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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.
GRADUATE DEGREES
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.
CALENDAR*
*Calendars are 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 The School of Education is 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 Georgia Professional Standards Commission (http://www.gapsc.com). 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 third 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.
Mission Statement | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Graduate | |
| Matriculation | $1,393.00 |
| Matriculation Non Resident | $5,573.00 |
| Health Service Fee | $ 61.00 |
| Activity Fee | $ 60.00 |
| Athletic Fee | $ 110.00 |
| Postal Fee | $ 8.00 |
| Computer Technology Fee | $ 38.00 |
Part-time Students: (Fewer than 9 hours)
Students enrolled in a single course will pay $97 per undergraduate semester hour and $117 per graduate semester hour (Georgia residents) or $388 per undergraduate semester hour and $465 per graduate semester hour (out-of-state). Students enrolled for THREE or more semester hours of on campus classes pay an additional $239.00 (Student Activity Fee, Athletic Fee, Health Service Fee, and Postal Fee).
NOTE: All Students, regardless of number of hours, are required to pay the
$38 Technology Fee.
A student registered for less than three semester hours has the option to pay
the health service fee, or a co-pay for each visit.
Food Service: (Three meal plans available)
| 21 Meals per week (Monday thru Sunday) | $1,063.00 |
| 15 Meals per week (Monday thru Sunday) | $1,032.00 |
| 10 Meals per week (Any 10 meals Monday thru Sunday) | $925.00 |
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 | $ 1,190.00 |
| Single Occupancy | $1,670.00 |
| Double Occupancy, twelve month | $1,390.00 |
| Single Occupancy, twelve month | $1,870.00 |
Parking Fees: (All students who plan to operate
| a vehicle on campus) Annual: Fall-Summer | $ 16.00 |
| ($9 Spring-Summer, $5 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) | $50.00 |
| Graduate (non-refundable) | $50.00 |
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 student is responsible for registering under the proper residency classification. A student classified as a non-resident who believes that he/she is entitled to be reclassified as a legal resident may petition the Registrar for a change of status. The petition must be filed no later than ten (10) days before the term begins in order for the student to be considered for reclassification for that term. If the petition is granted, reclassification will not be retroactive to prior terms. The necessary forms for this purpose are available in the Registrar’s Office and on RAIN.
To register as a legal resident of Georgia at an institution of the University System, a student must establish the following facts to the satisfaction of the Registrar:
An institution may waive out-of-state tuition and assess in-state tuition for:
Students who are not regularly admitted to a graduate degree program are not eligible for financial aid.
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, 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.
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 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
Several types of part-time employment are available through Georgia Southwestern State University.
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.
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 567 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 100 databases and more than 2000 journal titles. 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, reference inquiries, 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.
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 Rosalynn Carter Institute for Human Development was formed in honor of First Lady Rosalynn Carter in 1987. Through research, education, and training, the RCI promotes the mental health and well-being of individuals, families, and professional caregivers; promulgates effective caregiving practices; builds public awareness of caregiving needs; and advances public and social policies that enhance caring communities.
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@rci.gsw.edu or access the RCI homepage at http://www.rosalynncarter.org .
Orientation for graduate students is available at http://www.gsw.edu/admissions/gradstudies. All students are encouraged to review the information on this site.
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 four 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, have a dependent child, have a documented medical condition, 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.
(A) New and continuing applicants for campus housing who decide not to enroll
at Georgia Southwestern must cancel their contract
in writing no later than thirty (30) working days prior to the first official
day of classes for the affected term. Cancellation after this date will result
in forfeiture of the deposit.
(B) Students who have signed contracts and will enroll at Georgia Southwestern may petition to cancel their contract by submitting the Request for Release petition (obtained in the Residence Life Office) to the Department of Residence Life, Georgia Southwestern State University, Americus, Georgia 31709 thrity (30) days prior to the beginning of the affected term. Notification submitted to other University offices will not insure requested action. Upon approval of housing cancellation, a contract buyout will be required.
(A) A student who is obligated to the 2004-2005 contract may buy out the contract by paying an assessment of thirty percent (30%) of the value of the contract. Contract buyouts must be completed by 5:00 PM on the first official day of classes for the affected term. Detailed procedures that must be followed to buy out the contract are available at the Department of Residence Life.
(B) The student who buys out his/her contract will forfeit the housing deposit upon release from that contract.
(A) The $75.00 deposit must accompany the housing contract and is nontransferable to another person. The deposit is refunded according to the following conditions: 1) the University is unable to provide campus housing, 2) the terms of the contract are fulfilled, the student has been officially checked out of the room by a residence hall staff member, and the student is cleared of responsibility for damage to the room or building. The deposit will be forfeited, wholly or in part, when the student 1) is responsible for damage to the room or building, 2) fails to follow departmental check out procedures, 3) terminates the contract after the established deadlines or before the terms are completed, or 4) owes the University any debt, fine, or other obligation owed by the student.
(B) Housing fees are due and payable in advance at the prescribed rate per academic term. If payment is not made by the stipulated deadline, the student’s registration can be canceled.
Students who officially withdraw from the University qualify for a prorated refund of room fees as determined by the date of the official checkout of the residence hall. Refunds will be prorated by the formula set by the Business Office. Students who vacate their assigned room during the semester without an official withdrawal or official residency release and students who withdraw and fail to officially check out of the room with the Residence Life Staff or students who are evicted for disciplinary reasons will receive no refund of either housing fees or deposit.
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.
The Student Health Center at Georgia Southwestern State University is a primary care medical clinic with a specialty in college health providing a broad range of affordable health care to eligible students. Staffed by a physician, nurse practitioners, registered nurses, and support staff, our mission is to assist students with preventive health care and consultations, as well as evaluating, diagnosing and treating health concerns, illnesses and injuries, thereby minimizing their impact on academic progress.
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, and registered nurses. The Health Center hours are 8:00 a.m.- 5:00 p.m. Monday through Friday. The Health Center services are available by appointment or on a walk-in basis during operating hours 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. The Health Center can handle minor emergencies, but we cannot deal with life- or-limb threatening emergencies. For true emergencies, please dial 911 for an ambulance and then call the Campus Police for assistance, at 229-931-2245. 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, we will provide a written recommendation to excuse from class only if we feel there is justification. By Georgia Southwestern State University policy, an excuse from class can only be granted by the professor of that class.
The Health Center provides care for all currently registered students and currently employed faculty and staff (who must pay the co-pay health fee whenever using the health center). A mandatory health fee is assessed to students currently enrolled in five or more credits on GSW's campus. A student registered for less than five credit hours has the option to pay the semester health fee, or a co-pay for each visit. The semester health fee entitles the student to consultation services with the professional Health Center staff. There are free over the counter medications available as well as first aid supplies, without charge. Students are accessed fees for prescription medications dispensed at the center, equipment, lab tests and special procedures.
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. The university has a student health insurance plan available to all Georgia Southwestern State University students. Applications for enrollment are available in 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 arrangements with medical specialist.
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 (the clinic does not perform pharmaceutical services for prescriptions written off campus). 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 certificate of immunization and a health history form which is to be 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 in 1957 or later. All students are required to have Varicella, and Tetanus-Diptheria. Hepatitis B vaccination -required for all students who will be 18 years of age or less at matriculation. Newly admitted freshmen or matriculated students planning to reside in university managed housing are required to have the meningococcal vaccine or sign a waiver (If the student is under the age of 18, a parent must sign the document). All new students (freshmen, transfers, and others) attending regularly scheduled classes or receiving resident credit will be required to submit a certificate of immunization prior to attending such classes. Students will not be permitted to attend classes or reside in campus housing until the required immunization record is on file with the Health Center.
International students must have documentation of two measles, mumps, and rubella immunizations or blood titers for immunity to measles, mumps and rubella. A PPD tuberculin skin test is required within 10 days of arrival to campus. If positive, the students must have a chest X-ray within 2 weeks of arrival to campus. No X-ray films will be accepted. A Severe Acute Respiratory (SARS) Questionnaire form must be completed upon arrival to campus and completion of the tubercluosis screening questionnaire. All reports and documentation must be in English. All immunization forms and reports must have signature of health care provider, address and contact phone number in English.
It is recommended that each student discuss with his/her health care provider the need for additional immunizations such as, pertussis, hepatitis A, and influenza.
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.
International students are required to maintain student health insurance while enrolled in school. International students who are not covered by any other health and accident insurance plan will be automatically enrolled and billed for medical insurance coverage by the university comptroller.
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 via the GSW website at http://www.gsw.edu/~activities/htmls/student-handbook.html .
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, Tobacco and Other Drugs Committee is a committee appointed by the President of Georgia Southwestern State University.
The Task Force shall focus on alcohol, tobacco, and other drug education, prevention and intervention for the GSW campus community. 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, Tobacco 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, tobacco 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 and classified faculty by the Department of Human Resources to all new entering students and all other students by the Office of Student Life. 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.
First offense: The student will be sent a letter stating that he/she is required to sign up for and successfully complete the OCTAA program at the next available offering. The Student will sign up for the OCTAA program through the Continuing Education Center and will be required to pay a $35 fee for the program. Successful completion of OCTAA requires a knowledge test score of 75 percent or above. The exam will be given at the completion of the OCTAA sessions. 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 OCTAA, the student is required to conduct a SAP exit interview through Counseling Services before the student will receive a certificate of completion. This signifies that the student has successfully completed all steps of the SAP.
Second offense: The student will be subject to the following action. This will include an appointment with Counseling Services. The student will be required to sign up for and successfully complete the OCTAA program at the next available offering. The Student will sign up for the OCTAA program through the Continuing Education Center and will be required to pay a $35 fee for the program. 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 OCTAA, the student is required to conduct a SAP exit interview through Counseling Services before the student will receive a certificate of completion. This signifies that the student has successfully completed all steps of the SAP.
Third offense: The student will be suspended from school for a minimum
of one semester. In addition, he or she will be referred to Alcohol/Drug
addiction counseling such as Middle Flint Behavioral Services, for proper
evaluation and must complete his or her 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’s goal is to ensure equal access to all
programs and makes reasonable accommodations for the needs of students with
disabilities. Students should contact the Student Support Services office to
request academic accommodations or address accessibility issues. Please note
that it is the student’s responsibility to self-identify. Please visit the
Student Support Services web page at:
http://www.gsw.edu/services/sss/index.html or call us at (229)
931-2294 for more information.
Faculty and staff are encouraged to direct all students inquiring about services for students with disabilities to the Student Support Services program, 1st floor, Sanford Hall.
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.
Students pursuing a Master’s degree must maintain the following standards:
Graduate students pursuing the Specialist degree must maintain the following academic standards:
Please review other requirements for the School of Education. Students under review or dismissed will follow the same procedures as for the Master’s degree.
Each School with a Graduate Program may have other academic requirements; please check the School web site or the appropriate section of the current Bulletin.
Graduate students who fail to maintain academic standards will be placed under academic review at the end of the semester in which their status falls below the required standards.
All graduate programs offered at Georgia Southwestern State University require 50% of the course work be completed in residence.
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: acadaff@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 graduate credit hours each semester. Graduate Assistants will be evaluated each semester, a copy of the evaluation will be sent to the Director of Graduate Studies, and the continuation of the assistantships will depend on satisfactory evaluations.
Assistantships are also available in the Departments of Athletics, Student Affairs, Office of Information and Instructional Technology, and interested students should make direct application to those Departments
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 of Arts and Sciences and the Dean of the School of Education.
Academic Advisors in the Master's of Business Administration programs are assigned by the Dean of the School of Business. 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.
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 the date below of the prior semester |
| 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 graduate level credit for experiential learning 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 course work 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.
Readmission of Former Students
Former students in academic good standing who have not been in attendance for one 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.
Graduate students taking nine or more semester credit hours will be considered full-time. Graduate students may take a maximum of fifteen hours per term. Students taking less than nine semester credit hours will be considered part-time.
Grade Point Average for Graduate Students
The grade point average (GPA) for graduate students includes all attempts on all graduate courses. It is a true cumulative GPA.
Policy on Repeating Graduate Courses
Normally, a course is counted only one time for credit hours toward a degree. If a graduate student wants to repeat a course that falls into this category, the student may do so with the understanding that credit hours attempted and quality points earned in all attempts of the course will be counted in the student’s grade point average (GPA) .
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.
RE-EXAMINATION FOR GRADUATE STUDENTS
Graduate students will not be allowed a retest on any final examination.
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.
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 Computer Science Options of the Master of Science Program must have their request approved by the appropriate dean.
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.)
Students registered for courses that have the first class meeting after the designated add/drop period will be subject to the withdrawal from class policy or the withdrawal from the university policy below. Any orientation session for online or off-campus courses is considered the first class meeting for the course.
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 on RAIN or 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 receive 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.
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.
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.
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. | |
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 reviewed for admissions. The complete admissions packet is comprised of the following:
Students applying for a Master's Degree in Business or Computer Science who already hold a Master's Degree in another area may submit an application packet without test scores. Admission will be granted based on the grade point average earned for the previous Master's Degree. International students in this category must submit TOEFL scores.
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, computer science, and education. The degrees of Specialist in Education, Master of Education, Master of Business Administration, and Master of Science in Computer Science may be earned.
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), 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 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 studies 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.
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.
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 (without conditions). An applicant in this category has completed all the requirements for admission to a specific degree program.
- Regular Admission (with conditions). An applicant who does not meet all the requirements for admission to a specific degree program may be admitted with the condition that he or she must complete nine (9) hours of graduate credit with a grade no lower than B. At the time the conditions are met, the student's record will be updated to reflect the change to regular admission without condition. If the conditions are not met (a grade lower than B in those nine hours), the student will be expelled from the graduate program.
- 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, or pursuing a graduate level certificate< which is not a part of degree program. Students who wish to have certificate courses apply toward a degree program must meet admission requirements without condition. Under no circumstances can more than nine semester hours taken under post baccalaureate status be used in a master's degree program.
-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. 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.
INFORMATION FOR
INTERNATIONAL STUDENTS
Georgia Southwestern State University welcomes applications from international students to its graduate degree programs.
In addition to requirements for admission to a graduate degree program listed elsewhere in this section, international students must submit the following items:
F-1 International Students
Georgia Southwestern State University is part of the Department of Homeland Security’s Student Exchange and Visitor Information System (SEVIS). Through this system, the university has become a liason between GSW international students and a number of government agencies. To meet federal obligations imposed by these agencies, Georgia Southwestern State University is required to report certain personal, academic, and employment related data on international students and scholars to the Bureau of Citizenship and Immigration.
Georgia Southwestern State University is dedicated to enabling international students to accomplish their educational goals on our campus so long as the student maintains visa status and abides by the policies of the university. In an effort to assist students with immigration matters, each international student has been assigned a Designated School Official (DSO). All F-1 international students must consult a DSO before making any changes that will affect their immigration status. These changes include, but are not limited to, a change of major, a change of degree program, a change of address, a change of school, etc.
| Classification | Designated School Offiical (DSO) |
Assistant Designated School Official (ADSO) |
| Graduate Students | Mrs. Lois Oliver, Graduate Admissions |
Ms. Rebecca Clark, Assistant Designated School Official (ADSO) |
F-1 international students will be required to attend an international student orientation session at the beginning of each semester. The orientation session will inform and remind students of general international regulations that may affect their stay in the United States. As part of the orientation, students will be issued an International Student Handbook to use as a reference for international questions and concerns.
Maintaining F-1 Visa Status
In order for international students to maintain a valid F-1 Visa status, the following conditions must be met:
SCHOOL OF BUSINESS ADMINISTRATION
THE MASTER OF BUSINESS ADMINISTRATION PROGRAM
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
Students applying for a Master's Degree in Business or Computer Science who already hold a Master's Degree in another area may submit an application packet without test scores. Admission will be granted based on the grade point average earned for the previous Master's Degree. International students in this category must submit TOEFL scores.
Regular Admission (without conditions)
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 will be admitted as a regular graduate student.
EXEMPTIONS: Applicants who have already earned a previous Master’s degree are not required to take the GMAT or GRE for admission.
Regular Admission (with conditions)
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.
Academic Standards
Students pursuing a Master’s degree must maintain the following standards:
Each School with a Graduate Program may have other academic requirements; please check the School web site or the appropriate section of the current Bulletin.
Students under Review
Graduate students who fail to maintain academic standards will be placed under academic review at the end of the semester in which their status falls below the required standards.
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 the date below of the prior semester |
| Fall | May 1 |
| Spring | August 1 |
| Summer | January 1 |
Master's program
Students pursuing a Master's Degree in Business Administration should refer to the attached curriculum sheet and program requirements.
Click HERE for Curriculum Sheet and Requirements.
NOT-FOR-PROFIT (NFP) CERTIFICATE PROGRAM
The certificate program in not-for-profit management is a graduate level certification program. The program intends to provide managers of not-for-profit organizations the management, leadership, and analytical skills necessary for effective management of these organizations.
Admission Requirements
Certificate program applicants may be admitted to pursue up to four (4) graduate courses designated for the NFP certificate program without being admitted to the MBA program at Georgia Southwestern State University. These students are categorized as Certificate Admission students.
To be granted Certificate Admission status, a student must have a U.S. bachelor’s degree from a regionally accredited college or university, or the foreign equivalent thereof. Certificate Admission students must continuously maintain a GPA of 3.0 or better to remain in the program.
To be admitted to the MBA program after completing a certificate program, a student must meet the admission requirements for the MBA. These students may use all four courses taken in the NFP certificate program to meet the requirements for the MBA program.
Students pursuing the NFP certificate should refer to the attached curriculum sheet and program requirements.
Click HERE for Curriculum Sheet and Requirements.
SCHOOL OF COMPUTER AND INFORMATION SCIENCES
THE MASTER OF SCIENCE IN COMPUTER SCIENCE
PROGRAM
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:
These programs are an excellent foundation for a career in industry or academia.
Admission Requirements
Regular Admission (without conditions)
EXEMPTIONS: Applicants who have earned a master’s degree from an accredited university are exempted from a requirement of a GRE score and can be admitted into the program based on a graduate GPA.
Regular Admission (with conditions)
Students seeking a degree through graduate study who do not meet the requirements for regular admission without conditions may be admitted with conditions. Those students admitted with conditions must meet the following requirements:
Students applying for a Master's Degree in Business or Computer Science who already hold a Master's Degree in another area may submit an application packet without test scores. Admission will be granted based on the grade point average earned for the previous Master's Degree. International students in this category must submit TOEFL scores.
Academic Standards
Students pursuing a Master’s degree must maintain the following standards:
Graduate students who fail to maintain academic standards will be placed under academic review at the end of the semester in which their status falls below the required standards.
Students under Review
Students pursuing a Master's Degree in Computer Science should refer to the attached curriculum sheet and program requirements.
Click HERE for Curriculum Sheet and Requirements for Computer Information Systems Option.
Click HERE for Curriculum Sheet and Requirements for Computer Science Option.
ONLINE GRADUATE CERTIFICATE PROGRAM IN COMPUTER INFORMATION SYSTEMS (CIS)
The primary goal of this program is to give instructors from two-year colleges and technical colleges the opportunity to obtain 18 hours of graduate course work in their teaching field (CIS). The program was created for instructors, but not limited only to them. The certificate program includes courses like Data Mining, Distributed Web Applications, etc. which reflects current industry trend.
Admission Requirements
(1) The Graduate Advisor must approve admission into the program.
(2) Applicants with a bachelor degree other than CS/CIS and CE must have
knowledge in areas such as Programming in Java/C++, Discrete Structures,
Computer Organizations, Data Structure & Algorithms and Database.
(3) Undergraduate GPA of 2.5 or higher as reported on the official final
transcripts from all institutions attended.
(4) A GPA of 3.0 or higher in completed graduate course work.
(5) Three letters of recommendation.
(6) GRE (total of Verbal and Quantitative) score of 800 or more.
(7) International students must submit TOEFL score (Minimum score required
193/523).
Exemption: Applicants who have earned a master’s degree from a regionally accredited university are exempted from the requirement of GRE scores and can be admitted into the program based on their graduate GPA.
Academic Standards
(1). A 3.0 cumulative GPA on a 4.0 scale
(2). A maximum of 6 credit hours with a grade of “C” may be used to satisfy program
requirements.
(3). No courses with a grade of “D” may be used to satisfy program requirements.
Students pursuing a certificate in CIS should refer to the attached curriculum sheet and program requirements.
Click HERE for Curriculum Sheet and Requirements
INITIAL CERTIFICATION BY ALTERNATIVE PREPARATION PROGRAM FOR BACCALAUREATE DEGREE HOLDERS
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 course work 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, 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 course work in the content area not previously 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 course work in the content area not previously completed. Secondary and P-12 areas are
| English | Biology |
| Chemistry | Health and Physical Education |
| History | Mathematics |
| Music |
Minimum Requirements for Admission to Student Teaching for Students Enrolled in an Initial Certification Program
Minimum Requirements for Exit and Recommendation for Certification
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. Individuals who already hold a master's degree will have to meet regular admissions requirements. If these individuals have appropriate test scores, they will not have to retest. Requirements for regular admission follow:
Regular Admission (without conditions)
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:
Regular Admission (with conditions)
Those students denied admission may submit an appeal of the decision. An appeal application may be obtained from the School of Education office.
Academic Standards (Master of Education)
Candidates for the Master of Education degree must meet the following standards.
Students under Review
Graduate students who fail to maintain academic standards will be placed under academic review at the end of the semester in which their status falls below the required standards.
Exit Examination
All graduate degree programs in the School of Education require successful completion of the appropriate comprehensive Exit Examination(s). Students should register for the Exit exams at the beginning of their final semester of enrollment in the program.
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 the date below of the prior semester |
| Fall | May 1 |
| Spring | August 1 |
| Summer | January 1 |
Graduate Programs
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 Language Arts, Mathematics, Science or Social Science.
The areas listed below can be selected as both primary or secondary concentrations:
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)
Special Education (P-12)
Students pursuing a Master’s degree in Interrelated Special Education should refer to the attached curriculum sheet for specific program requirements.
INSERT CURRICULUM SHEET
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 PROGRAM
For positions of leadership in teaching, for advanced knowledge in the field, and personal and professional enrichment, the Specialist in Education degrees in Early Childhood and Middle Grades provide 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
NOTE: There is no Regular Admission (With Conditions) to the Specialist in Education degree program.
Academic Standards
Candidates for the Specialist in Education degree must meet the following standards:
Students under Review
Graduate students who fail to maintain academic standards will be placed under academic review at the end of the semester in which their status falls below the required standards.
Exit Examination
All graduate degree programs in the School of Education require successful completion of the appropriate comprehensive Exit Examination(s). Students should register for the Exit exams at the beginning of their final semester of enrollment in the program.
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 the date below of the prior semester |
| Fall | May 1 |
| Spring | August 1 |
| Summer | January 1 |
Specialist Programs
Students pursuing a Specialist's Degree in Education should refer to the attached curriculum sheet and program requirements.
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:
Technology Requirement (3 hours)
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- Chair | 2006 |
| Julie Hunt, Tifton | 2011 |
| W. Mansfield Jennings, Jr. Hawkinsville | 2010 |
| James R. Jolly, Dalton | 2008 |
| Donald M. Leebern, Jr., Atlanta | 2005 |
| Eldridge W. McMillan, Atlanta | 2010 |
| Martin W. NeSmith, Claxton | 2006 |
| Patrick S. Pittard, Atlanta | 2010 |
| Doreen S. Poitevint, Bainbridge | 2011 |
| Wanda Yancey Rodwell, Stone Mountain | 2005 |
| J. Timothy Shelnut, Augusta | 2007 |
| Allan Vigil, Morrow | 2010 |
| Glenn S. White, Lawrenceville | 2005 |
| Joel O. Wooten, Jr., Columbus | 2006 |
|
Dr. Thomas C. Meredith, Chancellor Ms. Gail S. Weber, Secretary to the Board Mr. Rob Watts, Senior Policy Advisor Mr. Ronald B. Stark, Associate Vice Chancellor, Internal Audit 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 Ms. Tonya Lam, Interim Associate Vice Chancellor, Student Services Dr. Joseph J. Szutz, Assistant Vice Chancellor, Planning Dr. Jan Kettlewell, Associate Vice Chancellor, P-16 Initiatives , Exec. Dir., USG Foundation Dr. Kathleen Burk, Assistant Vice Chancellor, Academic Affairs/Dir. Of Regents’ Testing Dr. Kris Biesinger, Assistant Vice Chancellor, Advanced Learning Technologies Dr. Richard C. Sutton, Senior Advisor for Academic Affairs and Director, International Programs Mr. Randall Thursby, Vice Chancellor, Information & Instructional Technology/CIO Mr. Jim Flowers, Special Assistant to the CIO Dr. Tom Maier, Assistant Vice Chancellor, Policy & Planning Ms. Merryll Penson, Executive Director, Library Services Mr. John Graham, Executive Director, Enterprise Application Systems Mr. John Scoville, Executive Director, Enterprise Infrastructure Services Ms. Lisa Striplin, Director, Administrative Services Mr. Matthew Kuchinski, Director, System Office Systems Support Mr. David Disney, Director, Customer Services Mr. William Bowes, Vice Chancellor, Office of Fiscal Affairs Ms. Usha Ramachandran, Budget Director Mr. Gerald Vaughan, Assistant Budget Director Ms. Debra Lasher, 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 Ms. Joy Hymel, Executive Director, Office of Economic Development Ms. Terry Durden, Director of ICAPP Operations Ms. Linda M. Daniels, Vice Chancellor, Facilities Mr. Peter J. Hickey, Assistant Vice Chancellor, Real Properties Mr. Hal Gibson, Assistant Vice Chancellor, Design & Constructions Mr. Alan Travis, Director of Planning Mr. Mark Demyanek, Director of Environmental Safety Ms. Arlethia Perry-Johnson, Assistant Vice Chancellor, Media & Publications Mr. John Millsaps, Director of Communications/Marketing Ms. Diane Payne, Director of Publications 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 Ms. Sherea Frazer, Director of Human Resources 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 |
| A. Randolph Barksdale | Director of Athletics |
| Diane L. Kirkwood | Director of Human Resources |
|
ADMINISTRATIVE PERSONNEL
|
|
| Oris W. Bryant, Jr. | Director of Public Safety |
| Clay T. Caswell | Director of Recreational Sports |
| Mr. Arthur B. Clark | Director of Environmental Health & Safety |
| Roger L. Congdon | Director of Development/University Relations |
| Lisa A. Cooper | Director of Institutional Research |
| Mary Gendernalik Cooper | Dean, School of Education |
| Brenda Davis | Staff Benefits Manager, Human Resources |
| Gregory A. Davis | Director of Auxiliary Services |
| Bobbie Duncan | Director of Continuing Education |
| Etrat Fathi | Director of Career Services Center |
| David Haigler | Deputy Director of Rosalynn Carter Institute |
| Gaye S. Hayes | Dean of Students, Director of Undergraduate Admissions |
| Freida Jones | Director of Student Financial Aid |
| Linda P. Jones | Director of Academic Skills Center |
| Alma G. Keita | Director of Counseling Services |
| W. Cody King | Comptroller |
| John G. Kooti | Dean, School of Business Administration |
| Lynn P. Larsen | Director of Georgia Youth Science and Technology |
| Don C. Lee | Director of Asian Studies |
| C. Angelia Moore | Director of Graduate Studies |
| Terry L. Morris | Postal Service Supervisor |
| Michelle W. Parnell | Director of Alcohol and Drug Awareness |
| 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 |
| Wesley D. Sumner | Director of Public Information |
| Ronda C. Talley | Executive Director of Rosalynn Carter Institute |
| Monica Taylor | Director of Student Health Services |
| R. Gene Thomas | Director of Upward Bound |
| Michael D. Tracy | Associate Director Public Safety |
| Donja H. Tripp | Director of Student Accounts |
| Lori A.Urbani | Registrar |
| Angela Walker | Director for Minority and Multicultural Affairs |
| Maria R.Warda | Dean, School of Nursing |
| Director of Materials Management | |
| Vera Weisskopf | Director of James Earl Carter Library |
| William J. Wysochansky | Interim Dean, School of Arts and Sciences |
| Daniel R. Askren (2002-2007) | Professor of Geology / Chair, Department of Geology and Physics |
| BS, Beloit College; MS, PhD, University of Georgia | |
| James E. Bagwell (2002-2007) | Professor, History |
| BS, University of Georgia; MA, Georgia Southern College; PhD, University of Southern Mississippi | |
| Herschel V. Beazley (2004-2009) | Professor, Music |
| BMusEd, Florida State University; MMus, Georgia State University; EdD, University of Illinois at Urbana | |
| Ian M. Brown (2004-2009) | Assistant Professor, Biology |
| BS, PhD, University of Otago, Dunedin, New Zealand | |
| Burchard D. Carter (2004-2009) | Professor, Geology |
| AB, West Georgia College; PhD, West Virginia University | |
| Mary Gendernalik Cooper (2004-2009) | Professor and Dean, Education |
| B.A., Michigan State University, MAT, PhD., Wayne State University | |
| Doyin Coker- Kolo (2002-2007) | Associate Professor, Middle Grades |
| BA, University of Lagos; MEd, PhD, University of South Carolina | |
| Ellen M. Cotter (2002-2007) | Associate Professor, Psychology |
| BA, University of Virginia; MA, PhD, University of Alabama-Birmingham | |
| Sandra D. Daniel (2004-2009) | Associate Professor, Nursing |
| BSN, Georgia Southwestern College; MSN, Valdosta State College; PhD, Medical College of Georgia | |
| Bryan P. Davis (2002-2007) | Associate Professor, Chair, Department of English and Modern Languages |
| BA, University of Dayton; MA, Wright State University; PhD, Ohio State University | |
| Julia J. Dorminey (2002-2007) | Associate Professor, Early Childhood Education |
| BS, MS, EdS, Valdosta State College; PhD, Florida State University | |
| Leisa R. Easom (2004-2009) | Associate Professor, Nursing |
| BSN, MSN, Valdosta State College; PhD, Medical College of Georgia | |
| Margaret A. Ellington (2002-2007) | Assistant Professor, English |
| BS, Weber State University; MS, PhD, Utah State University | |
| M. Michael Fathi (2002-2007) | Professor, Management |
| BS, University of Jundi; MBA, University of Baltimore; DBA, Nova Southeastern University | |
| Gary D. Fisk (2002-2007) | Assistant Professor, Psychology |
| BA, Luther College; PhD, University of Alabama at Birmingham | |
| Janet E. Foster (2002-2007) | Associate Professor, Early Childhood Education |
| BA, University of West Florida; MEd, University of New Orleans; PhD, University of Minnesota | |
| Steven E. Galatas (2002-2007) | Assistant Professor, Political Science |
| BA, Ouachita Baptist University; MA, Vanderbuilt University; PhD, University of Missouri | |
| M. Elizabeth Gurnack (2004-2009) | Assistant Professor, Chemistry |
| AAS, William Rainey Harper College; BS, University of Illinois at Chicago; PhD, University of Minnesota | |
| Richard C. Hall (2002-2007) | Professor of History / Chair, Department of History and Political Science |
| BA, Vanderbilt University; MA, PhD, Ohio State University | |
| Stephanie G. Harvey (2004-2009) | Assistant Professor, Biology |
| BA, Wesleyan College; MS, Georgia College and State University, Ph.D., University of Tennessee, Knoxville | |
| Greg M. Hawver (2002-2007) | Professor and Chair, Health and Human Performance |
| BSE, Georgia Southern University; MEd, Georgia Southwestern College; EdD, University of Mississippi | |
| Robert E. Herrington (2002-2007) | Professor and Chair, Department of Biology |
| BA, University of Evansville; MS, Georgia College; PhD, Washington State University | |
| Harold Isaacs (2002-2007) | Professor, History |
| BS, MA, PhD, University of Alabama | |
| Thomas R. Johnson (2004-2009) | Professor of Sociology and Chair, Department of Psychology and Sociology |
| BA, MS, Kansas State College; PhD, Oklahoma State University | |
| William G. Kline (2002-2007) | Professor, Political Science |
| BA, MA, PhD, University of Texas at Austin | |
| John G. Kooti (2002-2007) | Professor and Dean, Business Administration |
| MS, PhD, Michigan State University | |
| Elizabeth A. Kuipers (2002-2007) | Associate Professor, English |
| B.A., Wesleyan College; M.A., Ph.D., Auburn | |
| Judith M. Malachowski (2004-2009) | Associate Professor and Chair, Nursing |
| BSN, Duquesne University; MSN, MPA, West Virginia University; PhD, University of Virginia | |
| Marcia A. Mayo (2002-2007) | Assistant Professor and Chair, Early Childhood Education, Special Education and Reading |
| BSHE, Georgia College; MEd, EdS, Georgia Southwestern State University; EdD, University of Georgia | |
| J. YeVette McWhorter (2002-2007) | Associate Professor, Reading |
| BS, Austin Peay State University; MA, University of New Mexico; EdD, University of Georgia | |
| Julie E. Megginson (2004-2009) | Associate Professor of Music / Chair, Department of Fine Arts |
| BME, MA, Eastern Michigan University; DMA, University of South Carolina | |
| C. Angelia Moore (2002-2007) | Professor of English and Director, Graduate Studies |
| BSEd, University of Georgia; MA, Middlebury College; EdD, University of Georgia | |
| James R. Neale, III (2002-2007) | Associate Professor, Middle Grades |
| BA, MEd, University of Florida; PhD, University of Tennessee | |
| Elena B. Odio (2004-2009) | Professor, Spanish and French |
| B.A., Troy State University; M.A., D.C.T., University of Miami; M.A., Ph.D., University of Arkansas | |
| Samuel T. Peavy (2002-2007) | Assistant Professor, Geology |
| B.S., McNeese State University; M.Sc., Memorial University of Newfoundland; Ph.D., Virginia Tech | |
| Boris V. Peltsverger (2002-2007) | Associate Professor and Dean, Computer and Information Sciences |
| M.S.E.E., Ph.D., Chelyabinsk State Technical University | |
| Michael J. Prewett (2002-2007) | Associate Professor, Psychology |
| B.S., East Carolina University; M.S., Ph.D., University of Georgia | |
| Glenn M. Robins (2004-2009) | Assistant Professor, History |
| B.A., Carson-Newman College; M.A., East Tennessee State University; Ph.D., University of Southern Mississippi | |
| Cathy L. Rozmus (2003-2008) | Professor and Vice President for Academic Affairs |
| B.S.N., West Virginia University; M.S.N., Vanderbilt University; D.S.N., University of Alabama at Birmingham | |
| Arvind C. Shah (2002-2007) | Associate Professor, Computer and Information Sciences |
| M.S., Ph.D., University of Georgia | |
| Paul D. Shapiro (2004-2009) | Assistant Professor, Sociology |
| B.F.A., University of Michigan, Ann Arbor; M.A., PhD., University of Nevada, Las Vegas | |
| Judith W. Spann (2002-2007) | Professor, Special Education |
| BS, MEd, West Georgia College; PhD, Florida State University | |
| Gabriele U. Stauf (2002-2007) | Associate Professor, English |
| BS, Texas Lutheran College; MA, Southwest Texas State University; PhD, Florida State University | |
| John J. Stroyls (2004-2009) | Associate Professor and Chair, Department of Mathematics |
| AB, West Virginia University; PhD, State University of New York at Buffalo | |
| Philip I. Szmedra (2002-2007) | Assistant Professor, Economics |
| BA, Pennsylvania State University; MS, PhD, University of Georgia | |
| Mohammed Y. Talukdar (2004-2009) | Associate Professor, Accounting |
| B Com, M Com, University of Dhaka, Bangladesh; PhD, The City University, London, UK | |
| Laura L. Vance (2002-2007) | Professor, Psychology and Sociology |
| BA, MA, Western Washington University; PhD, Simon Fraser University | |
| Milton Jeffrey Waldrop (2002-2007) | Associate Professor, English |
| BA, MA, Florida State University; PhD, University of Mississippi | |
| Maria R. Warda (2002-2007) | Professor and Dean, Nursing |
| BSN, Catholic University of Puerto Rico; MS, Texas Women's University; PhD, University of California San Francisco | |
| Lettie J. Watford (2002-2007) | Associate Professor and Interim Chair, Middle Grades and Secondary Education |
| BA, Tift College; MEd, Georgia Southwestern College; EdS, PhD, University of Georgia | |
| Thomas J. Weiland (2002-2007) | Professor, Geology |
| BS, East Carolina University; MS, PhD, University of North Carolina | |
| Mary E. Wilson (2002-2007) | Professor, Management |
| BA, MA, University of Alabama at Tuscaloosa; PhD, University of Alabama at Birmingham | |
| LaVerne G. Worthy (2002-2007) | Associate Professor, Psychology/Sociology |
| BS, Georgia Southwestern State University; MS, PhD, Auburn University | |
| William J. Wysochansky (2004-2009) | Professor and Interim Dean, Arts and Sciences |
| BSC, PhD, Memphis State University | |
| Aleksandr M. Yemelyanov (2002-2007) | 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 | |
Legend
Building Number and Name:
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1. WHEATLEY ADMINISTRATION BUILDING |
17. ENGLISH BUILDING |
GRADUATE COURSE DESCRIPTIONS
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 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 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 seminar on selected topics in developing areas related to the costing of products and services for a variety of entities. Prerequisites: ACCT 3280 or equivalent with a grade of C or better. (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 4230 or equivalent with grade of C or better. (3-0-3) ACCT 6140. Advanced Financial Accounting. An in-depth study of selected problems in financial accounting. Topics may vary but will likely include the preparation of consolidated financial statements, accounting for international transactions, and partnership accounting. Prerequisite: Two intermediate-level courses in financial accounting. (3-0-3) ACCT 6150. Not-For-Profit Accounting. Accounting theory and practice related to non-business organizations, governments and other not-for-profit organizations. Prerequisite: Two intermediate-level courses in financial accounting. (3-0-3) ACCT 6160. Advanced Internal Controls And Auditing. An in-depth study of selected problems related to independent financial audit and other attest services. Topics may vary but will likely include professional roles in public accounting, ethical standards, statistical sampling, reporting requirements, and EDP auditing. Prerequisite: Two intermediate-lvel courses in financial accounting and ACCT 4290. (3-0-3) ACCT 6170. Accounting Information Systems. An advanced study of computerized information systems with special emphasis on the preparation and reporting of financial information and an analysis of the organization’s internal controls. Prerequisite: Graduate standing and ACCT 2102. (3-0-3) ACCT 6180. Contemporary Issues In Accounting. A seminar on special problems and topics of current importance related to various specialties within the accounting profession. These specialties may include financial and/or managerial accounting, systems, tax, and/or other areas and will draw upon students’ knowledge of related fields, such as finance, economics, and law. Prerequisite: Two intermediate-level courses in financial accounting. (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 Business Administration 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) 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 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. Graduate students will assume leadership roles in this course, and will receive assignments based on their areas of expertise. Prerequisite: MBA standing. (0-V-3) BUSA 6045. Honors course in Free Enterprise. ) This course is designed to inform, instruct, enlighten students about the free enterprise system. Students should gain, through an APPLIED approach, an appreciation of a myriad of business concepts vital in today’s business environment including, but not limited to: market research, new product development, advertising and sales promotion, salesmanship, management, and accounting/financial. Graduate students will assume leadership roles in this course, and will receive assignments based on their areas of expertise. Prerequisite: Graduate standing. (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 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. This is an integrative course designed to demonstrate the complexity and dimensional nature of marketing decisions. The course will focus on marketing policy and strategy from a manager’s prospective. Prerequisite: MKTG 3800 or BUSA 5800 (with a grade of C or better), and MGNT 3600 or BUSA 5600 (with a grade of C or better). (3-0-3) BUSA 6130. Production/Operations Management. ) This course focuses on methods for designing and improving productive systems. Focus will be placed on the value added transformation of inputs to output and the creation of product and services. Students utilize and develop critical and strategic thinking skills in order to analyze current concepts and developments in the field of operations management. Prerequisite: BUSA 3050 or equivalent, MGNT 3600 or BUSA 5600 (with a grade of C or better). (3-0-3) BUSA 6140. Advanced Business Finance. A seminar focusing on selected issues in contemporary corporate finance and the current business environment. Topics will vary but will likely include issues related to international finance, management of working capital, financial distress, and merger acquisitions. Prerequisite: BUSA 3150 or BUSA 5150 or equivalent with a grade of C or better. (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 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 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 6300. Not-For-Profit Fundraising. The purpose of this course is to introduce students to a variety of fundraising methods, provide the context in which these methods might be used, and provide an understanding of how fundraising operations within not-for-profit organizations. (3-0-3) BUSA 6400. Not-For-Profit Marketing. The intent of this course is to discuss the utilization of marketing principles by nonprofit organizations – the problems, benefits, obstacles, and opportunities – involved with a marketing orientation. A variety of marketing concepts, techniques, and strategies will be discussed and their relevance to nonprofit organizations examined. (3-0-3) BUSA 6540. Organizational Leadership. Leadership theory is explored as it relates to management in organizations. Students analyze aspects of leadership and organizational behavior as they view current firms and use this analysis to connect theory to application. (3-0-3) BUSA 6550. Small Business Management. Students are provided an opportunity to learn how to manage a newly-organized or acquired business. Major emphasis is placed on design, integration and operation of all aspects of small business. Extensive use made of experiential exercises. Prerequisite: MGNT 3600 or BUSA 5600 or equivalent with grade of C or better. (3-0-3) BUSA 6560. Purchasing Management. Emphasizing problem identification, analysis and solution as they related to the purchasing function. While the course focuses mainly on the industrial sector, purchasing in the area of consumer goods will also be addressed. Prerequisite: MGNT 3600 or BUSA 5600 or equivalent with a grade of C or better. (3-0-3) BUSA 6570. Labor Management Relations. This course focuses on understanding the process through which employers and union negotiate, constraints on both groups, and the shared responsibility for administering negotiated contracts. Analysis of problems in the process, and procedures for minimizing these problems will be explored. Prerequisite: Graduate standing. (3-0-3) BUS 6615. International Business Experience. A study of how business is constructed in foreign countries and how culture impacts business decisions. Emphasis will be placed on relations between the U.S. and a selected country, with an end-of-semester trip to visit businesses in the country studies. In this course, graduate students assume leadership roles and will receive assignments based on their areas of expertise. Prerequisite: Graduate standing and minimum GPA of 3.50. (3-0-3) BUSA 6950. Not-For-Profit 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 not-for-profit organization. Graduate students will assume leadership roles in this course, and will receive assignments based on their areas of expertise. (0-V-3) CHEM 6680. Advanced Topics in Chemistry. A three hour directed study course designed to provide the student an opportunity to investigate a specific advanced topic of interest through research, experimentation, and data interpretation. Written and oral presentation of project results will be required. Prerequisites: Permission of instructor and department chair. (3-0-3) 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 Design and Analysis. 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 modeling techniques (use case diagrams, class diagrams, sequence diagrams, etc.). Students are required to submit a project using UML diagrams and available software. Prerequisite: CSCI 1302. (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 4400. (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) 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 6120. Advanced Computer Architecture. This course introduces students to the fundamentals of parallel computer architectures including pipelining, interconnection networks, multiprocessors, and multicomputers. It covers MISD, SIMD, and MIMD parallel processings. Parallel algorithm structures will also be discussed. Prerequisite: CSCI 4100. (3-0-3) CSCI 6220. Distributed Operating Systems. This course will cover taxonomy of distributed systems and distributed operating systems. Topics will include mutual exclusion, atomic transaction, deadlock handling, threads, processor allocation, scheduling, distributed file systems, distributed shared memory, and system programming issues in distributed systems. 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 in the industry. The students will do comparative study of different database systems. The course will also discuss design, development, and implementation strategies involving such database applications. Prerequisite: CSCI 4400. (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 probability 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 CS and CIS. 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 for business environments 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 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 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 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 8380. Language Development and Reading. A study of productive and receptive language development and processes with implications for planningn and implementing appropriate language curriculum for children in grades P-5. (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 course designed to support the development of teacher leaders in Early Childhood Education. Emphasis is placed on developing leadership skills in the areas of mentoring and supervising pre-service and new teachers, participating in site-based management, and providing leadership in areas of education accountability in Early Childhood Education. (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 8770. Trends and Issues in Early Childhood Education and Technology. An examination of Early Childhood Education as a dynamic field influencing and influenced by various political, social, and educational trends and issues. Emphasis is placed on examining contemporary issues and trends in relation to current education literature. (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 6400. Advanced Study of Middle Grades Science. A course which is focused on teaching strategies that promote equity in science. Innovation instructional strategies, science content, educational technology and classroom management will be incorporated. The participants apply their understandings by adapting, implementing and evaluating teaching strategies in their classrooms. (2-2-3) 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 topics in problem solving, set theory, number theory, probability, and introductory geometry based on the NCTM Principles and Standards. “Best teaching practices” for mathematics instruction at the middle school level will be researched and analyzed. Also, alternatives will be offered for teaching and assessing student growth in mathematical thinking and mathematical power. (2-2-3) EDMG 6610. The Teaching of Middle Grades Mathematics II. A continuation of EDMG 6600, with learning experiences focused on topics in statistics, measurement, and geometry. Emphasis will be placed on research into best practices that promote the development of life-long learning skills and on alternative assessment/grading practices for mathematics instruction in the middle grades. (2-2-3) 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 focusing on developmental characteristics and nature and needs of young adolescents. 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 course work. (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 (6-12) 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 ramifications of decisions in the school. Case studies and case law will be analyzed. (3-0-3) EDUC 7070. Computer Applications for Curriculum and Classroom. To provide teachers with an understanding of the capabilities, uses, and limitations of computers, related technology, and software as instructional, management, and personal tools. (3-0-3) EDUC 7080. Introduction to Statistics in Health and Physical Education. A course designed to introduce basic statistical concepts and their application to Health and Physical Education research problems. Topics include issues related to descriptive and inferential statistics. (Required for students in the Health and Physical Education program). (3-0-3) EDUC 7100. Design and Development of Computer-based Instructional Media. A course focused on presentation and multimedia authoring programs for personal computers. The intent is to give the teachers the ability to create and integrate computer presentations in their daily instruction. A prior knowledge of personal computers is necessary. (3-0-3) EDUC 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 use of computers and computer software in the development of language and in the development of communication skills. Emphasis is given to written communication, to communication through Hypermedia software, and to Internet communication. (3-0-3) EDUC 7150. Assessment and Management of Classroom Problems. A study of appropriate techniques of classroom management and discipline relating to student behavior, learning, and motivation. (3-0-3) EDUC 7300. Conditions and Processes of Learning. Study of the learner, the learning process, and learning situations as they interrelate in the classroom. EDUC 7400. Methodology of Educational Research. A study of methods and techniques used in analyzing and solving educational problems. A research proposal will be developed. This course should be taken on campus within the student’s initial 12 hours of study. (3-0-3) EDUC 741X. Thesis Option I. Thesis option is open to all students who elect study in depth in a specific area. Prerequisite: EDUC 7400. (1-0-3) EDUC 741Y. Thesis Option II. Thesis option is open to all students who elect study in depth in a specific area. Prerequisite: EDUC 7400. (1-0-3) EDUC 7420. Directed Study or Field Project. A research-oriented study or project selected according to interests or needs of student. Prerequisite: EDUC 7400. (1-0-3) EDUC 7510. Educational Measurement and Evaluation. Study of formal and informal tests and measurements and their role in student-based decisions regarding eligibility for programs, classification, and instructional delivery. Includes test construction, selection, interpretation, and criteria for administration. (3-0-3) EDUC 7600. Problems in Producing and Utilizing Instructional Materials. Instruction in planning, selecting, producing, utilizing, and evaluating instructional materials. Problems selected will reflect the student’s interest and needs. (3-0-3) EDUC 7700. Growth and Development. A study of human growth and development from conception through aging with special readings. Field experience required. (3-0-3) EDUC 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) EDUC 7900. Curriculum Planning and Trends. A study of the content and methodology of the total school curricula with emphasis upon procedures and factors in curriculum development such as the nature of the pupil, the nature of learning, function and aims of the school, influence of society and its culture and values, evaluation and revision of the program, consideration of recent trends in curriculum development. (3-0-3) SPECIALIST (Open only to the 6th year student) EDUC 8010. Philosophy of Education. An in-depth investigation of the alternatives of philosophical approaches to education and the relevance to education decision making. (3-0-3) EDUC 8110. Advanced Research Methodology. A study of advanced research methodology and applied research. Problem solving, measurement, experimental design consideration, and report presentation. (3-0-3) ENGL 5000. Seminar in Literary Criticism and Bibliography. This course examines the principle schools of contemporary literary theory and their practical application to literature and to the classroom. In addition, the student will be given the opportunity to learn and practice advanced methods of literary research. (Must be taken with GSW faculty, either on campus or on-line). (3-0-3) ENGL 5215. Seminar in Advanced Composition. Emphasizes 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 graduate students who are interested in writing and teaching writing. (3-0-3) ENGL 5225. Seminar in Introductory Studies in Composition. A survey of the history and theories of rhetoric, an introduction to research in composition, and a study of approaches to composition with emphasis on writing as a process. (3-0-3) ENGL 6020. Seminar in the History of the English Language. This seminar is an intensive study of the history of English from its origin as the purely oral language of the Proto-Indo-Europeans to its current status as the lingua franca of much of the so-called first world. (3-0-3) ENGL 6170. Seminar in Advanced Studies in British Literature- Special Topics. An in-depth, graduate seminar on a major author, or authors, time period, or theme in British literary studies. (3-0-3) ENGL 6230. Seminar in Advanced Studies in American Literature- Special Topics. An in-depth, graduate seminar on a major author, or authors, time period, or theme in American literary studies. (3-0-3) ENGL 6950. Seminar in Special Problems in the Teaching of English. A course to study issues in the teaching of composition K-12 with specific emphasis on developing a successful model for staff development. (3-0-3) GEOL 5111. Special Problems in Earth Science. A graduate-level course to provide the graduate student with an opportunity to follow a specific program of study in the Earth sciences under the direction of an instructor of the student’s choice. 3 hours credit. Prerequisite: permission of the instructor. (3-0-3) GEOL 6121. Earth Science for Teachers. A physical geology course designed for middle and secondary science teachers. An integrated lab and lecture format will provide a better understanding of geologic processes and proficiency in distinguishing and classifying common Earth materials. The course will also allow the participants to develop new classroom techniques and assemble useful resource materials. Prerequisite: None. (3-2-4) GEOL 6131. Environmental Science for Teachers. An experience-oriented environmental science course that utilizes field trips, laboratory experiments, data interpretation exercises, and up-to-date resource materials. Teaching techniques will be emphasized that not only involve the participants in the collection and interpretation of environmental data, but also increase their awareness and interest in widespread environmental problems. Prerequisite: None. (3-2-4) GEOL 6141. Special Problems in Earth Science. Individual work providing the student an opportunity to follow a specific program of study under the direction of a qualified instructor of his choice. A term research paper is required. Prerequisite: Permission of instructor. (3-2-4) HIST 5000. Advanced Historiography. This class is required of all those in the M.Ed. Program in Social Science/History. It requires students to integrate the basic concepts, methods, and sub fields of history, and to relate them to the contemporary world. (3-0-3) HIST 5570. Advanced Studies in the American Civil War Era. An advanced study of specialized issues and problems of the American Civil War era. (3-0-3) HIST 5810. Georgia Studies. Advanced course work in the history of Georgia. (3-0-3) HIST 7010. Studies in Early Modern European History (to 1500). Seminar in aspects of European history before 1500. (3-0-3) HIST 7020. Studies in Modern European History (Since 1500). Seminar in aspects of European history since 1500. (3-0-3) HIST 7035. Studies in United States History. Directed readings and research in selected topics in the history of the United States, with a primary focus on historiographical questions. (3-0-3) HIST 7800. Studies in the Emergence of the Third World. A research seminar in aspects of Third World history since 1945. (3-0-3) MATH 5000. Algebra for Middle Grades. Introduces students to concepts of algebra appropriate for middle grades classrooms, including equation, functions, rates of change, modeling, and real-world applications. The use of calculators, electronic resources and manipulatives is an integral element of this course. Offered in alternate summer terms. Prerequisite: Graduate standing. (3-0-3) MATH 5001. Geometry for Middle Grades. Introduces students to concepts of geometry appropriate for middle grades classrooms, including construction and similarity, measurement, motion geometry, transformations and tessellations, along with applications to image processing, global positioning systems, robotics, art, and architecture. Offered in alternate summer terms. Prerequisite: Graduate standing. (3-0-3) MATH 5002. Number Theory and Discrete Probability for Middle Grades. Introduces students to concepts of number theory and finite probability appropriate for middle grades classrooms, including number bases, primes, congruence arithmetic, counting principles, discrete probability models, along with applications to secret codes, random number models, geometry, art, and simple games of chance. Offered in alternate summer terms. Prerequisite: Graduate standing. (3-0-3) MATH 5003. Statistics for Middle Grades. Introduces students to concepts of statistics appropriate for middle grades classrooms, including exploratory data analysis, relationships (correlation and causality), inference, and resampling statistics. Offered in alternate summer terms. Prerequisite: Graduate standing. (3-0-3) MATH 6618. Advanced Scientific Computation. This course is designed to give graduate students experience in using advanced numerical techniques that are a part of modern scientific computing. Topics include parallel and vector computing, discretization and large sparse systems, direct and parallel-direct methods, iterative and conjugate gradient-type methods, level set methods. Prerequisite: graduate standing and MATH 3320 or its equivalent. Offered yearly in Summer Term. (3-0-3) MATH 6619. Computational Geometry. This course is designed to give graduate students a working knowledge of algorithms for solving geometric problems on a computer. Topics include polygonal triangulation and partitioning, convex hulls, Voronoi diagrams and arrangements, search and intersection algorithms, motion planning, robustness, and randomized algorithms. Prerequisite: graduate standing. Offered Summer Term in alternate years. (3-0-3) MATH 6620. Operations Research. This course is designed to give graduate students experience in using a wide variety of mathematical techniques that are part of the decision process in the operations of organized systems. Topics include linear programming, mathematical programming (networks, dynamic, integer and non-linear programming), probabilistic models and simulation. Prerequisite: graduate standing. Offered Summer Term in alternate years. (3-0-3) MATH 6640. Partial Differential Equations. This course introduces graduate students to those elements of partial differential equations that play a central role in science, geometry, analysis and computational modeling. Prerequisites: graduate standing and MATH 3313. Offered Fall Semester of alternate years. (3-0-3) MATH 6642. Complex Analysis. This course provides graduate students with an introduction to the theory of functions of one complex variable and its applications. Prerequisite: graduate standing. Offered Spring Semester of alternate years. (3-0-3) MATH 6675. Special Problems in Mathematics. Individual work providing students with the opportunity to follow a specific program of study under the direction of a qualified instructor. Prerequisite: graduate standing. Offered when enrollment justifies. (3-0-3) MATH 7708. Materials and Methods for Mathematics. Curriculum resources and modern, effective methods of instruction for teachers, supervisors and consultants of mathematics. Special attention is paid to cooperative learning, mathematical manipulatives, calculator and computer techniques, applied mathematics, and grant proposal preparation. Prerequisite: admission to the T-5 or T-6 program. Offered Summer Term of alternate years. (3-0-3) MATH 7709. Applied Numerical Linear Algebra. This course is designed to give graduate students experience in using a wide variety of numerical techniques from linear algebra that have applications to basic science, image processing, robotics, optimal processing. Prerequisite: Graduate standing. Offered Summer Term in alternate years. (3-0-3) MATH 7710. Foundations of Algebra. The course offers graduate students a comprehensive overview of algebraic theories and structures including number theory, theory of equations and number fields, as they relate to the teaching of secondary mathematics. Prerequisite: Graduate standing. Offered Summer Term of alternate years. (3-0-3) MATH 7711. Foundations of Statistics. This course is designed to give teachers of secondary mathematics a rigorous overview of probability and statistics, following AP and NCTM guidelines. Prerequisites: MATH 2204 and graduate standing. Offered Spring Semester alternate years. (3-0-3) MATH 7712. Foundations of Geometry. A study of Euclidean axiomatic geometry, betweenness, congruence, parallelism, axiomatic systems, and non-Euclidean geometries. Prerequisite: MATH 3002 or permission of instructor, and graduate standing. Offered in Summer Term of alternate years. (3-0-3) MATH 7713. Foundations of Analysis. This course is designed to give teachers of calculus in secondary schools a rigorous overview of the subject, following AP and NCTM guidelines. Prerequisites: MATH 2221 and graduate standing. Offered Summer Term in alternate years. (3-0-3) MATH 7715. Algebraic Geometry I. This course introduces students to modern computational algebraic geometry using algorithms of Buchberger and Hironaka. Topics include affine varieties, Groebner bases, elimination theory, nullstellensatz, applications to robotics and automatic geometric theorem proving. Prerequisite: graduate standing. Offered Summer Term in alternate years. (3-0-3) MATH 7716. Algebraic Geometry II. A continuation of Algebraic Geometry I. Topics include correspondence principles, invariance, dimension, projective models, and applications to computer vision. Prerequisite: MATH 7715. Offered Summer Term in alternate years. (3-0-3) MATH 7775. Topics in Mathematics and Technology. Survey of advanced topics in mathematics and technology for students at the post master level in mathematics education. Topics include image processing, geographic information systems, programmable robotics, internet applications and security, electronic modeling and analysis. Offered as needed. (3-0-3) MATH 7790. History and Philosophy of Mathematics. Graduate level survey with emphasis on topical and thematic research, and their use in teaching mathematics. Prerequisites: MATH 2221, or permission of instructor, and graduate standing. Offered every Fall semester. (3-0-3) PHEG 6000. Problems and Trends in Health and Physical Education. A study of the current pertinent problems and trends an instructor may expect to encounter when teaching health and physical education. (3-0-3) PHEG 6010. Physiology of Exercise. Lectures and readings in current literature to provide reasonable depth in selected areas of physiology as applied to activity and health. Lab fee required. (3-1-3) PHEG 6020. Prevention and Care of Athletic Injuries. Analysis of common athletic injuries, conditioning, and safety practices. (3-0-3) PHEG 6030. Foundations in Health and Physical Education. A study of the history, philosophy, concepts, and scientific foundations of health and physical education. (3-0-3) PHEG 6050. Physical Education in the Elementary School. A study of current trends and developments in activity programs for elementary school physical education. (3-2-3) PHEG 7010. Organization and Administration of Health and Physical Education. Basic principles and procedures for the effective organization, administration, and supervision of health and physical education programs. (3-0-3) PHEG 7020. Measurements and Evaluations in Health and Physical Education. The selection, application, and evaluation of certain existing tests and measures appropriate in health and physical education. (3-1-3) PHEG 7030. School Health Program. Principles, procedures, materials, and methods of school health education. (3-1-3) PHEG 7040. Curriculum Construction in Health and Physical Education. Deals with the principles, problems, and procedures in the development of the physical education and health education curriculum in public schools. (3-0-3) PHEG 7050. Adaptive and Corrective Physical Education. Emphasis upon the acquisition of specific information about the causes, nature, and psychological implications of the various handicapping disabilities, and to translate medical findings in terms of needed physical activities. (3-1-3) PHEG 7060. Motor Learning. Presents research and theory of learning, performance, and related factors as applied to gross motor skills, intended for teachers, coaches, and those concerned with human performance in motor activity. (3-0-3) PHEG 7070. Readings in Health. Deals with current research in the field of health designed to help guide and inform the nonprofessional health consumer. (3-0-3) PHEG 8050. Current Problems and Issues in Health and Physical Education for Middle Grades. A study of current problems and trends encountered when teaching Health and Physical Education in the Middle Grades. (3-0-3) PHYS 5111. Special Problems in Physics. The course provides graduate students with an opportunity to follow a specific program of study in physics under the direction of an instructor of their choice. Prerequisite: permission of the instructor. (3-0-3) POLS 6100. Political Parties. A study of American political parties as political activists or organizations, coalitions of political leaders, coalitions of voters, and their functions in campaigns and elections. This course will analyze scholarly literature on each part of the tripartite party and their roles in elections, as ell as on the conceptualization and development of parties, and their interactions to define a party system. (3-0-3) POLS 6240. American Political Behavior. This course examines the research, approaches, methods, and literature on mass political behavior in the U.S. (3-0-3) POLS 6470. The Presidency. This course examines the research, theoretical approaches, methods, and literature on the American Presidency and on presidential nominations, campaigns, and elections. (3-0-3) POLS 6630. Seminar in International Relations. An examination of the major theoretical frameworks and methodologies in the study of international relations. Attention is given to debates over theories of power, anarcy, cooperation, and organization in the international system. (3-0-3) POLS 7010. Seminar in Comparative Politics. This course presents the theories, concepts, issues, and debates in comparative politics. The course emphasizes the logic of comparative inquiry as applied to political behavior and institutional arrangements. Attention is given to case study and historical analysis methodologies versus formal theory and statistical approaches to comparative analysis. (3-0-3) POLS 7570. Studies in the Structure of American Government. This seminar will focus on the basic underlying principles of American government as explicated by the U.S. Supreme Court. (3-0-3) POLS 7580. Studies in Civil Rights and Liberties. This seminar will focus on constitutional rights and liberties as explicated by the U.S. Supreme Court. (3-0-3) POLS 7700. Seminar in Political Philosophy. This seminar will focus on the classic works of political philosophy and the perennial issues with which it deals. (3-0-3) SOSC 7990. Special Topics in Social Science. A course on selected issues, problems, and literature in social science. (3-0-3) |
