) CSCI 4100. Computer Architecture. This course covers the basic concepts and design issues in the hardware design of computer systems. Block level design issues, data processing unit design, instruction set design, RISC vs. CISC issues, hardwired and microprogrammed control unit design, memory organization, the system bus structure, I/O processors and DMA / Interrupts are also discussed. Prerequisite: CSCI 3100. (3-0-3) CSCI 4110. Introduction to VLSI Design. This course will discuss CMOS technology, circuit design, layout, and system design. The course will progress from a circuit view of CMOS IC design to a subsystem view of CMOS VLSI emphasizing the semi-custom design approach. Prerequisite: CSCI 4100. (3-0-3) CSCI 4200. Design of Operating Systems. The course will discuss memory management, processor management, process management and deadlocks, device management, and file management. Prerequisite: CSCI 3100, CSCI 3500. (3-0-3) CSCI 4210. Data Communications & Computer Networks. This course covers fundamentals of data and computer communications theory, LAN networking concepts, Internet technology, layered protocols, network switching, distributed processing, wide area networks error detection and correction, routing algorithms, network security, topology, and management. Prerequisite: CSCI 4220. (3-0-3) CSCI 4220. Unix. The goal of this course is to provide knowledge of UNIX applications interface, guiding the student through operating system utilities including process, file, storage and I/O management. Cover important UNIX concepts, like inter-process communication and I/O redirection, with shell commands to enhance understanding of both and to discuss Bourne and C Shell Programming. Prerequisite: CSCI 1301. (3-0-3) CSCI 4300. Software Engineering. This course introduces basic software engineering principles. The course will discuss scope of software engineering, software process, life cycle models, team organizations, testing, introduction to objects, and phases of software life cycle. Prerequisite: CSCI 3500. (3-0-3) CSCI 4310. Object Oriented Programming. The important features of objects such as inheritance, interfaces, and polymorphism will be introduced. Specific topics include systematic approach to program construction, preconditions, postconditions, and object-oriented design case studies. The students will be required to run a signficant number of programs in an object-oriented programming language. Prerequisite: CSCI 1302. (3-0-3) CSCI 4400. Introduction to Database Systems. This course will discuss the fundamental concepts necessary for the design, use, and implementation of database systems. The topics include the relational model, the relational algebra, the ER model, SQL, functional dependencies normalization, and relational design. Prerequisite: CSCI 3500. (3-0-3) CSCI 4500. Design & Analysis of Algorithms. This course provides techniques for designing and analyzing algorithms. It covers the various types of efficiency analysis including worst-case, average, and amortized complexity. It also presents the main paradigms in the design of algorithms (divide-and-conquer, greedy, dynamic programming, backtracking) for the main classes of algorithms (sequential, parallel, probabilistic). Prerequisite: CSCI 3500. (3-0-3) CSCI 4510. Theory of Computation. The course investigates the fundamental capabilities and limitations of computers. It covers finite automata, regular language and sets, context-free grammars, push-down automata, and Turing machines. Prerequisite: CSCI 3500. (3-0-3) CSCI 4520. Principles of Compiler Design. This course covers the basic structure of a compiler, lexical analysis, syntax analysis, symbol table management, syntax-directed translation and type checking. Prerequisite: CSCI 3500. (3-0-3) CSCI 4810. Modeling & Simulation. Introcution to the basic aspects of modeling and simulation applied to problem solving and decision-making. The topics include statistical models, queuing theory, random variate generation, design and analysis of experiments, verification and validation of simulation models. Prerequisite: MATH 2204, CSCI 1302. (3-0-3) CSCI 4820. Principles of Computer Graphics. This course will cover the basic principles of graphic display, algorithms and modeling. The material is seen as a broad introduction to the scope of computer graphics. Topics include discussion on simple graphics primitives (lines, polygons, etc.), polygon filling, 2D and 3D transformations. Prerequisite: CSCI 3500. (3-0-3) CSCI 4830. Artificial Intelligence. This course provides an introduction to the problems and techniques of Artificial Intelligence. It surveys the major subdisciplines of AI, discussing such topics as problem spaces, search strategies, knowledge representation, natural language processing, expert systems and machine learning. Prerequisite: CSCI 3500. (3-0-3) CSCI 4900. Special Problems in Computer Science. This course provides students with an opportunity to study and explore current computer science topics not covered in any other course. Students will also have the opportunity to design and implement software systems and to expand on projects from previous classes Prerequisite: Permission of instructor. (3-0-3) CSCI 4910. Junior/Senior Seminar. This course allows students to select and explore one topic from a wide spectrum of topics in the computing field and to make a class presentation on this topic. Students will gain experience in preparing and delivering a presentation to an audience of peers and in the critical evaluation of presentations. Prerequisite: Junior or Senior status. (1-0-1) CSCI 4920. Ethics in the Computing Profession. This course will first cover some types of ethical theory and codes of ethics for computer professionals. It will then discuss such topics as the responsibility and liability of software creators and software vendors, computers and privacy, computers and the distribution of power in our society, and ownership of software. Prerequisite: Permission of Instructor. (1-0-1) CSCI 4930. Internship. The Internship gives students an opportunity to apply and extend the theoretical knowledge acquired in the classroom to a practical experience. Prerequisite: approval by the School of Computer and Information Sciences. (3-0-3) Note: Economics courses numbered 3000 and above are not open to freshmen. ECON 2105. Principles of Macroeconomics. This principles of economics course is intended to introduce students to concepts that will enable them to understand and analyze economic aggregates and evaluate economic policies. (3-0-3) ECON 2106. Principles of Microeconomics. This principles of economics course examines the detailed workings of a market economy. The concepts of supply and demand are reviewed followed by their underlying structures, consumer and producer theory. The government's role in the market as it affects public goods and common resources and the design of an efficient tax system are evaluated. The structures of various market types are then analyzed using the perfectly competitive market as the hallmark of efficient resource allocation. Prerequisite: ECON 2105. (3-0-3) ECON 3106. Intermediate Microeconomic Theory. This course introduces the student to the more advanced theoretic and applied principles of economics whose elementary constructs were developed in the first microeconomic theory course. The material includes a more sophisticated approach in describing the economic decisions and issues facing the consumers, producers, and institutions that make up the market economy. Specific topics include consumer behavior and market demand, the firm and its technology, market structure price and output determination, factor market analysis, asymmetric information, game theory, and the role of government in regulating market failure. (3-0-3) ECON 3330. Economic History of the United States. (3-0-3) ECON 3510. Money and Banking. Monetary theories and role of banking institutions in capital formation, price determination, interest rates, and discount policies. Prerequisite: ECON 2105. (3-0-3) ECON 4410. Public Economic Policy. Regulatory and fiscal policies of government agencies. Prerequisite: ECON 2106. (3-0-3) ECON 4811. Developmental Economics. This course analyzes the problems facing the developing world and considers alternative policies that may contribute to stimulating growth and speeding economic development in less developed countries. Prerequisites are the successful completion of ECON 2105 and ECON 2106 or the permission of the instructor. (3-0-3) ECON 4900. Special Topics in Economics. A course on selected issues, problems, and literature in economics. (3-0-3) EDEC 2400 and EDEC 2500 are prerequisites for all upper level (3000-4000 level) EDEC courses. EDEC 2400. Foundations in Early Childhood Education. A course designed for pre-service and in-service teachers who are working or planning to work with young children. Emphasis is placed on historical foundations of early childhood, developmentally appropriate practice, and effective programs to maximize the development of young children. Field experience is required. (3-1-3) EDEC 2500. Growth and Development for Early Childhood Education. This course examines the growth and development of children from birth to adolescence. Emphasis is placed on typical development and the educational implications for learning and achievement of children in grades P-5. Major theories of development as articulated by Piaget, Vygotsky, Montessori, Erikson, Maslow, Bloom, and others are included. (3-2-3) EDEC 3030. Early Childhood Language Arts. The study of communication skills with emphasis on writing, listening, speaking, and thinking, as well as language history, grammar, and usage for preservice teachers in grades P-5. Emphasis on varied instructional strategies and materials for teaching language arts as an integral part of the total curriculum with attention to both creative and functional aspects of language use related to Early Childhood Education. (3-4-3) EDEC 3100. Early Childhood Mathematics. Activity oriented course that models the discovery approach of teaching mathematics and alternative assessment measures to monitor individual and class growth. Content will feature investigations of numbers (patterns, operations, and properties), statistics-graphing, and elementary geometry. Attention also given to effective teaching practices and materials that will assist students in making the transition from student to teacher. Field experience required. (3-4-3) EDEC 3140. Early Childhood Music. A study of the music curriculum in the Early Childhood grades with emphasis on understanding theories, principles, and activities essential for musical development at this level. (2-0-2) EDEC 3280. Literature for Children. A study of the work of fine authors and illustrators, new and old, as well as the broad spectrum of contemporary and traditional literature for children. A practical and explicit overview of the ways in which teachers (P- 5) can evaluate and select books and involve children in literature, with specific suggestions for goals and techniques. Students will explore children's preferences and aesthetic responses to visual aspects of their books. Emphasis is on the importance of extending literature throughout the school curriculum. (3-4-3) EDEC 3400. Curriculum for Early Childhood Education. A study of the child’s curriculum for children in grades P-5. Topics include strategies for planning, implementing, and evaluating learning; methods for creating and supporting a constructivist learning environment; strategies for designing supportive environments for behavior; and using developmentally appropriate practices. Current research related to "best" practices will be included. Prerequisite: Admission to the Teacher Education program. Co-requisite: EDEC 3450 and EDEC 3901. (3-0-3) EDEC 3450. Developmentally Appropriate Practice in Early Childhood Education. Course content will acquaint students with the standards recommended by the National Association for the Education of Young Children in designing and implementing effective programs for young children. Emphasis is placed on appropriate curriculum, teaching strategies, and learning environments for children in pre-kindergarten and kindergarten. Prerequisite: Admission to the Teacher Education Program. Co-requisite: EDEC 3400 and EDEC 3901. (3-0-3) EDEC 3600. Inquiry and Self Expression in Early Childhood Education. Course content is focused on ways to support the development of skills in research, expository and creative writing, and other forms of self-expression. Techniques for assessing the development and achievement of inquiry and self-expression are included. Prerequisite: EDEC 3901. Co-requisite: EDEC 3650 and EDEC 3902. (3-0-3) EDEC 3650. Materials and Methods in Early Childhood Education. The course will introduce materials, methods, and motivational strategies that facilitate and enhance the instruction and learning in early childhood education. The use of literature as a resource for supporting learning and meeting the needs of diverse populations of children and individuals will be emphasized. Course content will be applied through a directed practicum experience in a public school setting. Prerequisite: EDEC 3901. Co-requisite: EDEC 3600 and EDEC 3902. (3-0-3) EDEC 3700. Creative Arts for Teachers. A study of the role of the creative arts in the development of young children with recommended practice in qualitative curriculum planning, together with laboratory projects that identify the unique problems in elementary school art, including philosophical, motivational, and evaluative aspects. (2-0-2) EDEC 3901. Junior 1 Practicum. A field experience in Early Childhood Education with children in pre-kindergarten, kindergarten, first, or second grades. Students will observe, plan and implement instruction, and use assessment techniques to develop and strengthen their teaching skills. Students will reflect on their success in planning , implementing, and assessing developmentally appropriate learning experiences. Emphasis is placed on the curriculum areas of math and reading. Prerequisite: Admission to the Teacher Education program. Co-requisite: EDEC 3400 and EDEC 3450. (0-10-1) EDEC 3902. Junior 2 Practicum in Early Childhood Education. A field experience with children in third, fourth, or fifth grades. Students will observe, plan and implement instruction, and use assessment techniques to develop and strengthen their teaching skills. Students will reflect on their success in planning, implementing, and assessing developmentally appropriate learning experiences. Students will document children's achievement based on their teaching inquiry skills, self-expressive skills, and their success in addressing individual needs of children. Emphasis is placed on the curriculum areas of mathematics, reading, and language arts. Prerequisite: EDEC 3901. Co-requisite: EDEC 3600 and EDEC 3650. (0-10-1) EDEC 4200. Science in Early Childhood Education. This course is designed to develop basic science knowledge, concepts, and skills and incorporate them into learning experiences for young children in grades P-5. The content is drawn from a wide range of science topics. Emphasis is placed on student involvement in science and learning experiences. Prerequisite: EDEC 3902. Co-requisite: EDEC 4250 and EDEC 4900. (3-0-3) EDEC 4250. Social Studies for Early Childhood Education. This course is a study of the social curriculum for children in grades P-5. Objectives, concepts, content, techniques, materials, methods of inquiry, and evaluative procedures for teaching and learning in the primary grades are emphasized. A foundation for the use of the social sciences to support learning and the integration of content across the curriculum will be provided. Prerequisite: EDEC 3902. Co-requisite: EDEC 4200 and EDEC 4900. (3-0-3) EDEC 4900. Senior 1 Practicum in Early Childhood Education. A field experience in Early Childhood Education with children in grades P-2 or 3-5. Students will observe, plan and implement instruction, and use assessment techniques to develop and strengthen their teaching skills. Students will reflect on their success in planning, implementing, and assessing developmentally appropriate learning experiences. Students will document children's achievement based on their teaching of science, social studies, mathematics, and reading, and their success in addressing individual needs of children. Emphasis is placed on the curriculum areas of mathematics, reading, social studies, and science. Prerequisite: EDEC 3902. Co-requisite: EDEC 4200 and EDEC 4250. (0-10-1) EDEC 4920. Senior Seminar in Early Childhood Education. This course is a capstone course in which students will use observations and experiences gained during student teaching to reflect on their knowledge, skills, and dispositions for teaching young children. Identifying and solving instructional and behavioral concerns encountered in the early childhood classroom will be addressed using critical thinking and problem solving strategies. The course is taken concurrently with student teaching. Prerequisite: Admission to Teacher Education and completion of all coursework. Co-requisite: EDEC 4970, EDEC 4980, and EDEC 4990. (3-0-3) EDEC 4970. Student Teaching in the Early Childhood Grades. Observations and teaching with emphasis on content knowledge under the direction of an approved cooperating teacher in selected kindergarten and early elementary schools. A seminar component is included. Prerequisite: Admission to Student Teaching. (0-10-4) EDEC 4980. Student Teaching in the Early Childhood Grades. Observations and teaching with emphasis on teaching skills under the direction of an approved cooperating teacher in selected kindergarten and early elementary schools. A seminar component is included. Prerequisite: Admission to Student Teaching. (0-10-4) EDEC 4990. Student Teaching in the Early Childhood Grades. Observations and teaching with emphasis on professionalism under the direction of an approved cooperating teacher in selected kindergarten and early elementary schools. A seminar component is included. Prerequisite: Admission to Student Teaching. (0-10-4) EDUCATION - MIDDLE GRADES (4-8)
EDUC 2010 is a prerequisite for all upper level (3000-4000 level) EDMG courses. EDMG 2030. Middle Grades Growth and Development. Focuses on the examination of issues in human growth and development from conception through aging. The physical, mental and social aspects of development at different ages will be explored and some discussion will be devoted to the application of the course material to classroom teaching. The course is intended to assist future middle grades teachers become skilled and reflective decision-makers. Field experience is required. (3-1-3) EDMG 2300. The Middle School and the Middle School Learner. A survey of the history, philosophy, and organization of the middle school. In addition, a comprehensive examination of the early adolescent learner in relation to learning theory, developmental theory and emotional growth theory. Field experiences include visits to area middle schools. (3-1-3) EDMG 2900. Middle Grades Sophomore Practicum. A course intended to prepare prospective Middle Grades Education majors for success in gaining Admission to the Teacher Education program and meeting the specific requirements of Teacher Education, Middle Grades Education, the Middle Grades Block program, and Student Teaching. The course also includes an introduction to professionalism in teaching and notions of effective teaching in middle level schools. (1-2-1) EDMG 3030. Middle Grades Language Arts. A course designed for preservice teachers of children in grades four through eight, and those interested in providing optimal language development for effective communication of adolescents. Field experience required. (3-3-3) EDMG 3060. Middle Grades Science I. A course designed to develop basic science knowledge, concepts, and skills and incorporate them into activities for Middle Grades level science classes. The content is drawn from a wide range of science topics. Emphasis is placed on student involvement in science. (3-3-3) EDMG 3070. Middle Grades Science II. A course designed to incorporate science content with teaching methodology. Emphasis is placed on developing objectives and selecting science activities which illustrate the objectives. The course requires students to prepare a unit plan and teach a few lessons. Prerequisite: EDMG 3060. Field Experience required. (3-3-3) EDMG 3100. Middle Grades Mathematics I. Activity oriented course that models the discovery approach of teaching mathematics and alternative assessment measures to monitor individual and class growth. Content will feature investigations of numbers (patterns, operations, and properties), probability and statistics, and elementary geometry. Attention also given to effective teaching practices and materials that will assist students in making the transition from student to teacher. Field experience required. (3-3-3) EDMG 3110. Middle Grades Mathematics II. A continuation of EDMG 3100, with learning experiences focused on topics in number theory, geometry, and algebra. Emphasis will be placed on the teaching practices that promote the learning of Middle Grades students. Field experience required. Prerequisite: EDMG 3100. (3-3-3) EDMG 3140. Middle Grades Music. A study of the music curriculum in the Middle Grades with emphasis on understanding of theories, principles, and activities essential for development in music at this level. (2-1-2) EDMG 3280. Literature for Children. A study of the works of fine authors and illustrators, new and old, as well as the broad spectrum of contemporary and traditional young adult literature. A practical and explicit overview of ways in which teachers (4-8) can evaluate and select books and involve students in literature, with specific suggestions for goals and techniques. Exploration of adolescent preferences and aesthetic responses to visual aspects of their books. Emphasis is on the importance of extending literature throughout the school curriculum. (3-0-3) EDMG 3700. Creative Arts for Teachers. A study of the role of the creative arts in the development of children with recommended practices in qualitative curriculum planning, together with laboratory projects that identify the unique problems in Middle Grades art, including philosophical, motivational, and evaluative aspects. (2-2-2) EDMG 4050. Middle Grades Social Studies. A study of the social studies curriculum with emphasis on the program in grades 4-8. Objectives, concepts, content, techniques and materials, methods of inquiry, and evaluative procedure for appropriate grade levels are stressed. (3-3-3) EDMG 4100. Analysis and Correction of Reading Disabilities. A study in diagnostic-prescriptive reading instruction designed for the teaching of Reading in grades 4-8. Emphasis is on the use of varied diagnostic instruments, instructional procedures, and materials appropriate for use with readers requiring remediation. Field experience required. Prerequisite: EDUC 3040. (3-1-3) EDMG 4400. Materials and Methods of Teaching in Middle Grades. A course giving attention to instructional planning, selecting, and evaluating instructional materials, evaluating and reporting on pupil progress, classroom management and discipline, performing other instructional and administrative duties related to Middle Grades classroom instruction. Prerequisites: EDMG 2030, EDMG 3300, and Admission to Teacher Education. Recommended immediately prior to Student Teaching. Field experience required. (4-4-4) EDMG 4800. Middle Grades Senior Seminar. A capstone course taken in conjunction with Student Teaching. This course integrates the broad spectrum of engagements that aspiring middle level teachers have experienced in their academic preparation. The seminar is based on learning modules designed to provide students who are about to enter full time teaching with academic, professional, and personal skills to be an effective middle level teacher. (3-0-3) EDMG 4970. Student Teaching in Middle Grades. Observations and teaching with emphasis on content knowledge under the direction of an approved cooperating teacher in selected middle schools. A seminar component is included. (0-10-4) EDMG 4980. Student Teaching in Middle Grades. Observations and teaching with emphasis on teaching skills under the direction of an approved cooperating teacher in selected middle schools. A seminar component is included. (0-10-4) EDMG 4990. Student Teaching in Middle Grades. Observations and teaching with emphasis on professionalism under the direction of an approved cooperating teacher in selected middle schools. A seminar component is included. (0-10-4) EDRG 3050. Reading and Literacy I. This course will focus on the developmental process of reading instruction, grades P-2, with an emphasis on comprehension and the creation of a literate environment. Several models for teaching reading will be demonstrated in the course exploration of emergent literacy, world recognition, phonics, evaluation, and a variety of reading strategies specific to each area. (3-0-3) EDRG 4050. Reading and Literacy II. Formulation of a theoretical basis for practical applications of reading in the grades 3-5 classroom. Emphasis on a critical exploration of literature, technology, and other resources with a focus on teaching reading and study skills in the content areas, instructional planning, classroom organization, and assessment. Opportunities for observation and application with attention to meeting the literary needs of diverse learners. Prerequisite: EDRG 3030, EDRG 3050. (3-0-3) EDUC 2010 is a prerequisite for all upper level (3000-4000 level) EDSC courses. EDSC 4060. Materials and Methods for Teaching English in Secondary Schools. A preservice course giving special emphasis to theory and practice in teaching English in secondary schools. Special emphases of the course include the following: planning, selecting, and evaluating instructional materials; classroom management, group interaction, and discipline; evaluating and reporting on pupil progress; and performing other instructional duties related to high school teaching. Prerequisites: PSYC 2103, PSYC 3310, ENGL 3210, ENGL 3220, ENGL 4010, and Admission to Teacher Education. Recommended immediately prior to Student Teaching. Field experience required. (2-2-4) EDSC 4070. Materials and Methods for Business Education Instruction. Study and evaluation of teaching materials, methods, and techniques in business education. Includes directed observation, lesson planning, and field experience in individual laboratory. Prerequisites: Admission to Teacher Education. Recommended immediately prior to Student Teaching. Field experience required. (4-4-4) EDSC 4080. Methods for Mathematics Teachers. An analysis of the mathematical content of grades 7-12, its organization, and presentation. Factors and activities contributing to the learning of this mathematical content will be covered. Math lab equipment, calculators, and computers will be utilized. Designed for secondary mathematics teachers. Recommended immediately prior to Student Teaching. Field experience required. Prerequisites: EDUC 2030, PSYC 3310, and Admission to Teacher Education. Offered every Fall semester. (4-4-4) EDSC 4090. Science Methods and Materials. A course designed to help develop classroom techniques and laboratory work and daily planning for teachers of the sciences at the high school level. Prerequisites: EDUC 2010; PSYC 1010, 2103, 3310; and Admission to Teacher Education. Taught Spring semester in even numbered years. Field experience required. (4-4-4) EDSC 4100. Materials and Methods for Teaching History and Other Social Sciences in Today’s Secondary Schools. A course designed to develop instructional skills in the secondary social science classroom. Prerequisites: Admission to Teacher Education and some teaching field courses. Ninety hours field experience required. (4-6-4) EDSC 4111. Materials and Methods for Teaching Foreign Language in Grades P through 12. A pre-practicum course giving emphasis to theory and practice in teaching foreign language in public schools, grades P through 12. Emphases of the course are the following: planning, selecting, and evaluating instructional materials; classroom management and discipline; evaluating student progress; peer instruction; and some field experience prior to Student Teaching. Prerequisites: PSYC 2103, PSYC 3310, Advanced Conversation (FREN 4010 or SPAN 4010) and Advanced Grammar and Composition (FREN 4020 or SPAN 4020), and Admission to Teacher Education. Recommended immediately prior to Student Teaching. (2-2-4) EDSC 4200. Foreign Language Curriculum Design. A study of the planning steps and content required for proficiency-based foreign language instruction at the elementary, middle, and high school levels. Prerequisites: Admission to Teacher Education and completion of two upper level foreign language courses. Field experience required. (3-0-3) EDSC 4210. Teaching Reading in the Secondary School. An introductory course in methods and materials for developing reading skills in students in grades 7-12. Designed primarily for English majors seeking teacher certification. Field experience required. (3-0-3) EDSC 4970. Student Teaching in Secondary School. Observations and teaching with emphasis on content knowledge under the direction of an approved cooperating teacher in selected secondary schools. A seminar component is included. Prerequisite: Admission to Student Teaching. (0-10-4) EDSC 4980. Student Teaching in Secondary School. Observations and teaching with emphasis on teaching skills under the direction of an approved cooperating teacher in selected secondary schools. A seminar component is included. Prerequisite: Admission to Student Teaching. (0-10-4) EDSC 4990. Student Teaching in Secondary School. Observations and teaching with emphasis on professionalism under the direction of an approved cooperating teacher in selected secondary schools. A seminar component is included. Prerequisite: Admission to Student Teaching. (0-10-4) EDUCATION - SPECIAL EDUCATION (P-12)
EDSP 2010. Introduction to Special Education. A study of the identification, characteristics, and educational needs of exceptional individuals. Field experience required. (3-2-3) EDSP 2510. Field Experiences in Special Education. Direct observation and participation in programs for exceptional individuals. (2-3-2) EDSP 2990. Professional, Legal, and Ethical Aspects of Special Education. Explores the teacher’s commitment to local, state, and national professional organizations. Required of all Special Education majors. May be repeated for credit. (1-0-1) EDSP 3050. Health, Physical Education, and Recreation for Exceptional Individuals. A study of principles and procedures for conducting a program of health, physical education, and recreation appropriate for school settings. Emphasis on adaptive and corrective programs for exceptional individuals. (3-0-3) EDSP 4020. Curriculum for Individuals with Intellectual Disabilities. A study of the curriculum structure and trends in the area of intellectual disabilities. Prerequisite: EDSP 4110. Field experience required. (3-3-3) EDSP 4030. Curriculum for Individuals with Learning Disabilities. The study of curriculum structure and trends in the area of learning disabilities, including the relationships of learning disabilities to regular school curriculum. Prerequisite: EDSP 4310. Field experience required. (3-3-3) EDSP 4050. Counseling and the Exceptional Individual. A study of principles and techniques for counseling and working with families and others involved with exceptional individuals. Prerequisite: EDSP 2010. (2-2-2) EDSP 4060. Language Development. A study of speech and language development of young individuals with emphasis on normal languages and possible deviations. Diagnostic instruments with implications for educational methods, materials, and communication techniques are studied. Prerequisite: EDSP 2010. Field experience required. (3-2-3) EDSP 4110. Nature of Individuals with Intellectual Disabilities. A study of characteristics, identification, and education of individuals with intellectual disabilities. Prerequisite: EDSP 2010. Field experience required. (3-2-3) EDSP 4120. Materials and Methods for Individuals with Intellectual Disabilities. A study of instructional materials and methods for individuals with intellectual disabilities. Prerequisites: EDSP 4110, 2010, and 2510 and Admission to Teacher Education. Field experience required. (4-2-4) EDSP 4130. Teaching Individuals with Severe and Profound Disabilities. A study of the characteristics, nature, and education of individuals with severe/profound disabilities. Course includes materials and methods for teaching intellectually disabled, emotionally disturbed, physically disabled, and multi-disabled individuals. Field experience required. (3-1-3) EDSP 4150. Teaching Internship in Intellectual Disabilities. Practicum in teaching individuals with Intellectual Disabilities under the supervision of a qualified classroom teacher and university supervisor. Enrollment in Special Education Bock required. (0-20-3) EDSP 4310. Nature of Individuals with Learning Disabilities. A comprehensive study of the characteristics, diagnosis, and education of individuals with specific learning disabilities. Prerequisite: EDSP 2010. Field experience required. (3-2-3) EDSP 4320. Materials and Methods for Individuals with Learning Disabilities. A study of instructional materials and methods for teaching individuals with learning disabilities. Prerequisites: EDSP 4310, 2010, 2510, Admission to Teacher Education. Field experience required. (4-2-4) EDSP 4350. Teaching Internship in Learning Disabilities. Practicum in teaching individuals with learning disabilities under the supervision of a qualified classroom teacher and university supervisor. Enrollment in Special Education Block required. (0-20-3) EDSP 4410. Nature of Individuals with Behavioral/Emotional Disorders. An introduction to the definition, identification, characteristics, and education of individuals with behavioral/emotional disorders. Prerequisite: EDSP 2010 and permission of instructor. (3-2-3) EDSP 4420. Methods and Materials for Teaching Individuals with Behavioral Disorders and Emotional Disturbances. Study of methods, materials, and curriculum for teaching individuals with emotional/behavioral disorders. Prerequisites: EDSP 2010, EDSP 4410, and permission of instructor. Field experience required. (4-2-4) EDSP 4450. Teaching Internship in Behavioral Disorders/Emotional Disturbances. Practicum in teaching individuals with behavioral/emotional disabilities under the supervision of a qualified cooperating teacher and university supervisor. Prerequisite: Permission of instructor. (0-20-3) EDSP 4510. Psychoeducational Evaluation of Exceptional Individuals. Application and interpretation of formal and informal tests and measurements used in making eligibility, placement, and instructional decisions regarding exceptional individuals. Prerequisite: EDSP 2010. (3-0-3) EDSP 4520. Collaborative Methods and Materials in Special Education. Techniques for individualization, evaluation, scheduling, and inclusion of pupils into the regular classroom. Prerequisites: EDSP 2010, 2510, and Admission to Teacher Education. Field experience required. (3-1-3) EDSP 4620. Behavior Modification and Classroom Management. Application of educational and psychological techniques for management of learning and behavioral problems. Emphasis on use of behavior modification techniques in the school and home. Field experience required. (2-1-2) EDSP 4910. Seminar: Readings and Special Topics in Special Education. A seminar for seniors in Special Education on selected issues, problems, and literature in the area of Special Education. Requirements individually established. (1-0-1, 2-0-2, or 3-0-3) EDSP 4970. Student Teaching in Special Education. Observations and teaching with emphasis on content knowledge under the direction of an approved cooperating teacher in the field of intended certification. A seminar component is included. (0-10-4) EDSP 4980. Student Teaching in Special Education. Observations and teaching with emphasis on teaching skills under the direction of an approved cooperating teacher in the field of intended certification. A seminar component is included. (0-10-4) EDSP 4990. Student Teaching in Special Education. Observations and teaching with emphasis on professionalism under the direction of an approved cooperating teacher in the field of intended certification. A seminar component is included. (0-10-4) EDUCATION - PROFESSIONAL (P-12)
EDEC 2400 or EDUC 2010 is a prerequisite for all upper level (3000-4000 level) EDUC courses. EDUC 2010. Introduction to Education. A comprehensive overview of American Education and the teaching profession. Content focuses on teaching as a career, the historical and philosophical basis of American education, the relationship between schools and society, the structure of schools including governance, curriculum, financing, and legal provisions, and the changing role of schools and teachers. EDUC 2010 is a prerequisite for all upper level (3000-4000 level) EDUC courses. Field experience required. (3-1-3) EDUC 2030. Child Growth and Development. A study of human growth and development from conception through aging. Field experience required. (3-1-3) EDUC 2040. Language Arts. The study of communication skills with emphasis on writing, listening, speaking, thinking, as well as language history, grammar, and usage for preservice teachers in grades P-12. Field experience required. (3-3-3) EDUC 2800. Introduction to Educational Computing. An introduction to computer technology and the principles of using technology to enhance instruction in the classroom. Includes laboratory experiences with computers, educational courseware, portfolio presentations, and tool software. (2-0-2) EDUC 3040. Introduction to Reading. An introductory course in the reading skills, methods, and materials for grades P-12. Field experience required. (3-2-3) EDUC 3200. Audio-Visual and Technology. An introduction to a wide range of audio-visual materials and equipment available for classroom use. The course will focus on the development of skills necessary for effective audio-visual production and utilization. (3-0-3) EDUC 3300. The Learner and the Learning Process. A survey of the learner and the learning process with emphasis on the practical application of learning principles for teachers of children in grades P-12. Field experiences include visits to area schools. Field experience required. (3-1-3) EDUC 3500. Education of the Multicultural School Population. A course designed to acquaint the preservice teacher with the characteristics of students who represent the cultural diversity found in the public schools of today and with the techniques of developing programs to facilitate those students during the educational process. Field experience required. (2-1-2) EDUC 4000. Senior Seminar in Teaching. A seminar for seniors in education on selected topics of classroom management, application, research and techniques. (3-0-3) EDUC 4100. Analysis and Correction of Reading Disabilities. A study in diagnostic-prescriptive reading instruction. Emphasis is on the use of varied diagnostic instruments, instructional procedures, and materials appropriate for use with readers requiring remediation. Field experience required. Prerequisite: EDUC 3040. (3-1-3) EDUC 4150. Problems in Classroom Management. A study of classroom problems and effective management techniques. May be repeated for credit. (1-0-1 or 2-0-2 or 3-0-3) EDUC 4400. Materials and Methods of Teaching Physical Education. A course designed to present materials and instructional methods which will help preservice teachers of physical education gain an in-depth understanding of the teaching process related to P-12 teaching. Directed observation in the public schools is required of all students. Prerequisites: EDUC 2010; PSYC 2103, 3310; and Admission to Teacher Education. (4-4-4) EDUC 4510. Educational Measurements and Evaluation. A basic overview of formal and informal tests and measurements used in gathering information or making decisions about students. Includes test construction, selection, interpretation, and administration. (3-0-3) EDUC 4970. Student Teaching in Grades P-12. Observations and teaching with emphasis on content knowledge under the direction of an approved cooperating teacher in selected elementary, middle, and secondary schools. A seminar component is included. (0-10-4) EDUC 4980. Student Teaching in Grades P-12. Observations and teaching with emphasis on teaching skills under the direction of an approved cooperating teacher in selected elementary, middle, and secondary schools. A seminar component is included. (0-10-4) EDUC 4990. Student Teaching in Grades P-12. Observations and teaching with emphasis on professionalism under the direction of an approved cooperating teacher in selected elementary, middle, and secondary schools. A seminar component is included. (0-10-4) ENGL 0094. Regents’ Essay Remediation. A remedial course, the purpose of which is to prepare students to write acceptable essays for the University System of Georgia Regents’ Examination. The course includes concentrated essay writing practice and an intense review of grammar. Laboratory requirement. (3-1-3) ENGL 0095. Regents’ Reading Remediation. Instruction and practice in reading techniques with an emphasis on increasing reading comprehension, retention, and speed. This course is designed for those who failed to pass the reading portion of the Regents’ Examination. Laboratory requirement. (3-1-3) ENGL 1101. Composition I. A composition course 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. A grade of C is required for advancement into ENGL 1102. (3-0-3) ENGL 1102. Composition II. A composition course that develops writing skills beyond the levels of proficiency required by ENGL 1101, that emphasizes interpretation and evaluation, and that incorporates a variety of more advanced research methods. A minimum grade of C is required. Prerequisite: A minimum grade of C in ENGL 1101 or equivalent. (3-0-3) ENGL 2110. World Literature. A survey of important works of world literature. Prerequisites: ENGL 1102 passed with a grade of C or above. (3-0-3) ENGL 2120. British Literature. A survey of important works of British literature. Prerequisites: ENGL 1102 passed with a grade of C or above. (3-0-3) ENGL 2130. American Literature. A survey of important works of American literature. Prerequisites: ENGL 1102 passed with a grade of C or above. (3-0-3) ENGL 2200. Introduction to Professional Writing. The course is designed to help writers understand and practice writing skills as employed across the professions. Students will be asked to master basic writing conventions and publishing procedures for journalistic, technical, managerial, creative, or scientific writing. Prerequisite: ENGL 1102. (3-0-3) Upper-level English courses specifically required for the B.A. and B.S.Ed. Programs are offered on an annual basis; electives are rotated on a two or more year cycle. Contact the department office for further information. ENGL 1101, ENGL 1102, and ENGL 2110, or ENGL 2120, or ENGL 2130 are prerequisites for all upper-level courses. ENGL 3210. Advanced Grammar. The syntax and philology of the English language, recommended to students interested in teaching and writing. Prerequisite: Completion of English Core Areas C and F; or approval of the department chair. (3-0-3) ENGL 3220. Advanced Composition. A course in advanced composition with emphasis on the various methods of discourse as a basis for individual writing and for the teaching of writing. The course also includes a study of research in the teaching of writing. Recommended for students who are interested in writing and in teaching writing. Prerequisite: Completion of Core Areas C and F; or approval of the department chair. (3-0-3) ENGL 3230. Creative Writing. A workshop course in writing and literary criticism. Recommended to students whose test scores and performance indicate above average aptitude in English. May be repeated once for credit. Prerequisite: Completion of Core Areas C and F; or approval of the department chair. (3-0-3) ENGL 3240. Technical Writing. The course focuses on career oriented writing, with emphasis on the scientific, technological, and managerial areas. The course provides practice in various types of writing—such as reports, proposals, and instructions—that apply to these areas and teaches the special skills needed. Prerequisite: Completion of Core Areas C and F; or approval of the department chair. (3-0-3) ENGL 3245. Technical Writing in a Specific Discipline. The course provides a general background in career oriented writing in science, technology, and management and focuses on writing in the particular discipline in which the student is majoring. Prerequisite: Completion of Core Areas C and F; or approval of the department chair. (3-0-3) ENGL 3310. Backgrounds for Literature. The philosophical and psychological nature of mythology; dimensions of mythology in literature with emphasis on selected literary works. Prerequisite: Completion of Core Areas C and F; or approval of the department chair. (3-0-3) ENGL 3320. The Bible as Literature. Offers intensive study primarily of the Old Testament, focusing on the Bible’s influence on Western thought and literature while also examining archetypal patterns, literary genres, and literary techniques found in the Bible. Prerequisite: Completion of Core Areas C and F; or approval of the department chair. (3-0-3) ENGL 3340. The Novel. The history, development, and characteristics of the novel as a literary genre; parallel novels and literary criticism. Prerequisite: Completion of Core Areas C and F; or approval of the department chair. (3-0-3) ENGL 3350. The Short Story. A study of selected short stories with emphasis on development of interpretive and analytical skills of the student. Prerequisite: Completion of Core Areas C and F; or approval of the department chair. (3-0-3) ENGL 3360. Contemporary Literature: Modern Prose. This course examines modern fiction from the late nineteenth and twentieth century. Novelists and short story writers who best express modern man’s experiences are read. Dostoyevsky, Nietzche, Faulkner, Salinger, Bellow, and others are included. Prerequisite: Completion of Core Areas C and F; or approval of the department chair. (3-0-3) ENGL 3370. Modern Poetry. A study of some of the outstanding poets of the twentieth century with emphasis on evaluation of their poetry. Prerequisite: Completion of Core Areas C and F; or approval of the department chair. (3-0-3) ENGL 3410. Southern Literature. A study in depth of the leading figures of the Southern Literary Renaissance, with special emphasis on the social, political, and economic conditions in the post-bellum South that led to its development. Prerequisite: Completion of Core Areas C and F; or approval of the department chair. (3-0-3) ENGL 3420. African American Literature. Survey of literature by African American writers; emphasis on major novelists, on appreciation of the main intellectual and artistic concerns of the African American culture, and on the role of literature within that culture. Prerequisite: Completion of Core Areas C and F; or approval of the department chair. (3-0-3) ENGL 3430 World Survey of Film Narrative. A study of a number of major film directors, the history of film-making and its techniques, and an introduction to film theory. Prerequisite: Completion of Core Areas C and F; or approval of the department chair. (3-0-3) ENGL 3955. Colloquium I. Seminar for majors in the junior year of study. Prerequisite: Completion of Core Areas C and F; or approval of the department chair. (1-0-1) ENGL 4010. Literature for Young Adults. A comprehensive study of young adult literature, including non-Western authors as well as literature representative of racial and ethnic groups, appropriate for students in secondary school programs, with emphasis on teaching techniques. Prerequisite: Completion of Core Areas C and F; or approval of the department chair. (3-0-3) ENGL 4020. History of the English Language. The development of the English Language from the Indo-European family of language to present-day English, both British and American. Prerequisite: Completion of Core Areas C and F; or approval of the department chair. (3-0-3) ENGL 4110. Chaucer. The man, his works, and his influence on the language. The Canterbury Tales and minor poems. Prerequisite: Completion of Core Areas C and F; or approval of the department chair. (3-0-3) ENGL 4115. Medieval English Literature. Focused study in an area of medieval English literature, such as Chaucer, Anglo-Saxon heroic poetry, or Arthurian literature. Some of the course reading will be in either Old or Middle English depending upon the specific topic of the course. Prerequisite: Completion of Core Areas C and F; or approval of the department chair. (3-0-3) ENGL 4120. Shakespeare I. A study of non-dramatic and dramatic works with attention to the comedies and selected tragedies. Prerequisite: Completion of Core Areas C and F; or approval of the department chair. (3-0-3) ENGL 4125. Shakespeare II. A study of non-dramatic and dramatic works with attention to the histories, selected tragedies, and romances. Prerequisite: Completion of Core Areas C and F; or approval of the department chair. (3-0-3) ENGL 4130. English Drama to 1642. English Drama to 1642 traces the development of drama from its beginnings in medieval times to the closing of the theaters by the Puritans in 1642. Shakespeare’s plays are not included in this course. Prerequisite: Completion of Core Areas C and F; or approval of the department chair. (3-0-3) ENGL 4135. Renaissance English Literature. Focused study in an area of renaissance English literature, such as Spenser, the sonnet, or Jacobean drama. Prerequisite: Completion of Core Areas C and F; or approval of the department chair. (3-0-3) ENGL 4140. Restoration and Eighteenth-Century English Literature. A study of the literature of Dryden, Swift, Addison, Steele, Johnson, Goldsmith and other eighteenth-century writers. Attention is given to the philosophical and literary currents of the period. Prerequisite: Completion of Core Areas C and F; or approval of the department chair. (3-0-3) ENGL 4150. Romantic Movement in England. The works of Blake, Wordsworth, Coleridge, Byron, Shelley, and Keats. Prerequisite: Completion of Core Areas C and F; or approval of the department chair. (3-0-3) ENGL 4160. Victorian Literature. The works of the major Victorian writers with emphasis on Tennyson and Browning. Prerequisite: Completion of Core Areas C and F; or approval of the department chair. (3-0-3) ENGL 4200. Colonial & Federalist American Literature. The development of American literature from its colonial beginnings through the nascent federal government; emphasis on the main intellectual currents. Prerequisite: Completion of Core Areas C and F; or approval of the department chair. (3-0-3) ENGL 4210. Romanticism in American Literature. The works of Emerson, Thoreau, Whitman, Hawthorne, Melville, and Poe. Prerequisite: Completion of Core Areas C and F; or approval of the department chair. (3-0-3) ENGL 4220. Realism in American Literature. The prose of Twain, Howells, James, Wharton, Crane, Steinbeck, and Hemingway, with special emphasis on the growth of the novel in America, conditions which fostered the growth of realism and its further development into naturalism. Prerequisite: Completion of Core Areas C and F; or approval of the department chair. (3-0-3) ENGL 4910. Seminar in Nineteenth Century English Poetry. An in-depth study of the works of one or two major British poets. The poets to be studied will vary. Prerequisite: Completion of Core Areas C and F; or approval of the department chair. (3-0-3) ENGL 4930. Special Topics in Women’s Literature. A seminar on a major author or authors, movement, or theme in women’s literature. Prerequisite: Completion of Core Areas C and F; or approval of the department chair. (3-0-3) ENGL 4940. Special Topics in Literature and Language. A seminar on a major author, or authors, or theme in English studies not offered in the present catalogue of courses. Prerequisite: Completion of Core Areas C and F; or approval of the department chair. (3-0-3) ENGL 4955. Colloquium II. Seminar for majors in the senior year of study. Prerequisite: 12 hours of upper-level English courses with a C or better; or approval of department chair. (1-0-1) ENGL 4970. English Internship. English related internships for qualified students. Concurrent enrollment in INTN 4920 required. (0-V-3) ENGL 4971. English Internship. English related internships for qualified students. Concurrent enrollment in INTN 4920 required. (0-V-3) ENGL 4972. English Internship. English related internships for qualified students. Concurrent enrollment in INTN 4920 required. (0-V-3) ENLA 0098, 0099. English Language Arts. A two-semester sequence of courses required of those Learning Support students whose performance on the placement tests indicates the need for at least one semester of basic instruction. These courses offer instruction in reading, basic usage and grammar skills, and composition. Students may exit after the first course or must continue in the second course. The course may be repeated with an S (satisfactory) grade. One hour of lab work is required. (4-1-4) FREN 1001. Elementary French I. Introduction to listening, speaking, reading and writing in French and to the culture of French-speaking peoples. Not open to students with two or more years of high school French. Designed for students with no previous knowledge of French. Not open to native speakers. Laboratory work required. (3-0-3) FREN 1002. Elementary French II. Continued listening, speaking, reading, and writing in French with further study of the culture of French-speaking peoples. Prerequisite: FREN 1001 or one entrance unit in French. Not open to native speakers. Laboratory work required. (3-0-3) FREN 2001. Intermediate French I. Continued emphasis in listening, speaking, reading, and writing with study of the culture of French-speaking people. Prerequisite: FREN 1002 or two entrance units in French. Not open to native speakers. Laboratory work required. (3-0-3) FREN 2002. Intermediate French II. An intensive review of French grammar. Selected readings with conversations and compositions based on the reading. Prerequisite: FREN 2001 or acceptable scores on the placement test. Laboratory work required. (3-0-3) FREN 3000. French Grammar & Composition. A thorough review and expansion of the main grammatical concepts, rules, and applications studies in the FREN 1001, 1002, 2001, and 2002 courses. A practical application of grammatical study through translations (English to French), formal/informal writing, some listening and speaking, and refinement of self-editing skills. This is an on-line, asynchronous WebCT course. (3-0-3) FREN 3110. French Culture and Civilization I. A survey of the historical, sociological, philosophical, literary, and artistic developments of France up to modern times. Conducted in French. Prerequisite: FREN 2002 or permission of the department chair. This is an on-line, asynchronous Web-CT course. (3-0-3) FREN 3120. French Culture and Civilization II. A survey of the historical, sociological, philosophical, literary, and artistic development of modern-day France and the Francophone world. Conducted in French. Prerequisite: FREN 2002 or permission of the instructor. This is an on-line, asynchronous Web-CT course. (3-0-3) FREN 3510. French Literature Through the Sixteenth Century. A study of the development of French literary genres and ideas from the ninth century through the sixteenth. Special attention to Rabelais, the Pléiade, and Montaigne. Prerequisite: FREN 2002 or the equivalent. Laboratory work required. (3-0-3) FREN 3520. French Literature of the Seventeenth Century. A study of seventeenth century Classicism with emphasis on the theater of Corneille, Moličre, and Racine. Prerequisite: FREN 2002 or the equivalent. Laboratory work required. (3-0-3) FREN 3530. French Literature of the Eighteenth Century. Emphasis on the French philosophers Voltaire, Rousseau, Montesquieu, and Diderot. Prerequisite: FREN 2002 or the equivalent. Laboratory work required. (3-0-3) FREN 3540. French Literature of the Nineteenth Century. Emphasis on the development and influence of French Romanticism, Parnassianism, symbolism, realism, and naturalism. Prerequisite: FREN 2002 or the equivalent. Laboratory work required. (3-0-3) FREN 3550. French Literature of the Twentieth Century. A general survey of the outstanding works of drama, poetry, and prose. Prerequisite: FREN 2002 or the equivalent. Laboratory work required. (3-0-3) FREN 4010. Advanced Conversation and Phonetics. An intensive study of the French phonetic system with emphasis on improving pronunciation, vocabulary, syntax, and general fluency of expression in French. Prerequisite: FREN 2002 or the equivalent. (3-0-3) FREN 4030. The Contemporary French Novel. A brief review of the background of the development of the French novel from its earliest manifestations with the main emphasis placed on reading and analyzing approximately ten full-length twentieth century novels: Prerequisite: FREN 2002 or the equivalent. Laboratory work required. (3-0-3) FREN 4040. Contemporary French Drama. An overall view of contemporary French drama with specific emphasis on reading and analyzing at least one entire play of approximately ten outstanding twentieth century dramatists. Prerequisite: FREN 2002 or the equivalent. Laboratory work required. (3-0-3) FREN 4110. Advanced Grammar and Composition. A detailed and comprehensive coverage of the structure of French grammar. Emphasis on grammatical analysis, oral and written drills, translation, and compositions. Conducted in French. Prerequisite: FREN 2002 or permission of the department chair. This is an on-line, asynchronous Web-CT course. (3-0-3) FREN 4210. Business French. An introduction to the economic and business practices of contemporary France and the Francophone world. Conducted in French. Prerequisite: FREN 2002 or permission of the department chair. This is an on-line, asynchronous Web-CT course. (3-0-3) FREN 4950, 4960, 4970. Study Abroad. An intensive study of French language and culture in the native environment. Designed for students who participate in the University System approved programs or in any other comparable program for which approval has been given prior to the study abroad. Up to 9 hours of credit may be given upon successful completion of the program. Prerequisite: FREN 2002 or the equivalent. Note: Geography courses numbered 3000 and above are not open to freshmen. GEOG 1101. Introduction to Human Geography. A survey of global patterns of resources, population, culture, and economic systems. Emphasis is placed upon the factors contributing to these patterns and the distinctions between the technologically advanced and less advanced regions of the world. Not open to students with prior credit in SOSC 1101. (3-0-3) GEOG 4550. Problems in Political Geography. A study of the impact of geography on world politics. (3-0-3) GEOG 4800. Geography of the Western Hemisphere. An analysis focusing on significant physical features, people, resources, and problems of North and South America. (3-0-3) GEOG 4820. Geography of Latin America. Significant physical features, population groups, economic resources and activities, and effects of geographic factors on Latin American development. (3-0-3) GEOG 4830. Geography of Europe and Russia. Geography of Europe and Russia. Peoples, resources, geographic considerations of the region. (3-0-3) GEOG 4850. Geography of Africa and the Middle East. An analysis focusing on significant physical features, people, resources, and problems. (3-0-3) GEOL 1121. Introductory Geosciences I. To provide students with an introduction to our dynamic planet which includes processes that create Earth materials in the form of minerals and rocks and those geologic events which shape the Earth’s surface. (3-2-4) GEOL 1122. Introductory Geosciences II. To introduce students to the evidence for a long and dynamic Earth history, the methods of logical interpretation of that evidence, and a brief summary of important events in the Earth’s history. Prerequisite: GEOL 1121. (3-2-4) GEOL 1211. The Earth’s Evolving Environment. An introduction to the history of the Earth’s natural environment. Particular attention is focused on methods of inferring past atmospheric, oceanographic, and geographic changes and their effects on biological diversity. (3-0-3) GEOL 1221. Solar System Exploration. A survey course designed to expose students to the nature and wonders of our solar system. The course will also cover the methods of space exploration which includes the Apollo lunar missions to the current on-going efforts such as the Mars Pathfinder and Mars Surveyor missions. The possibility of extraterrestrial life in the solar system and beyond will also be covered. (3-0-3) GEOL 2121. Environmental Geology. A study of human interaction with the environment. Topics include natural hazards, land use, waste management, and geologic aspects of environmental health. Prerequisite: GEOL 1121. (3-2-4) GEOL 3121. Mineralogy. A study of naturally occurring crystalline substances. Laboratory work focuses on the physical, chemical and crystallographic characteristics of important rock-forming and economic minerals. Lectures emphasize the generation and geologic occurrences of these minerals. Prerequisite: GEOL 1121. (3-2-4) GEOL 3131. Optical Mineralogy. An introductory section on physical optics will provide a basis for understanding the interaction of light and minerals. The petrographic microscope will then be used to distinguish the common rock-forming minerals, obtain compositional information, and decipher geologic histories. Prerequisite: GEOL 3121. (3-2-4) GEOL 3211. Invertebrate Paleobiology. Paleontology has traditionally served the Earth sciences primarily as a tool for determining the ages of rocks and inferring how they correlate from place to place. More recently it has become apparent that paleontology provides a unique historical viewpoint on the evolution of the natural environment. This course introduces students to the basic evidence of the Earth’s past life available to paleontologists, assessment of the strengths and weaknesses of that evidence, and the logical application of that evidence to both traditional problems of correlation and to modern discussion of the evolutionary history of the Earth’s environment. Prerequisite: GEOL 1122 and permission of instructor. (3-2-4) GEOL 3311. Oceanography. The physical, chemical, geological, and biological characteristics of the ocean and the interactions between the hydrosphere, lithosphere, atmosphere, and biosphere. Prerequisite: Completion of Area D of the core curriculum and permission of the instructor. (3-2-4) GEOL 3411. Introduction to Geomorphology. An examination of the basic tectonic and erosional processes that influence the appearance of the Earth’s surface, and the landforms that result from them. Emphasis will be on characterizing landforms descriptively and numerically, and inferring the processes responsible for their formation. Prerequisite: GEOL 1121. (3-2-4) GEOL 3511. Structural Geology. An introduction to the techniques and terminology used in the recognition and description of rock structures. An introductory section on rock mechanics will provide a basis for distinguishing and evaluating the rock properties and stress responsible for the contrasting styles of deformation. Prerequisite: GEOL 1122. (3-2-4) GEOL 3611. Economic Mineral Resources. A survey of economic mineral deposits, designed to provide both the student preparing for a career in geology and one interested in minerals with fundamental information regarding the principles and processes of mineral formation. Prerequisite: GEOL 3121. (3-2-4) GEOL 3621, 3622, 3623. Instrumental Analysis in the Geosciences. This course will provide students with the opportunity to learn operational procedures for specific research instrumentation housed within the Department (e.g., x-ray diffraction, x-ray fluorescence, scanning electron microscope, etc.). In addition, the students will learn the theory behind the instrumentation, the various applications of this analytical tool, and how to interpret the resulting analytical data. 1 hour credit. Prerequisite: Permission of instructor or Department Chair. (1-0-1) GEOL 4211. Hydrogeology. This course will provide a basic understanding of the intricate environmental relationships between man, groundwater quality, and groundwater management; and the consequences of ignoring/neglecting those interactions. The general objective will be accomplished through classic textbook teaching, onsite field training, hands-on computer work, and professional guest lectures. Prerequisite: GEOL 1121, GEOL 1122, GEOL 4311, MATH 1113, CHEM 1211, PHYS 1111 suggested, or permission of instructor. (3-2-4) GEOL 4212. Aqueous Environmental Geochemistry. The quality of both surface water and groundwater systems will be examined in the context of natural geologic settings and anthropogenic activities. Chemical composition, constituent behavior, and factors controlling the rates and nature of chemical reactions that take place as water moves through various components of hydrologic cycle will be studied in forms of lecture, hands-on experiments both in the laboratory and in the field, and problem-solving exercises. (3-2-4) GEOL 4311. Sedimentation and Sedimentary Petrology. Sedimentation deals with the study of sediment properties, transport mechanisms/dynamics, and the development of sedimentary structures as tools for interpreting paleoenvironments and for predicting rock texture. Sedimentary petrology involves understanding how weathering processes, transport mechanisms, and depositional systems leave interpretable records of themselves in rocks. Petrographic characteristics of the more common sedimentary rocks are examined in this context. Prerequisite: GEOL 3121. (3-2-4) GEOL 4411. Stratigraphy. Principles of stratigraphy as applied to interpreting the relative and absolute ages of rocks and their local and global correlation. The course will also examine techniques for interpreting specific environments of deposition based on lithology, fossil content, and stratigraphic characteristics, and the application of combined facies and age assessments to understanding the evolution of depositional basins and their strata. Prerequisite: GEOL 4311. (3-2-4) GEOL 4511. Remote Sensing in the Earth and Planetary Sciences. An introduction to one of the essential tools used by today’s scientific community. The course will cover modern methods of gathering remotely sensed data through aerial photography, satellite electro-optical systems and microwave and acoustical sensors. Applications in geology/planetary science, oceanography, environmental science, archaeology, forestry, and urban planning will be covered. Prerequisite: GEOL 1121, PHYS 1111 or 1112, MATH 1111. (3-2-4) GEOL 4611. Introduction to Geographic Information Systems. This class will introduce the modern techniques and tools of spatial data analysis. Lecture material will focus on the common terminology, software, hardware and techniques utilized in geographic information systems. Applications in scientific research, county and city planning, environmental projects and desktop mapping will be demonstrated and discussed. Lab exercises will involve spatial data collection and conversion, project structuring and presentation, and data interpretation. Prerequisite: None, but a general computer background is required. (3-2-4) GEOL 4711. Igneous and Metamorphic Petrology. A study of the origins, characteristics, and classifications of igneous and metamorphic rocks. Petrographic, geochemical, and structural data will be used to evaluate the origins and tectonic significance of specific rock suites. Prerequisite: GEOL 3131. (3-2-4) GEOL 4811. Introduction to Geophysics. The purpose of this course is to familiarize the student with the physics of the Earth and with geophysical methods. Topics include the interior structure and properties of the Earth, seismology, gravimetry, magnetics, heat flow, age of the Earth, and dynamics and structure of the Earth. Topics of college physics are assumed. Calculus-based physics is desirable but not necessary. A course in computer science is desirable. Prerequisite: MATH 1113, PHYS 1112 or 2212, GEOL 3511, or permission of instructor. (3-2-4) GEOL 4911. Senior Seminar. Will provide senior geology majors with an opportunity to prepare and deliver presentations within various fields of the geosciences. Presentations will be followed by a critical review and discussion from their peers and faculty members. Prerequisite: Senior standing in geology. (1-0-1) GEOL 4921. Geotectonics. An overview of the major structural and compositional features of the Earth and the modern theories that explain their origin and development. A combination of paleontologic, petrologic, stratigraphic, structural and geophysical data from various global locations will be examined and interpreted. Prerequisite: GEOL 4711, GEOL 3511, GEOL 4411. (3-2-4) GEOL 4931. Field Methods. An introduction to the current techniques and equipment used in the collection and interpretation of geologic field data. The course will not only examine classical techniques in sampling, surveying, and mapping, but will also provide field and lab experience using GPS (Global Positioning Systems) and GIS (Geographic Information Systems) equipment and software. Several half-day and extended field trips will focus on observational and interpretative skills, while follow-up projects will emphasize technical writing and effective data presentation. Prerequisite: GEOL 4411, GEOL 3511. (3-2-4) GEOL 4941. Senior Thesis I. The course will provide seniors with the opportunity of collecting scientific data via laboratory and/or field work as part of an original research project. Prior to enrollment in Senior Thesis I, the student will submit a research proposal which will be reviewed and approved by his or her Thesis Director. Prerequisite: Senior status with all required upper-level geology, math, and applied science courses completed. (0-1-1) GEOL 4942. Senior Thesis II. This portion of Senior Thesis requires the student to employ critical and analytical thinking. Data collected in Senior Thesis I must be compiled and then evaluated for its scientific validity. Subsequently, conclusions must be drawn from this information. The significance of the findings in relation to the common body of knowledge in the geosciences will also be addressed by the student. All data collection methods, results and conclusions will be submitted to the Thesis Director in a specified journal format and will also be presented either at a professional meeting or an in-house seminar. Prerequisite: completion of GEOL 4941. (0-1-1) Note: History courses numbered 3000 and above are not open to freshmen. HIST 1111. World Civilization I. A survey of world history to early modern times. (3-0-3) HIST 1112. World Civilization II. A survey of world history from early modern times to the present. May be taken before HIST 1111. (3-0-3) HIST 2111. U.S. History I. Discovery of the Western World through the Civil War. A Passing grade in this course satisfies the U. S. history and Georgia history requirements of Georgia State Code 32-171. (3-0-3) HIST 2112. U.S. History II. Reconstruction Period to the present. May be taken before HIST 2111. A passing grade in this course satisfies the U.S. history and Georgia history requirements of Georgia Code 32-171. (3-0-3) HIST 2500. The Study of History. An introduction to the study of history. Required of all history majors. (2-0-2) HIST 3110. Medieval Civilization. Europe from the fifth through the fifteenth century. (3-0-3) HIST 3510. American Colonial History. Major developments between 1492 and 1789. (3-0-3) HIST 3530. United States History, 1789-1848. From the beginning of the national period until the end of the Jacksonian era. (3-0-3) HIST 3570. Civil War and Reconstruction. An in-depth study of the Civil War and Reconstruction period of U.S. History, focusing on the background, political, social, economic, and military aspects of the period. (3-0-3) HIST 3730. History of the Old South. A study of the Old South during the first half of the 19th century. Topics for study include the economic system of the Old South, slavery, antebellum Southern politics, and social and intellectual patterns of the Old South. (3-0-3) HIST 3740. Religion and the American South. An examination of the fundamental relationship between religion and Southern society. (3-0-3) HIST 3770. Black-American History. The role of African-Americans in the Western Hemisphere, with special emphasis on the struggles of African-Americans for equality and their contributions to American progress. (3-0-3) HIST 3810. History of Georgia. A survey of the history of Georgia from the beginning to the present. Of particular significance to prospective teachers in elementary and secondary schools. A passing grade in this course satisfies history of Georgia and the Constitution of Georgia requirements of Georgia State Code 32-171. (3-0-3) HIST 4000. Historiography. A capstone senior seminar course required of all history majors. Survey of leading writers who have produced the major historical works, with special emphasis on the intellectual and cultural influences which helped to shape their historical interpretations. Prerequisite: 15 hours of upper division history or permission of the instructor. (3-0-3) HIST 4050. Early Modern Europe. Absolutism and Enlightenment, Europe between 1500 and 1715. (3-0-3) HIST 4060. Europe 1715-1815. (3-0-3) HIST 4100. Nineteenth Century Europe. Europe between 1814 and 1914. (3-0-3) HIST 4110. Europe in the Twentieth Century. A history of Europe since 1914. The main political, social, economic, cultural, international, and intellectual movements will be considered. (3-0-3) HIST 4210. The History and Government of Latin America. Factors, forces, and personalities which have shaped the destiny of Latin America from Pre-Columbian times to present. (3-0-3) HIST 4220. Problems of Latin American History in the 20th Century. The outstanding problems, in historical perspective, of twentieth-century Latin America. (3-0-3) HIST 4290. United States-Latin American Relations. Various phases and aspects of United States-Latin American relations, especially since 1900. (3-0-3) HIST 4300. History of Mexico. The outstanding political, economic, social, and cultural developments in Mexico since 1810. (3-0-3) HIST 4540. United States History, 1877-1920. Populist and Progressive Eras, 1877-1920. (3-0-3) HIST 4550. Twentieth Century U. S. World War I to the present. (3-0-3) HIST 4561. U.S. Social History. A study of selected and representative social, cultural, and intellectual themes in American history. (3-0-3) HIST 4600. History of England to 1603. (3-0-3) HIST 4610. History of England Since 1603. (3-0-3) HIST 4770. African History. A survey of the forces, factors, and personalities which have influenced the history of Africa. (3-0-3) HIST 4800. Emergence of the Third World. The main political, economic, social, and cultural developments associated with the emergence of the Third World (Asia, Africa, Latin America, and the Middle East). (3-0-3) HIST 4900. Special Topics in History. A course on selected issues, problems, and literature in history. (3-0-3) HIST 4920. History Internship. History related internships are available for qualified students. See the Coordinator of Intern Programs for information. Concurrent enrollment in INTN4920 is required. (0-7-3) HIST 4930. History Internship. History related internships are available for qualified students. See the Coordinator of Intern Programs for information. Concurrent enrollment in INTN 4920 is required. (0-7-3) HPER 2010. Lifeguarding. A course designed to provide students with the necessary skills and knowledge to keep patrons of aquatic facilities safe in and around water. (1-2-2) HPER 2020. Substance Abuse and the Athlete. A course designed to acquaint the student/athlete with substance abuse in today’s society with emphasis on special problems in the athletic community. Prerequisite: Permission of instructor. (2-0-2) HPER 2040. Sports Appreciation. Designed for students who are unable to participate in sports activities, with special emphasis being placed on aiding the student in becoming more knowledgeable and appreciative as a spectator or participant. (2-0-2) HPER 2060. Fundamentals of Baseball. Fundamentals and techniques involved in coaching baseball. (2-0-2) HPER 2070. Fundamentals of Basketball. Fundamentals and techniques involved in coaching basketball. (2-0-2) HPER 2080. Fundamentals of Track and Field. Fundamentals and techniques involved in coaching track and field. (2-0-2) HPER 2090. Athletic Training and Conditioning. Theory and practice of massage, bandaging, taping, and caring for athletic injuries. Provides basic information on injury prevention and immediate care of the more common sports injuries for those entering into the fields of coaching and/or physical education. Basic foundations are also provided for the student interested in more substantive areas of rehabilitation and allied health careers. (3-1-3) HPER 2100. First Aid and Safety. American Red Cross standard courses in first aid and CPR (Certification). (1-2-2) HPER 2140. Water Safety Instructor. A course designed to train instructor candidates how to teach a number of water safety and swimming courses. The course reflects a continuing commitment to improve the quality of water safety and swimming instruction. (1-2-2) HPER 2170. Introduction to Physical Education. Introduction to the fields of Health and Physical Education as pertains to program demands and employment opportunities. Trends in the past and current physical education movement emphasized. Field experience required. (1-0-1) HPER 2180. Introduction to Recreation. Introduction to the field of Recreation. Emphasis is placed on abilities and personal characteristics, professional qualifications, and employment situation. Field experience required. (2-2-3) HPER 2200. Maintenance of Recreation Facilities. A course designed to acquaint recreation majors with the basic maintenance problems, procedures, and situations of recreation agencies. (2-1-2) HPER 2240. Nutrition and Human Performance. A study of basic nutritional concepts as they relate to the exercising individual. Emphasis will be on the physiological response of proper nutrition and methods of enhancing exercise or athletic performance. (3-0-3) HPER 2350. Camping and Outdoor Recreation. A course designed to train camp leaders and counselors. Includes: organized camping, camp counselor skills, camp activities, and camping and trail skills. Field experience required. (3-1-3) HPER 2410. Social Recreation. Practical application of planning, demonstrating, and conducting activities and programs for various social events and gatherings. (2-0-2) HPER 2500. Computer Applications in HHP. This course is designed as a comprehensive overview of computer-based methods for accessing, analyzing, and communicating information in the area of health and human performance. The course will focus on the development of skills necessary for effective utilization of various computer tools and applications used in health, physical education, recreation and exercise science. (3-0-3) HPER 3000. Recreation Practicum. A practical field work experience under supervision in an approved recreational and leisure setting. (0-8-4) HPER 3010. Materials and Methods for Health Education. A course concerned with the understanding of the pedagogical basis and the content area for the total school health education program. Field experience required. (3-2-3) HPER 3050. Materials and Methods of Teaching Early Childhood Physical Education. A study of principles and procedures in conducting a program of health and physical education in the early childhood grades. Emphasis will be placed on methods of effective teaching, classroom management, growth and development of motor skills, and liability issues in the classroom and the gymnasium environment. Field experience required. (3-2-3) HPER 3060. Materials and Methods of Teaching Middle Grades Physical Education. A study of principles and procedures in conducting a program of health and physical education in the middle grades. Emphasis will be placed on methods of effective teaching, classroom management, growth and development of motor skills, and liability issues in the classroom and the gymnasium environment. Field experience required. (3-2-3) HPER 3090. Advanced Athletic Training. A concentrated study by means of participation, observation, discussion, and research pertaining to advanced topics in the evaluation of traumatic and non-traumatic athletic injuries, as well as injuries to children and older adults. Prerequisite: HPER 2090. (3-2-3) HPER 3100. Community Health. Present day philosophy of the health care system including current needs and priorities in delivery of health services, intelligent consumer health selection, specific community health problems and solutions, and safety education. (3-0-3) HPER 3240. Kinesiology. Study of the human movement, along with the various muscles, bones, and nerves utilized within those movements. Prerequisite: BIOL 2030 and BIOL 2040. (3-1-3) HPER 3250. Tests and Measurements in Physical Education. Methods in evaluating and testing in physical education and procedures to be used in evaluating these tests and their results, including statistical analysis. (3-1-3) HPER 3260. Exercise Physiology. The current practice and theory of exercise physiology as applied to work, physical education, and sports. Prerequisite: BIOL 2030 and BIOL 2040. Lab fee required. (3-1-3) HPER 3280. Exercise Testing and Prescription. A course designed to provide exercise science/wellness students with theoretical and practical knowledge of the various techniques used in clinical exercise testing and prescription for various populations. Prerequisites: HPER 3240, HPER 3250, and HPER 3260. Lab fee required. (3-1-3) HPER 3300. Principles of Strength and Conditioning. A course designed to provide students with theoretical and practical knowledge of the physiological, biomechanical, and administrative aspects of designing and supervising strength and conditioning programs for various populations. Prerequisite: HPER 3240 and HPER 3260. (3-1-3) HPER 3310. Exercise Leadership. A course designed to teach leadership skills, motivational techniques, choreography, administrative functions dealing with equipment purchase, organization, use, and experiences leading aerobic exercise formats for a variety of populations. (3-0-3) HPER 3320. Health Promotion. A study of the principles and procedures necessary to effectively conduct health promotion program. The emphasis will be placed on the role of the health professional in developing wellness and preventive-oriented interventions to promote healthy lifestyles. (3-0-3) HPER 3330. Exercise Science/Wellness Practicum. (0-8-4) HPER 3350. Organization and Administration of Recreation. Deals with administrative problems common to playground and community center directors and others having executive responsibilities in the field of recreation. (3-0-3) HPER 3410. Recreation Leadership. A course that deals with the philosophical and practical aspects of program construction, leadership skills, and methods. (2-0-2) HPER 3500. Recreation Planning. Provides an understanding of the principles and objectives of planning recreation programs, facilities, space, and the interdependent relationship of activities to physical environment. (3-0-3) HPER 3550. Selected Problems in Special Populations. Selected problems confronting individuals with special needs in the areas of physical development, therapeutic activities, and physiological performance. (3-0-3) HPER 3600. Techniques of Teaching Sport Skills. Skills, appreciation, knowledge, and effective teaching techniques for individual, dual and team sports. (3-0-3) HPER 3700. Contemporary Issues in Health. Scientific study of heal education with emphasis placed on the application of health facts and principles that are related to a better life physically, mentally and socially for the student today. (3-0-3) HPER 3800. Family Health Issues. The study of various health issues as they relate to relationships and family life. Topics include sexuality and sexual behavior, family planning, pregnancy and childbirth, parenting, communication and interpersonal relationships, and violence and abuse. (3-0-3) HPER 4010. Theory and Coaching Football. Emphasis on the fundamentals of position play and methods of coaching offensive and defensive team play, the running, passing and kicking game presented. Complete organization of a football program. (2-1-2) HPER 4020. Theory and Coaching Basketball. Practical experience in fundamental skills and techniques, team play and strategy. Specific offense and defense analyzed. A definite plan of offense and defense presented. (2-1-2) HPER 4040. Theory and Coaching Track and Field. Emphasis on psychology of coaching, analysis of the form and techniques of the various events. (2-1-2) HPER 4050. Recreation Internship. (0-11-4) HPER 4060. Recreation Internship. (0-11-4) HPER 4070. Recreation Internship. (0-11-4) HPER 4100. Exercise Science/Wellness Internship. (0-11-4) HPER 4110. Exercise Science/Wellness Internship. (0-11-4) HPER 4120. Exercise Science/Wellness Internship. (0-11-4) INTN 4920A. Internship Seminar. (0-7-3) INTN 4920B. Georgia Internship Seminar. (0-7-3) INTN 4920C. Legislative Internship Seminar. (0-7-3) INTN 4920D. Governor’s Internship Seminar. (0-7-3) INTN 4920E. Congressional Internship Seminar. (0-7-3) JAPN 1001. Elementary Japanese I. A course for students beginning the study of Japanese. Basic grammatical structures and their functions will be taught with special emphasis on speaking and listening skills. This course does not satisfy the foreign language requirements for degree programs. Not open to native speakers. Laboratory work required. (3-0-3) JAPN 1002. Elementary Japanese II. A continuation of Japanese 1001, this course emphasizes further understanding of basic structures while stressing speaking and listening skills. The course also introduces reading and writing skills for katakana and hiragana. Prerequisite: Japanese 1001 or approval of instructor. Not open to native speakers. Laboratory work required. (3-0-3) JAPN 2001. Intermediate Japanese I. A continuation of Japanese 1002, this course stresses idiomatic speaking and listening skills in different styles and in long discourses. Reading skills of written Japanese will also be developed. This course introduces kanji. Prerequisites: Japanese 1002 or approval of instructor. Not open to native speakers. Laboratory work required. (3-0-3) JAPN2002. Intermediate Japanese II. A continuation of Japanese 2001, this course stresses idiomatic speaking and listening skills in different styles and in long discourses, with an emphasis on the functions of Japanese structures. Reading and writing Japanese will also be taught. Prerequisites: Japanese 2001 or approval of instructor. Laboratory work required. (3-0-3) LEAD 1000. Leadership Development. This course is designed for the student who is interested in increasing his or her understanding of the theories and techniques related to leadership development. The opportunity is provided for students to assess their leadership potential; to develop leadership skills for application in campus, professional, and personal settings; and to demonstrate these skills through communication and leadership experiences. Four areas of emphasis will be personal growth, human relations skills, leadership theories and skills, and group dynamics. Special sections are offered occasionally for groups of students with similar leadership interest, such as O’Team members, Resident Assistants, and members of other student organizations. (1-0-1) LIBR 1000. Intro to Library & On-line Resources. An introduction to identifying information needs and using appropriate resources. This course will provide descriptions and hands-on use of print and electronic information sources. It is designed for all students to prepare them for identifying and managing information and conducting research of all their courses. (1-0-1) LING 4100. Linguistics and Methods. The application of linguistics in classroom and laboratory settings. Lectures, linguistic analyses, demonstrations, materials evaluations and computer and language laboratory assignments. Required of all majors in French and Spanish. Must be completed before student teaching. Prerequisite: completion of intermediate language courses or the equivalent. EDSC 4111, when taught by foreign language faculty, may substitute. Laboratory work required. (3-0-3) LING 4150. Introduction to Linguistics. An introduction to the field of linguistics, with discussion given to its historical development, its major branches, and the major theoretical issues in the field. (3-0-3) LSPT 2000. Learning Support Peer Tutor Training. An introduction to contemporary learning theory and its application to one-to-one (tutorial) and small group learning situations. Emphasis will be placed on philosophy, procedures, and practice which are known to be effective on improving learning. Prerequisite: Recommendation of Department Chair, 3.00 GPA in course tutored, and permission from the instructor. (1-0-1) LSPT 2001–2004. Learning Support Peer Tutor Practicum. Supervised supplemental instruction of students in one-to-one and small group settings. Conditions of the tutorial experience are outlined in the contract with the instructor. (May be repeated for a maximum of four (4) credits.) Prerequisite: Learning Support Peer Tutor Training. (0-1-1) MATH 0098, 0099. Elementary Algebra. A two-semester sequence of courses required of Learning Support students to prepare them for MATH 1111. Enrollment is by placement testing or by volunteering for at least one semester or two semesters, depending on the performance of students on the exit test. Course content includes basic algebra skills. MATH 0099 may be repeated with an S (satisfactory) grade. One hour of laboratory work is required. (4-1-4) MATH 1111. College Algebra. This course is a functional approach to algebra that incorporates the use of appropriate technology. Emphasis will be placed on the study of functions, and their graphs, inequalities, and linear, quadratic, piece-wise defined, rational, polynomial, exponential, and logarithmic functions. Appropriate applications will be included. Prerequisite: 2 years of high school algebra. Offered every semester. (3-0-3) MATH 1112. Plane Trigonometry. Trigonometric functions, derivation of standard formulae, identities, inverse functions and equations, use of logarithmic and exponential functions, and solution of triangles. Prerequisite: MATH 1111. Offered each semester. (3-0-3) MATH 1113. Precalculus. This course is designed to prepare students for calculus, physics, and related technical subjects. Topics include an intensive study of algebraic and transcendental functions accompanied by analytic geometry. Prerequisite: 3 years of high school mathematics including two years of algebra. Offered every semester. (3-0-3) MATH 1120. Calculus I. A study of the fundamental concepts of the calculus: limits and continuity, differentiation, the mean value theorem, applications of differentiations, Riemann integration, the Fundamental Theorem of Calculus, and elementary applications of integration. Prerequisite: MATH 1113. Offered every semester. (4-0-4) MATH 2204. Elementary Statistics. The study of the nature of statistics, the fundamental concepts of probability, the methods of collecting and analyzing data, and the techniques of making inferences based upon data. Technology, in the form of graphing calculators and statistical software, will be integrated in the course. Prerequisite: MATH 1111 or MATH 1113. Offered every semester. (3-0-3) MATH 2221. Calculus II. This is a continuation of Calculus I. It deals with further applications of one variable integration, the techniques of integration, sequences, series, indeterminant forms and improper integrals. Technology, in the form of graphing calculators and modeling software, will be integrated in the course. Prerequisite: MATH 1120. Offered every semester. (4-0-4) MATH 2222. Calculus III. This is a continuation of Calculus II. It introduces students to the notions of vector calculus commonly used in engineering and science applications: vector and scalar functions of several variables, gradients, curl and divergence, mini-max theorems, multiple integrals, line integrals, the theorems of Green, Gauss and Stokes, and their applications. Technology, in the form of graphing calculators and modeling software, will be integrated in the course. Prerequisite: MATH 2221. Offered every semester. (4-0-4) MATH 2223. Discrete Systems I (Linear Algebra). A course designed to give students an early experience of the power and applicability of discrete models in the solution of problems in mathematics, the sciences, computer science and engineering. Discrete Systems I focuses on linear algebra and its applications. Corequisite: MATH 2221 or MATH 2222. Offered every Fall Semester. (3-0-3) MATH 2224. Discrete Systems II. Topics include number theory, graphs and algorithms, analysis of algorithms, Boolean logic, discrete stochastic models, and an applications-oriented introduction to modern algebra. Corequisite: MATH 2221 or MATH 2222. Offered every Spring Semester. (3-0-3) MATH 3001. Number Theory for Teachers. Introduces students to concepts of number theory appropriate for middle grades and early childhood classrooms, including divisibility, number bases, primality, congruence, along with applications to discrete probability, cryptography, mental arithmetic, geometry, art, and music. Offered in alternate fall semesters. Prerequisite: MATH 1111 or MATH 1113, and junior standing. (3-0-3) MATH 3002. Geometry for Teachers. Euclidean and other geometric models for pre-service teachers. Field work required. Prerequisite: Permission of instructor. Offered every Spring Semester. (3-0-3) MATH 3311. Advanced Statistics. A continuation of Elementary Statistics. Topics include experimental design, design related hypothesis testing, analysis of variance, correlation, regression and goodness of fit, non-parametric statistics and applications. Prerequisite: MATH 2204, MATH 2221. Offered every Fall Semester. (3-0-3) MATH 3313. Differential Equations. This course provides students of mathematics, science and pre-engineering with a qualitative, numeric and analytic approach to the dynamical systems commonly encountered in their disciplines. Prerequisites: MATH 2222 and MATH 2223. Offered in fall of alternate years. (3-0-3) MATH 3316. Analysis I. This course introduces students to the basic elements of mathematical analysis. Topics include the topology of Euclidean space, sequences and limits, continuity and differentiation. Prerequisites: MATH 2222 and MATH 2223. Offered fall of alternate years. (3-0-3) MATH 3317. Analysis II. A continuation of Analysis I. Topics include the integrals of Riemann-Stieltjes and Lebesque, infinite series and products, sequences of functions, Fourier series and integrals. Prerequisite: MATH 3316. Offered in spring of alternate years. (3-0-3) MATH 3320. Scientific Computation. An introduction to the elements of modern scientific computing, using visualization, vector-level thinking skills, numeric models, and analytic techniques. Prerequisites: MATH 2222, MATH 2223, and Introduction to Structured Programming. Offered each Spring Semester. (3-0-3) MATH 3322. Advanced Mathematical Modeling. Teaches the art of mathematical modeling and the techniques of validation in deterministic and stochastic settings. Prerequisites: MATH 2222 and MATH 2204 or MATH 3325. Offered in alternate Fall Semesters. (3-0-3) MATH 3325. Mathematical Statistics. A course designed to give students of mathematics, computer science, the physical sciences, and pre-engineering a reasoned introduction to probability and statistics using the multivariable calculus. Prerequisite: MATH 2222. Offered every Spring Semester. (3-0-3) MATH 4412. Modern Algebra I. This course gives students an understanding of standard algebra structures: groups, rings, ideals and fields, and their relationship to models from number theory and geometry. Prerequisites: MATH 2222 and MATH 2224. Offered every Fall Semester. (3-0-3) MATH 4413. Modern Algebra II. This is a continuation of Modern Algebra I. Topics include classification theorems for finite groups, field extensions, Galois theory and applications, algebraic coding theory. Prerequisite: MATH 4412. Offered every Spring Semester. (3-0-3) MATH 4440. Partial Differential Equations. The purpose of this course is to familiarize students with the elements of partial differential equations and related aspects of applied mathematics in a modeling context. Topics include boundary value problems, Fourier and generalized Fourier series, Fourier integrals, Laplace and Fourier transforms, the heat, wave, and potential equations. Prerequisite: MATH 3313. Offered Fall Semester of alternate years. (3-0-3) MATH 4442. Complex Analysis. An introduction to basic ideas concerning functions of one complex variable. Topics include analytic functions, Cauchy’s integral theorem, series and products, calculus of residues, conformal mapping, asymptotic methods, and applications to heat conduction, electrostatics, aerodynamics and hydrodynamics. Prerequisite: MATH 3313. Offered Spring Semester of alternate years. (3-0-3) MATH 4450. Topology I. A study of general topological spaces, continuity, compactness, connectedness, separability, and characterization of metrizability. Prerequisite: MATH 3316. Offered Fall Semester in alternate years. (3-0-3) MATH 4451. Topology II. A continuation of Topology I, emphasizing the elements of geometric and algebraic topology. Topics include identification spaces, fundamental group, triangulations, surface theory, knot theory. Prerequisite: MATH 4450 and MATH 4412. Offered Spring Semester in alternate years. (3-0-3) MATH 4454. Industrial Mathematics I. This course introduces students to a variety of mathematical techniques used to make organizational, scheduling, and optimization decisions in research and industrial settings. Prerequisites: MATH 3313 and MATH 3325. Offered Fall Semester of alternate years. (3-0-3) MATH 4455. Industrial Mathematics II. A course that provides students with modeling and problem solving experiences that parallel applications of mathematics in industrial, and research and development settings. Prerequisites: MATH 4454, MATH 4440. Offered Spring Semester of alternate years. (3-0-3) MATH 4456. Introduction to Financial Engineering. This is an introduction to the mathematical models used in financial engineering, with particular emphasis on models for pricing and hedging derivative securities such as options and futures, and on models for portfolio optimization. The course examines the models of Black-Scholes, Markowitz and their recent modifications, with a variety of applications. Prerequisite: MATH 3325 or a strong, basic knowledge of probability. Offered in Spring semester of alternative years. (3-0-3) MATH 4490. History and Philosophy of Mathematics. Topics in the history of mathematics for pre-service teachers. A capstone course emphasizing key ideas in algebra, geometry, probability and statistics, and number theory, in a historical and philosophical context. Prerequisites: Permission of instructor. Offered every May term. (3-0-3) MATH 4499. Senior Honors Thesis in Mathematics. An opportunity for qualified and highly motivated students in mathematics to do mentored research under the guidance of a member of the mathematics faculty. Prerequisite: Senior standing, an average of B or better in mathematics courses, the consent of a faculty mentor, and the approval of the Chair of Mathematics. Offered as appropriate. (3-0-3) MGNT 3390. Human Resources Law. The current status of legal statutes and issues in human resource management is analyzed. Emerging issues and trends are explored. Prerequisite: MGNT 3600. (3-0-3) MGNT 3600. Principles of Management. Management principles applicable to all types of cooperative enterprises. The vital functions of the manager are studied in detail. Prerequisite: Sophomore standing or permission of instructor. (3-0-3) MGNT 3610. Production and Operations Management. The application of management science principles to the actual management of an industrial plant. Through the application of these techniques, improved decisions are made as to hiring, firing, training, output planning and controlling, raw material acquisition, quality control budgeting, and maintenance expenditures as concerns the manufacturer of products. Prerequisite: BUSA 3050 or equivalent. (3-0-3) MGNT 3615. Advanced Production and Operations Management. A continuation of the application of management science principles to the management involved in factories and plants. These techniques aid decision makers in areas involving training, job shop controls, transformation processes, material management and acquisition, total quality control and assurance, and budget controls that concern product manufacturing. Contemporary topics and current issues are a part of the course. Prerequisite: MGNT 3610. (3-0-3) MGNT 3650. Introduction to International Business. An introduction to the nature and environment of international business, multinational business operations, and the future of international business. Prerequisite: None. (3-0-3) MGNT 3670. Introduction To Human Resource Management. This course is intended as an overview of the field of human resource management for the non-major. Emphasis will be placed on management responsibilities regarding the organization’s human resources. Prerequisite: Junior status. (3-0-3) MGNT 3680. Organizational Theory and Behavior. The theory and application of behavioral interaction within organizations. Extensive use is made of practice exercises that require organizational effort in the classroom. Prerequisite: MGNT 3600. (3-0-3) MGNT 4190. Strategic Management. A study of business strategy and strategic planning in relation to company resources, the environment, and changes which may bring opportunities or threats. An opportunity to apply one’s skills through strategic case analysis and through the management of a manufacturing firm in a computer-simulated business situation. Prerequisite: MGNT 3600, MKTG 3800, and BUSA 3150. (3-0-3) MGNT 4260. Small Business Management. An introduction to the world of small business including the principles of successful small business management. The course covers the entire range of decision areas encountered by the small business manager, including starting considerations, government regulations and assistance, and effective control systems. Experimental exercises are used, and the student is encouraged to use the opportunity to integrate material covered in a number of other courses. Prerequisite: MGNT 3600. (3-0-3) MGNT 4640. Purchasing Management. An analysis of the problems and functions of the purchasing agent as they relate both to industrial and consumer goods. Prerequisite: MGNT 3600, MKTG 3800. (3-0-3) MGNT 4660. Business Forecasting. An introduction to the analysis of business fluctuations as a major factor in forecasting business activity on a general level as well as for the individual firm. The importance of forecasting is included along with consideration of macro-economic forces which affect forecasts and various methods of analysis for determination of cyclical factors and other methods of preparing and documenting forecasts. Prerequisite: BUSA 3050 or equivalent. (3-0-3) MGNT 4670. Advanced Human Resource Management I. An overview of the personnel management function in organizations. It serves as an introductory course for the prospective personnel officer and as a survey of personnel responsibilities and activities for any manager with supervisory responsibilities. Prerequisite: MGNT 3600. (3-0-3) MGNT 4680. Advanced Human Resource Management II. Continuation of MGNT 4670 with emphasis on job design and analysis, performance appraisal, and compensation systems. Prerequisite: MGNT 4670. (3-0-3)
MGNT 4690. Labor Management Relations. An
analysis of the industrial relations problems between organized labor and
management, and the interrelationships of the union, its members, and the
nonunion workers. Prerequisite: MGNT 3600. MGNT 4790. Current Issues in Human Resources. This course is designed for senior Human Resources students. It acts as a capstone course, and is conducted as a seminar. Current issues in the field of Human Resources will serve as the springboard for discussion and research. Students will have the opportunity to engage others in their field, and the instructor, in a collegial atmosphere designed to stimulate an appreciation and thorough understanding of the issues in the field. Prerequisite: MGNT 4670. (3-0-3) MKTG 3800. Principles of Marketing. Principles and methods involved in the movement of goods and services from producer to consumer. Prerequisite: Sophomore standing. (3-0-3) MKTG 3850. Real Estate Principles. An introduction to the principles of real estate analysis and utilization. Subjects include the nature of real property, the legal instruments involved in real property transactions, market analysis and the determinants of real estate values, the appraisal process, investment and financial analysis, and public policy aspects of real estate planning and utilization. Prerequisite: MKTG 3800. (3-0-3) MKTG 3870. Principles of Transportation. A study of the economic and service aspects of various means of transportation and related principal physical distribution. Prerequisite: MKTG 3800. (3-0-3) MKTG 4800. Personal Selling. This course is designed to provide the basic concepts and theories involved with developing and maintaining personal exchange relationships. Students participate in experiential exercises and selling role-playing to develop an understanding and appreciation of the skills required in being a successful salesperson. Prerequisite: MKTG 3800. (3-0-3) MKTG 4805. Sales Management. This course is designed to provide students the basic concepts about managing a sales force and how to apply them to solve business problems. In addition, the course will introduce students to the sequence of activities that guide sales managers in the creation and administration of a successful sales program. Prerequisite: MKTG 3800. (3-0-3) MKTG 4820. Consumer Behavior. This course is a natural blending of psychology, social psychology, cultural anthropology, sociology, and marketing. Based on empirical research on what the consumer does and why, the course focuses on practical guidelines for the marketing manager. Decision-making models are analyzed, and implications for influencing decisions are highlighted. Although heavily laden with the conceptual frameworks of behavioral science, Consumer Behavior is taught as a marketing course. Prerequisite: MKTG 3800. (3-0-3) MKTG 4830. Marketing Communications. An overview of methods, procedures, strategies, and applications in communicating with consumer and business markets as an integral part of the promotion function with respect to mass communications (advertising and public relations), personal selling, direct marketing, and sales promotion. The various media which may be employed in these forms of the promotion function and the effects upon resulting buyer behavior will be evaluated and considered in their specific applications. Prerequisite: MKTG 3800. (3-0-3) MKTG 4850. Marketing Channels. An overview of methods, procedures, strategies, and applications in the management of channels of distribution of products and services from producer to final consumer sale. This includes retailing for consumer goods, personnel selling and sales management for business goods, as well as transportation and logistic services. Consumer behavior for household purchasing in the retail market and business buying behavior in the business market are also included. Prerequisite: MKTG 3800. (3-0-3) MKTG 4870. Sports Marketing. A course which examines the unique nature of marketing sport both as a participatory and spectator event. Emphasis is upon understanding the synergy of marketing, sport, and society. Consideration is given to marketing collegiate and professional sports. Prerequisite: MKTG 3800. (3-0-3) MKTG 4880. Entertainment Marketing. An introduction to fundamental concepts of marketing activities in the diverse entertainment field. Prerequisite: MKTG 3800. (3-0-3) MKTG 4890. Marketing Management. An extension of the descriptive aspects of marketing principles into the arena of application. Emphasis is placed on the marketing planning process, environmental analysis, strategic marketing, and the effective implementation of marketing plans. Prerequisite: MKTG 3800 and MGNT 3600. (3-0-3) MKTG 4910. Marketing Research. A course to provide the student with a working knowledge of the principles and theory of business research applied specifically to the marketing environment. The course stresses both concepts and application. Prerequisite: MKTG 3800, BUSA 2010, and BUSA 3050. (3-0-3) MUSC 0990. Recital Laboratory. A weekly laboratory designed to provide experiences in hearing live performances of a wide variety of music including student recitals, guest performances, master classes, and other concerts listed by the music faculty. All majors must register for this class for seven semesters. Transfers will be assessed by the music faculty to determine how many semesters of MUSC 0990 they will need to complete their degree requirements. Credit: 0 hours. Offered F, Sp. MUSC 1100. Music Appreciation. Introduction to music listening and literature. A study of traditional forms of music from ancient times to the present with emphasis on the basic elements of music and their relationships. This study emphasizes the development of listening skills and musical understanding. Offered every semester. (3-0-3) MUSC 1401. Group Piano I. Practical skills and techniques for expressive piano performance, to include the following: reading, improvisation, harmonization, transposition, and sight reading. This course will also provide a variety of piano pieces in contrasting styles for solo and ensemble performance emphasizing melodic, rhythmic, and harmonic structures. Sequence begins every four semesters. (2-0-2) MUSC 1402. Group Piano II. Practical skills and techniques for expressive piano performance, maintaining and refining the techniques of reading, improvisation, harmonization, transposition, sight reading. This course will also build a repertory of solo piano pieces; analyze rhythmic, melodic, and harmonic structures; and perform solo pieces as well as accompaniments to instrumental and vocal solos. Sequence begins every four semesters. (2-0-2) MUSC 1201. Elementary Harmony I. A study of the fundamentals of music including intervals, triads, keys, scales, modes, meter, part-writing, figured bass, harmonic analysis, and an intro to modulation. Prerequisite: Theory Placement Test. Offered every four semesters. (3-0-3) MUSC 1202. Elementary Harmony II. Continuation of study covered in MUSC 1201 expanding to non-harmonic tones, 7th chords, secondary dominants, augmented 6th chords and Neapolitan 6th chords with harmonic analysis to early 19th century. Prerequisite: MUSC 1201. Offered every four semesters. (3-0-3) MUSC 1211. Sight Singing I. A course designed to develop sight reading skills involving ear-training, keyboard performance skills, and sight singing. To be taken concurrently with MUSC 1201. Offered every four semesters. (1-0-1) MUSC 1212. Sight Singing II. Continuation of study covered in MUSC 1211 concentrating on improving skills of ear-training, keyboard performance, and sight singing. Prerequisite: MUSC 1211. To be taken concurrently with MUSC 1202. Offered every four semesters. (1-0-1) MUSC 1401. Group Piano I. Practical skills and techniques for expressive piano performance, to include the following: reading, improvisation, harmonization, transposition, and sight reading. This course will also provide a variety of piano pieces in contrasting styles for solo and ensemble performance emphasizing melodic, rhythmic and harmonic structures. Sequence begins every four semesters. (2-0-2). MUSC 2010. Southwest Civic Chorus. A mixed, non-auditioned choral organization comprised of students, faculty, and townspeople, performing major choral works with piano/organ or orchestral accompaniment. Offered at least one a year. May be taken more than once. (1-0-1) MUSC 2030. GSW Chamber Singers. A mixed, auditioned chamber choral organization specializing in Renaissance madrigal repertoire through contemporary jazz, show, and pop music. Offered F, Sp. May be taken more than once. (1-0-1) MUSC 2080. University Concert Band. An auditioned instrumental organization which provides the student an opportunity to study and perform the best in standard and contemporary band literature. Offered F, Sp. May be taken more than once. (1-0-1) MUSC 2090. GSW Concert Choir. A mixed, non-auditioned choral organization performing Renaissance through 20th Century repertoire for collegiate level performance standards. Offered F, Sp. May be taken more than once. (1-0-1) MUSC 2120. Small Ensemble. An auditioned chamber ensemble performance experience in brass, woodwind, and percussion instruments. Offered F, Sp. May be taken more than once. (1-0-1) MUSC 2130. University Jazz Band. A auditioned jazz band which provides the student an opportunity to study and perform the best in jazz literature. Opportunities for solo-improvisation are provided. Offered F, Sp. May be taken more than once. (1-0-1) MUSC 2203. Intermediate Harmony. Continuation of materials covered in MUSC 1201 and 1202, expanding to mid and later 19th Century harmonic analysis, melody harmonization, introductory composition exercises, and an introduction to arranging, orchestration, and counterpoint. (3-0-3) MUSC 2213. Sight Singing III. Continuation of sight reading and sight singing skills taught in MUSC 1211 and 1213 with emphasis on ear-training, keyboard performance skills, and singing. Prerequisite: MUSC 1212. To be taken concurrently with MUSC 2303. Offered every four semesters. (1-0-1) MUSC 2214. Sight Singing IV. Continuation of sight reading and sight singing skills taught in MUSC 1211, 1213, and 2213 with emphasis on ear-training, keyboard performance skills, and singing. Prerequisite: MUSC 2213. To be taken concurrently with MUSC 3204. Offered every four semesters. (1-0-1) MUSC 2400. Introduction to Conducting. Introduction and development of skills basic to instrumental and choral conducting. Offered every four semesters. (1-0-1) MUSC 3040. GSW Chamber Singers. MUSC 3040 is an advanced auditioned chamber choral ensemble specializing in Renaissance madrigal repertoire, vocal chamber literature, and 20th century vocal jazz. Especially geared towards music majors as an introduction to choral literature beyond the level of Concert Choir. Performs frequently on campus and represents the university off campus and around the state. (1-0-1) MUSC 3071. Music in Early Childhood (K-4). Designed to introduce the student to the professional field of music education and acquaint the student with the curriculum structure, materials, and methods of teaching at the early childhood level. Prerequisites: EDUC 2010; MUSC 3204; Admission to Teacher Education Program. Offered every three semesters. (3-0-3) MUSC 3082. Music in the Middle School (4-8). Designed to acquaint the music education major with the curriculum structure, materials, and methods of teaching music in the middle grades. Prerequisite: MUSC 3071. Offered every three semesters. (3-0-3) MUSC 3093. Choral Music in the Secondary School. A course involved with materials and methods necessary in conducting a secondary choral music program. Prerequisites: MUSC 3071 and 3082. Offered every three semesters. (2-0-2) MUSC 3103. Instrumental Music in the Secondary School. Designed to provide future band directors with the foundations and principles for teaching instrumental music in the secondary school. Prerequisites: MUSC 3071 and 3082. Offered every three semesters. (2-0-2) MUSC 3120. Small Ensemble. An advanced autitioned chamber ensemble performance experience in brass, woodwind and percussion instruments. Especially geared towards music majors as an introduction to instrumental literature above the level of Concert Band. Performs frequently on and off campus. (1-0-1) MUSC 3155. Music History: Ancient to Baroque. A study of music from ancient Greek and early Christian music to the end of the Baroque period. (3-0-3) MUSC 3165. Music History: Classic to Modern. A study of music from the Classical period to present day. (3-0-3) MUSC 3180. Music History: Multi-cultural/ Non Western European Tradition. Designed to offer an introduction to music other than that developed from the European tertian harmonic (major/minor) tradition including an examination of the music, instruments, and cultures of India, the Middle East, Greece, China, Japan, Indonesia, Africa, Latin America, and the North American Indian and African American. Offered every four semesters. (2-0-2) MUSC 3200. Brass Techniques. Acquaints students with the performance fundamentals and teaching methods for brass instruments. Offered every four semesters. (1-0-1) MUSC 3204. Advanced Harmony. Application of principle and techniques acquired in MUSC 1201, 1202, 2303 with examination of late 19th and 20th Century harmonic techniques and a continuation of harmonic and formal analysis and applications of counterpoint. Prerequisite: MUSC 2303. Offered every four semesters. (3-0-3) MUSC 3210. Woodwind Techniques. Concentrates on the performance fundamentals and teaching methods for woodwind instruments. Offered every four semesters. (1-0-1) MUSC 3220. String Techniques. Designed to provide techniques for performance and methods of teaching stringed instruments (violin family). Offered every four semesters. (1-0-1) MUSC 3230. Percussion Techniques. Provides students with the techniques for performance and methods of teaching percussion instruments. Offered every four semesters. (1-0-1) MUSC 3240. Performance and Teaching Methods of Classroom Instruments. Concentrates on basic performance skills on recorder and guitar. Students will perform selected melodic and harmonic musical examples. Additionally, students will accompany selected compositions using I-IV-V chords in keys of C-F and G. Offered every four semesters. (1-0-1) MUSC 3250. Voice Techniques. Designed to study voice and basic principles of its use, including vocal techniques for individual and group performance. Basic techniques of vocal pedagogy are emphasized. Offered every four semesters. (2-0-2) MUSC 3300. Choral Conducting. Provides students with basic skills in choral conducting including hand and baton techniques, score study, rehearsal techniques and performance practices. Prerequisite: MUSC 2400. Offered every four semesters. (1-0-1) MUSC 3310. Instrumental Conducting. Develops basic skills in instrumental conducting, including hand and baton techniques, score study, rehearsal techniques and performance practices. Prerequisite: MUSC 2400. Offered every four semesters. (1-0-1) MUSC 3400. Junior Recital. Taken concurrently with MUSC 352 or MUSC 372 Applied Music. Student will work with Applied Music Instructor and Accompanist in preparation for 20-30 minute recital program. (1-0-1) MUSC 4800. Senior Recital. Taken concurrently with MUSC 452 or MUSC 472 Applied Music. Student will work with Applied Music Instructor and Accompanist in preparation for 40-50 minute recital program. (1-0-1) Applied music is offered each semester and applied music fees are assessed for each student at the rate of $120.00 per 1 hour academic credit. Students must have instructor’s permission before registering for applied music courses. Applied Music (Offered Each Semester) MUSC 151, 152.*Applied Music. Major area. Freshman level. One hour lesson per week. (0-1-1) MUSC 251,252.*Applied Music. Major area. Sophomore level. One hour lesson per week. (0-1-1) MUSC 351, 352.*Applied Music. Major area. Junior level. One hour lesson per week. (0-1-1) MUSC 451, 452.*Applied Music. Major area. Senior level. One hour lesson per week. (0-1-1) MUSC 171, 172.*Applied Music. Minor area. Freshman level. One hour lesson per week. (0-1-1) MUSC 271, 272.*Applied Music. Minor area. Sophomore level. One hour lesson per week. (0-1-1) MUSC 371, 372.*Applied Music. Minor area. Junior level. One hour lesson per week. (0-1-1) MUSC 471, 472.*Applied Music. Minor area. Senior level. One hour lesson per week. (0-1-1) NURS 1010. Introduction to Health Care. This course is designed to familiarize students with the full range of opportunities in the health professions, with a particular focus on the field of nursing. It provides an overview of the diversity and richness of careers in the health professions, including newer fields, such as genetics and informatics. The students explore the complex web of social, technological, and economic forces that shape the United States health care system, and the resulting opportunities and challenges to current and future health care providers. (1-0-1) NURS 3030. Nutrition. A study of the principles of normal nutrition as they apply to the maintenance and promotion of health in individuals, families, groups, and communities. (2-0-2) NURS 3100. Nursing of Adults I. Illnesses common in the adult population are explored, especially as presented in the acute care setting. Emphasis is on identification, treatment, and/or resolution of acute and long term health problems. Health promotion and disease prevention as they apply to specific disease entities are also discussed. The influence of genetics, alternative or cultural health practices, and application of nursing care in the community are reviewed as they relate to specific illnesses as well as collaborative care with other health care professionals. (4-6-6) NURS 3150. Human Pathophysiology. A study of the physiological changes and states associated with disease. Prerequisites: BIOL 2030, BIOL 2040. (3-0-3) NURS 3200. Health Assessment. Assessment skills for clients across the lifespan are presented for the purpose of determining health status. Theory and skills necessary to obtain a comprehensive health history and complete physical examination are emphasized. Assessment skills in conducting an interview for the purpose of nutritional, cultural, and family pedigree information are incorporated. Special assessment techniques unique to children, older adults, and clients with functional disabilities are included. Physical findings indicating genetic disorders are also introduced. (3-2-4) NURS 3500. Ethical Issues in Health Care. An exploration of contemporary ethical issues in health care delivery in light of various models of moral thought. Ethical decision-making models are used to analyze issues such as rationing of health care, abortion, euthanasia, surrogate motherhood, genetic engineering, and rights of participants of research and experimentation. An elective course. (3-0-3) NURS 3600. Transcultural Health Care. An introduction to transcultural health care. The study of health care in a variety of cultural settings is accomplished through comparative analysis from a nursing perspective. Historical, political, and religious factors which impact health care beliefs of the caregiver and the client are studied within the framework of cultural health care theory. An elective course. (3-0-3) NURS 3610. Pharmacology. This course addresses the principles of nursing management in drug therapy, the basics of core drug knowledge, and patient-related variables. Nursing management of the patient’s response to medication is discussed according to the various body systems, pathological conditions, and major drug classifications. Prerequisites: acceptance to the program. (3-0-3) NURS 3700. Women’s Health Care Issues. An exploration of contemporary health care issues of particular concern to women. Violence, sexuality, health-compromising behaviors, and reproductive issues are included as well as the impact of the feminist movement, women’s health worldwide, and famous women who have contributed to health care reform. An elective course. (3-0-3) NURS 3850. Gerontological Nursing. An exploration of the physiological and psychological changes that are common to the aging adult. Content includes theories of aging, issues related to healthy aging, illness, pharmacology, nutrition, sexuality, ethical/legal situations, and sociocultural influences. (2-3-3) NURS 3900. Nursing Research. The course provides an overview of the research process in nursing. The research process, methodologies, sampling techniques, and statistics are discussed. Prerequisites: MATH 2204, acceptance to the program, NURS 3100, 3150, 3510, 3610. (3-0-3) NURS 4010. Leadership. Selected principles of leadership and management as they relate to the health care delivery and to the specific nursing service role in which nurses function. Includes content on leadership roles, management theories, components of effective management, organizational dynamics, political and economic context of health care, and career development strategies. (3-0-3) NURS 4100. Nursing of Adults II. A study of complex diseases in the adult population. Emphasis is on promotion and maintenance of health and prevention of disability in clients with acute, critical, and long-term health problems. (3-6-5) NURS 4200. Psychiatric/Mental Health Nursing. The course acquaints the beginning practitioner with the essential concepts of mental health and mental illness and builds on the student’s knowledge of normal patterns of behavior, personality development, and defense mechanisms. The focus is on the use of the nursing process in caring for clients exhibiting emotional disorders and maladaptive behaviors. Therapeutic communication skills are integrated and practiced throughout the course. (3-6-5) NURS 4350. Gerontological Nursing. An exploration of the physiological and psychological processes common to the aging adult. Content will include: theories of aging, pharmacology, nutrition, sociocultural influences, sexuality, and ethical and legal issues. Nursing interventions, related to the aging adult will be considered, and components of health assessment will be examined. Prerequisites: NURS 3100, 3150, 3200, 3610. (2-0-2) NURS 4400. Community and Public Health Nursing. A course designed to aid the baccalaureate nursing student in developing skills essential to population-based practice. This course requires the student to integrate prior knowledge and skills from maternal child health nursing, medical/surgical nursing, and mental health nursing with concepts of primary care in order to promote and maintain health and prevent disease. Emphasis will be on the development of community coalitions, and collaborating with community partners for effective change in health policy. (3-6-5) NURS 4450. Population Focused Practice in Public Health Nursing. A course designed to aid the nurse in developing and/or revitalizing skills essential to population-based practice in conjunction with clinical/prevention skills already obtained in the workforce. Emphasis will be on conducting community assessments, planning and implementing appropriate interventions based on assessment findings, presenting health data to groups, facilitating the development of community coalitions, and collaborating with community partners for effective change in health policy. (4-0-4) NURS 4800. Research in Nursing. An overview of basic research concepts and process. Critical analysis of published research and evaluation for applicability to nursing practice. (3-0-3) NURS 4900. Practicum in Nursing. Students in this clinical course develop and implement a self-directed contract encompassing their nursing education to-date. Completion of this course, under the guidance of a faculty advisor and a clinical preceptor, facilitates the student’s transition to the professional nursing role. (1-9-4) HEALTH AND HUMAN PERFORMANCE SERVICE COURSES
PEDS 1010. Lifetime Fitness. A course required of all students as a part of the general curriculum. The purpose of the course is to provide the student with scientific-based knowledge concerning practical application of physical fitness training and evaluation procedures while participating in a fitness program. (2-0-1) PEDS Aquatics. (0-2-1) PEDS 1100. Beginning Swimming PEDS 1180. Canoeing PEDS Fitness. (0-2-1) PEDS 1020. Aerobic Walking/Jogging PEDS 1030. Step Aerobics PEDS 1800. Aerobic Dance PEDS Individual Sports. (0-2-1) PEDS 1250. Beginning Tennis PEDS 1270. Archery PEDS 1280. Beginning Golf PEDS 1290. Badminton PEDS 1300. Bowling PEDS 1330. Weight Training PEDS 1900. Beginning Judo PEDS 1940. Karate PEDS Team Sports. (0-2-1) PEDS 1560. Soccer PEDS 1590. Volleyball PEDS Dance. (0-2-1) PEDS 1700. Fundamentals of Dance PEDS 1770. Beginning Ballet PEDS Varsity Sports. For student athletes ONLY! (0-2-1) PEDS 1610. Varsity Sports I PEDS 1620. Varsity Sports II PEDS 1630. Varsity Sports III PEDS 1640. Varsity Sports IV PEDS 2000. CPR/First Aid. A course required of all students as part of the general curriculum. Designed to provide every student knowledge and practical skill practice in current first aid, cardiopulmonary resuscitation techniques and HIV/AIDS education. (2-1-2) PHYS 1111. Introductory Physics I. Emphasizes classical mechanics, including Newton’s laws, rotational motion, and oscillators; wave motion; and thermodynamics. Prerequisite: MATH 1113 or permission of instructor. (3-2-4) PHYS 1112. Introductory Physics II. Emphasizes classical electromagnetism, optics, and modern concepts, including relativity, quantum mechanics, and atomic and nuclear structure. Prerequisite: PHYS 1111. (3-2-4) PHYS 1221. Solar System Astronomy. A survey course designed to expose the students to the nature and wonders of our solar system. The course will also cover the methods of space exploration which includes the Apollo lunar missions to the current on-going efforts such as the Mars Pathfinder and Mars Surveyor missions. The possibility of extraterrestrial life in the solar system and beyond will be covered. (3-0-3) PHYS 1222. Stellar Astronomy. Introductory survey course for non-science majors. Does not require GEOL 1221/PHYS 1221. The main focus of this class is to put our solar system into a broader perspective provided by the rest of the universe. The sun as a star, physical properties of stars, principles of spectroscopy as applied to astronomy, binary stars, variable stars, star clusters, gaseous nebulae, stellar motions and distribution, Milky Way and external galaxies, expanding universe, cosmic time scale. (3-0-3) PHYS 2025. Introduction to Signal Processing. Introduction to signal processing for discrete-time and continuous-time signals. Topics include problems in filtering, frequency response, and applications of the Fourier transform and the Z-transform. Laboratory emphasizes computer-based signal processing. Prerequisite: Calculus I. (3-2-4) PHYS 2040. Linear Electric Circuits. The basic analytical methods for passive networks composed of resistors, capacitors, and inductors are introduced. Kirchoff's laws, mesh and node analysis, network theorems, and the solution of circuit equations using Laplace transforms are described. Frequency response and transient behavior of circuits are analyzed. Prerequisite: Calculus I. (3-2-4) PHYS 2211. Principles of Physics I. Emphasizes classical mechanics, including Newton’s laws, rotational motion, and oscillators; wave motion; and thermodynamics. Prerequisite: Calculus I. (3-2-4) PHYS 2212. Principles of Physics II. Emphasizes classical electromagnetism, optics, and modern concepts, including relativity, quantum mechanics, and atomic and nuclear structure. Prerequisite: PHYS 2211. (3-2-4) PHYS 3111. Astronomy. The course is designed for students majoring in a physical science. Topics will include the study of the solar system, stars, galaxies and cosmology in terms of current theories and modern methods of data collection. Observations and data collection will be carried out at the University observatory using a solid-state stellar photometer, CCD, or SLR camera. Data processing will also be an integral part of the laboratory section. Prerequisite: PHYS 1111 or PHYS 2211. (3-2-4) PHYS 3211. DC/AC Electronics. This course provides students with the knowledge and skills to analyze basic DC and AC circuits. The properties of series, parallel, complex, short, open, and bridge circuits will be measured and analyzed. It also focuses on the fundamentals of AC series, parallel, and complex circuits introducing capacitance, inductance, reactance, and magnetism. Prerequisite: MATH 1111. (3-0-3) PHYS 4111. Physical Optics. An introduction to the basic theory and applications of physical optics. Prerequisite: PHYS 1112 or PHYS 2212. (3-0-3) PHYS 4211. Modern Physics. A survey of modern concepts in physics including special relativity, quantum theory, atomic and nuclear structure, and elementary particles. Prerequisites: PHYS 1112 or PHYS 2212, and Calculus II. (3-2-4) PHYS 4311. Semiconductor Electronics. The fundamental principles of DC/AC electronics are taught and applied to the electronic devices commonly used by psychologists, biologists, engineers, chemists, geologists, and physicists. Prerequisite: PHYS 3211, or PHYS 1112, or PHYS 2212. (3-0-3) PHYS 4411. Thermodynamics. The four laws of thermodynamics are developed and discussed. Applications of these laws will be discussed for systems in thermodynamics equilibrium. Various systems are discussed, i.e., gases, magnets, and condensed phases. Measurable quantities which describe these systems are related to general thermodynamic functions, equations of state, and energy functionals. Prerequisites: PHYS 1112 or 2212, and Calculus II. (3-2-4) PHYS 4511. Mathematical Physics. A study of advanced mathematical functions and computational techniques and their application to problems in physics. Particular attention will be paid to Fourier series, complex variables, integral transforms, partial differential equations, and the modeling of data using computers. Prerequisites: PHYS 1112 or 2212, and Calculus III. (3-0-3) Note: Political science courses numbered 3000 and above are not open to freshmen. POLS 1101. American Government. American political institutions and their development. A passing grade in this course satisfies the U.S. and Georgia Constitution requirements of Georgia State Code 32-171. (3-0-3) POLS 2101. Introduction to Political Science. A general introduction to the scope and methods of the discipline of political science. Required of all political science majors and minors. (3-0-3) POLS 3110. State and Local Government. A study of the organization, powers, functions, and political processes at the state and local levels, as well as the relationship between the state and national governments. A passing grade in this course satisfies the Georgia Constitution requirement of Georgia Code 32-171. (3-0-3) POLS 3200. Introduction to the European Union. The development of the European Union. This is the base course for students participating in the E.U. Certification Program. (3-0-3) POLS 3205. Comparative Politics. This course presents the comparative method of studying political systems, with an emphasis on institutional arrangements and political behavior found in democratic and non-democratic political systems. Transitions to democracy and political development are also examined. Case studies include political systems in various regions of the world. (3-0-3) POLS 3210. Modern European Governments. A study of the constitutions, basic principles, governmental organizations, political party systems, and political methods of major countries in Europe. (3-0-3) POLS 3230. Modern Latin American Governments. Impact of factors, forces, and personalities on Latin American development. (3-0-3) POLS 3250. Africa and the Middle East. An historical and political study of African and Middle Eastern countries. (3-0-3) POLS 4100. American Political Parties and Interest Groups. A study of the two types of political organizations in the United States which serve as linkages between the people and their government: political parties and interest groups. This course will focus on the development of political parties and interest groups, their structure and operations, and their roles in the political system. (3-0-3) POLS 4200. Public Opinion, Elections, and Democracy. This course is a study of the formation, measurement, and role of public opinion in American democracy and of the role of the media and political organizations in shaping public opinion and thereby influencing political outcomes. Particular focus will be paid to the theoretical role of beliefs and opinion in a democracy; opinion surveys as measurements of public opinion; the role of ideology, informaiton, and partisanship; opinion and political participation, particularly voting behavior; and the impact of public opinion on public policies and decision making. (3-0-3) POLS 4240. Political Behavior. A study of the political attitudes and behavior of citizens in the United States. This course will explore how citizens form their political attitudes and beliefs, the ways Americans participate politically, and the forces that influence voter turnout and vote choice. Although this class will focus on American citizens, comparisons and contrasts will be made with citizens of other nations, and of the attitudes and behaviors of government leaders and other political elites. (3-0-3) POLS 4370. Black American Politics. The historical background, current status, and future prospects for African-American politics. (3-0-3) POLS 4460. The Legislative Process. The structure, functions, and behavior of state and national legislative bodies. Emphasizes composition, leadership, procedures, party and interest groups’ roles, constituency influence, and representation theory. (3-0-3) POLS 4470. American Presidency. Powers, duties, and responsibilities; historic and contemporary conceptions of the office; the presidency as an administrative institution. (3-0-3) POLS 4550. Problems in Political Geography. A study of the impact of geography on world politics. (3-0-3) POLS 4570. The Structure of American Government (Constitutional Law I). A study of the development of the separation of powers, federalism, and national and state regulatory authority. Prior credit in American Government is required. (3-0-3) POLS 4580. Civil Liberties (Constitutional Law II). A survey of the constitutional law concerning property rights and economic freedom, and the personal rights and protections secured primarily by the Bill of Rights and the Civil War Amendments. Prior credit in American Government or its equivalent is required. Constitutional Law I is not a prerequisite for this course. (3-0-3) POLS 4630. International Relations. A study of the theory and practices of international relations. (3-0-3) POLS 4650. International Organization. A survey of the historical development of international organizations, with emphasis on the United Nations, its affiliated agencies, and other international agencies of our day. (3-0-3) POLS 4670. Ethnic Conflict, Political Violence, and Religion. The course examines the underlying sources and foundations of ethnic conflict. Special emphasis is placed upon the formation and development of national or ethnic identity. In addition, the course focuses on the role of religion as a factor in ethnic conflict and political violence. Comparison is made of the various strategies for political violence including assassination, terrorism, and guerilla warfare. (3-0-3) POLS 4690. American Foreign Policy. A study of government mechanism for the formulation and conduct of foreign policy, and an appraisal of current problems of U.S. Policy in Europe, Asia, Latin America, and the Third World. (3-0-3) POLS 4700. Political Philosophy. An examination of the development of political philosophy and the perennial issues with which it is concerned through the works of such thinkers as Plato, Aristotle, Aquinas, Hobbes, Locke, Rousseau, and Marx. (3-0-3) POLS 4730. Religion and Politics. This course surveys the interaction of religion in U.S. politics and political behavior, from the early colonial period through the contemporary political scene. Scholars have recognized that one cannot understand U.S. politics without an understanding of the role of religion in U.S. politics. This is because Americans are among the most religious people in the world and, despite our “separation of church and state,” religion plays prominently in our politics and our political culture. (3-0-3) POLS 4740. Theology and Political Thought. This course will provide a survey of theologians or philosophers in political discussion throughout the period in which those arguments were commonplace (the 1st through the 17th centuries). Philosophers include Tertullian, Eusebuis, Ambrose, Augustine, Scottus, Aquinas, William of Ockham, erasmus, Martin Luther, and John Calvin. The course will investigate, among other topics, contributions of these philosophers to theories of justice, power, authority, and liberty. (3-0-3) POLS 4750. Political Thought in Creative Literature. Examines political issues and ideas from around the world through literature: novels, drama, short stories, and poetry. (3-0-3) POLS 4760. American Political Thought. A careful examination of the basic ideas about man and government that have formed the basis for political practice and debate within the United States. Attention will be given to the principles of the Declaration of Independence and the Constitution as developed especially by Hamilton, Madison, and Jefferson and to the interpretation of these principles by Lincoln and other American statesmen. (3-0-3) POLS 4800. Emergence of the Third World. The major political factors, conditions and personalities impacting the emergence of the Third World. (3-0-3) POLS 4900. Special Topics in Political Science. A course on selected issues, problems, and literature in political science. (3-0-3) POLS 4920. Political Science Internship. Internships with government agencies are available for qualified students. See the Coordinator of Intern Programs for information.Concurrent enrollment in INTN 4920 is required. (0-7-3) POLS 4930. Political Science Internship. Internships with government agencies are available for qualified students. See the Coordinator of Intern Programs for information. Concurrent enrollment in INTN 4920 is required. (0-7-3) POLS 4950. Senior Seminar. Required of all political science majors, this capstone research course requires students to integrate the basic concepts, methods, and sub-fields of political science, and to relate these to the contemporary world. It further develops skills in research and communications. Prerequisite: 15 hours of upper division political science including Comparative Politics, International Relations, and Political Philosophy or permission of the instructor. (2-0-2) PSYC 1101. Introductory Psychology. A basic science oriented course dealing with the systematic and experimental approach to the understanding of behavior. (3-0-3) PSYC 1102. Psychology as a Natural Science. An introduction to modern scientific psychology with emphasis upon methodological and philosophical foundations. The scientific principles of learning, cognition, and motivation will be examined as well as a survey of the neural substrates of behavior. (3-0-3) PSYC 2103. Human Growth & Development. Concepts of human development as derived from studies of prenatal and postnatal development including the periods of infancy and childhood, adolescence, adulthood, and senescence. (3-0-3) PSYC 3301. Psychological Statistics. An introduction to the basic principles of descriptive and inferential statistics. In addition to discussing the theory of statistics, the course emphasizes the interpretation of data and the application of statistical methods comonly used in the social sciences. (3-0-3) PSYC 3308. Psychosocial Aspects of Aging. A thorough discussion of human aging, focusing on the physiological and psychosocial aspects of aging, as well as a historical and contemporary examination of the various psychological and sociological aspects of death and dying. Prerequisite: PSYC 1101 or SOCI 1101 or consent of instructor. May substitute SOCI 3308. (3-0-3) PSYC 3309. Human Sexuality. A thorough discussion of human sexuality, focusing on the psychological, social, anthropological, and physiological aspects of human sexuality and with treatment of sexual problems, therapies, and deviancy. PSYC 1101 OR SOCI 1101. (3-0-3) PSYC 3310. Educational Psychology. A survey of the basic principles of the psychology of learning and testing as applied to Education. Psychology majors and minors are advised to take PSYC 4410 or PSYC 3331 in lieu of this course. Prerequisite: PSYC 1101. (3-0-3) PSYC 3311. Social Psychology. Basic factors influencing interpersonal behavior, and social influences on personality. Prerequisites: PSYC 1101. (3-0-3) PSYC 3331. Introduction to Psychological Testing. Theory of psychological measurement, types and characteristics of tests, methods for evaluating tests, and review of some of the more commonly used psychological tests. Prerequisite: PSYC 1101. (3-0-3) PSYC 3337. Theories of Personal Relationships. A survey of the major theories and research findings regarding personal relationships. The topics of interpersonal attraction, liking, loving, romance, communication, and therapeutic interventions will be covered. Prerequisite:PSYC 1101. (3-0-3) PSYC 3338. Sport Psychology. A survey of the science of sport psychology in which the principles of psychology are applied in a sport setting. The course will explore the enhancement of both athletic performance and the social-psychological aspects of human enrichment through sport. Prerequisite: PSYC 1101. (3-0-3) PSYC 3340. Mass Media Influences and Modern Consciousness. An examination of the forces of the modern mass media, including film, music, radio books, magazines, and the internet, with emphasis upon television, and how they influence the psychosocial development of the individual and normative political and social behavior. Prerequisite: PSYC1101 or SOCI 1101. (3-0-3) PSYC 3350. Health Psychology. This course discusses health and illness from a biopsychosocial perspective. Although psychological, social, and behavioral influences on health will be a key focus, the biological aspects of health and illness will also be addressed. Topics include the functioning of different systems of the body, the biological impact of behaviors such as smoking, and the emotional and physical experience of stress, pain, and diseases such as cancer and AIDS. (3-0-3) PSYC 3365. Biopsychology. A survey of the relationship between the behavior of organisms and the biological processes mediating the behavior. The emphasis is on the physiological, neurochemical and evolutionary aspects of motivation, emotion, and learning. Prerequisite: PSYC 1101 or consent of instructor. (3-0-3) PSYC 3380. Sensation &Perception. Consideration of the way in which stimuli in our world, such as light and sound, act on the human sensory systems and how the brain transforms raw sensory information into meaningful perceptions. Prerequisite:PSYC1101. (3-0-3) PSYC 4395. Theory and Research in Caregiving. This course is designed to introduce you to research and theory in caregiving from a psychosocial perspective. We will discuss general themes and issues related to caregiving as well as how the experience of caregiving varies across cultures and patient populations. We will learn about various illnesses that influence the experience of caregiving, and also, hopefully, discuss interventions to ease the burden of caregiving. Prerequisite: PSYC 1101. (3-0-3) PSYC 4401. Abnormal Psychology. A survey course of the major behavior disorders, their symptomatology, etiology, and treatment. Prerequisite: PSYC 1101. (3-0-3) PSYC 4402. Principles of Behavior Modification. A survey of learning theory and principles applicable to the modification of human maladaptive behavior. Prerequisite: PSYC 1101 or PSYC 2103. (3-0-3) PSYC 4403. Social and Psychological Aspects of Addiction. This course presents current scientific thinking concerning addiction to legal and illegal drugs. The student will also be exposed to a variety of treatment techniques and observe the treatment process in several therapeutic settings. Prerequisite: SOCI 1101 or PSYC 1101. (3-0-3) PSYC 4404. Industrial Psychology. A survey of psychological principles and practice related to personnel selection, training decisions, and design of the workplace. Prerequisite: PSYC 1101. (3-0-3) PSYC 4405. Theories and Techniques of Counseling. A general introduction to various theories and techniques of counseling and their applicability to various kinds of clientele. Prerequisite: Ten (10) hours of Psychology and permission of the instructor or Department Chair. (3-0-3) PSYC 4410. Cognitive Psychology. An outline of the central phenomena of human and animal learning including those processes related to conditioning, discrimination, and the retaining and processing of information. Prerequisite: PSYC 1101. (3-0-3) PSYC 4411. History and Systems of Psychology. A survey of the origins and developments of psychology as a science, including its various systems or schools of thought and the current status of each. PSYC 1101 or permission of instructor. (3-0-3) PSYC 4414. Psychology of Language. An examination of contemporary theories and studies of language comprehension, speech production, neurocognition, language development, and language disorders. Prerequisite:PSYC 1101. (3-0-3) PSYC 4422. Theories of Personality. A survey of the most important theories of personality. Emphasis is placed upon experimental validation and the implications of the theories for psychology and other disciplines. Prerequisite: PSYC 1101. (3-0-3) PSYC 4431 Experimental Psychology. A study of the rationale of experimentation and techniques for the isolation and measurement of variables. Laboratory experience is provided in the construction, execution, and interpretation of scientific experiments on behavior. Prerequisite: PSYC 1101 and PSYC 3301. (3-0-3) PSYC 4450. Senior Seminar in Psychology. In-depth discussion of major issues and schools of thought in psychology. This course is designed to provide students with a capstone experience by revisiting topics covered in previous courses. The intent is to provide review and closure for psychology majors. Prerequisite: PSYC 1101, declared major in psychology and must have senior standing. (3-0-3) PSYC 449A. Special Topics in Psychology. A course on selected issues, problems, and literature in psychology. Prerequisite: Permission of instructor and Department Chair. (3-0-3) PSYC 4492. Psychology Internships. Internships in psychology are available for qualified students. See the Coordinator of Intern Programs for Information. Prerequisite: Permission of advisor and Department Chair. (0-7-3) PSYC 4498. Senior Research II. A three-hour course in basic research requiring the student to specify a problem, review the relevant literature, and collect and analyze data for summary presentation in journal form. Prerequisite: PSYC 3301 and PSYC 4431. (3-0-3) READ 1000. Improvement of Reading. An Academic Assistance course designed to aid the student in the development of effective learning techniques. Emphasis is given to comprehension, vocabulary, listening and note taking as these skills apply to university level courses the student is presently taking. (2-0-2) SOCI 1101. Introductory Sociology. A general analysis of human social behavior, culture, social groups, and social institutions. (3-0-3) SOCI 1160. Contemporary Social Problems. In this course a limited number of current social problems are selected for in-depth analysis. The student is introduced to a sociological approach that examines the structures and processes that contribute to “problems.” Each problem is also examined for societal changes that might ameliorate the identified conditions. Several theoretical approaches are utilized. Prerequisite: SOCI 1101. (3-0-3) SOCI 2293. Sociology of the Family. An in-depth analysis of the American family with cross-cultural and historical comparisons. Emphasis is placed on the various changes occurring within the American family. (3-0-3) SOCI 2295. The American Mosaic: Cultures of the United States. A study of the culture of the United States from the perspective of ethnic identity, ethnic relations, sex and gender, and socio-economic class. Emphasis will be placed on the use of anthropological and sociological methods and approaches to enhance understanding of contemporary socio-cultural lifeways. (2-0-2) SOCI 3308. Psychosocial Aspects of Aging. A thorough discussion of human aging, focusing on the physiological and psychosocial aspects of aging, as well as a historical and contemporary examination of the various psychological and sociologcal aspects of death and dying. Prerequisite: PSYC 1101 or SOCI 1101 or consent of instructor. May substitute PSYC 3308. (3-0-3) SOCI 3309. Human Sexuality. A thorough discussion of human sexuality, focusing on the psychological, social, anthropological, and physiological aspects of human sexuality and with treatment of sexual problems, therapies, and deviance. May substitute PSYC 3309. (3-0-3) SOCI 3311. Social Psychology. Basic factors influencing interpersonal behavior, and social influences on personality. Prerequisite: PSYC 1101. May substitute PSYC 3311. (3-0-3) SOCI 3318. Sociology of Religion. An examination of classical and contemporary sociological theory and method as applied in analysis of religion. Prerequistite: SOCI 1101. (3-0-3) SOCI 3325. Introduction to Social Work. A survey of the field of social work. Content includes an examination of social work concepts, values, and ideology; origin and history; methods of practice; practice settings; and current issues in the delivery of social services. Prerequisite: SOCI 1101. (3-0-3) SOCI 3331. Sociological Statistics. An introduction to the basic principles of descriptive and inferential statistics. The course emphasizes a nonmathematical approach to the theory of statistics and the application of statistical methods and research designs found commonly in the social sciences. May substitute PSYC 3301. Prerequisite: SOCI 1101 (3-0-3) SOCI3340. Mass Media Influences and Modern Consciousness. An examination of the forces of the modern mass media, including film, music, radio, books, magazines, and the internet, with emphasis upon television, and how they influence the psychosocial development of the individual and normative political and social behavior. Prerequisite:PSYC 1101 or SOCI 1101. (3-0-3) SOCI 3350. Criminology. A study of the legal and social aspects of crime. The making of laws, the breaking of laws, and the sanctioning of law violators are examined. Police, courts, and prevention are included as critical aspects of understanding crime. Prerequisite: SOCI 1101. (3-0-3) SOCI 4403. Social and Psychological Aspects of Addiction. This course includes a thorough consideration of genetic, biological, pharmacological, sociological, and psychological aspects of addiction to legal and illegal drugs. In addition to questions of causation, treatment, and prevention strategies are discussed and observed. Upper division standing required. May substitute PSYC 4403. (3-0-3) SOCI 4409. Social Change. An analysis of the various theories and processes which explain and underlie historical and contemporary changes in society. Prerequisite: SOCI 1101. (3-0-3) SOCI 4410. Social Organization. An examination of the function and structure of kinship developmental processes in band, tribal, peasant, and industrial societies. Illustration of inter- and intra-societal variation, and data for construction of formal models of process and variation in kinship systems will be explored. Prerequisite: ANTH 1102 or permission of instructor. May substitute ANTH 4410. (3-0-3) SOCI 4411. Race and Minority Group Relations. An analysis of the development of minority group relations in the United States, with emphasis on black-white relationships in the South. Prerequisite: SOCI 2293 or permission of instructor. (3-0-3) SOCI 4417. Women in Society. An analysis of women in the United States emphasizing historical and contemporary relationships of women to education, religion, law, politics, employment, family, and sexuality. Prerequisite: SOCI 1101 or permission of instructor. (3-0-3) SOCI 4420. Development of Sociological Theory. A comprehensive survey of classical sociological thought emphasizing the major theorists of each period. Prerequisite: SOCI 1101. Upper division standing required. (3-0-3) SOCI 4430. Contemporary Sociological Theory. A critical examination of the proliferation of sociological theories in the post World War II era. Topics include the development of modern systems theory, symbolic interaction theory and ethnomethodology, postmodern social theory, feminist theory, and neofunctionalism. Prerequisite: SOCI 1101. Recommended for advanced students. (3-0-3) SOCI 4440 Methods of Social Research. A comprehensive study of the various methods of social research design and technique, including a directed application. Prerequisite: SOCI 1101, SOCI 3331 or equilavent and upper division standing required. (3-0-3) SOCI 4445. Deviant/Social Behavior. A review of the history and research in the area of deviant behavior. The social basis of definitions, theories, and treatment of deviant social behavior will be examined. Prerequisite: SOCI 1101. (3-0-3) SOCI 4450. Seminar in Sociology. A capstone course for the sociology major that fosters in-depth study and analysis of selected aspects of sociology, including major schools of thought, research methods and practical applications. Students must participate in seminar discussions of assigned readings and will complete a term paper. Prerequisite: SOCI 1101, declared major in sociology and must have senior standing.. (3-0-3) SOCI 449A. Special Topics in Sociology. A course on selected issues, problems, and literature in sociology. Prerequisite: Permission of Department Chair. (3-0-3) SOCI 4492. Sociology Internships. Directed internships are available for qualified students. (See the Intern Program Coordinator for information.) Prerequisite: Permission of Department Chair. (3-0-3) SOCI4498. Research. Individual research project under faculty direction. Prerequisite:Permission of instructor & Department Chair. (3-0-3) SOCIAL SCIENCE SOSC 1000. Background to Current Events. Survey of the political, historical, and geographic aspects of the major events in the modern world. All regions of the world will be surveyed with special emphasis on North America. Not open to students with credit in World Geography Survey GEOG 1101, or SOSC 1101. (2-0-2) SOSC 1101. The World and Its Peoples. A survey of world human cultures. Emphasis will be on geography, history, economic systems, sociological foundations, governmental systems, and religion. An attempt will be made to integrate the various social sciences using a world regional approach. Not open to students with prior credit in GEOG 1101. (3-0-3) SOSC 4900. Special Topics in Social Science. A course on selected issues, problems, and literature in social science. (3-0-3) SOSC 4920. Social Science Internship. Internships with government agencies are available for qualified students. See the Coordinator of Intern Programs for information. Concurrent enrollment in INTN4920 is required. (0-7-3) SPAN 1001. Elementary Spanish I. Introduction to listening, speaking, reading, and writing in Spanish and to the culture of Spanish-speaking regions. Not open to students with two or more years of high school Spanish. Designed for students with no previous knowledge of Spanish. Not open to native speakers. Laboratory work required. (3-0-3) SPAN 1002. Elementary Spanish II. Continued listening, speaking, reading, and writing in Spanish with further study of the culture of Spanish-speaking regions. Prerequisite: SPAN 1001 or one unit in Spanish. Not open to native speakers. Laboratory work required. (3-0-3) SPAN 2001. Intermediate Spanish I. Initial exposure to short literary works by authors from Spain and Latin America complemented by biographical and cultural notes. Conversational format with weekly written assignments. Prerequisite: SPAN 1002 or two entrance units in Spanish. Laboratory work required. (3-0-3) SPAN 2002. Intermediate Spanish II. Continues building verbal and grammatical skills and expands exposure to touchstones of Hispanic literature from both continents. Prerequisite: SPAN 2001 or three units of high school Spanish or acceptable scores on the placement test. Laboratory work required. (3-0-3) SPAN 3110. Spanish Culture and Civilization to 1700. Survey of the civilization and culture of Spain from prehistoric times to 1700 A.D. Reading skills in Spanish will be reinforced by discussions, lab work and written examinations in the target language. Prerequisite: 12 semester hours of Spanish or the equivalent. (3-0-3) SPAN 3120. Spanish Culture and Civilization After 1700. Survey of the civilization and culture of Spain from 1700 to the present. Reading skills in Spanish will be reinforced by discussions, lab work and written examinations in the target language. Prerequisite: 12 semester hours of Spanish or the equivalent. (3-0-3) SPAN 3130. Latin American Culture and Civilization. Culture and civilization of Latin America from pre-Colombian times to the present. Lectures, readings and assignments in Spanish. Prerequisite: SPAN 2002 or the equivalent. Laboratory work required. (3-0-3) SPAN 4010. Spanish Conversation. Focuses on contemporary events and popular Hispanic culture and refinement of verbal skills first acquired by students in the introductory sequence of the target language. Prerequisite: 12 semester hours of Spanish or the equivalent. (3-0-3) SPAN 4020. Advanced Grammar and Composition. Inductive study of Spanish grammar. Excerpts from literary masters illustrate principles of grammar that students analyze, personalize and practice. Prerequisite: 12 semester hours of Spanish or the equivalent. (3-0-3) SPAN 4050. Nineteenth Century Drama. Study of the outstanding Spanish dramatists of the nineteenth century. Emphasis on Romanticism, its origins and aftermath. Representative plays analyzed using various critical approaches. Prerequisite: 12 semester hours of Spanish or the equivalent. Laboratory work required. (3-0-3) SPAN 4210. Golden Age. Study of works by Calderón, Lope de Vega and other masters of the period. Prerequisite: 12 semester hours of Spanish or the equivalent. Laboratory work required. (3-0-3) SPAN 4220. Contemporary Latin American Novel. Representative novels of the Nineteenth and Twentieth centuries read and discussed. Prerequisite: 12 semester hours of Spanish or the equivalent. Laboratory work required. (3-0-3) SPAN 4230. Modernism. In-depth study of this nineteenth century movement with emphasis on poetry and the short story. Authors of Spain and Latin America. Prerequisite: 12 semester hours of Spanish or the equivalent. Laboratory work required. (3-0-3) SPAN 4240. Spanish Poetry from the Golden Age. A study of trends in poetry since 1700. Prerequisite: 12 semester hours of Spanish or the equivalent. Laboratory work required. (3-0-3) SPAN 4250. Cervantes. A study of the Quijote and other works by Cervantes. Prerequisite: 12 semester hours of Spanish or the equivalent. Laboratory work required. (3-0-3) SPAN 4260. The Spanish Novel of the Nineteenth and Twentieth Centuries. A study of selected novels to show literary, social, and political trends in Spain. Prerequisite: 12 semester hours of Spanish or the equivalent. Laboratory work required. (3-0-3) SPAN 4270. Contemporary Spanish Literature. Emphasis on the short story and drama. Prerequisite: 12 semester hours of Spanish or the equivalent. Laboratory work required. (3-0-3) SPAN 4950, 4960, 4970. Study Abroad. The study of Spanish language and culture in a native environment. Designed specifically for those students in the University System of Georgia Study Abroad Program. Up to 9 hours of credit may be given upon successful completion of the program. Prerequisites: Junior standing and completion of SPAN 2002. THEA 1100. Theatre Appreciation. Surveys the contributions of performers, designers, and playwrights to a theatre production. The audience as co-author of the theatre event is also examined. The customary sequence involved in producing a play will be discussed. Information will also be presented about audiences, theatres, performers, and the conventions of the theatre of several eras. (3-0-3) THEA 1110. Performance Skills for Business and Professions. A training and development workshop focused on the cultivation of individual performance skills vital to success in business and professions, which are especially relevant in the age of modern media. (3-0-3) THEA 1111. Performance and Production Practicum. Introductory level study of the process and craft of producing theatre through application and prctice. Selection by audition or approval of instructor. May be repeated twice. (0-2-1) THEA 2040. Acting I—Basic Technique. An introduction to the principles of acting, including preparation of the actor’s instrument, physical and vocal technique, emotional life, anlaysis and creation of character. (3-0-3) THEA 2111. Performance and Production Practicum. Intermediate level study of the process and craft of producing theatre through application and practice. Selection by audition or approval of instructor. May be repeated twice. (0-2-1) THEA 2220. Voice and Articulation. Study in the physiological and acoustical aspects of vocal delivery and participation in a regimen of exercises to develop articulation and vocal expression. (3-0-3) THEA 2540. Introduction to Performance. An introduction to the field of performance studies and the performance of non-dramatic texts. The construction of solo performance pieces from dialogues, narrative, ehtnography and literature is the primary focus of the course. (3-0-3) THEA 3040. Acting II- Scence Study. An acting studio focused on the application of technique and methodology to the given circumstances of a performance text. THEA 3111. Performance and Production Practicum. Advanced level study of the process and craft of producing theatre through application and practice. Selection by audition or approval of instructor. May be repeated. (0-2-1) THEA 4040. Acting III - Advanced Technique. Intensive process and performance studio training in contemporary acting methodologies. (3-0-3) THEA 4080. Acting IV - Period Styles. This course serves to introduce students to the basic techniques and methodologies performing period plays. Particular emphasis is given to approaches to Shakespeare and developing an overall approach to style work. (3-0-3) THEA 4111. Performance and Production Capstone. A capstone course designed to build on the student’s cumulative experiential work in the process and craft of producing theatre through application and practice. Selection by audition or approval of instructor. (0-4-3) THEA 4545. Performance Studies. Advanced studies in the performance of non-dramatic text with emphasis on the development of original performance programs. (3-0-3) THEA 4770. Special Topics in Theatre. Advanced opportunties for the study of topics to meet special needs and interests of students, presented in conjunction with special programming of the department, or drawing on areas of faculty expertise not covered by the standing offerings. May be repeated once. (3-0-3) UNIV 1000. Orientation. The general purpose of UNIV 1000 is to make new students at GSW more effective consumers of their education by enhancing their survival in college during the first semester of their enrollment. The intention of this course is to prepare students to deal successfully and responsibly with their academic obligations and the resources offered by GSW. This course is required of all first-time entering students, with the exception of part-time students and transfer students who have earned more than nine semester hours of credit. (1-0-1) UNIV 2000. Caregiving Issues for Professional Caregivers. A multidisciplinary approach to caregiving is utilized to provide the student with information regarding caregivers and the vital role(s) they play in providing health care. Offered by the Rosalynn Carter Institute, this course seeks to educate current and potential professional caregivers to better meet the needs of the rapidly rising family and community caregiver populations. (1-0-1) UNIV 4000. Contemporary International Cultures. This course introduces the student to the contemporary culture of a selected country through a service project with the people of the country. Areas of contemporary culture to be explored include literature, language, music, philosophy, religion, science, education, art, politics, history, healthcare, and business. Learning activities include immersion into the selected culture, lecture, small group discussion, pertinent readings, and participation in the service project. (3-0-3) GRADUATE COURSE DESCRIPTIONS
ACCT 5150. Advanced Cost Accounting. The study of advanced cost accounting concepts, including comprehensive standard costing techniques, activity-based costing, advanced cost management, cost management in a just-in-time environment, responsibility accounting, and the measurement of organizational performance. An individual development project is required. This course is offered on the graduate level but may not be applied to graduate degree requirements. Prerequisite: Graduate standing and ACCT 3280. (3-0-3) ACCT 5180. Contemporary Issues in Accounting. An in-depth discussion and synthesis of selected issues of current importance to the accounting profession. A simulation project designed to promote a greater understanding of the business environment is required. This course may not be applied to master’s degree requirements. Prerequisite: Graduate standing and ACCT 2102. (3-0-3) ACCT 5210. Accounting Systems. A survey of the design and application of modern financial information systems, with special emphasis on internal control issues. A research project is required. This course is offered on the graduate level but may not be applied to master’s degree requirements. Prerequisite: Graduate standing and ACCT 2102. (3-0-3) ACCT 5230. Income Tax Accounting. A graduate-level study of federal income tax laws with emphasis on the taxation of individuals. This course may not be applied to master’s degree requirements. A research project or projects will be required. Prerequisite: Graduate standing and ACCT 2102. (3-0-3) ACCT 5240. Not-for-Profit Accounting. Accounting principles and practices for governmental and nonprofit organizations, with emphasis on state and local governments. A case study or research paper on a governmental or nonprofit accounting topic is required. This course is offered on the graduate level but may not be applied to master’s degree requirements. Prerequisite: Graduate standing and two intermediate-level courses in financial accounting. (3-0-3) ACCT 5250. Intermediate Accounting I. Accounting theory and practice related to preparation and presentation of corporate financial statements in accordance with generally accepted accounting principles in the United States. Emphasis is on the acquisition of assets and services. This course is offered on the graduate level but may not be applied to master’s degree requirements. Prerequisite: Graduate standing and ACCT 2102. (3-0-3) ACCT 5260. Intermediate Accounting II. Continuation of the study of generally accepted principles for financial accounting and reporting in the United States, with emphasis on long-term assets, liabilities, stockholders’ equity, and financial investments. This course is offered on the graduate level but may not be applied to master’s degree requirements. Prerequisite: Graduate standing and ACCT 3250. (3-0-3) ACCT 5270. Intermediate Accounting III. Continuation of the study of generally accepted principles for financial accounting and reporting in the United States, with emphasis on issues related to income measurement, valuation of assets and liabilities, and recent developments. This course is offered on the graduate level but may not be applied to master’s degree requirements. Prerequisite: Graduate standing and ACCT 3250. (3-0-3) ACCT 5280. Cost Accounting. The basic theory and practice related to determination of costs for products and services provided by businesses and providing accounting information to management. This course is offered on the graduate level but may not be applied to master’s degree requirements. Prerequisite: Graduate standing and ACCT 2102. (3-0-3) ACCT 5290. Internal Controls and Auditing. A survey of the range of attest services currently provided by accounting professionals, with particular emphasis on the evaluation of internal controls and the independent financial audit. An individual research project is required. This course is offered on the graduate level but may not be applied to master’s degree requirements. Prerequisite: Graduate standing and two intermediate-level courses in financial accounting. (3-0-3) ACCT 6110. Advanced Cost Accounting. A graduate-level study of advanced cost accounting concepts to include comprehensive standard costing techniques, activity-based costing, advanced cost management, cost management in a just-in-time environment, responsibility accounting and measuring organizational performance. Prerequisite: ACCT 3280 or ACCT 5280. (3-0-3) ACCT 6130. Income Tax Accounting For Business. Interpretation and application of the income tax laws to business organizations, particularly corporations and partnerships. Prerequisite: ACCT 6120 or ACCT 4230. (3-0-3) ACCT 6140. Advanced Financial Accounting. Theory and procedures for preparation of financial statements for business combinations, introduction to accounting for international transactions, accounting for partnerships, current accounting topics. Prerequisite: ACCT 5260 or ACCT 5270 or ACCT 3260 or ACCT 3270. (3-0-3) ACCT 6150. Not-For-Profit Accounting. Accounting theory and practice related to non-business organizations, governments and other non-profit organizations. Prerequisite: ACCT 5260 or ACCT 3260. (3-0-3) ACCT 6160. Advanced Internal Controls And Auditing. An advanced study of internal accounting controls in organizations. The emphasis of the course will be on internal control concepts, EDP auditing, audit statistical sampling procedures, auditing for fraud, and forensic accounting. Prerequisite: ACCT 4290 or ACCT 5290. (3-0-3) ACCT 6170. Accounting Information Systems. The theory and design of automated procedures of accumulating and reporting information, with special emphasis given to financial information and internal control. Prerequisite: Graduate standing and ACCT 2102. (3-0-3) ACCT 6180. Contemporary Issues In Accounting. A review of special problems and topics of current interest to the accounting profession. Prerequisite: ACCT 3260 or ACCT 5260. (3-0-3) ACCT 6390. Accounting Internship. Students will participate in a professional accounting work experience with a public accounting firm, a business, or other organization under the supervision of a CPA or management official with the sponsoring organization. Students will be expected to complete a significantly challenging project at the sponsoring organization and submit a written report summarizing the experience. Prerequisite: Enrollment in the Master of Science in Administration, Accounting Option degree program and permission of the Dean. Students must have completed one semester of academic work at GSW, although this requirement might be fulfilled at the undergraduate level if the student received his/her baccalaureate degree at this institution. Student's overall GPA must be at least 3.0. (0-V-3) ANTH 5550. Cultural Anthropology. The comparative study of the organization of varied human societies. Emphasis is placed upon the theoretical interpretation of salient cultural differences. Prerequisite: Permission of instructor. (3-0-3) ANTH 5602. The American Indian. A survey course on the cultural characteristics of the diverse native Americans. Emphasis is placed upon the North American Indians. Prerequisite: Permission of instructor. (3-0-3) ANTH 5610. Social Organization. An examination of the function and structure of kinship developmental processes in band, tribal, peasant, and industrialized societies. Illustration of inter- and intra-societal variation, and data for construction of formal models of process and variation of kinship systems will be explored. Prerequisite: Permission of instructor. (3-0-3) ANTH 579A. Directed Study and Research. A directed program on research topics and reading assignments designed to meet the special needs of the student. Prerequisite: Permission of the Department Chair. (3-0-3) BIOL 6750. Special Problems in Biology. Individual work providing the student an opportunity to follow a specific program of study under the direction of a qualified instructor of his choice. Must be prearranged with advisor, department chair, and instructor. May be used only once in the student’s program. (0-3-3) BIOL 7900. History and Philosophy of Natural Sciences. A study of the historical development of the sciences demonstrating the interdependence of science and technology and the social, economic, and political forces in society. Taught when enrollment justifies. (3-0-3) BUSA 5150. Business Finance. An introduction to promotion and organization of the corporation, forms of securities issued, problems of financial administration, expansion, securing funds, reorganization and liquidation. Intended to provide the entering graduate business student with necessary background for graduate study in business administration. This course is offered on the graduate level but may not be applied to graduate business degree requirements. Prerequisite: ACCT 2101 and BUSA 3050. (3-0-3) BUSA 5190. Strategic Management. A study of business strategy and strategic planning in relation to company resources, the environment, and changes which may bring opportunities or threats. An opportunity to apply one’s skills through strategic case analysis and through the management of a manufacturing firm in a computer-simulated business situation. Intended to culminate the entering graduate student’s background for entry into graduate business study. This course is offered on the graduate level but may not be applied to graduate business degree requirements. Prerequisite: BUSA 5600 or BUSA 5800 or MGNT 3600 or MKTG 3800. (3-0-3) BUSA 5600. Principles of Management. Management principles applicable to all types of cooperative enterprises. The vital functions of the manager are studied in detail to provide partial background in business studies for entering graduate business students. This course is offered on the graduate level but may not be applied to graduate business degree requirements. Prerequisite: Graduate standing. (3-0-3) BUSA 5800. Principles of Marketing. Principles and methods involved in the movement of goods and services from producer to consumer to provide partial background in business studies for entering graduate business degree students. This course is offered on the graduate level but may not be applied to graduate business degree requirements. Prerequisite: Graduate standing. (3-0-3) BUSA 6010. Business Practicum. Practical experience in the conduct of special projects in business administration, resulting in the accomplishment of direct and useful activities which enhance students’ courses of study. Prerequisite: Permission of instructor. (0-V-3) BUSA 6015. Business Practicum. Practical experience in the conduct of special projects in business administration, resulting in the accomplishment of direct and useful activities which enhance students’ courses of study. Prerequisite: Permission of instructor. (0-V-2) BUSA 6020. Business Internship. Practical experience gained by “employment” in the workplace and in the accomplishment of one or more special projects pertinent to the activities of the sponsoring agency or organization. Prerequisite: Permission of instructor. (0-V-1) BUSA 6025. Business Internship. Practical experience gained by “employment” in the workplace and in the accomplishment of one or more special projects pertinent to the activities of the sponsoring agency or organization. Prerequisite: Permission of instructor. (0-V-3) BUSA 6030. Business Internship. Practical experience gained by “employment” in the workplace and in the accomplishment of one or more special projects pertinent to the activities of the sponsoring agency or organization. Prerequisite: Permission of instructor. (0-V-3) BUSA 6035. Business Internship. Practical experience gained by “employment” in the workplace and in the accomplishment of one or more special projects pertinent to the activities of the sponsoring agency or organization. Prerequisite: Permission of instructor. (0-V-3) BUSA 6045. Honors course in Free Enterprise. This course, through an applied approach, is designed to educate students about the value of entrepreneurship and free enterprise. Prerequisite: Graduate standing and permission of instructor. (3-0-3) BUSA 6100. History And Philosophy of Management. A review of the history of the development of the philosophy and practice of managing people in organizations and organized activity. Emphasis is upon independent research and in-depth discussions of results of case studies and projects. Prerequisite: Graduate standing. (3-0-3) BUSA 6110. Business Ethics. This course is designed to examine the relationship between ethical theory and business decision making. The goal is an integration of ethics and social responsibility into real-world business situations. Prerequisite: Graduate standing. (3-0-3) BUSA 6120. Marketing Management. An extension of the descriptive aspects of marketing principles into the arena of application. Emphasis is placed on the marketing planning process, environmental analysis, strategic marketing, and the effective implementation of marketing plans. Prerequisite: BUSA 5800 and BUSA 5600 or MKTG 3800 and MGNT 3600. (3-0-3) BUSA 6130. Production/Operations Management. The application of management science principles to the actual management of manufacturing and production activities. Through the application of these techniques, improved management decisions are made in hiring, firing, training, output planning and controlling, resource acquisition, quality control budgeting, and maintenance expenditures in manufacture or other production of goods and services. Prerequisite: BUSA 3050 or equivalent, BUSA 5600 or MGNT 3600. (3-0-3) BUSA 6140. Advanced Business Finance. Analysis of methods, procedures, strategies, and applications in financial management and control of organizations, including forecasting, capital management, capital budgeting, and strategic management and control. Prerequisite: BUS 5150 or BUSA 3150. (3-0-3) BUSA 6150. Human Resource Management. This course provides a comprehensive overview of the field of human resource management with emphasis on management responsibilities regarding the organization’s human resources. Prerequisite: BUSA 5600 or MGNT 3600. (3-0-3) BUSA 6160. Business Forecasting. Practical analysis of business fluctuations as a major factor in forecasting business activity on a general level as well as for the individual firm. The importance of forecasting in the business organization is included along with consideration of macro-economic forces which affect forecasts and various methods of analysis for determination of cyclical factors and other methods of preparing and documenting forecasts. Prerequisite: BUSA 3050 or equivalent. (3-0-3) BUSA 6170. Quantitative Management. An introduction to quantitative decision making techniques to problems of business. It includes material on Decision Analysis, Linear Programming, Inventory Management and Project Scheduling, Stochastic Models as well as some advanced statistical topics like Regression, ANOVA, Quality Analysis, and Non Parametric Tests. Prerequisite: BUSA 3050 or equivalent. (3-0-3) BUSA 6180. International Business Practices. A course designed to focus on five aspects of the cross-border environment: exchange rates and international capital markets, trading patterns and regimes, regulatory content, and political content. Prerequisite: Graduate standing. (3-0-3) BUSA 6190. The Environment of Business. Consideration of important current issues and events establishing and regulating the environment in which the business enterprise functions, emphasizing issues of corporate social responsibility and ethics, public policy, and international business issues. Prerequisite: Graduate standing. (3-0-3) BUSA 6200. Managerial Control. A study of the concepts for analysis and interpretation of financial data as a basis for business decisions. Prerequisite: ACCT 2102. (3-0-3) BUSA 6510. Risk Management. A study of the principles of risk management and their implications for the individual and for business, with emphasis on problem analysis and resolution. Prerequisite: BUSA 3150 or equivalent. (3-0-3) BUSA 6520. Investments and Securities. A study of the principles of sound investments, including the different types of securities issued by business firms and governments, tangibles, and monetary funds, with emphasis on problem analysis and solution. Prerequisite: BUSA 3150 or equivalent. (3-0-3) BUSA 6530. Seminar in International Issues. A seminar discussing and analyzing topics of current concern in the international environment, with particular emphasis on potential effects on business activity. Prerequisite: Graduate standing. (3-0-3) BUSA 6540. Organizational Theory and Behavior. The theory and application of behavioral interaction within organizations. Extensive use is made of practice exercises that required organizational effort in the classroom and emphasis is given to problem analysis and solution. Prerequisite: Graduate standing, BUS 5600 or MGNT 3600. (3-0-3) BUSA 6550. Small Business Management. The student is introduced to the world of small business and is presented with the principles of successful small business management. The course covers the entire range of decision areas encountered by the small business manager, including starting considerations, government regulations and assistance, and effective control systems. Experimental exercises are used, and the student is encouraged to use the opportunity to integrate material covered in a number of other courses. Prerequisite: Graduate standing, BUSA 5600 or MGNT 3600. (3-0-3) BUSA 6560. Purchasing Management. An analysis of the problems and functions of the purchasing agent as they relate both to industrial and consumer goods with emphasis on problem identification, analysis, and solution. Prerequisite: MGNT 3600 or equivalent. (3-0-3) BUSA 6570. Labor Management Relations. An analysis of the industrial relations problems between organized labor and management and the interrelationships of the union, its members, and the nonunion workers, with emphasis on problem identification, analysis, and solution. Prerequisite: Graduate standing. (3-0-3) BUSA 6580. Travel and Tourism Administration. An introduction to the fields of travel and tourism with emphasis on problem identification, analysis, and solutions relative to organization, motivators, marketing, and economic impact of the travel industry, particularly in Georgia. Prerequisite: MKTG 3800 or BUSA 5800. (3-0-3) BUSA 6590. Real Estate Principles. An introduction to the principles of real estate analysis and utilization. Subjects include the nature of real property, the legal instruments involved in real property transactions, market analysis and the determinants of real estate values, the appraisal process, investment and financial analysis, and public policy aspects of real estate planning and utilization, with emphasis on problem identification, analysis, and solution. Prerequisite: Graduate standing, BUS 5800 or MKTG 3800. (3-0-3) BUSA 6600. Principles of Transportation. Study of the economic and service aspects of various means of transportation and related principal physical distribution, with emphasis on problem identification, analysis, and solution. Prerequisite: Graduate standing, BUSA 5800 or MKTG 3800. (3-0-3) BUSA 6610. Entertainment Marketing. An introduction to fundamental concepts of marketing activities in the diverse entertainment field. Prerequisite: Graduate standing, BUSA 5800 or MKTG 3800. (3-0-3) BUS 6615. International Business Experience. This course is designed to provide students with a framework in which to understand how business is conducted in foreign countries and how culture impacts business decisions. This course includes a field trip. Prerequisite: Graduate standing. (3-0-3) BUSA 6620. Consumer Behavior. A natural blending of psychology, social psychology, cultural anthropology, sociology, and marketing. Based on empirical research on what the consumer does and why, the course focuses on practical guidelines for the marketing manager. Decision-making models are analyzed, and implications for influencing decisions are highlighted. Although heavily laden with the conceptual frameworks of behavioral science, Consumer Behavior is taught as a marketing course with emphasis on problem identification, analysis, and solution. Prerequisite: Graduate standing, BUSA 5800 or MKTG 3800. (3-0-3) BUSA 6630. Marketing Communications. An overview of methods, procedures, strategies, and applications in communicating with consumer and business markets as an integral part of the promotion function with respect to mass communications (advertising and public relations), personal selling, direct marketing, and sales promotion. The various media which may be employed in these forms of the promotion function and the effects upon resulting buyer behavior will be evaluated and considered in their specific applications. Emphasis is placed on problem identification, analysis, and solution. Prerequisite: Graduate standing, BUSA 5800 or MKTG 3800. (3-0-3) BUSA 6640. Marketing Channels. An overview of methods, procedures, strategies, and applications in the management of channels of distribution of products and services from producer to final consumer sale. This includes retailing for consumer goods, personnel selling and sales management for business goods, as well as transportation and logistic services. Consumer behavior for household purchasing in the retail market and business buying behavior in the business market are also included. Emphasis is given to problem identification, analysis, and solution. Prerequisite: Graduate standing, BUSA 5800 or MKTG 3800. (3-0-3) BUSA 6650. Sports Marketing. A course which examines the unique nature of marketing sport both as a participatory and spectator event. Emphasis is upon understanding the synergy of marketing, sport and society. Consideration is given to marketing collegiate and professional sports. Emphasis is given to problem identification, analysis, and solution. Prerequisite: MKTG 3800 or equivalent. (3-0-3) BUSA 6660. Marketing Research. A course to provide the student with a working knowledge of the principles and theory of business research applied specifically to the marketing environment. The course stresses both concepts and application, with emphasis on problem identification, analysis, and solution. Prerequisite: BUSA 5800 or MKTG 3800, BUSA 3050 or equivalent. (3-0-3) BUSA 6670. Public Finance. A survey and general background in public expenditures, revenues, and fiscal administration and intervention of the public sector into national and local economies. Special attention is given to types, applications and equity aspects of taxation. The intent of the course is to provide an understanding of the impact of government intervention with special emphasis on the effects of these activities on business conditions and consumer behavior. Emphasis is given to problem identification, analysis, and solution. Prerequisite: BUSA 3150 or equivalent. (3-0-3) BUSA 6680. Human Resources Law. The current status of legal statutes and issues in human resource management is analyzed. Emerging issues and trends are explored. Prerequisite: MGNT 3670 or equivalent, BUSA 5600 or MGNT 3600. (3-0-3) BUSA 6690. Business Law. A study of contracts, negotiable instruments, bailments, common and public carriers, agencies, sales contracts, and uniform sales laws as they apply to business. Prerequisite: Graduate Standing. (3-0-3) CHEM 6675. Special Problems. A three-hour directed study course designed to provide the advanced student with the opportunity to develop an interest in current topics in chemistry. Permission of instructor required. Offered on demand. (3-0-3) CHEM 7310. Intermediate Inorganic Chemistry. A systematic study of the atomic structure, bonding and periodic properties of the elements with emphasis on topics appropriate to high school chemistry courses. Corequisite: CHEM 7310L to be taken concurrently. (3-0-3) CHEM 7310L. Inorganic Chemistry Laboratory. A lab linked to CHEM 7310 including the advanced synthesis and study of the properties of inorganic compounds. (0-3-1) CIS 5310. Decision Support Systems. This course concentrates in the use of computer systems to help and assist in the decision making process. The first part of the course has been designed to cover the fundamental conceptual aspects of human decision making. The second part of the course will focus in the design and construction of the decision support systems (DSSs). Prerequisite: CSCI 3500. (3-0-3) CIS 5320. Object-Oriented Development with UML. This course introduces students to the formal process of system development using the Unified Modeling Language (UML). The course emphasizes object-oriented systems analysis and design with primary focus on the analysis phase through logical modelling techniques (use case diagrams, class diagrams, sequence diagrams, etc.). Students are required to submit a project using UML diagrams and available software. Prerequisiste: CSCI 1302. (3-0-3) CIS 6400. Information Storage & Retrieval. This course will discuss the data structures, techniques and algorithms needed to build information retrieval systems. Topics will include conceptual models of information retrieval, text operations, query languages and operations, retrieval evaluation, indexing and searching, user interface and visualization, multimedia information retrieval, digital libraries. Students have to submit a project describing either a new evaluation of a search system or an implementation of a new approach to some aspect of information retrieval. Prerequisite: CSCI 3500. (3-0-3) CIS 6410. Client-Server Systems. This course will discuss all major issues of client/server architecture, including applications, communications, distributed database systems and specialization of clients and servers. Students will implement a complete client/server system on a popular client/server database management system such as ORACLE. Prerequisite: CSCI 4400. (3-0-3) CIS 6420. Data Mining. This course is aimed at preparing students with comprehensive, practical look at the concepts and techniques needed to get the most out of business data. It includes several algorithms for data mining, provides in-depth, practical coverage of essential data mining topics, including OLAP and data warehousing , data preprocessing, concept description, association rules, classification and prediction, and cluster analysis. Prerequisite: CSCI 440/CSCI 4400. (3-0-3) CIS 6700. EDP Audit and Control. This course will discuss the fundamental concepts of information systems control and auditing. The course content focuses on effectiveness, efficiency, and management of information systems audit function for computer-based business applications. The students will be required to develop skills in using audit software by working on a software evaluation project, group discussions, and seminars. Prerequisite: CIS 3300. (3-0-3) CIS 6720. Distributed Web Applications. This course will survey the tools, techniques, and design principles behind distributed web applications, and will cover many of the design, deployment, and maintenance issues. You'll learn the concepts of web services architecture, SOAP (Simple Open Access Protocol) and other leading web services standards- WSDL (Web Service Description Language) and UDDI (Universal Description, Discovery, and Integration protocol). Prerequisite: CSCI 1302 or CSCI 4310. (3-0-3) CIS 6800. Human Computer, Interaction & Interface Design. This course will discuss interface design between user and computer, user capabilities and limitations, designing systems for people, evaluation and testing of systems, usability engineering, and ergonomics. Software and GUI languages/packages will be used. Prerequisite: CSCI 4300. (3-0-3) CIS 6900. Special Problems in CIS. This course provides students with an opportunity to study and explore current computer information systems topics not covered in any other course. Students will also have the opportunity to design and implement software systems for business environments and to expand on projects from previous classes Prerequisite: Permission of instructor. (3-0-3) CSCI 5110. HDLs with Applications to Digital System. This course introduces students to hardware description languages and associated methodologies for digital and computer system design. In-depth coverage includes applications to the simulation and synthesis of digital systems. Prerequisite: CSCI 3100. (3-0-3) CSCI 5120. Topics in Information Security. Complete examination of the issues and problems in providing security for information processing systems - security goals and vulnerabilities - encryption and decryption, secure general purpose operating systems and applications, network security, Digital Signatures and Public Key Cryptosystems, security protocols, etc. Prerequisite: CSCI 4210. (3-0-3) CSCI 5300. Concepts of Programming Languages. The course provides an introduction to the basic paradigms and techniques of imperative, functional, logic, object-oriented, and concurrent programming languages. Using illustrative examples, the student will be exposed to various programming languages representative of the above paradigms. Students are required to submit a research paper on one of the advanced topics of concepts of programming languages. Prerequisite: CSCI 3500. (3-0-3) CSCI 6110. Introduction to VLSI Design. This course will discuss CMOS technology, circuit design, layout, and system design. The course will progress from a circuit view of CMOS IC design to a subsystem view of CMOS VLSI emphasizing the semi-custom design approach, CMOS testing, and CMOS system case studies. Prerequisite: CSCI 4100. (3-0-3) CSCI 6120. Advanced Computer Architecture. This course introduces students to the fundamentals of CPU design and organization, Scalar and Superscalar Processor, parallel computer architectures including timing issues, pipelining, interconnection networks, multiprocessors, and multicomputers. It covers modern computer systems, bus-connected UMA multiprocessor vs. network-connected NUMA multiprocessor. Microprogramming and control design. The role or performance, and the parallel algorithm structures will also be discussed. Students will work individually or in team on programming and computer system projects. Prerequisite: CSCI 4100. (3-0-3) CSCI 6200. Design of Operating Systems. The course will discuss memory management, processor management, process management and deadlocks, device management, file management. Design principles of some existing operating systems such as MS-DOS, Windows 2000, and UNIX will be discussed. Prerequisite: CSCI 3100, CSCI 3500. (3-0-3) CSCI 6220. Distributed Operating Systems. This course will discuss fundamentals of distributed operating systems, computer networks, message passing, remote procedure calls, resource management, process management, distributed file systems and security, and distributed shared memroy. Prerequisite: CSCI 6200. (3-0-3) CSCI 6230. Internetworking Architecture and Protocols. This course deals with the principles and issues underlying the provision of wide area connectivity through the interconnection of autonomous networks. Detailed discussion of the problems and solution techniques that arise in internetworking. Emphasis will be placed on the Internet architecture and protocols. Topics include routing, quality of service and security. Prerequisite: CSCI 4210. (3-0-3) CSCI 6320. Advanced Software Engineering. This course is a follow-up to the software engineering course. Students are introduced to topics such as formal specification techniques and software verification and validation. Model-based and algebraic formal specification methods will be introduced in detail and applied to software development. Students will also be introduced to software quality metrics, software testing strategies, software configuration management and software reliability. Prerequisite: CSCI 4300. (3-0-3) CSCI 6410. Advanced Database Design. This course will discuss emerging advanced database technology to expose and prepare the students with currently practiced database tools such as web based data application development, object oriented database design, data warehousing, data mining, distributed databases. Prerequisite: CSCI 4400. (3-0-3) CSCI 6500. Design & Analysis of Algorithms. This course provides advanced techniques for designing and analyzing algorithms. It covers the various types of efficiency analysis including worst-case, average, and amortized complexity. It also presents the main paradigms and techniques in the design of algorithms for a variety of computational models (sequential, parallel, probabilistic, optimization). Prerequisite: CSCI 3500. (3-0-3) CSCI 6510. Theory of Computation. The course investigates the fundamental capabilities and limitations of computers. It covers finite automata, regular languages and sets, context-free grammars, push-down automata, Turing machines, decidability, and Chomsky hierarchy. Prerequisite: CSCI 3500. (3-0-3) CSCI 6810. Modeling & Simulation. In this course, students are introduced to different types of simulation techniques and the concept of time in a simulation. Different approaches to validate output data from a simulation, selecting probabilty distributions, random-number generators, transient and steady state analysis, variance reduction techniques and generating discrete and continuous random variates are also covered. Prerequisites: CSCI 3500. (3-0-3) CSCI 6821. Advanced Computer Graphics. This course is an exposition of the techniques needed to generate and render three-dimensional computer images. It will provide a theoretical understanding of these techniques together with the programming expertise required to implement them. Prerequisite: CSCI 4820. (3-0-3) CSCI 6831. Topics in Advanced Artificial Intelligence. This course provides an in-depth study of the major disciplines of Artificial Intelligence. Possible topics include natural language processing, machine learning, expert systems, knowledge representation, neural networks, computer vision, robotics, speech recognition and synthesis, and genetic algorithms. Prerequisites: CSCI 4830. (3-0-3) CSCI 6900. Special Problems in Computer Science. This course provides students with an opportunity to study and explore current computer science topics not covered in any other course. Students will also have the opportunity to design and implement software systems and to expand on projects from previous classes Prerequisite: Permission of instructor. (3-0-3) CSCI 6930. Internship. The Internship gives students an opportunity to apply and extend the theoretical knowledge acquired in the classroom to a practical experience. Students have to submit a formal paper describing and evaluating the internship experience and examining its implications for future work. Prerequisite: approval by the School of Computer and Information Sciences. (3-0-3) CSCI 7900. Thesis. With the approval of his/her major professor, a candidate for the M.S. degree may take 6 credit hours of thesis. Prerequisite: Permission of advisor. (6-0-6) ECON 6811. Developmental Economics. This course examines the theoretical and practical perspectives of economic analysis of development. The goal is to provide a better understanding of the issues and choices faded by policy makers in developing countries and the effects of various policies. After analyzing the history, principles, and theories of economic development, the course focuses on the importance of capital in economic development; the role of trade, fiscal and monetary policy, and industrialization; structural adjustment, foreign aid, and debt; education, population, human welfare, and sustainable development. Prerequisites for this course are the successful completion of ECON 4811, ECON 2105, and ECON 2106, or permission of the instructor. (3-0-3) EDCF 5700. Internship in Educational Resources and Needs Assessment. An internship with emphasis on planning, selecting, preparing, and evaluating instructional materials in P-12 teaching fields and developing needs assessment for the classroom teacher to prepare for Georgia Teacher Observation Assessment (GTOI) or system assessment. Cannot be used to satisfy degree requirements. Prerequisites: Application filed with Director of Clinical Experiences one full semester in advance; permission of instructor; at least 9 semester hours of credit at Georgia Southwestern State University, which includes the materials and methods course specific to age and certification field requested. (0-15-6) EDCF 5800. Internship in Educational Methodology. An internship with emphasis placed on curriculum planning, methodology, and evaluating instructional materials in P-12 teaching fields. Cannot be used to satisfy degree requirements. Prerequisite: EDCF 5700, Internship in Educational Resources and Needs Assessment. (0-15-6) EDEC 6100. Advanced Study of Early Childhood Language Arts. An intensive study of methods, materials, and experiences in the language arts as the basis for emotional, social, and mental growth by young children, evaluation of materials and procedures for teaching the language skills necessary for success in school. (3-0-3) EDEC 6120. Children’s Literature for Early Childhood. An advanced study of various genre of books for children. Emphasis is placed on identifying the various roles quality literature plays in the educational programs for children. Pedagogical implications are incorporated. (3-0-3) EDEC 6200. The Teaching of Reading. An advanced study of instructional techniques and materials for the teaching of reading from preschool through grade five. Emphasis is given to emergent literacy competencies, the extension of reading competencies, word recognition and comprehension strategies required for success in content areas, and integrated literature-based reading programs, as well as instructional implications of the psycholinguistic theory. (3-0-3) EDEC 6210. Diagnosis and Correction of Reading Difficulties. Advanced study designed for the teaching of reading (grades P-5) in identification, diagnosis, and remediation of reading difficulties. Emphasis is on diagnostic-prescriptive reading instruction through mastery of varied diagnostic instruments, instructional procedures, and materials appropriate for use with readers requiring remediation. Clinical experience includes a case study with a child. Prerequisite: Previous course in reading. (3-0-3) EDEC 6400. Advanced Study of Early Childhood Science. A course which focuses on teaching strategies that promote equity in Science and Technology. It incorporates innovative instructional strategies, science content, educational technology, and classroom management. The participants apply their understandings by adapting, implementing, and evaluating equitable teaching strategies in their classrooms. (3-0-3) EDEC 6500. Advanced Study of Early Childhood Social Studies. A study of recent developments in Early Childhood Social Studies with emphasis on current theory and experimentation in curriculum and teaching practices. (3-0-3) EDEC 6600. The Teaching of Early Childhood Mathematics I. Activity oriented course that models student centered, discovery approaches to teaching the basic mathematics skills that are based on the NCTM Standards. Major focus will be placed on creating and maintaining a classroom management style that promotes a “safe” classroom environment and fosters the development of personal responsibility. Alternatives will be offered for teaching, assessing and grading student growth in mathematical thinking and mathematical power. (3-0-3) EDEC 6610. The Teaching of Early Childhood Mathematics II. A continuation of EDEC 6600, with learning experiences focused on topics in number patterns, geometry, and general problem solving. Emphasis will be placed on teaching practices that promote the development of life-long learning skills and on alternative assessment/grading practices. Prerequisite: EDEC 6600. (3-0-3) EDEC 6650. Investigators in Mathematical Art. A course designed to provide teachers with classroom tested ideas that will allow students to experience aesthetics in mathematics. By investigating patterns and geometric transformations in class, students will create vivid and interesting posters and models to decorate any classroom grades 1-5, and at the same time learn how mathematical structures themselves are elegant and beautiful. (3-0-3) EDEC 6700. The Arts in Early Childhood. The course investigates elements of art and principles of design that support children’s artistic development. Various two-and three-dimensional art processes are explored in relation to how they can be used to support children’s affective and academic development across curricular areas. (3-0-3) EDEC 7020. Special Problems in Early Childhood Education. A study of problems related to specific curriculum and certification areas in the Early Childhood program. Emphasis is placed upon special projects and independent study. (May be repeated for credit in a different curriculum area.) (3-0-3) EDEC 7050. Early Childhood Theoretical Frameworks and Their Application. The course provides a comprehensive study of theories that provide a foundation for understanding young children and the impact of their growth and development for planning appropriate educational programs. Emphasis in the course is placed on children in grades P-5. The course also explores how various theories underlie teaching decisions in early childhood programs and practices. (3-0-3) EDEC 7110. Educational Computing and Language Development. A course designed to provide inservice teachers with an understanding of the major theories of language development and the uses of computers and computer software in the development of language and communication skills. Emphasis is given to written communication and to communication through Hypermedia. (3-0-3) EDEC 7550. Issues and Trends in Early Childhood Education. The course examines issues, trends, and problems in early childhood education. Information sources for research, including print and media resources, will be included. Content will include conceptualizing, completing, and presenting an extensive literature review for a research project to enhance professional writing and presentation skills. (3-0-3) EDEC 7700. Early Childhood Growth and Development. A study of human growth and development from conception through aging with special readings and field experiences appropriate for the study of ages 0-10 years. Field experience required. (3-0-3) EDEC 7750. Assessment in Early Childhood Education. The course provides an in-depth study of appropriate strategies for assessing the learning of young children. Assessment instruments and procedures for examining development in the cognitive, physical, and social domains are included. The course will also explore issues related to standardized testing in relation to the importance of testing in early childhood education. (3-0-3) EDEC 7800. Role of Collaboration in Early Childhood Education. This course is designed to acquaint and expand the knowledge of teachers in early childhood education with a variety of innovative programs in existence involving parents as partners in education. The history of parental involvement, research, leadership development, benefits to children, parents, school, and community, as well as strategies for promoting parent involvement, are emphasized. (3-0-3) EDEC 7900. Curriculum Strategies. The course provides a study of Early Childhood Education with emphasis on curriculum decision-making, and curriculum content. Procedures for planning, implementing, and evaluating curriculum appropriate for the young learner is presented. (3-0-3) Specialist (Open Only to Admitted 6th Year Students) EDEC 8000. Advanced Graduate Seminar in Early Childhood. Public policy, issues, and concerns as well as futuristic issues in Early Childhood Education will be presented for consideration in the open forum. (3-0-3) EDEC 8080. Early Childhood Education in Modern Society. A study of contemporary Early Childhood Education with emphasis upon political and sociological elements, program development, and leaders in the field. (3-0-3) EDEC 8100. Measurement and Evaluation in Early Childhood Education. Investigation and practical application of measurement techniques and instruments used in the evaluation of the growth of young children. (3-0-3) EDEC 8120. Qualitative Research. A course designed to expand students’ understanding of educational research methodology. The course will explore currently accepted qualitative research methods and appropriate interpretations. Students will design a qualitative research proposal for implementation in their classrooms. This course is a prerequisite for EDEC 8780. (3-0-3) EDEC 8200. Advanced Infant and Early Childhood Growth and Development. A study of the leading theorists in Early Childhood and implications for the classroom. (3-0-3) EDEC 8380. Language Development and Reading. A study of the biological and environmental bases of language development and the implications for learning to read. (3-0-3) EDEC 8400. Strategies for Teaching Science. Planning, implementation, and evaluation of early grades science programs will be emphasized. The class will be conducted in a seminar format with class activities built on the science programs of the students’ schools. (3-0-3) EDEC 8480. Administration and Supervision of Early Childhood Programs. A detailed study of problems and issues involved in establishing programs for young children. Program planning, finance, material selection, personnel, governmental regulations, etc. will be incorporated into the study. (3-0-3) EDEC 8500. Strategies for Teaching Social Studies. A course designed to lead advanced students in the examination of instructional strategies, content material, and evaluation techniques applicable to Early Childhood social studies. Attention will focus on both cognitive and affective learning. (3-0-3) EDEC 8600. Advanced Strategies for Teaching Early Childhood Mathematics. Advanced study of issues and techniques that are critical to effective Mathematics teaching and learning. Focused attention on diagnostic, instructional, and assessment techniques that involve self monitoring and self assessment. (3-0-3) EDEC 8700. Strategies for Teaching Art in Early Childhood Education. An in-depth study of various learning and teaching styles in Art for Early Childhood (grades P-5) Education. A focus will be made on innovative programs in the arts and the teaching strategies employed. (3-0-3) EDEC 8770. Trends and Issues in Early Childhood Education and Technology. An examination of the factors influencing Early Childhood Education in the contemporary world with an emphasis on technology. (0-6-3) EDEC 8780. Practicum in Early Childhood Education. A course designed to allow the student in the field to integrate theory and practice by enabling the student to test within the school environment appropriate teaching-learning programs. (0-6-3) EDEC 8800. Readings in Early Childhood Education. A course in selected readings on Early Childhood Education. Open only to specialist level students. (3-0-3) EDMG 6100. Advanced Study of Middle Grades Language Arts. An in-depth study of recent developments in teaching oral and written composition, spelling, handwriting, grammar, and usage in the middle school. (3-0-3) EDMG 6120. Children’s Literature for the Middle Grades. An advanced study of the works of fine authors and illustrators, new and old, as well as the broad spectrum of contemporary and traditional young adult literature. A practical and explicit overview of ways in which teachers (4-8) can evaluate and select books and involve students in literature, with specific suggestions for goals and techniques. Exploration of adolescent preferences and aesthetic responses to visual aspects of their books. Emphasis is on the importance of extending literature throughout the school curriculum. (3-0-3) EDMG 6200. The Teaching of Reading. An advanced study of instructional techniques and materials for the teaching of reading in grades 4-8. Emphasis is given to extension of reading competencies, word recognition, and comprehensive strategies required for success in content areas, and integrated literature-based reading programs, as well as instructional implications of psycholinguistic theory. (3-0-3) EDMG 6210. Diagnosis and Correction of Reading Difficulties. Advanced study designed for the teaching of reading in grades 4-8 in identification, diagnosis, and remediation of reading difficulties. Emphasis is on diagnostic-prescriptive reading instruction through mastery of varied diagnostic instruments, instructional procedure, and materials appropriate for use with readers requiring remediation. Clinical experience includes a case study with a child. Prerequisite: Previous course in reading. (3-0-3) EDMG 6280. Teaching Reading in the Content Fields. Designed to offer all content area teachers detailed and practical explanations of reading and study strategies needed by students to acquire and use new information. Instruction is built on research-based techniques for teaching these strategies in a broad range of disciplines. Emphasis is on helping students become more efficient, effective readers of content materials and facilitating their learning of the subject matter content. Designed for Middle Grades and secondary teachers and for reading majors. (3-0-3) EDMG 6400. Advanced Study of Middle Grades Science. A course which focuses on teaching strategies that promote equity in science and technology. It incorporates innovative instructional strategies, science content, educational technology, and classroom management. The participants apply their understandings by adapting, implementing, and evaluating equitable teaching strategies in their classrooms. (3-0-3) EDMG 6450. Science Workshop for Middle Grades Teachers. A workshop for updating the knowledge and skills of Middle Grades science teachers. Included are uses of technology in science instruction encompassing computers, software, and other media; laboratory activities; and the examination of commercial science programs. (3-0-3) EDMG 6500. Advanced Study of Middle Grades Social Studies. A study of recent developments in Middle Grades social studies with emphasis on current theory and experimentation in curriculum and teaching practices. (3-0-3) EDMG 6600. The Teaching of Middle Grades Mathematics I. Activity oriented course that models student centered, discovery approaches to teaching the basic mathematics skills that are based on the NCTM Standards. Major focus will be placed on creating and maintaining a classroom management style that promotes a “safe” classroom environment and fosters the development of personal responsibility. Alternatives will be offered for teaching, assessing, and grading student growth in mathematical thinking and mathematical power. (3-0-3) EDMG 6610. The Teaching of Middle Grades Mathematics II. A continuation of EDMG 6600, with learning experiences focused on topics in number patterns, geometry, and general problem solving. Emphasis will be placed on teaching practices that promote the development of life-long learning skills and on alternative assessment/grading practices. Prerequisite: EDMG 6600. (3-0-3) EDMG 6650. Investigations of Mathematical Art. A course designed to provide teachers with classroom tested ideas that will allow students to experience aesthetics in mathematics. By investigating patterns and geometric transformations students will create vivid and interesting posters and models to decorate any classroom grades 4-8, and at the same time learn how mathematical structures themselves are elegant and beautiful. (3-0-3) EDMG 6700. The Arts in the Middle Grades. An advanced study of the role of the expressive arts in the development of young children with recommended practices in qualitative curriculum planning, together with laboratory projects that identify problems in Middle Grades art, including philosophical, motivational, and evaluative aspects. (3-0-3) EDMG 7020. Special Problems in Middle Grades Education. An investigation into problems and issues related to middle school teaching and middle grades curricula. Special readings and field experiences required. (3-0-3) EDMG 7110. Educational Computing and Language Development. A course which provides inservice teachers with an understanding of the major theories of language development and the use of computers and computer software in the development of language and communication skills. Emphasis is given to written communication and communication through Hypermedia. (3-0-3) EDMG 7700. Middle Grades Growth and Development. A study of the human growth and development from conception through aging with special readings and field experiences appropriate for the study of ages 10-15 years. Field experience required. (3-0-3) EDMG 7800. Innovations in Parent, Family and School Collaboration in Education. A course designed to acquaint and expand the knowledge of teachers in the field of education with a variety of innovative programs in existence involving parents as partners in education. The history of parental involvement, the benefits to children, parents, school, and the community, as well as research and leadership training in parental involvement are emphasized. Specific programs in early childhood, middle grades, and secondary fields will be examined. (3-0-3) EDMG 7900. Middle Grades Curriculum Planning and Trends. A study of the content and methodology of Middle Grades school curricula. Emphasis is placed on trends in modern curriculum development focusing upon such issues as the nature of the pupil, the nature of learning, function and aims of the middle school, influence of society, and evaluation and revision of the middle school curriculum. (3-0-3) Specialist (Open Only to Admitted 6th Year Students) EDMG 8000. Advanced Seminar in Selected Discipline Areas. Study of objectives, competencies, content, techniques of instruction and remediation, materials, principles of evaluation and research in discipline area. Trends and problems in discipline area will also be emphasized. (3-0-3) EDMG 8020. Organization, Administration, and Supervision of Middle Grades Education. Problems of organization, administration, and supervision of the middle schools with emphasis on proper staff utilization, instruction, and evaluation procedures, and approaches to the problem of influencing staff members in relation to efficiency. (3-0-3) EDMG 8130. Special Problems in Middle Grades Education. A study of problems related to specific topical areas in the Middle Grades program. In-depth projects will be required as a part of the independent study process under an appropriate instructor. (3-0-3) EDMG 8300. The Adolescent Learner. An advanced growth and development course covering the historical, biological, sociological, and moral realities of today’s teenagers. Emphasis will be placed on how to deal more effectively with adolescents in the school, home, and community. Prerequisite: A graduate course in human growth and development. (3-0-3) EDMG 8380. Language Development and Reading. A course designed to examine the development and operation of an effective language arts program in the Middle Grades. Attention will be given to the four language arts areas of speaking, listening, reading, and writing. (3-0-3) EDMG 8400. Strategies for Teaching Science. A course which focuses on thematic and science, technology, and society (STS) approaches to the curriculum. The participants take part in, review, and evaluate units from innovative curriculum projects and apply their understandings by adapting, implementing, and evaluating a unit in their classrooms. (3-0-3) EDMG 8500. Strategies for Teaching Social Studies. A course designed to lead advanced students in the examination of instructional strategies, content material, and evaluation techniques applicable to Middle Grades social studies. Attention will focus on both cognitive and affective learning. (3-0-3) EDMG 8600. Advanced Strategies for Teaching Middle Grades Mathematics. Advanced study of issues and techniques that are critical to effective mathematics teaching and learning. Focused attention on diagnostic, instructional, and assessment techniques that involve self monitoring and self assessment. Students will participate in a mathematics institute as they work with children in a closely supervised teaching situation in order that they might practice and improve their own teaching. Prerequisite: EDMG 6600. (3-0-3) EDMG 8700. Strategies for Teaching Art in the Middle Grades. An in-depth study of various learning and teaching styles in art for Middle Grades Education. A focus will be made on innovative programs in the arts and the teaching strategies employed. (3-0-3) PHEG 8050. Current Problems and Issues in Health and Physical Education for the Middle Grades. A study of problems met in a Middle Grades program of health and physical education. Special emphasis is given to problems encountered when teaching Middle Grades. (3-0-3) EDRG 6200. The Teaching of Reading. An advanced study of instructional techniques and materials for the teaching of reading from preschool through grade twelve. Emphasis is given to the extension of reading competencies, word recognition and comprehension strategies required for success in content areas, and integrated literature-based reading programs, as well as the instructional implications of the psycholinguistic theory. (3-0-3) EDRG 6210. Diagnosis and Correction of Reading Difficulties. Advanced study designed for the teaching of reading from preschool through grade twelve in identification, diagnosis, and remediation of reading difficulties. Emphasis is on diagnostic-prescriptive reading instruction through mastery of varied diagnostic instruments, instructional procedures, and materials appropriate for use with readers requiring remediation. Clinical experience includes a case study with a child. Prerequisite: Previous course in reading. (3-0-3) EDRG 6220. Teaching Reading in the Secondary School. An advanced study in methods and materials of teaching basic and developmental reading competencies to students in grades 7-12. Attention is given to the organization of reading programs, the special services in reading instruction, and the effective use of assessment devices in secondary schools. Designed for reading majors and secondary English teachers. (3-0-3) EDRG 6230. Trends and Practices in the Teaching of Reading. A critical analysis of new programs, materials and methods, and developments in reading instruction. Emphasis is given to innovative reading programs as well as to current trends and issues in the teaching of reading. For Reading Majors only. Prerequisite: Permission of instructor, previous course in reading. (3-0-3) EDRG 6240. Special Problems in Reading Education. A seminar for reading majors only which provides students with an opportunity to study and explore reading topics from selections in the education and psychology libraries which are of individual interest and which strengthen a particular area in the student’s program or background. Prerequisite: Permission of instructor; previous reading coursework. (3-0-3) EDRG 6250. Organization and Supervision of the Reading Program. An analysis of the organization of reading programs P-12, and an investigation of varied supervision techniques. Focus is on the design, management, and evaluation of reading programs at the classroom, school, and district levels. Particular attention is given to the techniques of assessing needs, setting goals and objectives; determining program resource requirements; coordinating, organizing, and monitoring program development and implementation activities; and designing program evaluation strategies. For Reading Majors only. Prerequisite: Permission of instructor, previous course in reading. (3-0-3) EDRG 6280. Teaching of Reading in the Content Fields. Designed to offer all content area teachers detailed and practical explanations of reading and study strategies needed by students to acquire and use new information. Instruction is built on research-based techniques for teaching these strategies in a broad range of disciplines. Emphasis is on helping students become more efficient, effective readers of content materials and facilitating their learning of the subject matter content. Designed for Middle Grades and secondary teachers and for reading majors. (3-0-3) EDUCATION - SECONDARY EDUCATION (7-12)
EDSC 7020. Special Problems in Secondary Education. A study of problems related to specific curriculum areas in the secondary program. Emphasis is placed upon special projects and independent study. (3-0-3) EDSC 7700. Adolescent Growth and Development. A study of human growth and development from conception through aging with special readings and field experiences appropriate for the adolescent years. Field experience required. (3-1-3) EDSC 7900. Secondary Curriculum Planning and Trends. A study of the content and methodology of secondary school curricula with emphasis upon trends in modern curriculum development. The course focuses on such issues as the nature of the pupil, the nature of learning, functions and aims of the school, influence of society, and evaluation and revision of curriculum. (3-0-3) EDUCATION - SPECIAL EDUCATION (P-12)
EDSP 6000. Special Problems in Special Education. A study of problems related to curriculum and instruction in Special Education. Recent trends in the education of exceptional individuals. Emphasis is placed upon special projects and independent study. Prerequisite: EDSP 2010 or equivalent. May be repeated for credit. (1-0-1, 2-0-2, or 3-0-3) EDSP 6040. Principles of Behavior Modification and Management of Classroom Behavior Problems. Application of psychological and educational techniques for management of behavioral and classroom problems. Emphasis on current use of behavior modification techniques in the school and home. Prerequisite: EDUC 7300 or permission of the instructor. Field experience required. (3-0-3) EDSP 6050. Techniques of Counseling as Applied to Exceptional Individuals. Theories and techniques for counseling exceptional individuals and their families. A study of the interactions among exceptional individuals and their families, dynamics of family interaction, parental attitudes, and parental reactions. Prerequisite: EDSP 2010 and permission of instructor. (3-2-3) EDSP 6060. Advanced Study of Language Development. An in-depth study of speech and language development of young individuals. An investigation of psycholinguistic processes of exceptional individuals and the techniques for working with psycholinguistic problems. Prerequisite: EDSP 2010 and permission of instructor. (3-0-3) EDSP 6070. Curriculum Trends and Practices in Special Education. A study of the content and methodology of Special Education curricula with emphasis upon recent developments. May be repeated for credit. (1-0-1, 2-0-2, or 3-0-3) EDSP 6110. Characteristics of Individuals with Mental Retardation/Intellectual Disabilities. Study of the nature and characteristics of individuals with intellectual disabilities, classification, etiology and incidence, psychological and biological aspects, sociological aspects, learning, and education. Field experience required. (3-2-3) EDSP 6120. Curriculum and Methods in the Education of Individuals with Intellectual Disabilities. Study of curriculum construction, classroom organization, and collaboration with others and to ancillary and community services. Prerequisites: EDSP 2010, EDSP 6110. Field experience required. (3-3-3) EDSP 6130. Curriculum and Methods in the Education of Severe/Profound Intellectually Disabled Individuals. A study of curriculum construction, classroom organization, parental involvement, and ancillary services for students with profound intellectual disabilities. Materials and instructional methods are discussed and implemented in field settings. (3-2-3) EDSP 6150. Practicum in Mental Retardation/Intellectual Disabilities. Supervised teaching and participation in an approved instructional setting with individuals with intellectual disabilities. Seminar is required. Prerequisites: Application filed with Special Education Coordinator one full semester in advance; permission of instructor; at least 6 semester hours from Georgia Southwestern State University including EDSP 6110 and EDSP 6120. May be repeated for credit. (0-15-3) EDSP 6210. Characteristics of Gifted Individuals. Identification, characteristics, needs, and implications for educational planning for gifted individuals. (3-1-3) EDSP 6220. Materials and Methods in the Education of the Gifted Individual. Study of the materials, methods, techniques, and approaches used in an instructional program for gifted students. (3-1-3) EDSP 6230. Curriculum and Program Development for Gifted Education. An in-depth study of curriculum construction and program development for gifted and talented students P-12. Prerequisite: EDSP 6210. Field experience required. (3-1-3) EDSP 6250. Practicum in Gifted Education I, II, III. Supervised teaching and participation in an approved instructional setting with gifted students. Seminar required. Prerequisites: Application filed with Special Education Coordinator one full semester in advance; permission of instructor; at least 6 hours from Georgia Southwestern State University including EDSP 6210 and EDSP 6220. May be repeated for credit. Field experience required. (0-15-3) EDSP 6310. Characteristics of Individuals with Learning Disabilities. Study of the nature of learning disabilities with emphasis on definitions, causes, characteristics, and needs of individuals with learning disabilities. Field experience required. (3-2-3) EDSP 6320. Materials and Methods in the Education of Individuals with Learning Disabilities. Study of curriculum construction, resources, diagnosis, remediation practices, and working with families of individuals with learning disabilities. Prerequisites: EDSP 6310, EDSP 2010. Field experience required. (3-2-3) EDSP 6330. Individualization of Instruction: Diagnostic-Prescriptive Teaching. Analysis of the remediation process with emphasis on the diagnostic prescriptive approach as used with individuals with difficulty in learning. Includes the use of assessment instruments and Individualized Education Plans. Prerequisite: EDSP 7510 and permission of the instructor. Field experience required. (3-1-3) EDSP 6350. Practicum in Learning Disabilities. Supervised teaching and participation in an approved instructional setting with learning disabled individuals. Seminar required. Prerequisites: Application filed with Special Education Coordinator one full semester in advance, permission of instructor; at least 6 semester hours from Georgia Southwestern State University including EDSP 6130 and EDSP 6320. May be repeated for credit. (0-15-3) EDSP 6410. Characteristics of the Individual with Behavior Disorders. An in-depth study of the definition, identification, and characteristics of students with emotional or behavioral disorders as well as philosophical bases for treatment. Prerequisite: EDSP 2010. Field experience required. (3-2-3) EDSP 6420. Materials and Methods for Teaching Behavior Disordered and Emotionally Disturbed Individuals. Planning and implementing educational programs for individuals with behavior disorders and emotional disturbances. Emphasizes intervention techniques and behavior management. Methods, materials, and curriculum for regular education and self-contained settings. Prerequisites: EDSP 2010, EDSP 6410. Field experience required. (3-2-3) EDSP 6450. Practicum in Behavior Disorders/Emotional Disturbances. Supervised teaching and participation in an approved instructional setting with behavior disordered/emotionally disturbed individuals. Seminar required. Prerequisites: Application filed with Special Education coordinator one full semester in advance; at least 6 hours from Georgia Southwestern State University including EDSP 6410 and EDSP 6420. May be repeated for credit. (0-15-3) EDSP 6550. Practicum in Mild Disabilities. Supervised teaching and participation in an approved instructional setting with individuals having mild disabilities. Seminar required. Prerequisites: Application filed with Special Education coordinator one full semester in advance; permission of instructor; at least 15 hours from Georgia Southwestern State University including EDSP 6410, EDSP 6110, EDSP 6310, and EDSP 6120 or EDSP 6320 or EDSP 6420. May be repeated for credit. (0-15-3) EDSP 6610. Characteristics of Preschool Special Education Children. A study of the characteristics of preschool children needing Special Education, including severely developmentally delayed individuals. Course includes working with families in home services, parent training of disabled children, interdisciplinary teams, other agencies, and collaborative teaching. (3-2-3) EDSP 6620. Methods and Curriculum in Preschool Special Education. A study of the methods and curriculum for preschool Special Education. Includes instructional methods and services in structured and unstructured settings for teaching children with severe developmental disabilities at the preschool level. Physical handling and assessment of preschool disabled children included. Field experience required. (3-2-3) EDSP 6630. Preschool Language Development. A study of preschool language development. Course includes pre-language and pre-cognitive development. Detailed study of language development and language disabilities for young disabled children is included. The use of diagnostic instruments and implications of communication and educational methods are studied. Field experience required. (3-2-3) EDSP 6900. Secondary and Adult Programs in Special Education. Secondary, vocational, and adult programs for individuals with exceptional needs, including types of programs for various exceptionalities, occupational objectives, curricular content, and cooperation with community agencies. Prerequisite: EDSP 2010 and permission of instructor. May be repeated for credit. (1-0-1, 2-0-2, or 3-0-3) EDSP 7000. Special Topics in Special Education. Special Topics in Special Education on selected issues, problems, and literature. Prerequisite: Approval of the School Dean. May be repeated for credit. (1-0-1, 2-0-2, or 3-0-3) EDSP 7050. Adaptive and Corrective Physical Education and Recreation. A study of principles and procedures for conducting a program of physical education and recreation appropriate for exceptional individuals. (3-0-3) EDSP 7080. Legal, Ethical, and Professional Aspects of Special Education. A study of litigation, legislation, ethical and moral issues, and codes of professional conduct in the field of Special Education. (3-0-3) EDSP 7120. Teaching Individuals with Severe and Profound Disabilities. A study of the nature, needs, and medical aspects of individuals with severe and multiple disabilities. Prerequisite: EDSP 2010. (3-1-3) EDSP 7510. Psychoeducational Evaluation and Assessments. Study of assessment techniques and procedures for use with exceptional individuals. Experience in administration and reporting formal and informal diagnostic and prescriptive techniques. Prerequisite: Permission of instructor. (3-0-3) EDSP 7800. Administration and Supervision of Programs for Exceptional Individuals. Factors and processes involved in the administration and supervision of programs for exceptional individuals. Includes skills related to staff supervision, program development, and evaluation. (1-0-1, 2-0-2, or 3-0-3) EDSP 7990. Seminar: Readings and Research in Special Education. Current research and topics in Special Education. Prerequisite: Permission of instructor. Must be taken within two semesters of graduation. May be repeated for credit. (3-0-3) EDUC 7000. Leadership in Education. A study of the issues related to induction of new teachers and supervision of preservice teachers with emphasis on mentoring and conferencing skills. Three years acceptable teaching experience in Georgia Public Schools (P-12), Practicum in Supervision, and completion of this course lead to the Teacher Support Specialist endorsement to a professional teaching certificate. (3-0-3) EDUC 7010. Foundations of Public Education. A study of the historical, philosophical, socio-cultural, legal, political, economic, and technological foundations of American education. (3-0-3) EDUC 7020. Special Problems in Education. A study of problems related to specific curriculum and certification areas. Emphasis is placed upon special projects and independent study. (May be repeated for credit in a different curriculum area.) (3-0-3) EDUC 7030. Practicum in Supervision. A practicum for teachers to develop and practice the mentoring and supervision skills necessary to implement a successful Teacher Support Specialist program. Upon successful completion of this course and three years acceptable teaching experience in Georgia Public Schools (P-12), teachers will be eligible for Teacher Support Specialist endorsement. Prerequisite: Leadership in Education (EDUC 7000). (0-30-3) EDUC 7040. The Teacher and the Law. A study of the legal |
