1 10 3 https://d1y502jg6fpugt.cloudfront.net/39779/archive/files/698fbfc9443579f3b4fc8b71ebf731b2.pdf?Expires=1790208000&Signature=dsz9pLQ2FR-5yX5xF5SeBZ-OOjrw2EtsEl8ae8me%7E0376zlZq8BR2jCzgnWLI1wORQo%7Ee1P7Z7leLO5UfqtQEoy25JGKKW0-HrdfZjl6XMxKfQqQaRL1TFDV2YQ9Zy10JyyzqRwe%7EtU3wSKaoemiygRK7%7EAJUsWiowmApao41vccrYZpOYFEW5Lz6Q6YIzzEZR1VPiuv840O4W1MR0vZFjhNN6FwaJXAUwvoAvr8lHpIFqIaVv%7EoTGdZWcEaExZxwzxZqF2RlNuajuktUHspjUpWS%7EEUHvB8QVfv2z2ifr4PmTVYLa25kmm2ItRCqNnF9RkejYUEWzerX5lJjvMJwQ__&Key-Pair-Id=K6UGZS9ZTDSZM 0e48df1e2e4255f2e32a827f227c0180 PDF Text Text The Citadel Graduate College (CGC) 171 Moultrie Street Charleston, SC 29409 (843) 953-5089 www.citadel.edu/graduatecollege www.citadel.edu/eveningundergraduatestudies Please refer to the CGC website for frequently called numbers, schedule of courses, term dates, fees, and other important information. 2 CGC/EUGS Academic Catalog �Table of Contents Listing of Graduate Programs 4 Listing of Graduate Certificate Programs 5 Listing of Undergraduate Programs 5 President’s Message 6 Board of Visitors 6 The Citadel’s Statement of Vision, Core Values, and Mission 7 The Citadel’s Graduate College’s Mission/Purpose 8 Accreditation 8 Academic Calendar 9 Admission and Enrollment Policies 10 Expenses and Financial Aid 15 Academic Regulations and Procedures 19 Students Services 27 Specific Policies and Procedures for Evening/Online Undergraduate Programs 28 Graduate Degree Programs 33 Graduate Certificate Programs 106 Evening/Online Undergraduate Degree Programs 135 Graduate Course Descriptions 162 Undergraduate Course Descriptions 212 CGC/EUGS Academic Catalog 3 �Degree MBA Graduate Degree Programs Program Coordinator Tommy and Victoria Baker School of Business Master of Business Administration Dr. Jeremy Bennett Mr. Brian Tucker Email Page jbennet5@citadel.edu btucker2@citadel.edu 35 jaltick@citadel.edu 38 dgreenbu@citadel.edu jeff.davis@citadel.edu robert.barsanti@citadel.edu robert.barsanti@citadel.edu rrabb@citadel.edu rrabb@citadel.edu 40 42 44 46 48 50 hutchissonj@citadel.edu knappk@citadel.edu cjensen1@citadel.edu tenneys1@citadel.edu prestond1@citadel.edu terry.mays@citadel.edu genelle.sawyer@citadel.edu tim.hanchon@citadel.edu 53 55 58 60 61 63 65 68 Dr. Paul Nolan Dr. Paul Nolan Dr. Michael Verdicchio Dr. Christopher Sole Dr. Chris Bellon paul.nolan@citadel.edu paul.nolan@citadel.edu mv@citadel.edu csole@citadel.edu cbellon@citadel.edu 71 72 73 74 76 Dr. Stavros Triantafyllidis striantaf@citadel.edu 78 Dr. Tammy Graham Dr. Kristy Johnson Dr. Tom Thompson Dr. Richard Robinson Dr. Katherine Grenier Dr. Tammy Graham Dr. Tom Thompson Dr. Richard Robinson Dr. Kristy Johnson Dr. Katherine Grenier Dr. Timothy Bott Dr. Ryan Sacko Dr. Aaron Oberman tammy.graham@citadel.edu johnsonk1@citadel.edu thompsont@citadel.edu rrobins4@citadel.edu grenierk@citadel.edu tammy.graham@citadel.edu thompsont@citadel.edu rrobins4@citadel.edu johnsonk1@citadel.edu grenierk@citadel.edu bottt1@citadel.edu rsacko@citadel.edu obermana1@citadel.edu 83 Dr. Lee Westberry lwestber@citadel.edu 95 Dr. Aaron Oberman Dr. Jennifer Albert Dr. Robin Jocius obermana1@citadel.edu jalbert@citadel.edu robin.jocius@citadel.edu 98 101 102 Department of Leadership Studies M.S. Master of Science in Leadership Dr. John Altick M.S. M.S. M.S. M.S. M.S. M.S. Master of Science in Project Management Master of Science in Civil Engineering Master of Science in Electrical Engineering Accelerated Master of Science in Electrical Engineering Master of Science in Mechanical Engineering Accelerated Master of Science in Mechanical Engineering M.A. M.A. M.A. M.A. M.A. M.A. M.A. Ed.S. Master of Arts in English Master of Arts in History Master of Arts in Intelligence and Security Studies Master of Arts in International Politics and Military Affairs Master of Arts in Military History Master of Arts in Social Science Master of Arts in Psychology: Clinical Counseling Specialist in Education in School Psychology School of Engineering Dr. David Greenburg Dr. William Davis Dr. Robert Barsanti Dr. Robert Barsanti Dr. Robert Rabb Dr. Robert Rabb School of Humanities and Social Science Dr. James Hutchisson Dr. Keith Knapp Dr. Carl Jensen Dr. Sarah Tenney Dr. David Preston Dr. Terry Mays Dr. Genelle Sawyer Dr. Timothy Hanchon Swain Family School of Science and Mathematics M.A. M.A. M.S. M.S. M.A. Master of Arts in Biology Accelerated Master of Arts in Biology Master of Science in Computer and Information Sciences Master of Science in Health, Exercise, & Sport Science Optional Concentration in Tactical Performance and Resiliency Master of Arts in Sport Management MAT Master of Arts in Teaching – Secondary Education Zucker Family School of Education Biology English Mathematics Social Studies MAT Master of Arts in Teaching – Middle Grades MAT English Mathematics Science Social Studies Master of Arts in Teaching – Physical Education M.Ed. M.Ed. M.Ed. M.Ed. M.Ed. 4 Master of Education in Counselor Education – Elementary and Secondary Master of Education in Educational Leadership – Elementary and Secondary Master of Education in Higher Education Leadership Master of Education in Interdisciplinary STEM Education Master of Education in Literacy Education CGC/EUGS Academic Catalog 86 89 91 �Ed.S. Degree Specialist in Educational Leadership – School Superintendent Program Dr. Lee Westberry Graduate Certificate Programs Coordinator Cert. Cert. Cert. Cert. Cert. Cert. Cert. Cert. Cert. Graduate Certificate in Aeronautical Engineering Graduate Certificate in Built Environment and Public Health Graduate Certificate in Composites Engineering Graduate Certificate in Computer Engineering Graduate Certificate in Cybersecurity Graduate Certificate in Environmental Studies Graduate Certificate in Geotechnical Engineering Graduate Certificate in Higher Education Leadership Graduate Certificate in Hispanic Studies Cert. Cert. Cert. Cert. Cert. Cert. Cert. Cert. Cert. Cert. Cert. Graduate Certificate in History and Teaching Content Graduate Certificate in Information Systems Graduate Certificate in Intelligence Analysis Graduate Certificate in Leadership Graduate Certificate in Literacy Education Graduate Certificate in Manufacturing Engineering Graduate Certificate in Mechatronics Engineering Graduate Certificate in Military Leadership Graduate Certificate in Power and Energy Engineering Graduate Certificate in Software Engineering Graduate Certificate in Sport Management Cert. Cert. Cert. Cert. Cert. Cert. Cert. Graduate Certificate in Structural Engineering Graduate Certificate in Student Affairs Graduate Certificate in Systems Engineering Management Graduate Certificate in Tactical Performance and Resiliency Graduate Certificate in Technical Program Management Graduate Certificate in Technical Project Management Graduate Certificate in Transportation Engineering B.A. B.A. B.A. B.S. Bachelor of Arts in Criminal Justice Bachelor of Arts in Intelligence and Security Studies Bachelor of Arts in Political Science Bachelor of Science in Business Administration BSN B.S. B.S. B.S. B.S. B.S. B.S. Bachelor of Science in Nursing Bachelor of Science in Social Studies Education Bachelor of Science in Tactical Strength and Conditioning Bachelor of Science in Civil Engineering Bachelor of Science in Construction Engineering Bachelor of Science in Electrical Engineering Bachelor of Science in Mechanical Engineering Dr. Robert Rabb Dr. William Davis Dr. Robert Rabb Dr. Robert Barsanti Dr. Michael Verdicchio Dr. Paul Nolan Dr. William Davis Dr. Aaron Oberman Dr. Silvia RocaMartinez Dr. Keith Knapp Dr. Michael Verdicchio Dr. Carl Jensen Dr. John Altick Dr. Robin Jocius Dr. Robert Rabb Dr. Robert Rabb Dr. John Altick Dr. Robert Rabb Dr. Michael Verdicchio Dr. Stavros Triantafyllidis Dr. William Davis Dr. Aaron Oberman Dr. David Greenburg Dr. Chris Bellon Dr. David Greenburg Dr. David Greenburg Dr. William Davis lwestber@citadel.edu Email 104 Page rrabb@citadel.edu jeff.davis@citadel.edu rrabb@citadel.edu robert.barsanti@citadel.edu mv@citadel.edu paul.nolan@citadel.edu jeff.davis@citadel.edu obermana1@citadel.edu srocamar@citadel.edu 107 108 109 110 111 112 113 113 114 knappk@citadel.edu mv@citadel.edu cjensen1@citadel.edu jaltick@citadel.edu robin.jocius@citadel.edu rrabb@citadel.edu rrabb@citadel.edu jaltick@citadel.edu rrabb@citadel.edu mv@citadel.edu striantaf@citadel.edu 115 116 117 119 120 121 122 123 124 125 126 jeff.davis@citadel.edu obermana1@citadel.edu dgreenbu@citadel.edu cbellon@citadel.edu dgreenbu@citadel.edu dgreenbu@citadel.edu jeff.davis@citadel.edu 127 128 129 130 131 132 133 bob.mcnamara@citadel.edu cjensen1@citadel.edu collinsb1@citadel.edu jbennet5@citadel.edu btucker2@citadel.edu ajoseph1@citadel.edu tammy.graham@citadel.edu cbellon@citadel.edu jeff.davis@citadel.edu jeff.davis@citadel.edu robert.barsanti@citadel.edu rrabb@citadel.edu 136 138 140 142 Evening/Online Undergraduate Degree Programs Dr. Robert McNamara Dr. Carl Jensen Mr. Brad Collins Dr. Jeremy Bennett Mr. Brian Tucker Dr. Amy Joseph Dr. Tammy Graham Dr. Chris Bellon Dr. William Davis Dr. Williams Davis Dr. Robert Barsanti Dr. Robert Rabb CGC/EUGS Academic Catalog 144 146 148 149 152 155 159 5 �Welcome to The Citadel Graduate College, where we extend our mission to educate and develop principled leaders for all walks of life to those seeking further study to become leaders in their chosen fields. We take great pride in our distinguished faculty and excellent academics that combine to offer a unique learning environment. You will find that our students - your friends, neighbors and colleagues - have chosen the CGC because they know it will equip them for the challenges they will face as they advance in their careers. We hope you will join the ranks of more than 9,500 CGC alumni for whom a graduate degree from The Citadel was a stepping stone to continued growth and success. Glenn M. Walters,’79 General, USMC (Retired) President, The Citadel Board of Visitors Pursuant to S.C. Code Ann Section 59-121-10, the Board of Visitors is composed of the Governor, the Adjutant General, the State Superintendent of Education (who are members ex-officio), and eleven others who are graduates of the College. Seven of these members are elected by joint vote of the General Assembly, three are elected by such means and methods as may be determined by The Citadel Alumni Association, and one is appointed by the Governor. Additionally, the Board currently has three Emeritus Members. Emeritus Members are former Board members who served at least eighteen years, and were voted as such because of their significant contribution to the governance of the College. The 2019-2020 Board of Visitors, listed in order of seniority, are: Colonel Fred L. Price, Jr., ’75, Chair Colonel Myron C. Harrington, Jr., USMC (Retired), ’60, Vice Chair Colonel Allison Dean Love, CGC, ‘93 Colonel Dylan W. Goff, ‘02 Colonel Peter M. McCoy, Sr., ’74 Colonel L.E. “Gene” Pinson, ‘72 Colonel Stanley L. Myers, Sr., ‘98 Colonel John C. Dominick, USAF (Retired), ‘71 Colonel James E. Nicholson, Jr., ‘85 Colonel F. Gregory Delleney, Jr., ‘74 Colonel Robert E. Lyon, Jr., ‘71 The Honorable Henry D. McMaster, Governor of the State of South Carolina, Ex Officio Major General R. Van McCarty, ’82, Adjutant General of South Carolina, Ex Officio The Honorable Molly M. Spearman, State Superintendent of Education, Ex Officio Colonel Leonard C. Fulghum, Jr., ’51, Chairman Emeritus Colonel William E. Jenkinson III, ’68, Member Emeritus Colonel Douglas A. Snyder, ’82, Member Emeritus 6 CGC/EUGS Academic Catalog �The Citadel’s Statement of Vision, Core Values, and Mission Statement of Vision Achieving excellence in the education and development of principled leaders Core Values Honor: First and foremost honor includes adherence to the Honor Code of The Citadel. A Citadel student “will not lie, cheat or steal, nor tolerate those who do.” The commitment to honor extends beyond the gates of The Citadel and is a life-long obligation to moral and ethical behavior. In addition, honor includes integrity; “doing the right thing when no one is watching.” Finally, honorable behavior includes exercising the moral courage to “do the right thing when everyone is watching.” The Honor Code is the foundation of our academic enterprise. Duty: First and foremost duty means to accept and accomplish the responsibilities assigned to me. At The Citadel, my primary duty is to perform academically and then to perform as a member of The Citadel and the campus community. I accept the consequences associated with my performance and actions. Once I have held myself accountable for my actions, then I will hold others accountable for their actions. Finally, duty means that others can depend on me to complete my assignments and to assist them with their assignments. Duty is also a call to serve others before self. Respect: First and foremost respect means to treat other people with dignity and worth – the way you want others to treat you. Respect for others eliminates any form of prejudice, discrimination, or harassment (including but not limited to rank, position, age, race, color, gender, sexual orientation, national origin, religion, physical attributes, etc.). In addition, respect for others means to respect the positions of those in authority which include faculty, staff, administrators, active duty personnel, and the leadership of The Citadel. Finally, respect includes a healthy respect for one’s self. Mission As a higher education institution, The Citadel’s mission is to educate and develop our students to become principled leaders in all walks of life by instilling the core values of The Citadel in a disciplined and intellectually challenging environment. A unique feature of this environment for the South Carolina Corps of Cadets is the sense of camaraderie produced through teamwork and service to others while following a military lifestyle. The Citadel strives to produce graduates who have insight into issues, ideas, and values that are of importance to society. It is equally important that Citadel graduates are capable of both critical and creative thinking, have effective communication skills, can apply abstract concepts to concrete situations, and possess the methodological skills needed to gather and analyze information. Throughout its history, The Citadel’s primary purpose has been to educate undergraduates as members of the South Carolina Corps of Cadets and to prepare them for post-graduate positions of leadership through academic programs of recognized excellence supported by the best features of a military environment. The cadet lifestyle provides a structured environment that supports growth and development of each student’s intellect, discipline, physical fitness, and moral and ethical values. The four pillars which define The Citadel experience for cadets consist of these four developmental dimensions. A complementary purpose of The Citadel, realized through The Citadel Graduate College, is to provide the citizens of the Lowcountry and the State of South Carolina opportunities for professional development by offering a broad range of educational programs of recognized excellence at both the graduate and undergraduate levels. These programs are designed to accommodate the needs of non-traditional students seeking traditional and demanding academic challenges. Institutional Characteristics. The Citadel is a coeducational, comprehensive, public, four-year institution whose primary undergraduate student body consists of approximately 2,000 members of the Corps of Cadets, all of whom reside on campus. The primary service area for these students is regional, with approximately half of each freshman class coming from South Carolina. The Citadel, however, does draw undergraduate students from all parts of the United States and many foreign countries. The college offers a wide range of baccalaureate degree programs (Bachelor of Arts, Bachelor of Science, Bachelor of Science in Business Administration, Bachelor of Science in Civil Engineering, and Bachelor of Science in Electrical Engineering) in the humanities, social and natural sciences, business administration, engineering, and education. These academic programs prepare graduates of the Corps of Cadets for a variety of careers; about half of these graduates enter business and the professions, a third or more enter the military and government service, and the remainder go directly into graduate and professional study. Many graduates choose to pursue professional or graduate degrees later in their careers. Through its undergraduate and graduate programs, The Citadel Graduate College serves a degree-seeking population of approximately 1,200. The primary service area is the South Carolina Lowcountry. The Citadel Graduate College offers eleven baccalaureate degree programs (Bachelor of Science in Business Administration, Bachelor of Science in Civil Engineering, Bachelor of Science in Construction Engineering, Bachelor of Science in Electrical Engineering, Bachelor of Science in Mechanical Engineering, Bachelor of Science in Nursing, Bachelor of Science in Tactical Strength and Conditioning, Bachelor of Arts in Social Studies Education, Bachelor of Arts in Intelligence and Security Studies, Bachelor of Arts in Political Science, and Bachelor of Arts in Criminal Justice), seven graduate degree programs (Master of Arts, Master of Science, Master of Arts in Education, Master of Arts in Teaching, Master of Education, Master of Business Administration, and Specialist in Education) and several graduate certificate programs. Meeting the needs of the South Carolina Lowcountry in terms of instruction, public service, and research, including such initiatives as cooperative programs with other educational institutions, is an important part of The Citadel’s mission. Together, the Corps of Cadets and The Citadel Graduate College enroll approximately 3,200 students, about three-fourths of whom come from South Carolina. In its educational programs, The Citadel acknowledges and endorses the teacher-scholar ideal, recognizing that the excellence of all of its academic programs is dependent upon the quality of its faculty. This ideal is pursued through teaching and lecturing, researching, writing, publishing, and public service. The Citadel’s faculty also address audiences beyond the college by sharing their knowledge with other scholars and with the public. CGC/EUGS Academic Catalog 7 �The Citadel Graduate College’s Mission/Purpose An important component of a positive educational experience for students involves an intentional effort to meet their needs and offer service that underscores The Citadel Graduate College’s commitment to principled leadership. • Service: Creating a culture that values service, fosters mutual respect, and makes the student’s needs the most important priority; implementing new technologies that enhance our services; and providing timely, efficient, and accurate information to all requests. Performance: By ensuring a quality educational experience through administrative oversight of programs and the regular review of policies and procedures; conducting analysis of existing data and generating reports to identify patterns and trends within the Graduate College; creating research opportunities for students and faculty; and assisting departments with implementing creative delivery methods of academic programs. Integration: By providing welcoming and rewarding experiences, graduate students and evening undergraduates, both past and present, feel a part of the larger Citadel community and play an important and significant role on campus. • • Accreditation The Citadel is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award baccalaureate, masters, and specialist in education degrees. Contact the Southern Association of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500 for questions about the accreditation of The Citadel. Normal inquiries about the institution, such as admissions, educational programs, educational policies and practices, etc. should be addressed directly to The Citadel and not to the Commission’s office. This contact information is published exclusively for accreditation-related purposes. Programs for the preparation of teachers at the bachelor’s and master’s levels, school counselors at the master’s level, school psychologists at the specialist degree level, and school principals and superintendents at the master’s and specialist degree levels, are accredited by the Council for Accreditation of Educator Preparation (CAEP). The head of the Department of Education in the Zucker Family School of Education serves as the Director of Teacher Education. The Tommy and Victoria Baker School of Business Administration is accredited by the Association for the Advancement of Collegiate Schools of Business (AACSB) International. The Bachelor of Science in Nursing is accredited by the Commission on Collegiate Nursing Education, www.ccneaccreditation.org. The Clinical Counseling program is accredited by the Masters in Psychology and Counseling Accreditation Council. The Computer Science programs as well as the Civil, Electrical, and Mechanical Engineering programs are accredited by the Engineering Accreditation Commission of ABET, www.abet.org. The School Counseling Programs that offer a Master of Education in Counselor Education (Elementary or Secondary School Counseling Certification) are fully accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The School Psychology Program is fully accredited by the National Association of School Psychologists. 8 CGC/EUGS Academic Catalog �Full Fall Semester Date 8/19/19 8/20/19 8/26/19 8/27/19 9/2/19 9/16/19 9/27/19 10/25/19 10/28/19 10/29/19 11/11/19 Graduate Second Eight Weeks Session Description Payment for fall 2019 classes due in the Treasurer's Office (by 4:00pm). College of Charleston fall 2019 classes begin. Fall 2019 CGC classes begin for full semester. College of Charleston last day to add or drop a full semester class. Labor Day Holiday - No CGC classes. CGC - Last day to add or drop fall 2019 full semester courses and receive a refund. Deadline for filing applications for degree and certificate completion in the Registrar's Office. College of Charleston - last day to withdraw with a grade of "W". Eligible currently enrolled students may begin registering at midnight for spring 2019 and summer 2019 classes. CGC - last day to withdraw with a grade of "W" from a full semester course. All students may begin registering for spring 2019 and summer 2019 classes. Date 10/21/19 Description Second 8 weeks classes begin. 10/24/19 Last day to add or drop a second 8 weeks class. Last day to withdraw from second 8 weeks courses with a "W". Last day of second 8 weeks classes. 11/17/19 12/15/19 Full Spring Semester Date Description 1/13/20 Spring 2020 CGC classes begin for full semester. 1/20/20 Martin Luther King Jr. Holiday – no CGC classes. Last day to add or drop a course, or change sections. 1/27/20 3/13/20 Spring break begins after last class. 3/17/20 Last day to withdraw with a grade of “W”. 11/22/19 CGC fall break begins. 3/23/20 Classes resume. 12/2/19 CGC classes resume. 3/30/20 12/11/19 Last day of College of Charleston classes. 4/6/20 12/12/19 4/27/20 12/13/19 12/18/19 Last day of classes for CGC. Last day to resolve graduate incomplete grades from previous semester. CGC exams begin. CGC exams end. Currently enrolled students begin registration for fall 2020. All students begin registration for fall 2020. Classes end. 12/23/19 The Citadel closes for the holidays. 5/6/20 Graduate First Eight Weeks Session 5/7/20 Final exams. Deadline for removal of incomplete grades from fall 2019 semester. Graduating students’ grades due by 10:00am. Remaining grades due by 10:00am. 5/9/20 CGC Graduation. Summer break begins. Date 8/19/19 Description First 8 weeks classes begin. 8/22/19 Last day to add/drop a first 8 weeks class. 9/15/19 4/28-5/4 4/30/20 Last day to withdraw from first 8 weeks courses with a "W". Last day of first 8 weeks classes. 10/13/19 CGC/EUGS Academic Catalog 9 �Purpose of the CGC Catalog Admission and Enrollment Policies This catalog should not be construed as the basis of a contract between a student and The Citadel. Every effort is made to provide information in the catalog that is accurate at the time the catalog is prepared. However, information on regulations, policies, fees, curricula, courses, and other matters is subject to change at any time during the period for which the catalog is in effect. Application and Admissions The application process at The Citadel Graduate College (CGC) is a two-part process that occurs simultaneously. The applicant must be accepted into the CGC and the program to which he/she seeks a degree. Requirements for acceptance into the CGC include: Each program of study shall be governed by the program requirements in effect on the date of enrollment. If a student withdraws from the college or fails to maintain enrollment for one year and subsequently returns, the requirements in effect at the time of return will prevail. Any exception to policies in this catalog, purported to have been made verbally to a student by an official of the college, are null and void unless documented with a signed statement from the college official authorized to make the exception. • This catalog is not an unchangeable contract but an announcement of the current policies. Implicit in each student’s matriculation at The Citadel is an unwritten agreement to comply with the institution’s rules and regulations, which The Citadel may modify to ensure the quality of its academic programs. When graduation requirements are changed, every effort will be made to insure that the new requirements can be met by the student’s original expected graduation date. Nonetheless, each student is expected to read and be aware of the policies and procedures contained in the catalog in order to assure that admissions, registration, and graduation procedures are being followed. The college cannot assume responsibility for a student who does not comply with policy or procedure. Upon receipt of an application, each applicant is sent an email acknowledging the application. The applicant can log into the application portal to view a list of required supplemental items at any time. • • Completion of the online graduate application along with the nonrefundable application fee. Submission of an official transcript reflecting the highest degree earned from a regionally accredited college or university. Additional transcripts may be required depending on undergraduate course requirements by program. Other supplemental items, which may include official test scores (GMAT, GRE or MAT; see program requirements for acceptable test and test scores), as required by the program. The requirements for acceptance into specific programs and degrees are described in this catalog for each program/degree. If accepted, official copies of all admissions documents must be sent directly to the CGC office, and admission test scores (if required) must be current within five years of application. Full acceptance is not granted until both the CGC and program requirements are met. After acceptance by the program, any non- U.S. citizen must be cleared for registration by The International Office. The TOEFL test is required of any applicant whose native language is not English, unless granted an exception. Upon acceptance, a letter is sent to the student identifying their faculty advisor. Students are encouraged to schedule an appointment with them. While each program has its own set of admissions requirements, ultimate authority to admit a student rests with the provost or designee. Normally departments and programs have the authority to determine admissions criteria and the provost intervenes only in unusual or extraordinary circumstances. However the decision by the provost as the chief academic officer for the college is final. Legal Presence and Residency The State of South Carolina requires all state colleges and universities to verify each student’s legal presence in the United States. Prior to starting classes, each student will be required to submit a photocopy of their birth certificate or valid U.S. passport. Drop/Add and Withdrawals Formal notice of intent to drop or withdraw from any class is necessary in all cases. The dates for dropping and withdrawing are listed in the term calendar at http://www.my.citadel.edu/root/registrar-important-dates. To drop 10 CGC/EUGS Academic Catalog �or add a course from the course schedule or to change sections within a course, a student must drop/add through Lesesne Gateway. Approval to drop a course and receive a refund after the published drop date is granted only under extenuating circumstances (i.e. death in immediate family, serious medical issues, deployment). After the drop period, students who choose to withdraw must complete a withdrawal form available in the Registrar’s Office or online. Course withdrawal means a student is withdrawing from a course after the drop/add date has passed. A grade of “W” will appear on the student transcript. The “W” does not affect the student’s grade point average (GPA). Ceasing to attend a course does not constitute an official drop or withdrawal from the course. Any withdrawal request that occurs after the published withdrawal date must have a written justification for the late request to accompany the withdrawal form. Late withdrawal requests will be approved on a case-by-case basis by both the academic dean and the Graduate College. Joint Degree Programs The Citadel participates in joint graduate degree and certificate programs with the College of Charleston in Computer Science, English, History, and Middle School Education. Students routinely take courses at both institutions. Citadel students will register for all their Computer Science, English, History, or Education courses at The Citadel, even when a particular course may be offered at the College of Charleston. Students who have declared a home institution must complete at least 33% of their coursework at that institution. More specific information is available on our webpage, www.citadel.edu/root/graduatecollege-prospective-students/jointprograms. Orientation All students are encouraged to visit the Orientation webpage to become familiar with the student services available to them. The webpage is www.citadel.edu/root/graduatecollege-currentstudents/orientation. Registration Registration is conducted online through Lesesne Gateway. Students may not attend class until they are fully registered. Completed registrations will be honored on a first-come, firstserved basis. Registration is not completed until all fees are paid. All fees are due by published calendar dates. Knowingly attending class without paying is an integrity violation and will result in dismissal from the college. Any changes in registration must be made prior to the end of the term’s Drop/Add period. Information concerning class times and important registration dates can be found for each academic term online at http://www.citadel.edu/root/registrar-courses. Completion of coursework for a program in which a student has not been formally accepted does not imply admission into that program. A student should pursue no more than 8 credit hours of coursework for a program to which they have not been formally accepted. Transcripts and Transfer Credit Graduate students applying for transfer credit will use the “Transfer Credit for Graduate Programs” form located online at http://www.my.citadel.edu/root/registrar-forms. The form will be submitted to the Registrar’s Office through the student’s advisor and department head with a copy of the course description from the catalog of the originating institution and the course syllabus. An official copy of the transcript for the institution where the credit was earned must be on file with the Graduate College. Approval is granted by the student’s department, contingent upon Citadel policy. Only courses with a “B” or higher are acceptable for transfer from accredited colleges and universities (e.g. Southern Association of Colleges, North Central Association of Colleges and Schools, etc.). Undergraduate students should refer to the undergraduate section of the catalog for transfer credit information. Veteran’s Status as a Student on The Citadel Campus This policy prescribes rules and regulations related to veteran students on campus. It defines the types of veteran students, the policies related to student status (cadet vs. non-cadet), as well as enrollment requirements, registration, and commencement exercise attendance. Definitions: Citadel Cadet Veteran: A cadet serving in the National Guard or reserve component of one of the Armed Services who is called to active federal duty other than for training, while a member of the Corps of Cadets can return to The Citadel as a veteran day student as long as the former cadet receives a DD-214 indicating an Honorable Discharge from active duty. If the candidate has completed four semesters as a cadet, he/she will be eligible to receive the cadet ring and diploma once academic requirements are met. Citadel Non-Cadet Veteran Day Student: Veterans who provide evidence with a DD-214 (honorable discharge) from one of the Armed Services indicating a minimum of 90 consecutive days of full-time federal active service, other than active duty for training, may be eligible to apply to our daytime program as full- time degree-seeking students. That application would be made through our Office of Admissions. These veterans are civilians and are not subject to the personal requirements specific to the Corps of Cadets. They will not be subject to the RPED or ROTC requirements. Furthermore, they must not have a record of conviction for a criminal offense showing poor moral character. Active Duty Student: Other day veteran students with different military affiliations enrolled at The Citadel include: MECEP, STA21, AECP, and Green to Gold students, who are full-time day students. Evening Undergraduate Veteran Student: This group of Veterans declare their degree completion program of study through The Citadel Graduate College. To be classified as an Evening Undergraduate Veteran student, applicants must provide evidence with a DD-214 (honorable discharge) from one of the Armed Services indicating a minimum of 90 consecutive days of full-time CGC/EUGS Academic Catalog 11 �federal active service, other than active duty for training. This application is completed through the Graduate College office. These veterans are civilians and are not subject to the personal requirements specific to the Corps of Cadets. The will not be subject to the RPED or ROTC requirements. Furthermore, they must not have a record of conviction for a criminal offense showing poor moral character. All Veteran students must declare either the day/cadet or Evening Undergraduate Studies programs when they begin taking classes at The Citadel. Veterans who declare themselves day students must follow the South Carolina Corps of Cadets general education requirements and attend the day program commencement ceremony. Veterans who declare their status as evening students must meet Evening Undergraduate Studies general education requirements and attend The Citadel Graduate College commencement exercises. Veterans may change their official student status once in their time as a student at The Citadel. Exceptions to this rule must be approved by the Associate Provost for Academic Affairs. Veteran students may enroll in day or evening classes and will receive priority registration. Admission Policy (Graduate Students) The Citadel Graduate College seeks to enroll students whose motivation and educational backgrounds demonstrate a strong potential for success in the academic program of their choice. Specific entrance requirements are detailed in other sections of this catalog, but every applicant for a graduate degree must submit to the CGC office: 1. An application with a non-refundable fee; 2. Official transcripts reflecting the highest degree earned from a regionally accredited college or university. Unofficial copies can be used for application review purposes. Official copies are required at the time of admission. 3. An official TOEFL score if English is not the native language. The minimum acceptable score of 550 paper-based, 213 computer-based, or 79 internet-based; 4. Additional documentation may be requested for verification of U.S. Citizenship. 4. English. The minimum acceptable score is 550 paper-based, 213 computer-based, or 79 internet-based. Additional admission requirements for specific programs are outlined in the information provided for each degree program. Non-degree seeking - A graduate student is classified as nondegree seeking if he/she holds a bachelor’s degree or an advanced degree but who, at the time of the application, does not plan to pursue a degree. This category authorizes the student to take no more than 8 hours total for which he/she has the prerequisites. It does not imply admission to a degree program. Persons admitted to the non-degree student status who later wish to become degree seeking must file an application for the desired program and comply with the requirements stated above in “Degree Seeking.” Program requirements will dictate the number of hours in nondegree status that will be accepted into any program. No student shall register beyond 8 hours without being fully accepted into a degree program. Exception requests must be made in writing and will be approved by The Citadel Graduate College and academic dean on a case-by-case basis. To obtain non-degree classification the student must: 1. Complete the graduate application along with the non refundable application fee. 2. Submit an unofficial transcript reflecting the highest degree earned from a regionally accredited college or university. Additional transcripts may be required depending on undergraduate course requirements by program. 3. Graduate transient students who wish to enroll in course work for transfer to another institution must present an unofficial transcript at the time of application. This transcript can be used as evidence they have met any course prerequisites. Senior Citizens - South Carolina Senior citizens, those who are age 60 and over and legal residents of the state, who wish to take courses at The Citadel Graduate College are eligible to enroll as a degree-seeking or non-degree seeking student on a space available basis. If a student wishes to pursue a degree, they must submit an application for the program of study and follow the appropriate admissions protocol. Up to 12 credit hours taken as a non-degree seeking student may be transferred into the program. Proof of age (SC Driver’s License) is required at the time of application. Graduate students may be admitted to CGC in one of the below categories. Registration for classes as a senior citizen is allowed on a space available basis—the timeline for registration is the Monday prior to the start of each semester. Additionally, permission from the instructor may be needed to take a course as a non-degree student. Students are encouraged to request this permission ahead of time and forward the approval in writing to the Registrar’s Office at registrar@citadel.edu. Degree seeking - A graduate student is classified as degree seeking if he/she holds a bachelor’s degree or an advanced degree, all admission requirements are met and the student has been admitted to a degree program. To obtain this classification a student must: 1. Complete the graduate application along with the nonrefundable application fee. 2. Submit an official transcript reflecting the highest degree earned from a regionally accredited college or university. Additional transcripts may be required depending on undergraduate course requirements by program. Unofficial copies can be used for application review purposes. Official copies are required at the time of admission. 3. Submit an official TOEFL score if native language is not International Students - An international student who applies to a graduate program at The Citadel must complete the following requirements before enrolling in classes: 1. Have completed a degree equivalent to an American baccalaureate degree. 2. Have his/her academic credentials officially evaluated with a course-by-course evaluation by a member of the National Association of Credential Evaluation Services (NACES) and sent directly from that organization to the CGC office. Unofficial copies can be used for application review purposes. Official copies are required at the time of admission. 3. Meet all the admission criteria for the desired graduate degree program. Admission and Student Categories 12 CGC/EUGS Academic Catalog �4. 5. 6. 7. Provide completed CGC Immigration Request form. Submit an official TOEFL score if native language is not English. The minimum acceptable score is 550 paper-based, 213 computer-based, or 79 internet-based. *Applicants may be exempted from the TOEFL requirement if the applicant has a minimum of 2 years of course study, with a 3.0 or higher GPA, from an institution accredited by a regional accrediting association in the United States, or the international equivalent from a university of recognized standing in a country in which all instruction is provided in English. Therefore, applicants with completed coursework from the U.S., Australia, Canada (except Quebec), New Zealand, Singapore, and the United Kingdom (England, Scotland, Ireland, Wales) may be eligible for an exemption. All exemption requests must be made in writing to The Citadel Graduate College and be accompanied by the domestic transcripts showing the minimum requirements for a waiver have been met. Other exceptions may be considered on a case by case basis with written justification and supporting documentation submitted to The Citadel Graduate College for review. If applying for a student visa or transferring a student visa from another institution, must provide evidence of ability to meet all financial obligations while in graduate study at The Citadel by completing the Certification of Finances form prior to enrolling in courses. International students may not register before full acceptance into a degree program and clearance from the International Student Director. Evening Undergraduate Students - Please refer to the Evening Undergraduate Programs Procedure section. Provisional Status - Applicants who do not meet the minimum GPA and/or test score required by their program’s admission criteria may be allowed to pursue coursework as a provisionally admitted student. The purpose of the provisional status is to monitor and support the students’ academic success. Provisional status requires meeting specific academic standards in coursework. Refer to the degree program for provisional requirements. Conditional Status - Applicants who are unable to produce official copies of their transcripts, test scores, or other official documents at the time of their application may be admitted on conditional acceptance. The purpose of the conditional acceptance is to give the student additional time for the official documents to be received by the CGC office. Applicants must be able to produce unofficial copies of these documents for review prior to being accepted on conditional status. Documents must be legible and include important identifying information (applicant name and institution/testing agency name. If unofficial document is a transcript, it must also include a course-by-course listing with credit hours and grades earned, cumulative GPA, degree earned, and date degree conferred (unless pending in your final semester of coursework). Official copies are required at time of admission. Undergraduate Students Taking Graduate and Online Courses Academic seniors with a cumulative Grade Point Average of at least a 3.20 may take up to six hours of graduate courses through The Citadel Graduate College in each semester of their senior year when space is available. These courses may provide students a head start on earning a graduate certificate or a graduate degree, but graduate courses may not be used to meet undergraduate degree requirements and will NOT be used to compute undergraduate GPA. Students must have the permission of the Associate Provost for Academic Affairs. Undergraduate juniors and seniors accepted in an accelerated program at The Citadel may take and share up to twelve hours of structured graduate credit between the graduate and undergraduate majors. Refer to specific accelerated program requirements for total hours permitted to share. Admission Test For any graduate programs that require submission of an official admissions test score, the test must be current within five years of the application. See the appropriate program for the type of test(s) required. All programs have the option of waiving test scores for students. Applicants for some graduate programs in The Citadel Graduate College who possess a master’s or doctorate degree from a regionally accredited institution may be eligible to waive the requirement to supply an admissions test score. The applicant must send the written waiver request and transcript from a regionally accredited institution, showing a conferred Master’s or higher degree, directly to the Graduate College. If required by the program, The Graduate College will forward the request and transcripts to the academic program director who will communicate the acceptance or denial of the waiver in writing. Advisement and the Planned Program Upon acceptance into a degree program, a student is assigned an advisor in the area of academic concentration. It is the student’s responsibility to confer with this advisor at an early date and at periodic intervals to assure appropriate course selection and awareness of degree requirements. Degree candidates in some programs must file an official program of study. This program of study will be developed in consultation with the student’s advisor and approved by the appropriate Dean or Department Head. This program of study is filed in the Registrar’s Office and will be used in the degree audit process. It is a joint responsibility of the advisor and student to maintain the program of study in a current state. Modifications in a program of study can be accomplished with the written approval of the appropriate Dean or Department Head. Students who wish to select a new major or degree program must file an application and fee, meet all admission requirements of the new major or degree program, and be accepted into the new major or degree program before registration in the new program should occur. Completion of coursework for a program in which a student has not been formally accepted does not imply admission into that program. A student should pursue no more than 8 credit hours of coursework for a program to which they have not been formally accepted. Audit Policy A student may elect to audit a course for no credit. Permission to audit must be obtained from the school/department offering the course and a form must be submitted. Students must possess an undergraduate degree from a regionally accredited college or university to audit a graduate level course. Students cannot switch from credit to audit status, or vice versa, after two class meetings. CGC/EUGS Academic Catalog 13 �Auditors must apply and be accepted as a non-degree seeking student and are permitted to register for a class on a “space available” basis. The audit fee is the same as the regular credit hour fee. Students must be registered in the class they wish to audit. Course Load Graduate students are considered full-time if they carry nine (9) credit hours accumulated over any combination of courses during a full semester. For students enrolled in one mini term per semester, 4.5 credit hours will be considered full-time for the mini term. The semester hour load for students wishing to be classified as part-time is 4.5 credit hours during a full semester. Students holding Citadel graduate assistantships will be considered as full time if they are taking at least six (6) semester hours. If a student is enrolled in Maymester and two summer sessions, a maximum of five courses (15 credit hours, but 17 credit hours including lab courses) may be taken. The maximum load allowed in Maymester is one course; the maximum load allowed in each summer session is two courses, regardless of how many terms are offered or whether the course is face-to-face or online. Maymester and Summer School The Citadel’s Maymester and Summer School is a component of the CGC which has the responsibility for the coordination and administration of all aspects of The Citadel’s graduate and undergraduate summer school programs. All Maymester and Summer School students are ultimately the academic and administrative responsibility of the Provost. Students residing in the barracks, regardless of academic status are the disciplinary responsibility of the commandant, all other non- cadet students remain as stated above. Undergraduate transient admission to Maymester and Summer School does not constitute admission to the regular academic session of The Citadel. Transient Students Undergraduate transient students seeking initial admission to Maymester and Summer School at The Citadel must complete an application and pay the application fee. High school or college transcripts are required for enrollment in Maymester or Summer School. Rising high school seniors may be admitted on the basis of written recommendations from their high school guidance counselor or principal and may enroll in a maximum of two freshman level courses. Citadel undergraduate day students who are still active students and have already enrolled at The Citadel should contact the Registrar’s Office for registration information and assistance. Undergraduate day program students who are beginning in the upcoming fall semester and wish to take summer courses should contact CGC for application and registration assistance. When cadets enroll in summer courses or graduate courses, they are required to adhere to the rules and policies outlined in the honor code regarding behavior, class performance, and academic standards. Undergraduate 14 students seeking admission into evening undergraduate programs should refer to requirements outlined in each academic section of this catalog. Graduate students enrolled in Maymester and Summer School must go through the admissions procedure outlined in the CGC catalog. Admission to the program and enrollment in courses are governed by the policies outlined for the program to which the student applies. Students enrolled in graduate courses are classified as “Graduate Students.” Registration for all students, graduate and undergraduate, enrolled in Maymester or Summer School at The Citadel must be conducted online via Lesesne Gateway. Course Substitution Course substitutions in degree programs can only be authorized by the approval of the Head of the Department and Dean of the School. Forms to initiate this procedure are available in the Registrar’s Office or online. English Fluency Policy In accordance with the laws of South Carolina, The Citadel ensures the English fluency of its teaching faculty. Should a student challenge the English fluency of a member of the faculty, standard procedures for student academic grievances will be followed. If a review committee is called for, the native language of one of the faculty members will not be English. Pass-Fail Courses For certain courses, such as internships, practica, workshops, professional development courses, etc., a grade of pass or fail may be appropriate. Students taking courses of this nature need to discuss such arrangements with their advisor. Quality points will not be awarded for pass or fail work, and performance that is barely adequate (C+ or below) will not receive credit. Readmission Policy In exceptional and extraordinary circumstances, a graduate student can petition their academic school dean for reinstatement through a letter of appeal, but the granting of such appeals would be considered unusual and rare. The readmission policy for CGC undergraduate students requires a waiting period of one semester, not including summer sessions. A readmission application must be submitted through the Registrar’s Office and an interview by the Associate Provost of Academic Affairs is required. Transfer Credit The Citadel Graduate College does permit up to 12 hours of transfer credit from other accredited higher education institutions and from military education and training recommended for credit by the American Council on Education. No more than 12 hours may be transferred from other accredited colleges or universities (e.g. Southern Association of Colleges, North Central Association of Colleges and Schools, etc.). Exceptions may be granted by the Associate Provost of Enrollment Management. Only graduate credit hours in which grades of “B” or higher have been earned are transferable. Some programs allow fewer hours of transfer credit. Students should check the requirements for specific programs for CGC/EUGS Academic Catalog �the maximum number of credit hours that may be transferred into his or her program at The Citadel. To be transferred, credit hours must have been earned within six years of the date of admission to The Citadel. Students who desire to take a course at another institution for transfer while enrolled in CGC must obtain prior approval from their department head. Acceptance of transfer credits within the foregoing rules is the prerogative of the academic department or school. Ordinarily, course work accepted for transfer must parallel course work available at The Citadel. However, where the head of the major department or Dean of the school feels that graduate course work not equivalent to courses at The Citadel will enhance the program, up to six semester hours of such credit may be acceptable. These will be part of the maximum allowable transfer hours for that program. Expenses & Financial Aid Fee Payment The Citadel Treasurer’s Office is responsible for the collection of monies due to The Citadel. All fees are due and payable at the time of registration. If fees are not paid by the date on the term calendar, the student may be dropped from registered classes. Checks should be made payable to The Citadel and mailed to 171 Moultrie Street, Charleston, SC 29409. Fees may also be paid online with Visa, Mastercard, Discover or American Express. Electronic check payments are available at no charge. Deferred payment plans may be arranged in advance of a semester through the Citadel Tuition Payment Plan. Forms are available on the Treasurer’s webpage at www.citadel.edu/treasurer. The Citadel reserves the right to adjust fees at any time to meet the current cost of operation. Fee schedules are published each semester on The Citadel’s web page. All correspondence concerning fees, payments, and status of accounts should be directed to the Treasurer’s office. Financial Aid and Scholarships The Office of Financial Aid and Scholarships administers student loan applications, grants, scholarships, and work-study programs. The office is located in Bond Hall, Room 138, and staff can be reached at (843) 953-5187 or by email at financial_aid@citadel. edu. Forms and Deadlines To apply for financial aid at The Citadel, all students should file a Free Application for Federal Student Aid (FAFSA) online at fafsa. ed.gov as soon as possible after October 1 each year. Additional information may be requested by the Office of Financial Aid and Scholarships. Students are responsible for checking their Lesesne Gateway accounts, completing all requested paperwork, and meeting financial aid requirements in a timely manner. Funds are limited, so late applications are considered for aid only if resources are still available. FAFSA Priority Deadline Dates Academic year (fall and spring) October 31 Fall only October 31 Spring only October 1 Summer April 1 Applicants who have not completed all financial aid paperwork by June 30 should not expect to receive notification of awards prior to the beginning of fall semester. These applicants should be prepared to pay for their tuition, fees, and other costs by established fee payment deadlines. Students are reimbursed if subsequently determined to be eligible for financial aid. CGC/EUGS Academic Catalog 15 �6. Determining Financial Need The amount of financial aid is based on the FAFSA form the applicant files after October 1 each year. This form solicits information about the family’s current financial situation and produces an “expected family contribution” (EFC). Adjusted gross income data from tax forms are used, along with current asset information to determine family resources. Allowances are made for federal and state taxes, social security, employment (when both parents work), unusual medical and dental expenses, and family size. Other factors considered include any unusual expenses and the number of family members in college. In its simplest definition, financial need is the difference between what a student will pay to attend college and the expected family contribution, as determined by the need analysis. If costs exceed the amount of family contribution, then the applicant has “demonstrated” financial need. Dependent or Independent Status Federal student aid programs are based on the premise that parents have the primary responsibility of financing their children’s education. However, independent students are not required to submit parental data. Students who fall into at least one of the following categories are considered independent: • He/she is at least 24 years old by Dec 31 of the academic year. • He/she is a graduate student. • He/she is married. • He/she is currently serving on active duty in the U.S. Armed Forces for purposes other than training. • He/she is a veteran of the U.S. Armed Forces. • He/she has children (or other dependents) and will provide more than half of their support. • He/she was in foster care or deemed a dependent or ward of the court. • He/she was an emancipated minor or in legal guardianship as determined by a court. • He/she is determined to be an unaccompanied youth who is homeless or self-supporting and at risk of being homeless. Federal Eligibility Requirements Any student who is accepted for admission is eligible to request financial assistance. However, there are several general eligibility requirements a student must meet to receive federal financial aid: 1. A student must be admitted to The Citadel as a regular or provisional student. 2. A student must be a U.S. citizen, or a national or permanent resident. 3. A student may not receive aid if he or she is in default at any institution on any Federal Student Loan Program. 4. Students must be enrolled at least half-time. This is defined as 4.5 hours/semester for graduate students and six (6) hours/semester for undergraduate students. The only exception to this rule will be internships and practicums, which, given their somewhat unique composition and requirements, qualify a student for half-time status. This definition of half-time status is important to be eligible for financial aid and to qualify for in-school deferment on prior federal student loans. 5. A student may not receive aid if he or she owes a repayment at any institution on a Pell Grant, Supplemental Grant, or State Student Incentive Grant. 16 7. A student must have the minimum grade point ratio and must make satisfactory academic progress (SAP) toward a degree to continue to receive federal financial aid. A graduate certificate student is not eligible for federal financial aid. Types of Financial Aid Please visit http://www.citadel.edu/finaid for detailed information about the various financial aid programs offered. Satisfactory Academic Progress (SAP) for Financial Aid Recipients In compliance with regulations governing federal and/or state financial aid programs, The Citadel is required to monitor each student to be certain that he or she is maintaining Satisfactory Academic Progress (SAP) in his or her course of study. SAP standards are separate from The Citadel’s academic policies and are reviewed annually at the end of each spring semester. How the Policy Works Students who fail to meet published SAP standards will be ineligible to receive federal or state financial aid funds. However, those students failing to meet the minimum standards, as prescribed in this policy, may appeal their status by following outlined conditions. Academic Year The academic year for SAP determination is comprised of the fall, spring, and summer terms. Minimum Standards Unsatisfactory academic progress is defined as a failure to meet at least one of the following standards: Undergraduate Students 1. Academic Progression a. Full-time students (enrolled in at least 12 hours/ semester) must earn 24 credits hours in an academic year. Full-time students enrolled in one semester are considered to be meeting progression standards by earning at least 12 hours. b. Part-time students (enrolled in less than 12 hours/ semester) must earn at least 66% of credit hours attempted in an academic year. 2. GPA – A student’s GPA must meet the required minimum for their grade level according to The Citadel’s academic policies for continuance. a. 1.3 with < 39 attempted hours b. 1.5 with 40 – 69 attempted hours c. 1.7 with 70 – 99 attempted hours d. 2.0 with > 99 attempted hours 3. Attempted credit hours cannot exceed 207 hours (more than 150% of program length). Graduate Students 1. Academic Progression a. Full-time students (enrolled in at least 9 hours/semester) must earn 18 credit hours in an academic year. Full-time students enrolled in one semester are considered to be meeting progression standards by earning at least 9 hours. CGC/EUGS Academic Catalog �b. 2. 3. Part-time students (enrolled in 4.5 hours/semester) must earn at least 66% of credit hours attempted in an academic year. GPA – A student must earn at least a 3.0 grade point average. Attempted credit hours cannot exceed 150% of the student’s program length. SAP Appeal Students who have not met SAP have the opportunity to complete an appeal to regain eligibility for federal aid. Completion of this process does not guarantee reinstatement of federal financial aid. Students are responsible for full payment of tuition/fees regardless of financial aid status. It is also the student’s responsibility to be aware of and to meet all fee payment and financial aid deadlines. The SAP Appeal form is available on the Office of Financial Aid & Scholarship’s webpage on The Citadel website at citadel.edu. The SAP Appeal must include: 1. A completed SAP Appeal Form and Academic Improvement Plan approved by the Academic Support Center and signed by both the advisor and the student, and 2. A letter written by the student that defines why the student failed to make SAP and what has changed that enables the student to meet SAP at the next evaluation. If a student fails to either regain regular SAP eligibility after one semester or meet the conditions of the Academic Improvement Plan, the student is ineligible to receive federal financial aid (Title IV aid). Appeal Deadlines Completed appeal forms must be turned in two weeks before the end of the term for which the appeal is filed. Grades Only letter grades are given to evaluate a student’s progress. The following definitions of letter grades are applicable: “A” Superior “B” Very Good “C” Satisfactory; Acceptable “D” Marginal; Passing “F” Unsatisfactory “P” Grade assigned in pass/fail courses that do not carry credit hours to designate passing performance “S” Grade assigned in pass/fail courses that carry credit hours to designate that a grade of “A”, “B” or “C” has been earned and credit has been awarded “U” Grade assigned in pass/fail courses and in ENGL 101 to designate that a grade of “D” or “F” has been earned and no credit has been awarded “W” Withdrawal from a course prior to the official deadline “I” An Incomplete is awarded when course requirements have been very nearly met but for authorized reasons (illness, injury, family emergency, etc.) cannot be completed during the current semester. “IP” Grade assigned for courses in which requirements are not expected to be met in one academic term. The grade of “IP” must be removed after two full semesters, or the “IP” becomes an “F.” The summer session will not be considered a semester in this case. Under extenuating circumstances, an extension may be awarded by the Associate Provost for Academic Affairs with the recommendation of the instructor. The removal of the “IP” is the responsibility of the student. Students may not enroll in a course in which they currently have an “IP.” Students who are enrolled in audit courses will not receive financial aid for these courses. Students can access midterm progress and semester grade reports online by using BANNER Self-Service through the Lesesne Gateway portal. Taking or Repeating Courses to Improve the GPA/Grade Replacement The regulatory definition for full-time enrollment status (for undergraduates) has been revised to allow a student to retake (one time only per previously passed course) any previously passed course. For this purpose, passed means any grade higher than an “F,” regardless of any school or program policy requiring a higher qualitative grade or measure to have been considered to have passed the course. This retaken class may be counted towards a student’s enrollment status, and the student may be awarded Title IV aid for the enrollment status based on inclusion of the class. A student may be repeatedly paid for repeatedly failing the same course (normal SAP policy still applies to such cases), and if a student withdraws before completing the course that he or she is being paid Title IV funds for retaking, then that is not counted as his or her one allowed retake for that course. However, if a student passed a class once, then is repaid for retaking it, and fails the second time, that failure counts as their paid retake, and the student may not be paid for retaking the class a third time. Transfer Credits When evaluating SAP, a student’s transfer credits, accepted by The Citadel toward completion of the student’s degree program, will count as both credit hours attempted and hours earned. Change of Major Students that have changed majors and earn more than the maximum allowable number of credit hours toward graduation will be required to submit an SAP Appeal. Second Degrees Students that are completing a second degree will be required to submit an SAP Appeal to explain the reason behind earning more than 150% of allowable credit hours. Financial Aid Funds Covered By SAP Standards • Federal Pell Grant • Federal Supplemental Educational Opportunity Grant (SEOG) • Federal Work Study • Federal Direct Loan, subsidized and unsubsidized • Federal Direct PLUS Loan • Federal Direct Graduate PLUS Loan • South Carolina Teachers Loan • South Carolina Career Changers Loan • South Carolina Palmetto Fellows Scholarship • South Carolina LIFE Scholarship • South Carolina Need-Based Grant • Other federal/state programs as required • Some Private Educational Loans (as required by the lender) CGC/EUGS Academic Catalog 17 �Financial Aid Refund and Repayment Policy Refunds Refunds will be returned to the programs from which the student received aid. The Higher Education Act of 1998, Public Law 105244, substantially changed the way funds paid toward a student’s education are managed should the student, as a recipient of federal financial aid, withdraw from school. If a student who was awarded financial aid withdraws from school, he/she is eligible for the “institutionally-determined refund” that remains after the immediate repayments of the financial aid award to the Office of Financial Aid & Scholarships. This policy also applies to students on whose behalf a parent has borrowed a Title IV loan. Refunds are returned to the programs that awarded the student aid. In the case of federal financial aid, a statutory schedule is used to determine the amount of federal financial aid that has been earned based on the period the student was in attendance. Up through the 60% point, in each payment period of enrollment, a pro rata schedule is used to determine how much federal financial aid the student will receive. After the 60% point, in the payment period of enrollment, a student has earned 100% of the federal funds awarded for the period. The percentage earned will be calculated based on the following schedule: Week 1 6 percent • other classes, or Does not receive funds for the period in question. (Students whose parents received a PLUS Loan are considered to have received funds and so are covered for the refund and repayment requirements.) Repayments If a student’s non-instructional educational expenses (allowances as prescribed below) incurred up to the time of withdrawal exceed the amount of cash disbursement, the student does not owe a repayment. If cash disbursed exceeds the non-instructional costs of education incurred up to the time of withdrawal, the student does owe a repayment. This repayment is the difference between costs incurred and the actual cash refund received. Non-instructional expenses are determined by calculating the percentage of room, board, books, supplies, travel, and personal expenses incurred during the portion of the term a student is enrolled. Off-campus board and personal expenses are prorated on a weekly basis. There is no proration of on-campus room charges. A percentage of books, supplies, and travel costs is allowed based on length of enrollment. Student Aid Accounts to be Refunded and Repaid Once the amounts to be refunded and/or repaid are determined, the aid programs from which the student received funds will be reimbursed in the following order: 1. Federal Direct/Stafford loans 2. Federal Perkins loans 3. Federal PLUS loans received on behalf of the student 4. Federal Pell Grants 5. Federal SEOG Grants 6. Other Title IV programs 7. Other federal, state, private, or institutional student financial assistance received by the student for which refunds are required 8. The student Week 2 12 percent Week 3 18 percent Week 4 25 percent Week 5 31 percent Week 6 37 percent Week 7 43 percent Week 8 50 percent Week 9 56 percent Other Assistance Week 10 60 percent Week 11-16 100 percent Vocational Rehabilitation Scholarships: This program provides for education and training if the student has a physical or mental disability that is a substantial handicap to employment and if there exists reasonable expectation that vocational rehabilitation services may lead to gainful employment. Additional information is available through the Department of Vocational Rehabilitation in the student’s home state. For example, if a student has received $1,000 in Federal Financial Aid and withdraws within the first week of classes, that student will receive 6 percent ($60) of the aid award applied to total charges. The remaining $940 will be returned to the Federal Financial Aid programs in the following order: 1. Unsubsidized Student Loans 2. Subsidized Student Loans 3. Perkins Loans 4. PLUS Loans/Graduate PLUS Loans 5. Federal Grants 6. Other Assistance under Title IV The refund and repayment provisions mandated by the federal government for federal aid recipients apply when a student receives financial aid funds and withdraws, drops out, takes an unapproved leave of absence, fails to return from an approved leave of absence, is expelled, or otherwise fails to complete the period of enrollment for which he or she was charged. The refund and repayment requirements DO NOT APPLY to a student who: • Withdraws, drops out, or is expelled before his or her first day of class, or • Withdraws from some classes, but continues to be enrolled in 18 College Budget Plans: The Citadel Tuition Payment Plan (CTPP) allows families to finance the cost of Tuition, Auxiliary Fees (Housing/Room/Board) and OneCard. The plan is offered as a service to the student, allowing the student to finance education and related costs over the period of a semester. To calculate the amount to include in the plan, students should subtract financial aid and any scholarships from their balance- and only place their uncovered expenses in the payment pan. There is a $50 enrollment fee per term. The plan is for 5 equal payments. Enrollment deadlines can be found on the Treasurer’s web page at www.citadel.edu\treasurer. Veterans Services: Services are administered under the umbrella of student financial aid at The Citadel. Veteran services are intended to meet the needs of students receiving benefits under the following programs: • Ch. 30—Montgomery GI Bill—Active Duty, Veterans CGC/EUGS Academic Catalog �• • • • Ch. 31—Vocational Rehabilitation Ch. 33—Post 9-11 GI Bill Ch. 35—Dependents’ Educational Assistance Program Ch. 1606—Montgomery GI Bill—Selected Reserve Due to the complexity of VA educational benefits, students are encouraged to contact The Citadel’s Veterans Services Office well in advance of the beginning of the semester. Students who have already applied for benefits should submit a copy of their Department of Veterans Affairs Certificate Eligibility. In compliance with federal regulations, students are required to follow guidelines set by the Department of Veterans Affairs. VA Certification Policies and Procedures can be found on The Citadel’s website under Veterans Services. Staff can be reached at 843-9539824 or email at va_benefits@citadel.edu. Refunds No fees are refunded after the published drop deadline. This date is usually following two class meetings and is published in the term calendar at http://www.my.citadel.edu/root/registrar-importantdates. To obtain the appropriate refund, a student must drop the course via Lesesne Gateway. The Citadel Graduate College may authorize a refund for extenuating circumstances after the scheduled refund date if a formal appeal is made in writing. Extenuating circumstances are defined as a death in immediate family, serious medical issues, or military deployment. Registration, technology, infrastructure, and application fees are not refundable. Academic Regulations and Procedures Application for Resident Status for Tuition and Fee Purposes Any student or prospective student who is uncertain about payment of in-state tuition and fees has the responsibility of securing a ruling from The Citadel by providing all relevant information on special application forms. These forms can be obtained from the Office of the Registrar, Bond Hall, Room 173, or online at http://www.citadel.edu/registrar/forms/. Completed forms must be returned to that office at least four to six weeks prior to registration for any semester or summer term for which the student is attempting to qualify for in-state tuition and fee rate. Requirements for Graduation In addition to the program requirements, the following requirements must be met for graduation. The Citadel Principled Leadership Seminar The Citadel Principled Leadership Seminar is an online professional development seminar in which graduate students at The Citadel learn about principled leadership and the institution’s core values – honor, duty, and respect. Participants focus on what it means to be a member of The Citadel community, and the application of core values as a guiding feature of one’s place in life and in leadership within an organization. Beginning Fall 2013, all degree-seeking students entering The Citadel Graduate College are required to register for and complete The Citadel Principled Leadership Seminar. Beginning in Fall 2017, all graduate degree-seeking and certificate students entering The Citadel Graduate College are required to register for and complete The Citadel Principled Leadership Seminar. The seminar is taught by The Citadel’s Department of Leadership Studies. Students must register for the seminar via Lesesne Gateway and complete the course during their first semester of enrollment. Darkness to Light Training The Citadel is the first college in the country to enter into an agreement with the Darkness to Light Foundation for campus- wide training for all faculty, staff, and students on child sexual abuse. This “Stewards of Children” training program assists the college in creating policies and programs to protect children and provides faculty, staff, and students with insight into how to recognize potential problems and the appropriate ways to respond should a concern be raised about a child. The Citadel’s goal is 100% compliance, meaning all faculty, staff, and students will be required to either participate in the training or demonstrate proof that they received it elsewhere. Beginning in Fall 2014, all non-cadet students (day veteran, active duty, graduate students including those enrolled in graduate certificates and all evening undergraduate students) who enroll in Citadel course(s) are required to successfully complete D2L CGC/EUGS Academic Catalog 19 �training in their first semester on campus. Students who have completed D2L training in the last five years need only provide a copy of their certificate of completion by uploading it through the Principled Leadership Seminar course – LDRS 500. An online version of the course is available for all CGC students. Please contact the CGC office for more information. Students who do not complete the training will not be allowed to register for the next semester until proof of completion is presented to the CGC office. Dress Code Policy for Veteran Students and Fifth-Year Students All veteran students and fifth year cadets are expected to be cleanly and neatly dressed. This is particularly important as they serve as role models for other students on campus. Proper dress is business casual clothing (e.g., khaki pants or denim jeans and a collared shirt/polo shirt for males and slacks/skirt and blouse for females). Jeans that are frayed, patched, or contain holes are unacceptable. Additionally, shoes must be worn at all times. Specific types of clothing (e.g., frayed or torn jeans, jean shorts, running shorts, PT shorts, cut-off shorts, warm-up clothes, bathing suits, beach coverups, tank tops, halter tops, tube tops, flip flop shoes, etc.) are not proper attire for the classroom, library, or other academic areas. During the summer sessions, Faculty and staff follow a more relaxed dress code, and a similar approach to the dress code will apply to students. Additional Dress Code requirements apply primarily to cadets with Day Student Status: 1. Regulations pertaining to body piercing and tattoos are the same as those for members of the Corps of Cadets. 2. A broken uniform is unattractive anywhere, but it is especially unsuited for a military college campus or classroom. Portions of cadet uniforms are not, therefore, to be worn by non-cadets or cadets with Day Student Status. 3. Students’ hair (males and females) will be neatly trimmed and styled, as will mustaches and sideburns, if applicable. 4. Students will wear business attire when members of the Corps of Cadets are required to appear in full dress or white uniforms. For students who violate these dress code rules, and who are not in compliance with minimal standards for personal appearance, the following protocols will apply: 1. For a first offense, a student will be required, upon direction of a campus authority, to leave campus until such discrepancies are corrected. 2. For a second offense, a student who fails to adhere to the dress code policy will be required to meet with the Associate Provost of Enrollment Management shortly after the violation occurs. In this meeting, the student will be educated on the policy and asked to sign a formal, written agreement of future compliance with the dress code. The Associate Provost has the option of applying additional sanctions should it be deemed necessary to gain compliance. 3. Additional violations of the dress code will result in progressively punitive measures and will include a formal statement of compliance by the student agreeing to adhere to the dress code policy. 20 The Citadel Non-Cadet Honor Code Honor Code Statement: It is the responsibility of all community members to promote, abide by, and enforce the following honor code: “A Citadel non-cadet student (e.g. graduate, evening undergraduate, or veteran) does not lie, cheat, steal, nor tolerate those who do.” It is the responsibility of all Citadel community members to promote, abide by, and enforce the following honor code. Every non-cadet student (which includes evening undergraduates, graduate students, day veterans, fifth-year students, and all active duty students) must uphold the honor code as well as The Citadel’s Core Values of Honor, Duty, and Respect. Each student is required to represent him or herself honestly in all college business matters and on all documents. Each student does his or her own work and refrains from any form of academic dishonesty, including plagiarism and cheating. In personal conduct, each student acts in a professional and ethical manner and refrains from any form of disrespectful behavior to any other member of The Citadel community. In addition to students enrolled in degree programs and certificates, or as part of a joint program with other institutions, this honor code is also applicable to transient students and cadets who enroll in courses during the summer. This honor code will go into effect for all new students beginning Fall 2015. An awareness campaign will commence in Spring 2015 and information about the non-cadet honor code will be posted on the Graduate College website and the website for the Office of Military and Veterans Affairs, as well as included as part of the orientation packets for new students. Cadets will be made aware of the honor code as it relates to summer terms through communication with the Office of Academic Affairs and the Commandant’s Office. Definition of Terms: In general, four types of conduct fall under the honor code: lying, cheating, stealing, and the toleration of those who engage in any of these activities. 1) Lying. Defined as any attempt to deceive, falsify, or misrepresent the truth in any matter involving college business. This includes but is not limited to matters involving academic standing, participation in courses, financial information, or any false statements to faculty, staff, administrators, or university officials. 2) Cheating. Defined as taking or attempting to take, or otherwise procure intellectual property in an unauthorized manner; selling, giving, lending, or furnishing to any unauthorized person by a student enrolled in that course, material which can be shown to contain the questions or answers to any exam from any course offered at The Citadel. Academic Dishonesty also includes plagiarism, including fabricating, forging, or falsifying laboratory results or reports, or using work from other courses or from previous assignments for a current class. The term cheating includes, but is not limited to: 1) the use of sources beyond those authorized by the instructor for written assignments; 2) the use of any unauthorized assistance in taking exams or quizzes; 3) the unauthorized acquisition of tests or other CGC/EUGS Academic Catalog �academic material belonging to a faculty or staff member or a student. The term plagiarism includes, but is not limited to, the use of published or unpublished work of another person without full and clear acknowledgement. It also includes the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic material. 3) Stealing. Defined as taking without authority, personal, government, or college property. 4) Toleration. Defined as the failure to report a case of lying, cheating, or stealing as defined above to the proper Honor Council authorities. Honor Council Composition: Faculty: Six members; one from each Academic School and one from the Library. Honor Council members are appointed by Graduate Council and serve three-year terms. Students: Two members appointed by The Citadel Student Government Association. Chair: A faculty member elected by members of the Council. Calls meetings, ensures procedures are followed, and is non-voting but casts the deciding vote in the event of a tie. Training of Honor Council Members: All members are required to participate in a workshop/training seminar on Citadel Honor Code and procedures. Note: this training should be similar in nature to what cadet honor court members receive on procedures and content. Procedures: Any student, faculty member, or administrator may charge a student with an honor code violation. All accused students participating in Honor Council hearings are guaranteed the following rights during a hearing: 1. The right to a representative. In all college hearings and boards in which a student faces suspension, dismissal or expulsion, the student may be represented by up to two student representatives. Representatives must be students in the same academic program as the student facing disciplinary action, i.e., graduate students or evening undergraduate students may not serve as representatives for cadets, nor may cadets serve as representatives for graduate or evening undergraduate students. Representatives may participate in the board or hearing, including speaking directly to the board or hearing officer and questioning witnesses. 2. The right to question all witnesses. In cases where the complainant is an alleged victim, accommodations may be made. 3. The right to present evidence and call witnesses. 4. The right to decline making any statements or answering questions. In doing so, the Council may draw inferences, either positively or negatively, from such a refusal. 5. The right to an audio copy of the hearing upon written request. 6. The right to appeal the decision of the Honor Council. Honor Council Hearing Procedural Guidelines: All student conduct hearings shall be conducted according to the following guidelines except as provided below: 1. 2. Hearings will be conducted in private. The complainant, accused student, and their representatives, if any, shall be allowed to attend the entire portion of the hearing at which information is received (excluding deliberations). Admission of any other person to the hearing shall be at the discretion of the Honor Council Chair. 3. In hearings involving more than one accused student, the Honor Council Chair, at his or her discretion, may permit the hearings concerning each student to be conducted either separately or jointly. 4. The complainant and the accused student have the right to be assisted by a representative of his or her choosing. Representatives must be students in the same academic program as the student facing disciplinary action, i.e., graduate students or evening undergraduate students may not serve as representatives for cadets, nor may cadets serve as representatives for graduate or evening undergraduate students. Representatives may participate in the board or hearing, including speaking directly to the board or hearing officer and questioning witnesses. 5. The complainant and the accused student may arrange for witnesses to present pertinent information to the hearing. Witnesses will provide information to and answer questions from the Honor Council. 6. Pertinent records, exhibits, and written statements may be accepted as information for consideration during the hearing at the discretion of the Honor Council Chair. 7. All procedural questions are subject to the final decision of the Honor Council Chair. 8. After the portion of the hearing concludes in which all pertinent information has been received, the Honor Council shall determine whether the accused student is in violation of the Non-Cadet Honor Code. 9. The determination shall be made on the basis of a preponderance of the evidence--whether it is more likely than not that the accused student violated the Honor Code. Formal rules or process, procedure, and/or technical rules of evidence, such as those applied in criminal or civil court, are not used in these proceedings. 10. There shall be a single audio recording of all student conduct hearings (not including deliberations). Deliberations should not be recorded. The record shall be the property of The Citadel. If an accused student, with notice, does not appear for a hearing, the information in support of the charges shall be presented and considered even if the accused student is not present. Hearing Protocol: I. Introductions of the participants in the hearing II. Chair or Administrator reviews hearing process and procedures III. Chair or Administrator confirms charges and statements of responsibility IV. Complainant/university calls witnesses A. Complainant asks questions of witnesses B. Board/Administrator asks questions of witnesses C. Accused student asks questions of witnesses D. All parties have opportunity to ask any additional questions V. Accused student calls witnesses A. Accused student asks questions of witnesses B. Board/Administrator asks questions of witnesses C. Complainant asks questions of witnesses VI. All parties have opportunity to ask any additional questions to CGC/EUGS Academic Catalog 21 �accused student and/or complainant VII. Deliberations by Board - Student will be notified of the decision in writing via university e-mail, with a hardcopy sent by registered mail, within three business days. Range of Sanctions: Note: This list is not exhaustive and may be modified to meet particular circumstances in any given case. All sanctions become a part of student’s official record. Final appeals of Honor Council rulings are made to the President. The procedure for appeals is found in the campus policies and procedures manual. 1. 2. 3. 4. 5. 6. 7. 8. Expulsion—Permanent forced withdrawal from The Citadel. Although this may be imposed as a first offense for serious cases, it is usually imposed after other disciplinary methods have not achieved desired results. In all cases in which expulsion is appropriate, the Associate Provost of Enrollment Management will submit documentation and findings to the President of the college for final disposition. The President may elect, at his discretion, to impose another penalty. The student will be notified of the President’s decision, and that decision is final. A student’s suspension or expulsion will be noted on his or her transcripts. Dismissal—Forced withdrawal from The Citadel for two semesters. Suspension—Forced withdrawal from The Citadel for one semester. In instances of both dismissal and suspension, students may not visit campus or participate in any campusrelated activities. An exception to this rule is if the student is seeking clarification of his or her academic record and a physical visit to campus is required. Reprimand—Written notice to student that behavior was unacceptable and that further issues could result in suspension or expulsion. Restriction—Loss of privileges including but not limited to parking on campus, access to university facilities, etc. Course Withdrawal—From the course in which the offense occurred. Grade Change—Only for cases involving academic integrity. Such a sanction must be approved by the Provost or the Associate Provost of Enrollment Management. Restitution—Reimbursement for physical damages or loss of property. Appeals: Grounds. An appeal does not provide a second forum in which to present the case. Appeals deal only with how a decision has been reached and not with the decision itself. The following are the exclusive grounds for all disciplinary and academic appeals: 1. 2. That the hearing officer or board failed to provide due process; That significant information has been discovered since the board or hearing, which would probably change the result, but which could not, in the exercise of due diligence, have been presented to the board or hearing. A review by the President is not considered an entitlement but is within the scope of authority of the President. This is the final appeal at the institution and if applicable, all imposed sanctions are implemented after the President issues his decision. 22 Academic Standards All students are expected to maintain high academic standards. In addition to the grade point average requirements for satisfying degree standards, the following policies set minimum guidelines for all graduate programs. Specific programs may establish more rigorous criteria for satisfactory progress. Students should carefully study the sections of this catalog pertinent to their degree program for statements about expectations, which may exceed these minimal criteria. Any grade of “C” (ie. “C”, “C+”) is a warning that the individual is not performing at the level expected of graduate students; a grade of “F” is a clear statement of inadequate performance. Either a “C” or “F” grade calls into question the expectation of reasonable progress toward the degree. In order to maintain appropriate academic quality, the following policy applies to students enrolled at The Citadel: 1. 2. 3. If a student receives a grade of “F” in a graduate course, regardless of his or her status, the student will be terminated from the program. The student may appeal in writing to his or her Dean for reinstatement. If the student is granted reinstatement status before the end of the drop/add period for the next academic term, he or she may register for that term. If a student receives seven (7) or more credit hours of graduate course work with a grade of “C”or “C+” regardless of his or her status, the student will be terminated from the program. The student may appeal in writing to his or her Dean for reinstatement in the program. If a student is granted reinstatement status before the end of the drop/add period for the next academic term, he or she may register for that term. Any student admitted to a graduate program who has earned or attempted twelve (12) hours of graduate credit must have a cumulative GPR of 3.0 or higher to continue in the program. If a student’s GPR falls below a 3.0 any time after the completion of twelve (12) hours of graduate credit, the student must improve his/her GPR to a minimum 3.0 by the time he/she has completed nine (9) additional graduate credit hours. If the student achieves a minimum 3.0 while completing these nine (9) additional graduate credit hours, the standard of maintaining a 3.0 GPR begins again. Some programs have stricter program requirements. Check with your program advisor for the standards for your program. Students who have been terminated from their program may appeal in writing to his or her Dean for reinstatement. If the student is granted reinstatement status before the end of the drop/add period for the next academic term, he or she may register for that term. Generally, a student can expect to receive a decision on an appeal within 2 weeks or 10 working days. Students are encouraged to provide a courtesy copy of grievances and appeals to the CGC for record. Catalog of Record The catalog bearing the number of the academic year in which the student enters The Citadel will be his or her catalog of record for academic program requirements. CGC/EUGS Academic Catalog �Class Attendance Regular attendance is required of all CGC students, and the attendance record maintained by the instructor is official. In case of absences due to illness or other circumstances beyond their control, students should notify the instructor as soon as possible. A student who misses more than 20% of the scheduled class meetings may be awarded a grade of “F” for excessive absences. Online Course Attendance Policy Distance education (online) students are subject to The Citadel’s attendance policy. Attendance in a distance education (online) course is defined by activate participation. Logging into CitLearn does not qualify as sufficient evidence of attending, as per federal financial aid guidelines, and nonattendance may affect financial aid and/or veteran’s benefits. Completion of tests, submission/completion of assignments, and participation in discussion forums are activities used to document enrollment. Students who have not documented enrollment and participation by the withdrawal period will be administratively dropped from the roll as “never attended.” Comprehensive Examinations The Citadel graduate programs vary in their exit requirements. While all degree programs require at least a 3.0 cumulative GPR (3.25 for Ed.S.) for graduation, some have an exit examination or exit project requirement. It is the student’s responsibility to be aware of these standards. Confidentiality of Student Records The Citadel maintains and discloses information from student records in accordance with the provisions of the “Family Educational Rights and Privacy Act of 1974” (FERPA), as amended. This law requires that educational institutions maintain the confidentiality of student educational records. The Citadel accords its students all rights under the law. FERPA coverage applies to all educational records that contain a student’s name, social security number, or other personally identifiable information, in whatever medium, to include electronic form. No one outside of The Citadel shall have access to nor will the institution disclose any information from a student’s educational records without the written consent of the student except in compliance with the provisions of Federal and State law. Educational records may be disclosed to personnel within the institution who have a legitimate educational interest, to parents of students who are dependents as defined by IRS standards, to persons or organizations providing students financial aid, to accrediting agencies carrying out their accreditation function, to persons in compliance with a judicial order, or in an emergency, to persons in order to protect the health or safety of the student or others. Within The Citadel community, only those members, individually or collectively, acting in the student’s educational interests are allowed access to student educational records. These members include the Board of Visitors, Faculty, and personnel in the Offices of the President, Provost and Dean of the College, Associate Provost of Academic Affairs, Associate Provost of Enrollment Management, Registrar, and Vice President for Finance and Business Affairs. Directory information about a student may be disclosed at the discretion of The Citadel without the consent of the student unless the student has notified the Registrar within two weeks of the beginning of the academic year (fall semester) that the student refuses to allow the disclosure of such information. Any student desiring to keep directory information confidential must give notice at the beginning of each academic year and the notice is valid only for that year. Course Cancellation It occasionally becomes necessary to cancel a course. The Citadel reserves the right to cancel any course for which there is insufficient enrollment. This cancellation may be done without notice. Students affected by a course cancellation will receive due consideration and notification by the department offering the course. If no other satisfactory arrangements can be made, the student will receive a complete refund of all fees paid. Degree and Certification Requirements Specific requirements are detailed in the appropriate sections of the catalog. The general requirements include completing all specific program requirements and coursework while maintaining at least a “B” (3.0) GPA. Students should check the specific requirements of the program in which they are enrolled. State certification requirements are determined by external agencies over which The Citadel has no control. It is the student’s responsibility to meet these requirements, which are subject to legislative change. Advisors will assist students in staying current with these requirements and adjusting programs of study to reflect any change. Earning a Second Master’s Degree The College permits a student to earn a second Citadel master’s degree in a different program as long as no more than twelve credit hours in common course requirements are applied to the second master’s degree. General Conduct Policy for Students Responsibility for professional conduct rests with students as adult individuals and as members of The Citadel community. CGC students are expected to conduct themselves as responsible adults. All members of the campus community are expected to use reasonable judgement in all aspects of campus life and activity and to show due concern for the welfare and rights of others. Students are expected to adhere to all federal, state, and local laws. The Citadel protects freedom of action and speech, so long as the exercise of this freedom is not of an inflammatory or demeaning nature and does not interfere with the operation of the College. The Citadel’s Conduct Policy prohibits the possession of drugs, destruction of property, making false statements of emergency situations, physical or verbal abuse, or harassment of any sort. Students who violate the rules and regulations of The Citadel are subject to expulsion or lesser sanctions. These rules and regulations are published in “Regulations for Non-Cadet Students for Fall and CGC/EUGS Academic Catalog 23 �Spring Semester And All Students, Including Cadets, for Maymester or Summer School,” which can be found online at: http://www.citadel.edu/root/images/ BOV/Policies/03-provost/3107-regulations-for-non-cadets.pdf. The Provost or his designee is responsible for administering the disciplinary conduct code for CGC students unless they reside in the barracks during Maymester and Summer School, in which case the commandant is responsible for discipline. Grades Only letter grades are given to evaluate a student’s progress. No numerical symbol or percentage is fixed or assigned to the equivalent of any grade. A: A grade of “A” represents work of a high quality. Four quality points are awarded for each credit hour. B+: A grade of “B+” represents above average quality work. Three and one-half quality points are awarded for each credit hour. B: A grade of “B” indicates average graduate work. Three quality points are awarded for each credit hour. C+: A grade of “C+” indicates below average graduate work and is an unsatisfactory grade. Two and one-half quality points are awarded for each credit hour. C: A grade of “C” is unsatisfactory. Two quality points are awarded for each credit hour. P: A grade of “P” indicates work of acceptable, graduate- level quality. While it signifies work of “A” or “B” level, it carries no quality points and is awarded only for designated courses such as workshops, internships, etc. F: A grade of “F” indicates that the minimum requirements have not been met. No quality points are awarded. I: A grade of “I” represents work of satisfactory quality incomplete for authorized reasons. (See section below.) W: A grade of “W” represents withdrawal from a course prior to the scheduled withdrawal deadline. No quality points are associated with the “W”, and there is no academic penalty for the student. IP: A grade of “IP” assigned for courses in which requirements are not expected to be met in one academic term. The grade of “IP” must be removed after two full semesters, or the “IP” becomes an “F.” The summer session will not be considered a semester in this case. Under extenuating circumstances, an extension may be awarded by the Associate Provost for Academic Affairs with the recommendation of the instructor. The removal of the “IP” is the responsibility of the student. Students may not enroll in a course in which they currently have an “IP.” Grade of “I” Incomplete “I” grades must be made up during the term following the recording of the grade. A grade of “I” received in the fall term must be made up by the end of the following spring term. A grade of “I” received in either the spring or summer term must be made up by the end of the following fall term. An extension of time not to exceed one additional term may be authorized for extenuating circumstances by the appropriate dean. Grades not made up within the authorized time limit will convert to a grade of “F,” and such courses will be included in calculating the GPR. 24 Cumulative Grade-Point Ratio In addition to completing all specific program requirements, in order to remain in good academic standing, The Citadel Graduate College requires students to maintain a 3.0 GPA. Failure to maintain this GPA results in dismissal from that program. Should a student be enrolled in multiple programs or certificates, a cumulative GPA is not sufficiently accurate in determining a student’s academic standing. In such cases, the standard used to determine their eligibility is the student’s GPA in that particular program, not their cumulative GPA. Graduation The Citadel Graduate College is committed to making the graduation/ commencement experience a special one for its students. The following policy outlines the procedures for applying to graduate and participation in the annual CGC commencement ceremony. It is each student’s responsibility to apply to graduate. There are three graduation dates each calendar year. There is a May graduation date at the end of the Spring period of instruction, an August graduation date at the end of the Summer period of instruction, and a December graduation date at the end of the Fall semester period of instruction. There is one commencement ceremony each calendar year, in May, following the Spring semester. Graduation 1. Applications for graduation are available on Lesesne Gateway, via the Student Tab. Failure to apply by the deadline incurs a late fee, may delay receipt of the diploma, and may prevent the student from participating in the commencement ceremony. 2. The graduation date is the term in which the student completes all requirements. An incomplete grade is a delay in the completion of a requirement, and the posting of the final grade determines the completion of that requirement. 3. Do not select a graduation date until you plan to meet all requirements by that date as applications are processed and diplomas are ordered based on your graduation application. If the graduation date submitted is not met, a new application will be required along with applicable fee, and the diploma will need to be reordered. 4. To be recommended for a degree, students must meet all admission requirements and satisfactorily complete the program requirements and non-program requirements for the degree. Students must be free from all financial indebtedness to The Citadel. 5. Students may apply for graduation and participate in commencement during the academic year in which they are completing their degree requirements. Participation in the CGC Commencement Ceremony 1. Students must indicate on their application for graduation they intend to participate in commencement ceremonies. If a student does not confirm intent, they will not be permitted to participate in the ceremony. 2. All grade-point average (GPA) requirements have been met. That is, the cumulative and major grade-point averages for undergraduate students must be at least 2.000. For undergraduate Education majors, the cumulative and professional education grade-point averages must be a 2.750. CGC/EUGS Academic Catalog �3. 4. 5. 6. 7. 8. Courses used to calculate the grade point ratio in the major can be found in the degree program requirements. The cumulative grade-point averages for graduate students must be at least 3.000. Evening undergraduate students must be no more than 15 credit hours short of meeting degree requirements. Graduate students must be no more than 9 credit hours short of meeting degree requirements. Students must properly wear official regalia for the commencement ceremony. Students who complete all coursework and degree requirements during the summer session following that year’s commencement exercises may participate in that ceremony or can decide to participate in the commencement ceremony the following year. In some cases, students have completed their program requirements but are unable to participate in the commencement ceremony during the year they intended to graduate (e.g. military deployment, career relocation, or illness). In such cases, students may apply to graduate and participate in the next year’s commencement ceremony. Students exceeding this one year of eligibility will not be allowed to participate in the CGC commencement ceremony. Students who have earned a second master’s degree within the same academic year will be recognized for both programs of study. Children, parents, step-parents, or grandparents who are either graduates of the Corps of Cadets, the Veterans Program, or The Citadel Graduate College may present diplomas to their children, parents, step-parents, grandchildren or grandparents at the CGC commencement ceremony. The graduate must provide the CGC with their full name, relationship, and graduation year before the stated deadline and for approval. Intellectual Property Policy Preamble The Citadel has among its primary purposes teaching, research, and the expansion and dissemination of knowledge. Products of these endeavors include the development and use of intellectual property. It is the policy of the College that its faculty, staff, and students carry out their scholarly work in an open and free atmosphere that encourages publication and creation of such works without constraint but consistent with applicable laws and College policy. This policy will be in accord with the guidelines and criteria published in The American Association of University Professors’ “Statement of Copyright” (Policy Documents and Reports. Ninth Edition, 2001, or subsequent editions). Intellectual Property Ownership of intellectual property will reside with the originator, whether a member of the faculty, staff, or a student, unless: (a) the property is created at the specific direction of the College; or (b) the originator has made exceptional use of College resources in creating it. At the time when the work is directed by the College or at the time when the College makes exceptional resources available to the originator of intellectual property, the Provost and the originator will together determine ownership and will negotiate a written agreement concerning that property. These determinations will be made on a case-by-case basis. Nondiscrimination Policy The Citadel is committed to providing equal opportunities to men and women students in all campus programs, including intercollegiate athletics, in order to make The Citadel the best coeducational college in America. This commitment requires that no discrimination shall occur in our admissions policies, academic programs or services, as well as employment practices on the basis of sex, race, color, religion or national origin. This policy is in accordance with Title IX of the Educational Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act of 1990 as amended. Inquiries concerning the application of Title IX and other nondiscrimination laws may be referred to The Citadel’s Affirmative Action Officer and Title IX Coordinator, Bond Hall, Room 369, 171 Moultrie Street, Charleston, South Carolina, 29409, 843-953-6989, or the Assistant Secretary of Education, Civil Rights Division, US Department of Education, Washington, DC 20201-2516. Repeating a Course Courses may be repeated only under the following circumstances: • No courses may be repeated once a grade of “B” or higher has been earned. • If a class in which a “C+” or “C” was earned is repeated, it may be repeated only one time. • If a course is repeated, the last grade of record is used to determine whether course requirements for graduation have been met. • The hours may be used only once toward graduation. • All courses, previously passed or repeated, will be figured in the student’s GPR. No grade previously recorded is removed from the transcript. Satisfactory Progress and Length of Academic Program Unless otherwise stated, students are expected to complete all degree requirements within a six (6) year period from the time of registration for the first graduate course in that program. Students enrolled in the Ed.S. in School Psychology program have seven (7) years to complete the degree. Students enrolled in the M.A. in Psychology: Clinical Counseling degree program have a five (5) year limit. Requests for an extension must be initiated by the student to the appropriate Department Head, who is responsible for notifying the student of the decision. Department Heads will forward recommendations through the program extension form, provided by the Office of the Registrar, to their appropriate academic dean. Extension approvals must be on file in the Registrar’s Office prior to application for graduation. If an extension is granted, a probationary extension for one year is authorized. At the completion of that year, an additional extension may be authorized (if necessary) contingent upon the student having made adequate progress. “Adequate Progress” is defined as completing graduate work in two of the three semesters (summer session counting as a semester) of the year of probation. An average CGC/EUGS Academic Catalog 25 �grade of “B” (3.0) for that year is also required. At all levels, the department or school will be responsible for oversight of student progress and initiation of action related to unsatisfactory progress. It is the student’s responsibility to be aware of courses that will not meet graduation time lines for satisfactory progress. Advisors should assist students with this calculation. responsible for fulfilling them. If, at the end of a student’s course of study, the requirements for graduation have not been satisfied, the degree will not be granted. For this reason, it is important for each student to be acquainted with all academic, financial, and administrative requirements within the prescribed deadlines and time limits. Dining Student Academic Grievances The academic grievance process of the college is reserved for the most serious alleged offenses. These matters deal not with differences of opinion, but with violations of due process; denial of individual rights; or unequal treatment/ discrimination based on sex, race, color, or national origin. Students who feel that they have an academic grievance are directed first to confer with the instructor or other individual(s) involved. Where this does not result in satisfaction or if this step is not feasible, the student should present the grievance in writing to the lowest appropriate level not involved in the grievance, department head or Dean. If the student does not receive a response within a reasonable period of time, normally considered two weeks, a copy of the written grievance may be provided to the next higher academic level not previously involved in the grievance, i.e. the department head or the school Dean, with a request for assistance in resolving the grievance. A final appeal for satisfaction may be made to the Provost. The purpose of this process is to permit each level of the academic level of authority to have the opportunity to resolve the grievance satisfactorily. The Graduate College does not process academic matters. However, students are encouraged to provide a courtesy copy of grievances and appeals to the CGC for record. The CGC will monitor time lines and processes for compliance with procedure and will inform the appropriate level of the academic authority if procedure is not followed. Student Appeal of Grade A student who wishes to appeal the final grade assigned in a course must first confer with the instructor of the course in which the grade was received. If this does not result in satisfaction, the student should contact the appropriate department head or Dean who will review the matter. The faculty member and the student are both obligated to provide requested relevant information to the department head or Dean. The department head or Dean will present his/her findings to the student within ten working days of being contacted. If this does not result in satisfaction, the student should contact the Provost. If deemed appropriate, the Provost will appoint a hearing board of three faculty members, with one designated as chair, and a student in good standing of the same student type as the appellant. This board shall have the authority to request testimony, hear witnesses, and study records and materials. The board shall forward its findings and recommendations to the Provost, who shall decide the case. The decision of the Provost is final. Student Responsibility The College and departments establish certain academic requirements that must be met before a degree is granted. Advisors, department heads, and Deans are available to help the student understand and arrange to meet these requirements, but the student is 26 Coward Hall (The Citadel Dining Hall) - The price of meals for students living in the barracks is included in room and board fees. All other students, graduate or undergraduate, may obtain noon meal tickets for the established fee indicated in the online “Summer Schedule of Classes.” Meal tickets for three meals a day (breakfast and lunch only on Fridays, no meals on Saturdays or Sunday) are also available to all interested students not living in the barracks. Individual meal tickets will not be sold. All students may purchase snacks and light meals in the food court in Mark Clark Hall. Transcript A transcript is a confidential document and is released only when students make a request online at www.citadel.edu/root/registrartranscripts. The transcript fee is based on the method of delivery. Transcripts can be sent electronically, mailed, or picked up in the Registrar’s Office. An official college transcript is one that is sent directly from The Citadel to the requestor. It bears the college seal, along with a date and official signature. Most colleges require the official record. Transcripts sent from other colleges to The Citadel become the property of The Citadel and cannot be issued to the student as a third party. Leave of Absence Policy There are many reasons why graduate and evening undergraduate students could miss courses in a given academic year. These include medical reasons, military deployment, temporary changes in job status, or other reasons. In an effort to better identify students in these situations, along with providing a mechanism that grants a respite from the time limits for degree completion, a leave of absence policy has been created. This policy also excludes students who have not enrolled in courses in a given semester. Since they will be recognized as “on leave,” these students will not be included in the list of students eligible to be contacted by Graduate College staff. The following outlines the parameters of The Citadel Graduate College’s Leave of Absence Policy. Leave Of Absence Request Students who intend to take a pause from enrolling in courses for up to three semesters in a given academic year can communicate this to the Office of the Registrar through an online web form, available at http://www.citadel.edu/registrar-forms. Students may request a leave of absence for up to three semesters in an academic year (including summer, which constitutes a single term). Students with an approved leave of absence need not reapply for admission to the Graduate College unless the leave extends beyond three semesters in a given academic year. In such cases, they must request to reactivate their student record for their program of study using the form available on the Registrar’s Office webpage mentioned above. CGC/EUGS Academic Catalog �A leave of absence request should normally occur prior to the drop/add date. If the student’s request is made after these deadlines, a reasonable and compelling explanation for the delay must accompany the request. In such cases, supporting documentation (e.g. medical, mental health, deployment, temporary job transfer) should be provided with the request. The decision to grant the leave of absence is at the discretion of the Associate Provost of Enrollment Management. Students who request a leave of absence after the drop/add date during the semester may be responsible for at least a portion of the tuition for the classes in which they are enrolled. In such cases, students should consult with the Treasurer’s Office as well as the Office of Financial Aid to determine if their time away from campus impacts their student loan eligibility. Citadel gates are required to have a parking tag. The tags are obtained in person in the Public Safety Office after paying the fee in the Treasurer’s Office or by paying the fees in the public safety office. The fee for the parking tag is published in the “Schedule of Classes” online at www.citadel.edu. Very limited parking is available for motorcycles on a first-come, first-served basis just outside the Hagood gate at the end of Huger Street. All motorcycles must have a Citadel parking tag. Two and three wheeled motorized vehicles may not be operated on campus. Recreation Campus recreational facilities are available to students enrolled in classes. These facilities include the Deas Hall weight room, racquetball courts, swimming pool, gymnasium, tennis courts, track, boating center, and The Citadel Beach House located on the Isle of Palms. Students must show The Citadel identification card to use these facilities. Student Services Student Success Center The Citadel’s Student Success Center provides a wide range of academic support services. Included among these are the enhancement of writing, mathematical, and reading skills; the general improvement of academic performance in all subject areas; and an emphasis on retention throughout The Citadel’s academic community. Cadets and non-cadets have access to the Center. In addition to individual and small-group tutorials held in the Center, the staff conducts requested workshops for both graduate and undergraduate classes. Student Identification Cards Maymester and Summer School students attending on-campus courses may obtain a Citadel identification card. The identification cards are obtained in Bond 244. This card is necessary for using The Citadel and area consortium libraries. In all of its activities, the Center strives to assure that its efforts are consistent not only with the mission statement of The Citadel, but also with the objectives of the academic departments and specific graduate programs. Although there may be an occasional exceptional situation in which it is appropriate to restrict the nature of the assistance that may be offered by the Center (e.g., because of specific program accreditation issues that might impact, say, a particular assignment), all students are encouraged to take advantage of the resources offered by the Student Success Center. CGC Class Ring All CGC students graduating from degree programs are eligible for the CGC Class ring. CGC students may order their ring upon completion of all but the final two semesters of coursework/ internship and must possess an overall 2.0 GPA for undergraduate students or 3.0 GPA for graduate students. To place a class ring order, contact the Alumni Center at (843) 953-7698. The Alumni Center will verify eligibility with the CGC office. Housing Housing in barracks is available to any student enrolled in classes at The Citadel during Maymester or Summer School. However, it is not mandatory for any student to live on campus during Maymester and Summer School. The online “Schedule of Summer Classes” provides information on the cost of living in barracks housing. Parking Ample and secure parking is available on campus for all Maymester and Summer School students. All automobiles parked within The CGC/EUGS Academic Catalog 27 �Specific Policies and Procedures for Evening/Online Undergraduate Programs All other CGC policies and procedures apply. Credits Earned 0 – 14 15 – 29 30 – 44 45 – 59 60 – 74 75 – 89 90 – 114 115 and above Academic Classification First Semester Freshman Second Semester Freshman First Semester Sophomore Second Semester Sophomore First Semester Junior Second Semester Junior First Semester Senior Second Semester Senior The Citadel Evening Undergraduate Studies (EUGS) program serves the distinctive needs of adult and non-traditional students who are attempting to complete a four-year degree and/or further their professional development. Academic classification is used by the Office of Financial Aid to determine loan eligibility. The EUGS program offers eleven undergraduate degrees: Bachelor of Arts in Criminal Justice; Bachelor of Arts in Intelligence and Security Studies; Bachelor of Arts in Political Science; Bachelor of Arts in Social Studies Education; Bachelor of Science in Business Administration; Bachelor of Science in Civil Engineering; Bachelor of Science in Construction Engineering; Bachelor of Science in Electrical Engineering; Bachelor of Science in Mechanical Engineering; Bachelor of Science in Nursing; Bachelor of Science in Tactical Strength and Conditioning. In order to be eligible to continue at The Citadel, a student must meet minimum standards regarding hours earned at The Citadel or properly transferred from another accredited institution, and an acceptable cumulative grade-point ratio must be maintained. Fulltime students, those taking at least 12 credit hours each semester, must earn at least 24 semester hours each two-semester period. Part-time students must have passed at least 50 percent of the coursework attempted in the two previous semesters and included summer sessions. If a previously passed course is repeated, the hours may be used only once toward meeting requirements for hours passed. In each of the undergraduate degree programs, a minimum of 36 of the total required credit hours must be taken at The Citadel. Credits gained through AP, CLEP, or any other “testing out” process may not be counted among those 36 credit hours. Acceptability of transfer credits is governed by the policy described under the Transfer Credits section below. Fall, spring, and summer course schedules are available online. Information on programs, classes, and fees can also be obtained from the CGC office or online. Information on financial aid is available online through the Office of Financial Aid and Scholarships or by phone at (843) 953-5187. 2 plus 2 Program/Degree Completion Students who wish to earn a degree from The Citadel Evening Undergraduate Studies (EUGS) program begin their coursework at another institution and complete their degree at The Citadel. Prerequisite courses (typically freshman and sophomore level courses) are taken at regionally accredited colleges and universities and transferred to The Citadel. The EUGS program at The Citadel offers the upper-level (junior and senior level) courses, and many general education courses, which enable students to complete the program and receive a baccalaureate degree from The Citadel. All students must have at least 24 hours of college credit transferred to The Citadel prior to taking any courses at The Citadel. Academic Classifications Academic Criteria for Continuance The student must also meet the grade-point ratio (GPR) requirement for the appropriate category of credit hours of record as listed in the table below. In determining the category for credit hours of record, hours transferred into The Citadel from other institutions are included as credit hours of record. The column “Quality Hours Plus Transfer Hours” includes: 1. All credit attempted for which a grade of “A,” “B,” “C,” “D,” or “F” was received at The Citadel, 2. Course work transferred from other colleges, and 3. Courses taken on a Pass-Fail basis. Quality Hours Grade-Point Ratio Grade-Point Ratio Plus Transfer & for Continuance for Continuance Pass/Fail Hours (on probation) (without probation) 0-39 1.100 1.300 40-69 1.400 1.600 70-99 1.700 1.800 100 & above 1.900 2.000 This table shows the minimum academic progress students must make toward attaining the minimum acceptable overall grade-point ratio of 2.000 as they approach the total number of hours required in the course of study of their selected major. For the purpose of determining academic probation, criteria for continuance, dean’s list, graduation, and other academic matters, grade-point ratios will not be rounded. Undergraduate students’ academic classification is based strictly on earned credit hours. The table below reflects the required number of earned credit hours for each designated academic classification. 28 CGC/EUGS Academic Catalog �Admission Policy The CGC permits participation by evening undergraduate students in non-degree status as well as those who are pursuing an undergraduate degree. Students must have completed 24 credit hours and maintained a minimum 2.0 GPA to be considered for admission. Every applicant for a bachelor’s degree must submit the following to the CGC office: 1. 2. 3. 4. Completed evening undergraduate application. Official transcripts sent directly from all regionally accredited colleges attended. An official TOEFL score if English is not the native language. Additional documentation may be requested for verification of U.S. citizenship. Readmission Policy A student who is discharged for academic reasons for the first time may apply for readmission after being out of school for one semester. Summer school does not constitute a semester in this instance. Students who are discharged for academic or disciplinary reasons may not, during the period of discharge, take courses for transfer to The Citadel. The deadline for the receipt of an application for readmission for Maymester and summer School is March 1st, for the spring term is October 1st, and for the fall term is June 1st. Non-degree seeking undergraduate students are those who do not intend to become degree seeking students. While these students are allowed to take undergraduate courses at The Citadel under the following conditions, they cannot use these courses as a way of circumventing standard CGC admissions policy through the EUGS program. 1. 2. 3. 4. 5. Students who provide documentation of having graduated from an accredited high school or having completed the General Education Development (GED) examination may register for up to 15 credit hours of course work for personal or professional development only. South Carolina residents over the age of 60 who meet degree or non-degree admissions requirements may register for courses on a space-available basis with no credit hours fee charged. All other fees must be paid. High school seniors may be permitted to register for a maximum of two courses and the associated labs in the CGC under specialized programs, such as the Citadel’s Teacher Cadet Program on the basis of written recommendation from their high school guidance counselor or principal. Undergraduate transient students who wish to enroll in course work for transfer to another institution may be asked to present evidence they have met any course prerequisites. A cadet who has been expelled from The Citadel is not eligible to attend any class at The Citadel—day, evening, or summer. A cadet who has been suspended or dismissed is not eligible to attend any class at The Citadel—day, evening, or summer— until accepted for readmission to the College. Catalog of Record When a student is readmitted after an absence of at least three academic semesters (summer sessions will not be considered as semesters for this purpose), the catalog bearing the number of the academic year in which the student is readmitted will be the catalog of record for matters of academic policy and graduation requirements. EUGS 101 Introduction to The Citadel Experience All EUGS students must complete EUGS 101 in their first semester at The Citadel. This one-credit-hour online introductory course provides an overview of services offered by The Citadel as well as an overview of The Citadel’s three core values of honor, duty, and respect. All students are also encouraged to visit the Orientation webpage to become familiar with all the services available to them. The webpage is: www.citadel.edu/root/graduatecollege-currentstudents/orientation. College Level Examination Program Through College Level Equivalency Program (CLEP) Subject Examinations, undergraduate students are permitted to earn college course credits for knowledge they have gained in certain subject areas prior to beginning their college experience. Not all CLEP examinations are accepted by The Citadel. Therefore, the student must obtain prior approval through the Office of the Registrar. CLEP credits may be earned under the following conditions: 1. The score earned must meet or exceed the current minimum score recommended by CLEP for that subject area exam. 2. The amount of credit will be determined by the scope of the material measured. 3. Because of the laboratory experience is such an integral part of the Core Curriculum Science Requirement, credit for only the lecture portion of a science course may be earned through CLEP. The lab portions must be earned through a laboratory course. 4. Completing any portion of a requirement through CLEP must be approved by the head of the Department of Modern Languages. A complete listing of courses for which credit may be awarded through CLEP is available in the Office of the Registrar. Combining Courses Courses may be combined to meet a maximum of one general elective credit requirement under the following circumstances: 1. The courses to be combined must all be offered by the same department and must be related in some way. 2. The department head or Dean for the program in which the student is majoring must provide a recommendation and rationale for combining courses. 3. The Dean responsible for the academic program in which the student is majoring must grant final approval for the combining of courses. The catalog bearing the number of the academic year in which undergraduate students enter The Citadel will be their catalog of record for matters of academic policy. CGC/EUGS Academic Catalog 29 �Course Overload Policy A maximum course load of 22 credit hours may be approved for either fall or spring semester. Overload (18-22 credit hours) requests must be made in writing to the academic dean. Dean’s List and Gold Star Certificates Effective Fall 2015, EUGS students who distinguish themselves academically will be formally recognized by the College. Full-time students who earn a 3.2 GPA or higher each semester (Fall or Spring) in courses at The Citadel will earn Dean’s List designation. Similarly, those who earn a 3.7 GPA or higher each semester in courses taken at The Citadel will be recognized with a Gold Star Certificate. Definitions h. Elective refers to a course that is required for graduation and may be any three-credit course offered by the College. Approved Elective refers to a course that must be selected from a list of courses provided by the individual school or department. authorized reasons (illness, injury, family emergency, etc.) cannot be completed during the current semester. To be eligible for the grade of “I,” students’ work must be satisfactory at the time they are forced to terminate participation in the course. Unsatisfactory work will result in a failing grade. The grade of “I” must be cleared during the next semester in residence or within one year, whichever comes first, or the “I” becomes an “F.” The summer session will not be considered a semester in this case. Students may not officially enroll in a course in which they currently have an “I.” An extension of time due to extenuating circumstances may be authorized by the Dean responsible for academic program upon the recommendation of the instructor. The removal of the incomplete is the responsibility of the student. The grade of “IP” is assigned for courses in which requirements are not expected to be met in one academic term. “IP” The grade of “IP” must be removed in the next full semester, or the “IP” becomes an “F”. The summer session will not be considered a semester in this case. Under extenuating circumstances, an extension may be awarded by the Associate Provost of Academic Affairs with the recommendation of the instructor. The removal of the “IP” is the responsibility of the student. Students may not enroll in a course in which they currently have an “IP”. Non-Departmental Elective refers to a course that is required for graduation and must be taken outside the major department. Students are encouraged to study areas outside their major to ensure as broad an education as is practical. Should a student fail to complete a semester or summer session for any reason, the grade in each course in which the student is then enrolled shall be determined by the individual faculty member. Students are reminded that it is expected that all coursework in the first two years of these programs be taken at other regionally accredited institutions and transferred to The Citadel. Courses at the 100- or 200-level will rarely be offered through CGC in a fall or spring semester. Some courses may be available in Maymester or Summer School at The Citadel. No numerical symbol, bracket, or percentage is assigned the equivalent of any grade. Arbitrary distribution of grades according to some formula or curve is not permitted. However, by means of departmental supervision and consultation between instructors, every effort is made to obtain consistent standards within the department. Grades Students are expected to use proper grammar in all their course work, whether written or oral. Proper usage is expected at the college level and is required by all professors. Only letter grades are given to evaluate an undergraduate student’s progress. The following definitions of letter grades are applicable: a. “A” represents superior attainment on the part of the student. b. “B” represents work that is clearly above the average, but not superior. c. “C” represents average attainment on the basic standards set for the course. d. “D” represents minimum attainment of the basic standards. e. “F” represents failure. f. “W” represents withdrawal from a course prior to the official deadline which is indicated in the college calendar and is no earlier than the Wednesday following the midterm grading period. Beyond that point, students will receive the grade of “F” should they fail to complete the course or complete it unsuccessfully. Under extenuating circumstances, the grade of “W” may be awarded after the established deadline to withdraw from a course. Such an action is taken only upon the recommendation of the instructor and requires the concurrence of the Dean responsible for the student’s academic program. Supporting evidence is the responsibility of the student and must be submitted in writing to the responsible Dean. g. “I” The notation of “I” (for Incomplete) is used in instances when course requirements have been very nearly met but for 30 Any change of grade deemed necessary by the faculty member concerned must be based on instructor error and made within one month after the beginning of the next semester in attendance following the recording of the grade. In no case will a grade be changed after one month into the second semester after it was awarded. The summer session will not be considered a semester in this case. After grades in a course have been submitted to the Registrar’s Office, every request for a change of grade must be approved by the department head and the Dean responsible for the academic program. Grade reports are available at the end of each semester and summer session. Grade-Point Ratio Computation In computing the undergraduate grade-point ratio, grades are weighted as follows: Grade Quality-Points Per Semester Hour A 4 B 3 C 2 D 1 F, I, W 0 CGC/EUGS Academic Catalog �The grade-point ratio for any semester is determined by dividing the total number of quality points earned by the total number of hours for which the following grades were received: A, B, C, D, or F. The cumulative grade-point ratio on which graduation, academic probation, and academic discharge are based is determined by dividing the number of quality points earned at The Citadel by the number of quality hours attempted at The Citadel. The number of quality hours for this purpose includes all credit hours attempted at The Citadel for which the following grades were received: A, B, C, D, or F. The number of quality points earned includes all quality points associated with quality hours earned at The Citadel. The Citadel does not award plus and minus grades for the undergraduate programs. Taking or Repeating Courses to Improve the GPA A student may not take or repeat a course which is taught at a lower level than or serves as a prerequisite for a course which the student has already completed. Courses may be repeated under the following conditions: 1. No course may be repeated once a grade of “B” or higher has been earned. 2. If a course is repeated, the last grade of record is used to determine whether course requirements for graduation have been met. 3. If a previously passed course is repeated, the hours may be used only once toward meeting requirements for total hours passed. 4. When courses are repeated under the conditions described above, the original course grade will be replaced by the newer grade when calculating students’ Grade Point Averages (GPA’s), quality hours, and earned credit hours. Both the old and new grades will appear on students’ transcripts, but only the newer grade will be used in calculating GPA’s. 5. The maximum number of hours for which Grade Replacement will be allowed over the course of a student’s undergraduate career is 16. If a student repeats more than 16 hours of credit, both the old and the new grade will be used to calculate the student’s Grade Point Average (GPA), quality hours, and earned credit hours. 6. For the purpose of determining graduation honors (e.g., cum laude, etc.), both the old grade and the new grade will be used in making the GPA calculation to determine honors eligibility. Academic Forgiveness Any undergraduate student who has been separated from The Citadel for 48 or more consecutive months is eligible to apply for Academic Forgiveness. Upon readmission, a student seeking to apply for Academic Forgiveness must first complete 24 hours at The Citadel with a Grade Point Average (GPA) of 2.0 or higher on those 24 hours in order to apply for Academic Forgiveness. To apply for Academic Forgiveness, a readmitted student who has met the minimum GPA requirement on 24 hours must make a formal written request for an academic “fresh start” and must meet in person with the Associate Provost for Academic Affairs to discuss that application. If a student is granted Academic Forgiveness, then all previous coursework completed at The Citadel will be treated as transfer credit (i.e., as pass/fail coursework) for the purpose of computing the student’s cumulative Citadel GPA; in addition, courses which the student previously passed at The Citadel with a grade of “D” will continue to be counted in the student’s total earned hours and will not have to be repeated. All previous grades will remain on the student’s permanent record, but they will not be computed in the student’s GPA. The transcript will contain this notation: “Academic Forgiveness was granted as of (date of readmission); grades earned at The Citadel prior to this date are not included in this student’s GPA calculation.” Students who have been granted Academic Forgiveness will not be eligible to receive graduation honors (e.g., cum laude, etc.). Pass-Fail Evening Undergraduate students with cumulative grade-point ratios of 2.0 or higher may elect to take elective courses on a Pass- Fail option. Normally, no more than one course may be taken under this option each semester. A student may take the Pass-Fail option only on courses which meet elective requirements. Students may not change their decision to take a course on the Pass-Fail basis after the first two weeks of the term. Courses completed on the Pass-Fail option carry graduation credit, but quality points are not awarded. These courses are not included in grade point ratio computations. Instructors report grades as usual, A through F. The Registrar’s Office translates grades as follows: • • • The grades of “A” through “C” as “S” (satisfactory, pass-for credit) The grades of “D” or “F” as “U” (unsatisfactory, fail-no credit) Students desiring to take a course on the Pass-Fail option should contact the Registrar’s Office. Requirements for Graduation For graduation, an undergraduate student must complete one of the departmental major courses of study stated in the catalog of record and must achieve a minimum cumulative grade-point ratio of 2.0 and a minimum grade point ratio of 2.0 in all coursework in the major. For undergraduate Education majors, the cumulative and professional education grade-point averages must be a 2.750. Courses used to calculate the grade point ratio in the major can be found in the degree program requirements. Commencement Honors A degree summa cum laude is awarded to undergraduate students in the graduating class who have achieved a grade-point average of 3.900-4.000. A degree magna cum laude is awarded to undergraduate students in the graduating class who have achieved a grade-point average of 3.700-3.899. A degree cum laude is awarded to undergraduate students in the graduating class who have achieved a grade-point average of 3.500-3.699. Transfer Credits Normally, only courses which are comparable in content and credit hours to specific courses offered by The Citadel and in which grades of “C-” or better have been earned at an accredited institution (e.g. Southern Association of Colleges, North Central Association of Colleges and Schools, etc.) will be considered for transfer. However, the Dean responsible for the academic program CGC/EUGS Academic Catalog 31 �in which the student is majoring may accept for transfer to meet General Elective credits courses that are not offered by The Citadel but which are considered to be worthy of credit as electives and in which grades of “C-” or higher have been earned. The respective department heads or Deans, as appropriate, are responsible for considering all transfer courses that are comparable to courses offered by The Citadel. Course work taken at another college and accepted for transfer by The Citadel need not be applicable to a student’s major. Courses transferred from another college will not be noted in the student’s grade-point ratio at The Citadel. Transcripts sent from other colleges to The Citadel become the property of The Citadel and cannot be issued to the student or a third party. To ensure that courses taken away from The Citadel will be accepted for transfer, students must obtain written, prior approval through the Office of the Registrar. Transfer Students An undergraduate student may be accepted into evening undergraduate degree-seeking status in the CGC under one of the following conditions: 1. 2. 3. The Citadel and several South Carolina technical colleges have articulated agreements that permit students to complete the first two years of study in engineering, business administration, criminal justice, political science, or Social Studies education. These credits are transferred to The Citadel, where a student can complete the final two years for a Bachelor of Arts Degree in Criminal Justice, Political Science or Social Studies Education; or a Bachelor of Science Degree in Business Administration, Civil Engineering, Electrical Engineering, or Mechanical Engineering. A student needs to submit an application and official transcript from one of the partnering technical colleges with a minimum of 24 credit hours in order to be admitted to The Citadel through The CGC. Details of the 2+2 programs are available online. These programs are outlined in this catalog under their respective departments. Applicants may be admitted into degree-seeking status if they have transfer credit from other regionally accredited institutions that meet the requirements of the first two years of the degree program they wish to pursue. The student must provide official transcripts from all other colleges attended. Upon completion of the first 24 semester hours with a grade point ratio of at least 2.0, the student may be admitted to degree-seeking status in the selected major upon review by the academic department. If this minimum grade point ratio is not achieved within the first 24 semester hours, admission will be denied and participation in The CGC will be terminated. After acceptance by the program, any non-U.S. citizen must be cleared for registration by the International Student Coordinator. An official TOEFL score is required of any applicant for whom English is not the native language. Academic Probation Undergraduate students are placed on academic probation for any semester when their cumulative grade-point ratio based on courses taken at The Citadel fails to meet requirements for continuance without probation as outlined in the Academic Criteria for Continuance table. Students will be removed from academic probation after the semester their cumulative grade- point ratio meets the requirements of the table. Students on academic probation are not making satisfactory progress, and restrictions, such as limiting the number of credit hours in which they may enroll, may be enforced. Cadets and Evening Undergraduate Studies (EUGS) In some instances, students may decide to transfer from the South Carolina Corps of Cadets (SCCC) to the Evening Undergraduate Studies (EUGS) program. If a cadet is in good academic standing and is not serving a suspension or dismissal from the SCCC for disciplinary or honor issues, he or she may simply apply to the EUGS program through The Citadel Graduate College. In such cases, a review of the cadet’s transcripts will be made by the respective academic advisor, who will also explain the differences between the two programs, including a different class ring, diploma, and participation in the Graduate College commencement ceremony. The Registrar’s Office will amend the degree audit to reflect the differences in general education and major requirements. If a cadet has been suspended or dismissed from the SCCC for academic reasons and wishes to apply to an EUGS program of study after serving the imposed punishment, the student is required to meet with the Associate Provost of Academic Affairs who will, if appropriate, create an academic improvement plan that the student agrees to follow as a condition of reinstatement to The Citadel. If a cadet is suspended or dismissed from the SCCC for non-academic reasons, admission into an EUGS program of study after serving the imposed punishment is contingent upon completing the criteria, if any, for reinstatement outlined in his or her special order. A copy of the special order, along with documented evidence of completion of the stipulations, should be presented to the Associate Provost of Academic Affairs, who will determine if all the conditions for reinstatement have been met. Although transfer from the SCCC into the EUGS is usually permanent, a former cadet in good standing in EUGS may petition to be readmitted to the SCCC. The student seeking reinstatement in the SCCC must make written application to the Associate Provost for Academic Affairs, explaining the reason for the proposed transfer. The student must meet all criteria for readmission, and, if granted approval by the Associate Provost for Academic Affairs to return to the SCCC, must follow the readmission process as put forth in the SCCC catalog. If a cadet has been expelled or resigned from the SCCC for any reason, he or she is not eligible to return to The Citadel in any program. 32 CGC/EUGS Academic Catalog �GRADUATE DEGREE PROGRAMS CGC/EUGS Academic Catalog 33 �TOMMY AND VICTORIA BAKER SCHOOL OF BUSINESS 34 MASTER OF BUSINESS ADMINISTRATION CGC/EUGS Academic Catalog �Master of Business Administration Tommy and Victoria Baker School of Business 843-953-5056 www.citadel.edu/mba Jeremy Bennett, Ph.D. MBA Program Director jbennet5@citadel.edu 3. 4. 5. Brian Tucker, M.F.A. MBA Advisor 843-953-5257, btucker2@citadel.edu from a regionally accredited institution with a competitive grade point average. A degree in business is not required for admission. Submission of official scores from a valid (5 years old or less) Graduate Management Admissions Test (GMAT) or Graduate Record Examination (GRE). A waiver may be considered for applicants who already hold a graduate degree. MCAT or PCAT scores are acceptable for MD and PharmD applicants. Submission of a resume detailing previous work experience. Submission of two letters of recommendation from someone familiar with your academic and/or professional work. Professors, supervisors, and military personnel are acceptable references. Program Requirements Mission Statement The mission of the Tommy and Victoria Baker School of Business is to educate and develop leaders of principle to serve a global community. Admission Requirements Requirements for admission to the program conform to the general regulations of The Citadel Graduate College (CGC) and the accreditation standards of the Association to Advance Collegiate Schools of Business (AACSB). Admission decisions are based on a holistic review of standardized test score performance, previous scholastic performance, professional experience, and professional recommendations. An undergraduate degree in business is not a requirement for admission. Applicants can be admitted to begin Fall, Spring, or Summer semester. Provisional Admission: Applicants may be admitted provisionally if their GPA and/or GMAT/GRE score does not meet the minimum standard for admission. Students admitted provisionally are limited to take two courses and must receive a grade of “B” or better in each course to continue in the MBA program. Admission Denied: Applicants denied admission may petition for reconsideration in writing to the MBA Program Director. Applications to the MBA Program are accepted on a continual basis. Students may begin the program in any Fall, Spring, or Summer session. Applicants are encouraged to submit all materials as early as they can prior to the term in which they plan to begin. 1. 2. Completion of the online graduate application along with the non-refundable application fee. Submission of official transcripts from the institution where the highest degree was earned. Official transcripts from all previously attended colleges and universities is recommended, including military transcripts. Student must be able to demonstrate an earned undergraduate degree Students are expected to complete all degree requirements within six years from the term of admission into the MBA program. All admitted students follow the same curriculum, regardless of undergraduate education or work experience. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 CORE COURSES (30 credit hours) BADM-702 MBA Essentials I BADM-703 MBA Essentials II BADM-705 Managing Innovation BADM-719 Information Technology Management BADM-728 Accounting for Executives BADM-731 Quantitative Methods for Operations Management BADM-734 Case Studies in Finance BADM-735 Ethical Leadership and Org. Behavior BADM-737 Strategic Marketing MBA CAPSTONE COURSE* *This course should be taken in the student’s final semester. ELECTIVE COURSES (Choose 2 courses, 6 credit hours) BADM-713 or LDRS-723 Communications for Leadership BADM-716 Legal and Ethical Decision Making BADM-726 Financial Statement Analysis BADM-750 Lecture in Business Administration BADM-751 Lecture in Accounting BADM-752 Lecture in Economics BADM-753 Lecture in Finance BADM-754 Lecture in Management BADM-755 Lecture in Marketing BADM-756 Financial Modeling BADM-757 Personal Finance BADM-762 Negotiation Strategies BADM-764 Entrepreneurship BADM-766 or LDRS 766 Human Resource Development CGC/EUGS Academic Catalog 35 �BADM-768 BADM-772 BADM-774 BADM-776 BADM-778 BADM-782 BADM-784 BADM-786 BADM-788 BADM-790 BADM-792 BADM-795 Human Resource Management International Management International Business International Marketing Investments Advanced Topics in Information Technology Business and Economic Forecasting Contemporary Accounting and Advanced Problems Consumer Behavior Production/Operations Strategies for Manufacturing and Service Industries Financial Markets and Institutions Independent Study TOTAL PROGRAM REQUIREMENTS: 36 Credit Hours Descriptions of courses are listed in the last section of this catalog. For Special Topics courses (BADM750-755), descriptions may be found on the MBA website. Course Load: Students are limited to 12 credit hours maximum each semester, but no more than 6 credit hours in each 8-week term. The Baker School of Business offers most MBA courses in an accelerated 8-week format. For students who work fulltime, the recommendation is no more than 2 courses per semester. Students who have been admitted on a provisional basis are limited to six credit hours in their first semester. Students may request in writing to the MBA Program Director for any exceptions. Course Availability: All core courses are available each semester. Elective courses are not offered on a regular schedule. Courses are taught as hybrid (in person in the evening) or completely online. Students are encouraged to register early and strategize with their academic advisor. Once a class is full, students may place themselves on the waitlist and will be notified by email upon space availability. Transfer Credit: A maximum of six credit hours from a regionally accredited institution may be approved for transfer credit (except Capstone), provided: (1) the course is determined to be equivalent to one of the advanced or elective courses at The Citadel, (2) a grade of “B” or better was received in the course, and (3) credit was earned within the five years of admission into the MBA program at The Citadel. Grading: All students are subject to the Academic Standards section under Policy Information of The Citadel Graduate College catalog. 36 CGC/EUGS Academic Catalog �DEPARTMENT OF LEADERSHIP STUDIES MASTER OF SCIENCE IN LEADERSHIP CGC/EUGS Academic Catalog 37 �Master of Science in Leadership GPA of 3.50, the student is considered fully admitted. Admission tests must be current within five (5) years of application and official score sent directly to the CGC office at the request of the student. Department of Leadership Studies 843-953-8401 www.citadel.edu/root/ms-leadership leadership@citadel.edu Faith Rivers James, J.D. Associate Provost for Leadership, Department Head & Professor of Leadership friversjames@citadel.edu Dr. John Altick Leadership Studies Advisor 843-953-2425, jaltick@citadel.edu The Master of Science in Leadership is a 36 credit-hour program consisting of the following requirements: The mission of The Citadel’s Master of Science in Leadership program is to enhance the ability of students from any academic background and level of professional experience to perform effectively as principled leaders in their present or future leadership roles. The program utilizes a holistic approach achieved through interdisciplinary and integrated courses to engage students in comprehensive learning about leadership in applied contexts. Designed for those seeking initial leadership positions or career progression in one’s current employment, the curriculum allows students to tailor the focus of their study toward individual and career interests. Admission Requirements 2. 3. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Program Requirements Mission Statement 1. **The testing requirement can be waived if an individual has successfully completed 9 hours in the Leadership Certificate or Military Leadership Certificate. Successful completion requires a 3.0 GPA average with no course grades below C+. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript reflecting the highest degree earned from a regionally accredited college or university. Submission of official Graduate Record Examination (GRE) or the Miller Analogies Test (MAT) score. The minimum for the GRE is a verbal and quantitative combination of 290. The minimum for the MAT is a score of 396.* Admission test must have been taken within the last five years.** Students accepted into the Master of Science in Leadership program will be automatically enrolled into the Graduate Certificate in Leadership. 1. Research Methods (six hours) PSCI-500 Seminar in Social Science, and one selected methods course: PSCI-501 Research Methods in Social Science or EDUC-512 Data Collection and Analysis 2. Human Behavior (six hours) PSYC-500 Human Growth and Development PSYC-570 Social and Cognitive Foundations of Interpersonal Behavior 3. Leadership (24 hours) LDRS-710 Ethics, Values and Principled Leadership LDRS-711 Leading Change: Organization Development and Transformation* LDRS-712 Leading Teams: Coaching, Culture, Diversity, and Globalization LDRS-714 Strategic Leadership, Vision, Mission and Contemporary Issues* LDRS-715 Leadership Capstone Project LDRS-722 Leadership in Organizations: Principles and Practices LDRS-723 or BADM-713 Communications for Leadership LDRS-766 or BADM-766 Human Resource Development *LDRS 722 is a prerequisite for these courses. 4. Electives (optional; three hours) LDRS-716 Independent Study in Leadership Total: Thirty-six (36) hours *Students who fail to meet the minimum score requirement may be provisionally accepted into the M.S. degree program provided all other admission requirements have been met. Students who score between 283-289 on the GRE or 380-395 on the MAT may apply for provisional status. Upon completion of the first eight hours of degree coursework, with a minimum 38 Descriptions of courses are listed in the last section of this catalog. CGC/EUGS Academic Catalog �SCHOOL OF ENGINEERING MASTER OF SCIENCE  PROJECT MANAGEMENT  CIVIL ENGINEERING  ELECTRICAL ENGINEERING  MECHANICAL ENGINEERING CGC/EUGS Academic Catalog 39 �Master of Science in Project Management School of Engineering 843-953-9811 www.citadel.edu/root/pmgt-admission Dr. David Greenburg, dgreenbu@citadel.edu Mission Statement The mission of The Citadel’s Master of Science in Project Management degree program is to equip a diverse professional student population with the applied knowledge, principled leadership, and management skills needed to effectively lead an organization’s implementation of projects and multi-disciplinary initiatives. For non-degree seeking professionals wanting to take graduate- level courses to fulfill professional practice requirements: 1. Completion of the online graduate application along with the non-refundable application fee 2. Submission of an official transcript of the baccalaureate degree from a regionally accredited college or university. 3. Submission of resume detailing previous work experience 4. Permission of department is required GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Program Requirements Admission Requirements The Master of Science in Project Management is conferred upon those candidates who successfully complete an approved program of study consisting of 30 semester hours of graduate credit as delineated below. Applicants will be admitted to the Master of Science in Project Management (MSPM) degree program on the basis of professional and scholastic achievement, along with their aptitude for graduate study and experience. Anyone holding a bachelor’s degree from a regionally accredited college or university is eligible for consideration. A technical or engineering background is not a requirement for admission. Students are expected to complete all degree requirements within a six-year period from the time of registration in their first graduate course at The Citadel. Any transfer credit must have been earned within six years prior to admission into The Citadel MSPM program and must be approved by the department head. No transfer credit will be accepted for core courses. Any prerequisites for applicable courses must be met. All material must be received by the CGC office on or before the following dates to assure consideration to the MSPM degree program during the applicable semester. Admission Term: Materials Due: Fall August 1 Spring December 1 Summer April 1 For degree-seeking students: 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree and any graduate degrees from a regionally accredited college or university. 3. Submission of resume detailing work experience or permission from Department Head. 4. Submission of two letters of recommendation. 5. Submission of a one-page letter of intent that provides concise, complete answers to the following questions. a. How has your experience prepared you for MSPM graduate courses? b. How will your knowledge, skills, and attitude contribute to the MSPM learning community? c. What do you hope to gain from the MSPM graduate program? Students enrolled in the MSPM will automatically be enrolled in the Graduate Certificate in Technical Project Management (TPM). 40 All degree candidates must: 1. Complete four core Technical Project Management (TPM) courses for a total of 12 hours: PMGT-650 Overview of Technical Project Management PMGT-651 Technical Project Planning and Scheduling PMGT-652 Applications of Quality Management PMGT-653 Technical Project Support and Operations 2. Complete two core Leadership courses for a total of 6 hours. Courses include: PMGT-671 Project Manager Leadership Development PMGT-672 Applied Leadership Concepts 3. Complete a plan of study totaling 12 hours of elective courses taken from the following areas. Elective courses can be taken in multiple areas of study or from one area of study. Areas of Study • Technical Program Management PMGT-660 Overview of Technical Program Management PMGT-661 The Legal and Contractual Aspects of Program Management PMGT-662 Program Development Strategies and Processes PMGT-685 Decision and Risk Analysis • Systems Engineering Management PMGT-680 Systems Engineering Management Fundamentals PMGT-681 Requirements Development and Management PMGT-682 System Verification and Validation PMGT-683 Systems Modeling and Integration PMGT-684 Human System Integration PMGT-685 Decision and Risk Analysis CGC/EUGS Academic Catalog �• Organizational Leadership BADM-713 or LDRS 723 Communication for Leadership LDRS-722 Leadership in Organizations BADM-735 Ethical Leadership & Organizational Culture PMGT-690 Independent Study PSYC-500 Human Growth and Development PSYC-523 Statistics and Research Design PSYC-570 Social and Cognitive Foundations of Interpersonal Behavior • Civil and Environmental Engineering CIVL-502 Sustainability CIVL-504 Designing for Natural and Man Made Hazards CIVL-506 Geographic Information Systems CIVL-508 Monitoring of Civil Engineering Infrastructure CIVL-575 Traffic Engineering Operations CIVL-576 Roadway Geometric Design CIVL-602 Water Quality Modeling and Management CIVL-604 Aquatic Chemistry CIVL-608 Structural Load and Systems CIVL-610 Wood Design CIVL-612 Urban Transportation Planning CIVL-614 Ground Improvement CIVL-616 Deep Foundations CIVL-640 Urban Mobility Infrastructure Policy and Planning CIVL-642 Public Health, Physical Activity, and Design of the Built Environment CIVL-650 Special Graduate Topics in Civil Engineering CIVL-655 Masonry Structural Design CIVL-657 Intermediate and Matrix Structural Analysis CIVL-711 Design of Masonry, Wood, and Cold Formed Steel Structure CIVL-712 Design of Coastal Structures and Bridges CIVL-713 Design of Civil Engineering Systems for Natural and Manmade Hazards CIVL-714 Advanced Steel Design CIVL-715 Advanced Reinforced Concrete Design CIVL-716 Prestressed Concrete CILV-718 Matrix and Finite Element Analysis CIVL-719 Elastic Stability of Structures CIVL-720 Dynamic Analysis of Structures CIVL-721 Earthquake Engineering for Structural Engineers CIVL-730 Geotechnical Earthquake Engineering CIVL-731 Geo-environmental Engineering CIVL-732 Advanced Soil Mechanics CIVL-733 Advanced Foundation Design CIVL-734 Soil Behavior CIVL-740 Transportation Safety Engineering CIVL-741 Travel Demand Forecasting • Electrical and Computer Engineering ELEC-605 Advanced Power Systems ELEC-615 Spectral Analysis ELEC-625 RF Systems ELEC-635 Adaptive Signal Processing ELEC-645 Data Communication Networks ELEC-655 Digital Communications ELEC-665 Fundamentals of Advanced Energy Conversion ELEC-675 Computer Architecture ELEC-685 Digital Control System • Mechanical Engineering MECH-604 Advanced Mechanics of Materials MECH-605 Materials and Process Selection MECH-606 Fatigue and Fracture MECH-611 Advanced Fluid Mechanics MECH-615 Applied Heat Transfer MECH-617 Advanced Topics in Renewable Energy Systems MECH-618 Energy Sources, Technology, and Policy MECH-619 Power Systems Engineering MECH-625 Computer-Aided Design and Analysis MECH-631 Advanced Engineering Mathematics MECH-635 Computer-Aided Design and Analysis Laboratory MECH-640 Manufacturing Process and Design MECH-645 Machine Design MECH-660 Advanced Design MECH-650 Modeling, Analysis, and Control Systems MECH-655 Advanced Mechatronics MECH-670 Applied Aerodynamics MECH-702 Theory of Elasticity MECH-703 Theory of Plasticity MECH-708 Mechanics of Composite Materials MECH-711 Compressible Flow MECH-722 Computational Methods in Thermal Sciences MECH-750 Introduction to Modern Control Engineering MECH-755 Nonlinear Control Engineering Total Credit Hours: 30 Descriptions of courses are listed in the last section of this catalog. Transfer Credit: A maximum of two courses (6 credit hours) may be transferred in from an accredited college or university. (except for PMGT 650, PMGT 651, PMGT 652, PMGT 653, PMGT 671, and PMGT 672), provided: (1) grades of “B” or better were received in the courses being considered; (2) credit was earned within six years prior to admission into The Citadel MSPM program; and (3) each course has been approved by the department head. Transfer Credit from The Citadel: A maximum of 12 hours may be transferred from another Citadel graduate degree program where appropriate, provided that core degree requirements are met. Grading: All students are subject to the Academic Standards section under Policy Information of The Citadel Graduate College catalog. Requirements for Graduation: The degree of Master of Science in Project Management may be conferred upon those students who successfully complete the 30 hours of graduate coursework as specified above with a grade-point ratio (GPR) of 3.0 or better on hours earned at The Citadel. Completion of more than 30 credit hours of advanced graduate coursework will only be allowed for professional development, and may not be used to increase GPR to the 3.0 required for graduation. CGC/EUGS Academic Catalog 41 �Master of Science in Civil Engineering School of Engineering, 843-953-5083 www.citadel.edu/root/cee-graduate-programs/masterof-science-civil-engineering For non-degree seeking professionals wanting to take graduate-level courses to fulfill professional practice requirements: 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree an ABET accredited engineering program or approved alternative. 3. Permission of department is required. Dr. William J. Davis, P.E. jeff.davis@citadel.edu Program Requirements Mission Statement The mission of The Citadel’s Master of Science in Civil Engineering program is to provide a student-centered learning environment focused on advanced applied engineering techniques and professional skills development for principled leaders in the engineering community through a rigorous curriculum, emphasizing practical engineering concepts, strong professional values, and a disciplined work ethic. Admission Requirements Applicants will be admitted to the Master of Science in Civil Engineering (MSCE) degree program on the basis of professional and scholastic achievement, along with their aptitude for graduate study. Other qualities appropriate to graduate study are also considered. Anyone holding a bachelor’s degree from an ABET accredited college or university is eligible for consideration. Other technical bachelor’s degrees will be considered on a case-by-case basis. Provisional Admission: Applicants may be admitted provisionally if their GPA does not meet minimum requirements. Students admitted provisionally are limited to take two civil engineering courses and must receive a grade of “B” or better in each engineering course to continue in the program. All material must be received by the CGC office on or before the following dates to assure consideration to the MSCE degree program during the applicable semester. Admission Term: Fall Summer Spring Materials Due: July 20 April 15 December 1 For degree-seeking students: 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree from an ABET accredited engineering program or approved alternative. 3. Submission of two letters of recommendation. 42 The Master of Science in Civil Engineering is conferred upon those candidates who successfully complete an approved program of study consisting of 30 semester hours of graduate credit as delineated below. Students are expected to complete all degree requirements within a six-year period from the time of registration in their first graduate course at The Citadel. Any transfer credit must have been earned within six years prior to admission into The Citadel MSCE program. Any prerequisites for applicable courses must be met. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 COURSE REQUIREMENTS All degree candidates must: 1. File a plan of study outlining the intended areas of interest and listing the top four corresponding courses of interest 2. Complete at least six courses (18 hours) from the civil engineering areas of study below. 3. Complete four courses (12 hours) in technical or nontechnical classes listed below. Other electives will be considered on a case-by-case basis with approval from the department head. Civil Engineering Areas of Study • Geotechnical Engineering CIVL 730 Geotechnical Earthquake Engineering CIVL 731 Geo-environmental Engineering CIVL 732 Advanced Soil Mechanics CIVL 733 Advanced Foundations Design CIVL 734 Soil Behavior • Structural Engineering CIVL 504 Designing for Natural and Manmade Hazards CIVL 608 Structural Loads and Systems CIVL 610 Wood Design CIVL 655 Masonry Structural Design CIVL 657 Indeterminate and Matrix Structural Analysis CIVL 711 Design of Masonry, Wood & Cold Formed Steel Structures CIVL 712 Design of Coastal Structures and Bridges CIVL 713 Design of Civil Engineering Systems for Natural & Manmade Hazards CIVL 714 Advanced Steel Design CIVL 715 Advanced Reinforced Concrete Design CIVL 716 Analysis & Design of Prestressed Concrete CGC/EUGS Academic Catalog �Matrix & Finite Element Analysis Members CIVL 719 Elastic Stability of Structures CIVL 720 Dynamic Analysis of Structures CIVL 721 Earthquake Engineering for Structural Engineers • Transportation Engineering CIVL 506 Geographic Information Systems CIVL 575 Traffic Engineering Operations CIVL 576 Roadway Geometric Design CIVL 612 Urban Transportation Planning CIVL 640 Urban Mobility Infrastructure Policy & Planning CIVL 642 Public Health, Physical Activity, & Design of the Built Environment CIVL 740 Transportation Safety Engineering CIVL 741 Travel Demand Forecasting CIVL 718 Course / Certificate Availability: The courses/ certificates will be offered based on student preferences/ overall demand indicated in your plan of study to be submitted after acceptance. Students should be aware course/ certificate offerings will be based on minimum class size enrollment. The Civil and Environmental Engineering Department will continually monitor student interest to expedite completion of your program of study. Transfer Credit from The Citadel: A maximum of 12 hours may be transferred from one Citadel graduate degree program where appropriate, provided that core degree requirements are met. Grading: All students are subject to the Academic Standards section under Policy Information of The Citadel Graduate College catalog. Non-Technical Electives • Business Administration BADM 702 MBA Essentials I BADM 703 MBA Essentials II BADM 713 or LDRS 723 Communication for Leadership BADM 716 Legal & Ethical Environment for Decision Makers BADM 735 Ethical Leadership and Organizational Behavior • Engineering Leadership and Program Management PMGT 650 Overview of Tech Project Management PMGT 651 Technical Project Planning & Scheduling PMGT 652 Applications in Quality Management PMGT 653 Tech Project Support & Operations PMGT 661 The Legal & Contractual Aspects of Program Management PMGT 671 Project Manager Leadership Development PMGT 672 Applied Leadership Concepts • Leadership LDRS 710 Ethics, Values and Principled Leadership LDRS 711 Leading Change: Organization Development and Transformation LDRS 712 Leading Teams: Coaching, Culture, Diversity, & Globalization LDRS 714 Strategic Leadership, Vision, Mission & Contemporary Issues LDRS 722 Leadership in Organizations Requirements for Graduation: The degree of Master of Science in Civil Engineering may be conferred upon those students who successfully complete the 30 hours of graduate coursework as specified above with a grade-point ratio (GPR) of 3.0 or better on hours earned at The Citadel. Completion of more than 30 credit hours of advanced graduate coursework will only be allowed for professional development, and may not be used to increase GPR to the 3.0 required for graduation. Transfer Credit: A maximum of two courses (6 credit hours) may be transferred in from a regionally accredited college or university, provided: (1) grades of “B” or better were received in the courses being considered, (2) credit was earned within six years prior to admission into The Citadel MSCE program, and (3) each course has been approved by the department head. A maximum of five courses (15 credit hours) may be transferred in from Clemson University, provided: (1) grades of “B” or better were received in the courses being considered, (2) credit was earned within six years prior to admission into The Citadel MSCE program, and (3) each course has been approved by the department head. CGC/EUGS Academic Catalog 43 �Program Requirements Master of Science in Electrical Engineering Department of Electrical and Computer Engineering 843-953-5057 http://www.citadel.edu/root/ece Students are expected to complete all degree requirements within a six-year period from the time of registration in their first graduate course at The Citadel. Any transfer credit must have been earned within six years prior to admission into The Citadel MSEE program. Any prerequisites for applicable courses must be met. Dr. Robert J. Barsanti, robert.barsanti@citadel.edu Mission Statement The Master of Science in Electrical Engineering program is designed for students seeking advanced engineering techniques and professional development skills in the field of electrical engineering. Our goal is to provide both recent graduates and professionals in the engineering community with a rigorous curriculum containing theoretical and practical engineering concepts for building additional expertise in a high-paced technological society. Admission Requirements Applicants will be admitted to the Master of Science in Electrical Engineering (MSEE) degree program on the basis of professional and scholastic achievement, along with their aptitude for graduate study. Other qualities appropriate to graduate study are also considered. Anyone holding a bachelor’s degree from an ABET accredited college or university is eligible for consideration. Other technical bachelor’s degrees will be considered on a case-by-case basis. For degree seeking students: 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree from an ABET accredited engineering program or approved alternative. 3. Submission of official copy of Graduate Record Examination (GRE) score. Admission test must have been taken within the last five years. The GRE requirement can be waived if applicant has a previously earned master’s degree. 4. Submission of two letters of recommendation. For non-degree seeking students: 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree from an ABET accredited engineering program or approved alternative. 3. Permission of the department head or program manager. 44 The Master of Science in Electrical Engineering is conferred upon those candidates who successfully complete an approved program of study consisting of 30 semester hours of graduate credit as delineated below. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 GRADUATION REQUIREMENTS (Course Requirements) All degree candidates must: 1. File a plan of study outlining the intended areas of interest and approved by the program director. 2. Complete at least six courses (18 hours) from the electrical engineering (ELEC) areas of study below. 3. Complete four courses (12 hours) in technical or non-technical classes listed below. Other electives will be considered on a case-by-case basis with approval from the department head. CORE COURSES Computer Engineering ELEC 635 Advanced Signal Processing ELEC 645 Data Communications Networks ELEC 655 Digital Communications ELEC 675 Computer Architecture Electrical Engineering ELEC 605 Advanced Power Systems ELEC 615 Spectral Analysis ELEC 625 RF Systems ELEC 650 Special Topics in Electrical Engineering ELEC 665 Advanced Energy Systems Engineering ELEC 685 Digital Control Systems NON-TECHNICAL ELECTIVES (no more than 12 credit hours) Business Administration BADM 702 MBA Essentials I BADM 703 MBA Essentials II BADM 713 or LDRS 723 Communication for Leadership BADM 716 Legal and Ethical Environment for Decision Makers BADM 735 Ethical Leadership and Organizational Behavior CGC/EUGS Academic Catalog �Engineering Leadership and Program Management PMGT 650 Overview of Tech Project Management PMGT 651 Technical Project Planning & Scheduling PMGT 652 Applications in Quality Management PMGT 653 Tech Project Support & Operations PMGT 661 The Legal and Contractual Aspects of Program Management PMGT 671 Project Manager Leadership Development PMGT 672 Applied Leadership Concepts PMGT 680 Systems Engineering Management Fundamentals PMGT 681 Requirements Development and Management PMGT 682 System Verification and Validation PMGT 683 Systems Modeling and Integration PMGT 684 Human System Integration PMGT 685 Decision and Risk Analysis Leadership LDRS 711 LDRS 712 LDRS 713 LDRS 714 Requirements for Graduation: The degree of Master of Science in Electrical Engineering may be conferred upon those students who successfully complete the 30 hours of graduate coursework as specified above with a grade-point ratio (GPR) of 3.0 or better on hours earned at The Citadel. Completion of more than 30 credit hours of advanced graduate coursework will only be allowed for professional development, and may not be used to increase GPR to the 3.0 required for graduation. Leading Change: Organization Development and Transformation Leading Teams: Coaching, Culture, Diversity, and Globalization Leadership Self-Appraisal, Development & Critical Thinking Strategic Leadership, Vision, Mission & Contemporary Issues Transfer Credit: A maximum of two courses (six credit hours) may be transferred in from a regionally accredited college or university, provided: (1) grades of “B” or better were received in the courses being considered, (2) credit was earned within six years prior to admission into The Citadel MSEE program, and (3) each course has been approved by the department head. A maximum of five courses (15 credit hours) may be transferred in from Clemson University, provided: (1) grades of “B” or better were received in the courses being considered, (2) credit was earned within six years prior to admission into The Citadel MSEE program, and (3) each course has been approved by the department head. Course Availability: The courses will be offered based on student preferences and overall demand indicated in your plan of study to be submitted after acceptance. Students should be aware course offerings will be based on minimum class size enrollment. The Electrical and Computer Engineering Department will continually monitor student interest to expedite completion of your program of study. Transfer Credit from The Citadel: A maximum of 12 hours may be transferred from one Citadel graduate degree program where appropriate, provided that core degree requirements are met. Grading: All students are subject to the Academic Standards section under Policy Information of The Citadel Graduate College catalog. CGC/EUGS Academic Catalog 45 �Accelerated Master of Science in Electrical Engineering Department of Electrical and Computer Engineering 843-953-5057 http://www.citadel.edu/root/ece Dr. Robert J. Barsanti, robert.barsanti@citadel.edu Mission Statement The Accelerated Master of Science in Electrical Engineering program is designed to provide Citadel undergraduate students an accelerated route to obtain a Master’s degree in Electrical Engineering. The purpose of this program is to offer advanced undergraduate students the opportunity to begin taking graduatelevel courses during their senior year, and have those courses be applied toward an M.S. in Electrical Engineering degree. After earning a Bachelor’s degree, students in this program will continue their graduate course work until completing the requirements for the M.S. in Electrical Engineering program. It is expected that students in this program would complete the requirements for both the Bachelor’s degree and the Master’s degree in about 5 years. Undergraduates in this program will acquire a broader and deeper education in electrical engineering through additional advanced coursework. An advanced degree in electrical engineering can provide employment opportunities that the Bachelor’s degree alone cannot provide. This program is for students seeking advanced engineering techniques and professional development skills in the field of electrical engineering. Admission Requirements The program is available to Citadel undergraduate students majoring in electrical engineering. Students interested in this program should apply during their junior or senior year. However, students are encouraged to apply by the end of their junior year to help ensure that they have the full subsequent year, including the summer, to begin taking courses for graduate credit. This program is not available to undergraduates enrolled at other institutions, or those who have completed a Bachelor’s degree or advanced degree at another institution. 1. Complete and return an online application form along with the non-refundable application fee to The Citadel Graduate College. 2. Undergraduate GPA of 3.2 or higher in the B.S. in Electrical Engineering degree program at The Citadel. 3. Senior (1A) classification. 4. Submission of a one-page letter of intent that provides concise description of your post BSEE graduation plans. 5. Approval of Electrical and computer engineering Department Head. 46 Program Requirements Program requirements for the Accelerated Master of Science in Electrical Engineering are identical to that of the MSEE program. A student enrolled in the Accelerated Master’s Program can register for up to two graduate level courses during the summer and one graduate level course during each of the fall and spring semesters. Undergraduate students enrolled in graduate classes will be held to The Citadel Graduate College policies in those classes, including Academic Standards, Grades, and Attendance. Cadets in graduate classes will continue to be subject to the honor system as prescribed by “The Honor Manual of the South Carolina Corps of Cadets.” Following successful completion of the requirements for the Bachelor’s degree, students would be classified as graduate students by The Citadel Graduate College and follow all of their policies and procedures. At the discretion of the graduate program director and the student’s undergraduate major dean/department head, the student may have up to two courses, or six credit hours, waived from their undergraduate major degree requirements for completing graduate level courses with a grade of B or higher. The Master of Science in Electrical Engineering is conferred upon those candidates who successfully complete an approved program of study consisting of 30 semester hours of graduate credit as delineated below. Students are expected to complete all degree requirements within a six-year period from the time of registration in their first graduate course at The Citadel. Any transfer credit must have been earned within six years prior to admission into The Citadel MSEE program. Any prerequisites for applicable courses must be met. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 GRADUATION REQUIREMENTS (Course Requirements) All degree candidates must: 1. File a plan of study outlining the intended areas of interest and approved by the program director. 2. Complete at least six courses (18 hours) from the electrical engineering (ELEC) areas of study below. 3. Complete four courses (12 hours) in technical (ME, CE, EE, CS) or nontechnical classes below. ELECTRICAL ENGINEERING AREAS OF STUDY Computer Engineering ELEC 635 Advanced Signal Processing ELEC 645 Data Communications Networks ELEC 655 Digital Communications ELEC 675 Computer Architecture Electrical Engineering ELEC 605 Advanced Power Systems ELEC 615 Spectral Analysis ELEC 625 RF Systems ELEC 650 Special Topics in Electrical Engineering ELEC 665 Advanced Energy Systems Engineerin ELEC 685 Digital Control Systems CGC/EUGS Academic Catalog �NON-TECHNICAL ELECTIVES (no more than 12 credit hours) Grading: All students are subject to the Academic Standards section under Policy Information of The Citadel Graduate College catalog. Business Administration BADM 702 MBA Essentials I Requirements for Graduation: The degree of Master of Science in BADM 703 MBA Essentials II Electrical Engineering may be conferred upon those students who BADM 713 or LDRS 723 Communication for Leadership successfully complete the 30 hours of graduate coursework as BADM 716 Legal and Ethical Environment for Decision specified above with a grade-point ratio (GPR) of 3.0 or better on Makers hours earned at The Citadel. Completion of more than 30 credit BADM 735 Ethical Leadership and Org. Behavior hours of advanced graduate coursework will only be allowed for professional development, and may not be used to increase GPR to Engineering Leadership and Program Management the 3.0 required for graduation. PMGT 650 Overview of Tech Project Management PMGT 651 Technical Project Planning & Scheduling PMGT 652 Applications in Quality Management PMGT 653 Tech Project Support & Operations PMGT 661 The Legal and Contractual Aspects of Program Management PMGT 671 Project Manager Leadership Development PMGT 672 Applied Leadership Concepts PMGT 680 Systems Engineering Management Fundamentals PMGT 681 Requirements Development and Management PMGT 682 System Verification and Validation PMGT 683 Systems Modeling and Integration PMGT 684 Human System Integration PMGT 685 Decision and Risk Analysis Leadership LDRS 710 Ethics, Values and Principled Leadership LDRS 711 Leading Change: Organization Development and Transformation LDRS 712 Leading Teams: Coaching, Culture, Diversity, and Globalization LDRS 714 Strategic Leadership, Vision, Mission and Contemporary Issues LDRS 722 Leadership in Organizations Transfer Credit: A maximum of two courses (six credit hours) may be transferred in from a regionally accredited college or university, provided: (1) grades of “B” or better were received in the courses being considered, (2) credit was earned within six years prior to admission into The Citadel MSEE program, and (3) each course has been approved by the department head. A maximum of five courses (15 credit hours) may be transferred in from Clemson University, provided: (1) grades of “B” or better were received in the courses being considered, (2) credit was earned within six years prior to admission into The Citadel MSEE program, and (3) each course has been approved by the department head. Course Availability: The courses will be offered based on student preferences and overall demand indicated in your plan of study to be submitted after acceptance. Students should be aware course offerings will be based on minimum class size enrollment. The Electrical and Computer Engineering Department will continually monitor student interest to expedite completion of your program of study. Transfer Credit from The Citadel: A maximum of 12 hours may be transferred from one Citadel graduate degree program where appropriate, provided that core degree requirements are met. CGC/EUGS Academic Catalog 47 �Master of Science in Mechanical Engineering Department of Mechanical Engineering 843-953-5057 www.citadel.edu/root/me-graduate-programs/master-ofscience-mechanical-engineering Dr. Robert J. Rabb, P.E. rrabb@citadel.edu Mission Statement The mission of The Citadel’s Master of Science in Mechanical Engineering program is to provide a student-centered learning environment focused on advanced applied engineering techniques and professional skills development for principled leaders in the engineering community through a rigorous curriculum, emphasizing practical engineering concepts, strong professional values, and a disciplined work ethic. Admission Requirements Applicants will be admitted to the Master of Science in Mechanical Engineering (MSME) degree program on the basis of professional and scholastic achievement, along with their aptitude for graduate study. Other qualities appropriate to graduate study are also considered. Anyone holding a bachelor’s degree from an ABET accredited college or university is eligible for consideration. Other technical bachelor’s degrees will be considered on a case-by-case basis. Provisional Admission: Applicants may be admitted provisionally if their GPA does not meet minimum requirements. Students admitted provisionally are limited to take two mechanical engineering courses and must receive a grade of “B” or better in each engineering course to continue in the program. All material must be received by the CGC office on or before the following dates to assure consideration to the MSME degree program during the applicable semester. Admission Term: July 20 Spring December 1 Summer April 15 For non-degree seeking professionals wanting to take graduatelevel courses to fulfill professional practice requirements: 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree an ABET accredited engineering program or approved alternative. 3. Permission of department is required. Program Requirements The Master of Science in Mechanical Engineering is conferred upon those candidates who successfully complete an approved program of study consisting of 30 semester hours of graduate credit as delineated below. Students are expected to complete all degree requirements within a six-year period from the time of registration in their first graduate course at The Citadel. Any transfer credit must have been earned within six years prior to admission into The Citadel MSME program. Any prerequisites for applicable courses must be met. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Graduation Requirements (Course Requirements) 1. 2. 3. File a plan of study outlining the intended areas of interest and listing the top four corresponding courses of interest. Complete at least six courses (18 hours) from the mechanical engineering areas of study below. Complete four courses (12 hours) in technical or non-technical classes listed below. Other electives will be considered on a case-by-case basis with approval from the department head. Materials Due: Fall For degree-seeking students: 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree from an ABET accredited engineering program or approved alternative. 3. Submission of official copy of Graduate Record Examination (GRE). Admission test must have been taken within the last five years. 4. Submission of two letters of recommendation. 48 CORE COURSES • Composites Engineering MECH 604 Advanced Mechanics of Materials MECH 605 Materials and Process Selection MECH 606 Fatigue and Fracture MECH 702 Theory of Elasticity MECH 703 Theory of Plasticity MECH 708 Mechanics of Composite Materials • Aeronautical Engineering MECH 631 Advanced Engineering Mathematics MECH 611 Advanced Fluid Mechanics MECH 670 Applied Aerodynamics MECH 771 Compressible Flow MECH 772 Computational Methods in Thermal Sciences CGC/EUGS Academic Catalog �• Manufacturing Engineering MECH 625 Computer-Aided Design and Analysis MECH 635 Computer-Aided Design and Analysis Laboratory MECH 640 Manufacturing Process and Design MECH 645 Machine Design MECH 660 Advanced Design Course / Certificate Availability: The courses / certificates will be offered based on student preferences/ overall demand indicated in your plan of study to be submitted after acceptance. Students should be aware course / certificate offerings will be based on minimum class size enrollment. The Mechanical Engineering Program will continually monitor student interest to expedite completion of your program of study. • Power and Energy MECH 615 Applied Heat Transfer MECH 617 Advanced Topics in Renewable Energy Systems MECH 618 Energy Sources, Technology, and Policy MECH 619 Power Systems Engineering *Students who have been admitted to the MSME with an approved focus area (Composites, Aeronautical, Manufacturing, Power and Energy, or Mechatronics) need to apply for the respective Engineering Graduate Certificate (application fee will not be required for those already admitted to the MSME program). • Mechatronics Engineering MECH 650 Modeling, Analysis, and Control Systems MECH 655 Advanced Mechatronics MECH 750 Introduction to Modern Control Engineering MECH 755 Nonlinear Control Engineering NON-TECHNICAL ELECTIVES • Business Administration BADM 702 MBA Essentials I BADM 703 MBA Essentials II BADM 713 or LDRS 723 Communication for Leadership BADM 716 Legal and Ethical Environment for Decision Makers BADM 735 Ethical Leadership and Organizational Behavior • Grading: All students are subject to the Academic Standards section under Policy Information of The Citadel Graduate College catalog. Requirements for Graduation: The degree of Master of Science in Mechanical Engineering may be conferred upon those students who successfully complete the 30 hours of graduate coursework as specified above with a grade-point ratio (GPR) of 3.0 or better on hours earned at The Citadel. Completion of more than 30 credit hours of advanced graduate coursework will only be allowed for professional development, and may not be used to increase GPR to the 3.0 required for graduation. Engineering Leadership and Program Management PMGT 650 Overview of Tech Project Management PMGT 651 Technical Project Planning & Scheduling PMGT 652 Applications in Quality Management PMGT 653 Tech Project Support & Operations PMGT 661 The Legal and Contractual Aspects of Program Management PMGT 671 Project Manager Leadership Development PMGT 672 Applied Leadership Concepts • Transfer Credit from The Citadel: A maximum of 12 hours may be transferred from one Citadel graduate degree program where appropriate, provided that core degree requirements are met. Leadership LDRS 710 Ethics, Values and Principled Leadership LDRS 711 Leading Change: Organization Development and Transformation LDRS 712 Leading Teams: Coaching, Culture, Diversity, and Globalization LDRS 714 Strategic Leadership, Vision, Mission and Contemporary Issues LDRS 722 Leadership in Organizations Transfer Credit: A maximum of two courses (six credit hours) may be transferred in from a regionally accredited college or university, provided: (1) grades of “B” or better were received in the courses being considered, (2) credit was earned within six years prior to admission into The Citadel MSME program, and (3) each course has been approved by the department head. A maximum of five courses (15 credit hours) may be transferred in from Clemson University, provided: (1) grades of “B” or better were received in the courses being considered, (2) credit was earned within six years prior to admission into The Citadel MSME program, and (3) each course has been approved by the department head. CGC/EUGS Academic Catalog 49 �Accelerated Master of Science in Mechanical Engineering Department of Mechanical Engineering 843-953-5057 www.citadel.edu/root/megraduate/programs/accelerated-master-of-science-inmechanical-engineering Dr. Robert J. Rabb, P.E. rrabb@citadel.edu Mission Statement The Accelerated Master of Science in Mechanical Engineering program is designed to provide Citadel undergraduate students an accelerated route to obtain a Master’s degree in Mechanical Engineering. The purpose of this program is to offer advanced undergraduate students the opportunity to begin taking graduatelevel courses during their senior year, and have those courses be applied toward an M.S. in Mechanical Engineering degree. After earning a Bachelor’s degree, students in this program will continue their graduate course work until completing the requirements for the M.S. in Mechanical Engineering program. It is expected that students in this program would complete the requirements for both the Bachelor’s degree and the Master’s degree in about 5 years. Undergraduates in this program will acquire a broader and deeper education in mechanical engineering through additional advanced coursework. An advanced degree in mechanical engineering can provide employment opportunities that the Bachelor’s degree alone cannot provide. This program is for students seeking advanced engineering techniques and professional development skills in the field of mechanical engineering. Program Requirements Program requirements for the Accelerated Master of Science in Mechanical Engineering are identical to that of the MSME program. A student enrolled in the Accelerated Master’s Program can register for up to two graduate level courses during the summer and one graduate level course during each of the fall and spring semesters. Undergraduate students enrolled in graduate classes will be held to The Citadel Graduate College policies in those classes, including Academic Standards, Grades, and Attendance. Cadets in graduate classes will continue to be subject to the honor system as prescribed by “The Honor Manual of the South Carolina Corps of Cadets.” Following successful completion of the requirements for the Bachelor’s degree, students would be classified as graduate students by The Citadel Graduate College and follow all of their policies and procedures. At the discretion of the graduate program director and the student’s undergraduate major dean/department head, the student may have up to two courses, or six credit hours, waived from their undergraduate major degree requirements for completing graduate level courses with a grade of B or higher. The Master of Science in Mechanical Engineering is conferred upon those candidates who successfully complete an approved program of study consisting of 30 semester hours of graduate credit as delineated below. Students are expected to complete all degree requirements within a six-year period from the time of registration in their first graduate course at The Citadel. Any transfer credit must have been earned within six years prior to admission into The Citadel MSME program. Any prerequisites for applicable courses must be met. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 GRADUATION REQUIREMENTS (Course Requirements) Admission Requirements The program is available to Citadel undergraduate students majoring in mechanical engineering. Students interested in this program should apply during their junior or senior year. However, students are encouraged to apply by the end of their junior year to help ensure that they have the full subsequent year, including the summer, to begin taking courses for graduate credit. This program is not available to undergraduates enrolled at other institutions, or those who have completed a Bachelor’s degree or advanced degree at another institution. 1. Complete and return an online application form along with the non-refundable application fee to The Citadel Graduate College. 2. Undergraduate GPA of 3.2 or higher in the B.S. in Mechanical Engineering degree program at The Citadel. 3. Senior (1A) classification. 4. Submission of a one-page letter of intent that provides concise description of your post BSME graduation plans. 5. Approval of Mechanical Engineering Department Head. 50 All degree candidates must: 1. File a plan of study outlining the intended areas of interest and approved by the program director. 2. Complete at least six courses (18 hours) from the mechanical engineering (MECH) areas of study below. 3. Complete four courses (12 hours) in technical (ME, CE, EE, CS) or nontechnical classes below. MECHANICAL ENGINEERING AREAS OF STUDY Composites Engineering MECH 604 Advanced Mechanics of Materials MECH 605 Materials and Process Selection MECH 606 Fatigue and Fracture MECH 702 Theory of Elasticity MECH 703 Theory of Plasticity MECH 708 Mechanics of Composite Materials CGC/EUGS Academic Catalog �Aeronautical Engineering MECH 631 Advanced Engineering Mathematics MECH 611 Advanced Fluid Mechanics MECH 670 Applied Aerodynamics MECH 771 Compressible Flow MECH 772 Computational Methods in Thermal Sciences Manufacturing Engineering MECH 625 Computer-Aided Design and Analysis MECH 635 Computer-Aided Design and Analysis Laboratory MECH 640 Manufacturing Process and Design MECH 645 Machine Design MECH 660 Advanced Design Power and Energy MECH 615 Applied Heat Transfer MECH 617 Advanced Topics in Renewable Energy Systems MECH 618 Energy Sources, Technology, and Policy MECH 619 Power Systems Engineering Mechatronics Engineering MECH 650 Modeling, Analysis, and Control Systems MECH 655 Advanced Mechatronics MECH 750 Introduction to Modern Control Engineering MECH 755 Nonlinear Control Engineering NON-TECHNICAL ELECTIVES (no more than 12 credit hours) Business Administration BADM 702 MBA Essentials I BADM 703 MBA Essentials II BADM 713 or LDRS 723 Communication for Leadership BADM 716 Legal and Ethical Environment for Decision Makers BADM 735 Ethical Leadership and Org. Behavior Engineering Leadership and Program Management PMGT 650 Overview of Tech Project Management PMGT 651 Technical Project Planning & Scheduling PMGT 652 Applications in Quality Management PMGT 653 Tech Project Support & Operations PMGT 661 The Legal and Contractual Aspects of Program Management PMGT 671 Project Manager Leadership Development PMGT 672 Applied Leadership Concepts PMGT 680 Systems Engineering Management Fundamentals PMGT 681 Requirements Development and Management PMGT 682 System Verification and Validation PMGT 683 Systems Modeling and Integration PMGT 684 Human System Integration PMGT 685 Decision and Risk Analysis LDRS 714 LDRS 722 Strategic Leadership, Vision, Mission and Contemporary Issues Leadership in Organizations Transfer Credit: A maximum of two courses (six credit hours) may be transferred in from a regionally accredited college or university, provided: (1) grades of “B” or better were received in the courses being considered, (2) credit was earned within six years prior to admission into The Citadel MSME program, and (3) each course has been approved by the department head. A maximum of five courses (15 credit hours) may be transferred in from Clemson University, provided: (1) grades of “B” or better were received in the courses being considered, (2) credit was earned within six years prior to admission into The Citadel MSME program, and (3) each course has been approved by the department head. Course Availability: The courses will be offered based on student preferences and overall demand indicated in your plan of study to be submitted after acceptance. Students should be aware course offerings will be based on minimum class size enrollment. The Mechanical Engineering Department will continually monitor student interest to expedite completion of your program of study. Transfer Credit from The Citadel: A maximum of 12 hours may be transferred from one Citadel graduate degree program where appropriate, provided that core degree requirements are met. Grading: All students are subject to the Academic Standards section under Policy Information of The Citadel Graduate College catalog. Requirements for Graduation: The degree of Master of Science in Mechanical Engineering may be conferred upon those students who successfully complete the 30 hours of graduate coursework as specified above with a grade-point ratio (GPR) of 3.0 or better on hours earned at The Citadel. Completion of more than 30 credit hours of advanced graduate coursework will only be allowed for professional development, and may not be used to increase GPR to the 3.0 required for graduation. Leadership LDRS 710 Ethics, Values and Principled Leadership LDRS 711 Leading Change: Organization Development and Transformation LDRS 712 Leading Teams: Coaching, Culture, Diversity, and Globalization CGC/EUGS Academic Catalog 51 �SCHOOL OF MASTER OF ARTS HUMANITIES AND SOCIAL SCIENCE  ENGLISH  HISTORY  INTELLIGENCE AND SECURITY STUDIES  INTERNATIONAL POLITICS AND MILITARY AFFAIRS  MILITARY HISTORY  SOCIAL SCIENCE  PSYCHOLOGY: CLINICAL COUNSELING  SPECIALIST IN EDUCATION IN SCHOOL PSYCHOLOGY 52 CGC/EUGS Academic Catalog �Master of Arts in English nine semester hours with a minimum GPA of 3.25 the student will be eligible for degree-seeking status. Department of English 843-953-5068 www.citadel.edu/root/english Application Deadlines The Joint Program Committee will consider completed applications for the regular degree program on the following dates: Dr. James M. Hutchisson, hutchissonj@citadel.edu Admission Requirements 1. 2. 3. 4. 5. 6. 7. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript reflecting the highest degree earned from a regionally accredited college or university. Applicants are expected to have a cumulative undergraduate grade point average of at least 2.5 and 3.0 in the major. Submission official Graduate Record Examination (GRE) or the Miller Analogies Test (MAT) score. (Applicants who do not have an undergraduate degree in English are also required to take the GRE advanced test in literature.) Applicants are expected to have a composite GRE verbal and quantitative score of at least 300 and a 4 on the writing assessment section. Those taking the MAT should have a score of at least 400. * Admission test must have been taken within the last five years. Submission of at least two signed letters of recommendation, preferably from former professors. Each reference should be as specific as possible in addressing the applicant’s academic ability, motivation, and ability to complete a graduate degree. Submission of a two-page statement about educational goals and interest in a graduate program in English. Submission of a writing sample that demonstrates an ability to perform literary analysis and conduct research. Typically this requirement can be met by submitting a research paper prepared for an advanced undergraduate English course. *An applicant who does not meet the minimum GPA and/ or test score expectations or who does not have sufficient undergraduate background in English may be allowed to pursue course work as a provisional student. Upon completing May 1st Spring The Citadel and the College of Charleston offer a joint Master of Arts degree in English. The 36 hour program, with a thesis option, provides advanced course work in British literature, American literature, English language, and composition and rhetoric. The program is designed to attract qualified holders of the baccalaureate degree, whether recent college graduates, English teachers, or others interested in pursuing graduate studies in English. A Joint Program Committee, comprised of faculty members from each institution, oversees admissions, course scheduling, comprehensive examinations, degree certification, and other matters related to the management of the program. Diplomas and other official documents indicate that the program is a joint endeavor and include the names of both institutions. Materials Due: Fall Mission Statement Admission Term: November 1st Summer April 1st Applications will be considered year round for non-degree students. Program Requirements The Master of Arts is conferred upon those candidates who successfully complete an approved program of study consisting of at least 36 semester hours of graduate credit with a cumulative GPA of 3.0. Specific requirements are listed below: Thesis Option: • British Literature before 1800, three hours • British Literature after 1800, three hours • American Literature, three hours • Seminar (English 700, 703, 704 or 705), three hours • English 511 (Intro to Graduate English Studies), three hours • Electives, eighteen hours • Thesis and Oral Defense of Thesis, six hours • Final Portfolio Non-thesis Option: Same as above, except that the thesis is omitted and the number of elective hours is twenty-four. Notes: • At least twelve hours must be taken at each campus. • English 700, 703, 704, and 705 can each satisfy the seminar requirement and may also be used to satisfy a core requirement in British or American literature, depending on the topic. • Electives will normally be graduate courses in English. Other courses will be considered on a case-by-case basis by the Joint Program Committee. • No more than nine hours of English 698 (three), 699 (three), and 701 (six) in any combination may count toward the required 36 hours. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 COURSES ENGL-500 ENGL-501 ENGL-502 ENGL-504 ENGL-505 CGC/EUGS Academic Catalog Old and Middle English Literature Chaucer Shakespeare Poetry and Prose of the English Renaissance Milton 53 �ENGL-506 Restoration and Eighteenth Century Drama ENGL-507 Poetry and Prose of the Restoration and Eighteenth Century ENGL-509 Romantic Literature ENGL-510 Victorian Literature ENGL-511 Introduction to Graduate Studies in English. Corequisite for all entering students. ENGL-512 Southern Literature ENGL-517, 518 Special Topics in Literature ENGL-520 A Survey of World Literature I ENGL-521 A Survey of World Literature II ENGL-522 Colonial and Revolutionary American Literature ENGL-523 Nineteenth-Century American Literature I— Romanticism ENGL-524 Nineteenth-Century American Literature II— Realism ENGL-525 Eighteenth Century British Novel ENGL-526 Victorian Novel ENGL-527 British Fiction: 1900 to 1945 ENGL-528 American Fiction: 1900 to 1945 ENGL-529 American Fiction: 1945 to the Present ENGL-531 British Poetry: 1900 to Present ENGL-532 American Poetry: 1900 to Present ENGL-533 British Drama: 1900 to Present ENGL-534 American Drama: 1900 to Present ENGL-535 African American Literature ENGL-537 Contemporary British Fiction ENGL-550,551 Special Topics in Composition or Language ENGL-552 Adolescent Literature ENGL-553 Modern English Grammar ENGL-554 History of the English Language ENGL-555 Literary Criticism ENGL-556 Theory and Practice of Teaching Composition ENGL-558 Technical and Professional Writing ENGL-559 History and Theory of Rhetoric ENGL-560 Film Studies ENGL-562 Workshop in Advanced Composition ENGL-564 Teaching with Technology ENGL-573 Special Topics in African American Literature ENGL-574 Special Topic in English Literature Before 1800 ENGL-575 Special Topics in English Literature After 1800 ENGL-576 Special Topics in American Literature ENGL-595 Methods and Materials for English Language Arts ENGL-698 Tutorial ENGL-699 Independent Study ENGL-700 Seminar ENGL-701 Thesis ENGL-702 Internship ENGL-703 Seminar in English Literature Before 1800 ENGL-704 Seminar in English Literature After 1800 ENGL-705 Seminar in American Literature Descriptions of courses are listed in the last section of this catalog. 54 CGC/EUGS Academic Catalog �Master of Arts in History Department of History 843-953-5073 www.citadel.edu/root/history-masters-program Dr. Keith Knapp, Director knappk@citadel.edu Mission Statement The Citadel and the College of Charleston offer a joint Master of Arts Degree in History, providing each student with advanced specialized work in one of the following areas: United States history, European history, or Asian/African/ Latin American history. The program has a special emphasis on the history of the American South, the South Carolina Lowcountry, and the Atlantic World. The program serves the needs of those interested in pursuing graduate studies in history. Teachers who complete the program have a greater command of the literature of a particular field. Others are prepared to do doctoral work or pursue other advanced degrees, enter the field of public history, or seek employment opportunities which require advanced training in the humanities. The management of the program is vested in a Joint Program Committee composed of representatives of the two history departments. The directorship rotates between the two institutions. Diplomas and other documents will indicate that the program is a joint endeavor and will include the names of both institutions. Admission Requirements 1. 2. 3. 4. 5. 6. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript reflecting the highest degree earned from a regionally accredited college or university. Submission of official copy of the Graduate Record Examination (GRE) score. Applicants are expected to have a GRE verbal score exceeding 152. Admission test must have been taken within the last five years. Applicants are expected to have a cumulative undergraduate grade point average of at least 2.5 and a 3.0 in the major. They are also expected to have 15 hours of history course work beyond the initial survey.* Submission of three signed letters of recommendation, normally from former professors. Each reference should be as specific as possible in analyzing the applicant’s potential for success in the program. References should address the student’s ability to design, conduct, and present research without direct supervision, the ability to analyze complex data and issues, and the ability to write effectively. Submission of evidence of ability to conduct research and present findings. A term paper, honors thesis, or critical essay from a graduate or upper-level course taken in college will suffice. The evidence of writing should reflect the ability to conceptualize a research theme, conduct research to support an argument, and reach a justified conclusion. The paper should demonstrate an ability to handle documentation of evidence. *An applicant who fails to meet the GPA and course history requirements may be allowed to pursue course work as a provisional student only upon application to the Joint Program Committee. Upon completion of nine semester hours, with no more than three hours in independent study (HIST-770) and a minimum GPA of 3.25, the student may be admitted unconditionally. The student must make this request in writing to the Joint Program Committee. There is no guarantee that courses taken in a non-degree status will be credited towards a degree once a student gains provisional or regular admission. Coursework taken to meet admission prerequisites will not count towards degree requirements. Application Deadlines The Admissions Committee will consider complete applications for the program on the following dates: Admission Term: Materials Due: Fall and Summer March 1st Spring October 1st Program Requirements In consultation with an advisor, each degree candidate will develop a plan of study which includes course work at both institutions. The plan of study must be submitted to the Program Director upon completion of the first six hours or the first semester of graduate work. In addition to lectures and examinations, graduate courses demand wide reading, thorough research, and advanced historical writing. Only graduate students admitted to the M.A. program will be automatically enrolled, but non-degree students and exceptional undergraduates—upper division majors in history and related disciplines—may be enrolled in 500-level courses. For this, however, they will need permission from the instructor and are expected to have a minimum GPA of 3.4 in history courses. No more than two 500-level courses may be taken by an undergraduate. 600and 700-level courses are for M.A. program students exclusively. Work expected of juniors and seniors will not be as great as that expected of the graduate students. The qualitative expectations remain the same for all students. The Master of Arts in History is conferred upon those candidates who successfully complete an approved program of study consisting of a minimum of 33 semester hours of graduate credit with a cumulative GPA of 3.0. Twelve credit hours must be taken at the College of Charleston. CGC/EUGS Academic Catalog 55 �The distribution of courses follows this general scheme:  Major area: 18 hours  Minor area: 6 hours  Historiography: 3 hours  Third area: 3 hours*  Electives: 3 hours** *All students must take at least three hours in each area offered by the program (US, Europe, World). **In history or a related discipline in the humanities or social sciences. Students must obtain prior approval from their campus program director to take a non-history elective. A specific number of courses must be distributed between both institutions. The program offers two tracks, according to students’ career goals: 1. Thesis track students must take one research seminar, HIST-801 and HIST-802, and successfully defend their thesis. 2. Non-thesis track students must take one research seminar, preferably within their area of concentration, and a comprehensive exam in two distinct areas. All students are encouraged to attain proficiency in a foreign language. There is no formal requirement for all students in the program to demonstrate language proficiency at a certain level. However, depending upon the program, a candidate may be required by the advisor to demonstrate mastery of an appropriate foreign language, indicated by the satisfactory use of source material or literature in the relevant foreign language in seminar or research work. African American Studies Emphasis Students who elect this option must meet all the normal requirements by the master’s degree. In addition, they must complete one of the two courses of study below and all courses must meet the approval of the graduate program director. Thesis Option: • 6 hours in African American oriented history • 3 approved hours in another discipline • 6 hours in an African American oriented thesis Non-Thesis Option: • 9 hours in African American oriented history • 3 approved hours in another discipline • 3 hours in African American oriented independent study or similar (i.e., research seminar) Three hours of independent study on an African American topic may be included as part of the nine hours of course work. COURSES (Non-degree, MAT, and exceptional undergraduate students may enroll in 500 level courses only, space permitting.) HIST-502 Colonial America and the American Revolution to 1789 HIST-504 Civil War and Reconstruction HIST-506 The U.S. in the Twentieth Century HIST-521 The American South HIST-522 South Carolina History HIST-523 Afro-American History HIST-532 Ancient Greece HIST-533 Ancient Rome HIST-535 Medieval Europe HIST-537 Renaissance and Reformation HIST-541 Enlightenment and French Revolution HIST-542 Nineteenth-Century Europe HIST-543 Twentieth-Century Europe HIST-545 History of Modern Russia HIST-551 Women in the Western World HIST-562 Colonial Latin America HIST-563 Modern Latin America HIST-572 Precolonial Africa HIST-573 Modern Africa HIST-577 Modern Middle East HIST-582 China to 1800 HIST-583 Modern China HIST-586 Japan to 1800 HIST-587 Modern Japan HIST-590 Special Topics in U.S. History HIST-591 Special Topics in European History HIST-592 Special Topics in Latin American Asian/African History HIST-593 Special Topics in Peace, War, and Diplomacy HIST-610 Special Topics in U.S. History HIST-620 Special Topics in Lowcountry Studies HIST-630 Special Topics in Peace, War, and Diplomacy HIST-640 Special Topics in European History HIST-650 Special Topics in British History HIST-670 Special Topics in Asian/African/ Latin American HIST-691 Historiography HIST-710 Research Seminar in U.S. History HIST-720 Research Seminar in Lowcountry Studies HIST-740 Research Seminar in European History HIST-760 Research Seminar in Asian/ African/ Latin American History HIST-770 Independent Study in History HIST-801-802 Master’s Thesis Descriptions of courses are listed in the last section of this catalog. GRADUATION R EQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 56 CGC/EUGS Academic Catalog �Public History Concentration Students opting to add a concentration in Public History must meet all the normal requirements for the master’s degree. In fulfilling these requirements, they must complete the course of study below and all courses chosen must meet the approval of the graduate program director. Program Requirements: • 33 hours • Comprehensive exam or thesis • 12 hours at the College of Charleston Program of Study • 3 hours in Introduction in Public History • 3 hours in Internship Experience • 6 hours in approved Public History coursework (may be Interdisciplinary) • 6 hours in Public History oriented thesis COURSES HIST-525 Introduction to Public History HIST-750 Internship Experience 3 3 Students enrolled in the Public History Concentration must complete a public history-oriented thesis. (6 hours) HIST-801 Master’s Thesis HIST-802 Master’s Thesis 3 3 Electives (6 hours) Two electives will be required for students enrolled in Public History concentration. HSPV-807 American Architecture HSPV-808 History and Theory of Historic Preservation HSPV-809 Historical Research Methods HSPV-821 Historic Preservation and Public Memory HSPV-823 Historic American Interiors HSPV-833 Cultural and Historical Landscape Preservation HIST-590 Special Topics in US History* 3 3 3 3 3 3 3 *Content in these courses must relate to public history and is subject to approval by the public history coordinator. CGC/EUGS Academic Catalog 57 �Master of Arts in Intelligence and Security Studies Department of Intelligence and Security Studies 843-953-6886 http://www.citadel.edu/root/intelligence-and-securitystudies-graduate-programs/master-of-arts Admission Requirements 1. 2. 3. Dr. Carl Jensen, cjensen1@citadel.edu 4. Mission Statement The Master of Arts (MA) degree program in Intelligence and Security Studies (ISS) prepares students to enhance national security through intelligence and homeland security leadership. Best practices for intelligence collection and analysis and national security combined with current theory, research, and experience give students the background necessary to cultivate critical thinking, concise writing, and effective briefing. By introducing applicable management principles and policy analysis, the program fosters the leadership skills to successfully address security and intelligence challenges facing the United States. Unlike traditional graduate programs that take a theoretical and conceptual track in preparing students for further academic research, The Citadel's ISS program combines theory and practice to provide the real-world skills necessary to enter and advance in the public and private intelligence arenas. This program is entirely online to provide maximum flexibility for students, and at the same time allow the ISS program to attract instruction from intelligence professionals located around the world. By combining current theory, research, and experience, the program offers an intellectually rigorous course of study that emphasizes key skills related to analytical writing and research, critical thinking, and general international and domestic subject matter expertise. In addition, the master's program offers two concentrations, both of which lead to a certificate in addition to the MA degree. The courses in both of these concentrations count as electives for the MA degree in Intelligence and Security Studies.  The Cybersecurity concentration is offered jointly by The Citadel’s Department of Cyber and Computer Sciences and the Department of Computer Science at the College of Charleston;  The Leadership concentration is offered by the Department of Leadership Studies. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 • Intelligence and Security Studies Student Portfolio and oral evaluation. 58 5. 6. Completion of the online graduate application along with the non-refundable application fee. Submission of official transcripts from all previously attended colleges and universities. Students must be able to demonstrate an earned undergraduate degree from a regionally accredited institution with a competitive grade point average. Submission of a writing sample that demonstrates strong critical thinking and communication skills. Typically this can be met by submitting a research paper prepared for an advanced undergraduate or graduate course. Submission of official scores from a valid (within five years) Millers Analogies Test (MAT) or Graduate Record Examination (GRE). This requirement may be waived for students who are non-residents of the United States or who already hold a graduate degree. Resume Students who wish to enroll in the cybersecurity concentration must meet additional admissions requirements as established by the Department of Cyber and Computer Sciences. Application Deadlines The Admissions Committee will consider complete applications for the program on the following dates: Admission Term: Materials Due: Summer April 15 Fall July 15 Spring November 29 Program Requirements Required Core Courses (12 credit hours): CRMJ-568/INTL-568/PSCI-568—International and Domestic Terrorism INTL-570 – Homeland Security INTL-580 – Introduction to Intelligence INTL-581 – Intelligence Research and Analysis Degree Electives: Foundation Courses (8 electives/24 credit hours required from this list -OR- 4 electives/12 credit hours required from this list for Cybersecurity concentration students-OR- 3 electives/9 credit hours required from this list for Leadership concentration students): LDRS 722 – Leadership in Organizations CRMJ-501/PSCI-501 – Research Methods in Social Science CRMJ-510 – Topics in Criminal Justice CRMJ-515/INTL-515/PSCI-515 – Topics in Homeland Security CRMJ-555/PSCI-555 – Leadership Application Course in Criminal Justice CRMJ-562 – Comparative Criminal Justice Systems CRMJ-583 – Transnational Organized Crime HIST-591– Special Topics in European History INTL-560 – Intelligence and Homeland Security Administration INTL-569/PSCI-569 – National Security Policy INTL-572 – Legal and Ethical Dimensions of Intelligence and Homeland Security CGC/EUGS Academic Catalog �INTL-582 – Intelligence Theory Application INTL-585– Topics in Intelligence INTL-600 – Intelligence Internship INTL-601 – Homeland Security Internship LDRS-750 – Evolution of Military Leadership Thought LDRS-751 – Survey of US Military Leaders LDRS-752 – Survey of World Military Leaders LDRS-753 – Strategic & Contemporary Military Leadership Issues PSCI-564 – US Foreign Relations PSCI-565 – International Politics PSCI-566 – International Political Economy PSCI-571– Comparative Politics PSCI-572 – International Organization PSCI-573– International Political Theory PSCI-575 – US Foreign Policy Leadership PSCI-576– International Law Cybersecurity Concentration (12 credit hours) CSCI-614 – Advanced Operating Systems CSCI-631 – Principles of Computer Security CSCI-632 – Data Communications and Network CSCI-641 – Advanced Cybersecurity Leadership Concentration (5 required courses/15 credit hours required for Leadership concentration students only) Leadership Concentration (15 credit hours) Required Courses (6 credit hours) LDRS-722 – Leadership in Organizations PSYC-570 – Social and Cognitive Foundations of Interpersonal Behavior Leadership Electives (6 credit hours) Choose two (2) of the following: LDRS 710 – Ethics, Values, & Principled Leadership* LDRS 711 – Leading Change: Organization Development and Transformation* LDRS 712 – Leading Teams: Coaching, Culture, Diversity, and Globalization* LDRS 723 or BADM 713 – Communications for Leadership PSYC 500 – Human Growth and Development Application of Leadership (3 credit hours) Choose one (1) of the following: LDRS-710 – Ethics, Values, and Principled Leadership LDRS-711 – Leading Change: Organization Development and Transformation* LDRS-714 – Strategic Leadership, Vision, Mission, and com LDRS-723 or BADM 713 – Communications for Leadership *LDRS-722 is a prerequisite for these courses. Total Required Courses: 36 credit hours Descriptions of courses are listed in the last section of this catalog. CGC/EUGS Academic Catalog 59 �Master of Arts in International Politics and Military Affairs Department of Political Science 843-953-5069 www.citadel.edu/root/international-politics-militaryaffairs Dr. Sarah Tenney Sharman: tenneys1@citadel.edu Mission Statement The Master of Arts in International Politics and Military Affairs at The Citadel is designed to meet the needs of the US military and federal governmental agencies as well as international governmental and non-governmental organizations, multinational business enterprises, and others interested in gaining greater knowledge about the field of international politics. This program is designed to prepare international affairs professionals who wish to gain a broad understanding of the increasingly complex political, economic, and social issues that transcend national boundaries. It offers students an opportunity to expand their knowledge of the theoretical and policy issues affected by international politics and culture, the ideas and values that influence the behavior of state and non-state actors, and the leadership principles needed to wrestle with everyday political and organizational life. It is designed to help students hone the critical thinking, analytical, leadership, and communication skills needed to successfully foster transnational relationships in an increasingly globalized environment. Unlike ‘traditional’ graduate programs that tend to take a highly theoretical and conceptual track in preparing students for further academic research, The Citadel’s master’s program would take a ‘nuts-and-bolts’ approach to develop international affairs professionals with the practical skills needed to pursue careers as military officers, policy analysts, foreign service officers, international civil servants, and business leaders as well as positions related to economic development, nation building, and humanitarian affairs. Admission Requirements 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree or the highest degree earned from a regionally accredited college or university. 3. Provide a written statement of purpose setting forth your intentions, goals, and preparation for graduate study. 4. All applicants must successfully complete either the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT). 5. Provide at least two academic letters of recommendation that address the student’s ability to undertake coursework at the graduate level. 6. All non-native English speakers must complete the TOEFL exam. 60 The minimum for the GRE is a verbal and quantitative combination of 290. The minimum for the MAT is a score of 396. Students who score between 283-289 on the GRE or 380-395 on the MAT may apply for provisional status. Upon completion of the first six hours of degree coursework, with a minimum GPA of 3.50, the student will be fully admitted. Admission tests must be current within five (5) years of application, and official scores must be sent directly to the CGC office at the request of the student. Admission to the Master of Arts in International Politics and Military Affairs program is a competitive process. The college has a right and responsibility to accept the best qualified persons, taking into account candidates’ scholastic and professional achievement along with their aptitude for graduate study and experience. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Program Requirements Required Core (two classes, three hours each) PSCI-500 Seminar in Social Science PSCI-501 Research Methods in Social Science *NOTE: These six hours must be included in the first 12 hours taken in the program. Electives (10 classes, three hours each) CRMJ 581 / INTL 581 Intelligence Research and Analysis LDRS 712 Leading Teams, Coaching, Culture, Diversity and Globalization PSCI 510 Special Topics in Political Science * PSCI 562 East Asian Affairs PSCI 563 South Asian Affairs PSCI 564 US Foreign Policy PSCI 565 International Politics PSCI 566 International Political Economy PSCI 567 Global Democracy PSCI 569 National Security Policy PSCI 571 Comparative Politics PSCI 572 International Organization PSCI 573 Politics of Economic Development PSCI 574 Global Issues PSCI 575 US Foreign Policy Leadership PSCI 576 International Law PSCI 577 Conflict Studies PSCI 592 International Political Theory *Must be pre-approved by the degree program director Total: Thirty-six (36) hours Descriptions of courses are listed in the last section of this catalog. In addition to the course requirements, the program offers two tracks, according to students’ career goals: 1. 2. Thesis track - students must submit a thesis presenting original research on a topic in the field. Non-thesis track - students must complete a guided internship within their area of concentration and present a reflection paper on their experience. CGC/EUGS Academic Catalog �Master of Arts in Military History Department of History 843-953-5073 www.citadel.edu/military-history 5. Program Requirements Dr. David Preston, Program Director prestond1@citadel.edu In consultation with an advisor, each degree candidate will develop a course of study, define a particular track for completion of the Capstone Experience, and establish a potential field or topic of interest if the student is writing a master’s thesis. Students pursuing a master’s thesis are encouraged to begin research and discussion with their advisor at an early date. Mission Statement The Citadel’s online Master of Arts in Military History provides advanced historical study of the theory and practice of warfare, the institutions and operations of military forces, and the impact of militaries and warfare on societies. The degree equips graduates with a holistic understanding of the history and evolution of warfare—from the strategic to the operational and tactical levels. The Citadel’s History Department and affiliated fellows bring together award-winning and experienced scholars in the fields of war studies and military history. The M.A. in Military History advances The Citadel’s central institutional mission of educating and commissioning officers into the United States Armed Forces. The degree is designed to provide for the continuing educational needs of military officers; government officials in the fields of diplomacy, national defense, homeland security, and intelligence; public historians; corporate and business leaders; and public school teachers. Graduates will be equipped to utilize military history in analysis, operations, research, writing, and teaching within the U.S. Armed Forces, the federal government, public history, public education, and the private sector. Admission Requirements 1. 2. 3. 4. commanding officer or employer will be accepted. The letter should be as specific as possible in analyzing the applicant’s writing, research, and analytical skills and potential for success in the program. Resume or C.V. Completion of the online graduate application along with the non-refundable application fee. Submission of official transcripts from all degrees earned from previous colleges or universities. Students must be able to demonstrate an earned undergraduate degree from a regionally accredited institution with a competitive grade point average. Applicants are expected to have a cumulative undergraduate GPA of at least 2.5 and at least a 3.0 in the major. Students who fail to meet the minimum score requirement may be provisionally accepted into the MA degree program provided all other admission requirements have been met. Upon completion of the first nine hours of degree coursework, with a minimum GPA of 3.50, the student is considered fully admitted. Submission of official scores from a valid (within five years) Millers Analogies Test (MAT) or Graduate Record Examination (GRE). This requirement may be waived for students who already hold a graduate degree. If waived, the applicant must submit a graduate-level writing sample in lieu of submitting the test score. Submission of one letter of recommendation, ideally from a former professor. A recommendation from a GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 The distribution of course requirements follows this general scheme: • • • • • Introduction to Military History (2 courses/6 hours) Foundations in Military History (3 courses/9 hours) Conflict Studies (2 courses/6 hours) War and Society (1 course/3 hours) Capstone Experience (2 courses/6 hours) The program offers three tracks for fulfillment of the Capstone Experience, according to each student’s goals: 1. Thesis track students must take MLTH 601 and 602 (Master’s Thesis) and defend their thesis in a committee of three professors. This track enables students to produce a deeply researched piece of historical scholarship and to pursue publication. 2. Non-thesis track students must take MLTH 600 (Capstone Seminar) and one additional War and Society course (MLTH 550 or higher). 3. Certificate in Military Leadership students must take MLTH 600 (Capstone Seminar) and one of the following courses in the Leadership Studies department: Either LDRS 753: Strategy and Contemporary Military Leadership Issues or- LDRS 711: Leading Change: Organization Development and Transformation. In addition, students must complete in their normal course of study MLTH 502 (Leadership in the Crucible of War), MLTH 503 (U.S. Military History), and MLTH 504 (Non-Western Military History) to receive the Certificate in Military Leadership. All students are encouraged to attain proficiency in a foreign language. There is no formal requirement for all students in the program to demonstrate language proficiency at a certain level. However, depending upon the course of study, a candidate may be required by the advisor to demonstrate mastery of an appropriate foreign language, indicated by the satisfactory use of source material or literature in the relevant foreign language in seminar or research work. CGC/EUGS Academic Catalog 61 �Courses Introduction to Military History MLTH-500 Methods and the Historiography of Military History MLTH-501 Strategic Thinkers and Military Intellectuals Foundations in Military History MLTH-502 Leadership in the Crucible of War MLTH-503 U.S. Military History MLTH-504 Non-Western Military History MLTH-505 Irregular Warfare MLTH-506 Naval and Amphibious Warfare MLTH-507 Airpower History Conflict Studies MLTH-511 Greco-Roman Warfare MLTH-512 Hundred Years’ War MLTH-513 French and Indian War (Global Seven Years’ War) MLTH-514 The American Revolution MLTH-515 Napoleonic Wars MLTH-516 American Civil War MLTH-517 American Indian Wars MLTH-518 World War I MLTH-519 World War II in Europe and the Mediterranean MLTH-520 World War II in the Pacific MLTH-521 The Resistance in World War II MLTH-522 The Red Army MLTH-523 The Vietnam War MLTH-524 The Global Cold War MLTH-525 Global War on Terrorism MLTH-526 Arab-Israeli Conflict MLTH- 530 Special Topics in Conflict Studies War and Society MLTH-550 History of War and Society in China MLTH-551 The Samurai and the Japanese Military Tradition MLTH-552 The Viking Military Tradition MLTH-553 King Alfred’s Wars MLTH-554 War and Society in Early Modern Europe, 1350-1650 MLTH-555 The Dutch Revolt MLTH-556 War and Society in the Age of Total War MLTH-557 The Double-V Campaign: African-Americans in World War II MLTH-558 Social Movements in the Vietnam Era MLTH-559 The Modern Middle East MLTH-560 Military Coups and Dictators in Latin America MLTH-561 History of the U.S./ Mexico Borderland MLTH-565 Special Topics in War and Society Capstone Experience MLTH-600 Capstone Seminar MLTH-601-602 Master’s Thesis TOTAL PROGRAM REQUIREMENTS: 30 Credit Hours Descriptions of courses are listed in the last section of this catalog. 62 CGC/EUGS Academic Catalog �Master of Arts in Social Science Department of Political Science 843-953-5069 www.citadel.edu/root/mass Dr. Terry Mays: terry.mays@citadel.edu Mission Statement The degree is designed to allow students to advance their knowledge of the social sciences through an interdisciplinary study of political science, criminal justice, sociology, anthropology, psychology, leadership, and related disciplines. This program offers students the opportunity to acquire a broad interdisciplinary background in the social sciences and includes a familiarization with the perspectives, processes, and methods used in the study of social phenomena. Designed for students and professionals from all walks of life, the program allows one to tailor the emphasis of the course of study to fit a variety of individual and career interests. Admission Requirements 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript reflecting the highest degree earned from a regionally accredited college or university. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Program of Study The Master of Arts in Social Science (MASS) is a 36 credit hour program consisting of the following requirements: REQUIRED CORE COURSES (six hours) PSCI-500/ CRMJ-500 Seminar in Social Science * PSCI-501/ CRMJ-501 Research Methods in Social Science * *NOTE: these six hours must be included in the first 12 hours taken in the program. CLUSTER A: FOUNDATION COURSES (15 hours) Students should select five courses from the political science, criminal justice, intelligence, sociology, or anthropology courses the School of Humanities and Social Science offers and are listed in the Cluster A box. . PSCI-502 The American Federal System PSCI-503 The Politics of American Democracy: Political Behavior, Interest Groups, and Political Parties PSCI-506 Legislative Process PSCI-507 American Presidency PSCI-509 Urban Politics PSCI-510 Topics in Political Science PSCI-521 Advanced Placement: American Government PSCI-555 Topics in Political Science Leadership Application PSCI-561 Law and Legal Process PSCI-564 U.S. Foreign Relations PSCI-565 International Politics PSCI-566 International Political Economy PSCI-567 Global Democracy PSCI-568 International and Domestic Terrorism PSCI-569/CRMJ-569 National Security Policy PSCI-570 The Civil Rights Movement PSCI-571 Comparative Politics PSCI-572 International Organization PSCI-573 International Political Theory PSCI-574 Global Issues PSCI-575 US Foreign Policy Leadership PSCI-576 International Law PSCI-577 Conflict Studies PSCI-662 Constitutional Law: Civil Rights and Liberties CRMJ-510 Topics in Criminal Justice CRMJ-515/PSCI-515 Topics in Homeland Security CRMJ-555 Leadership Application Course in Criminal Justice CRMJ-560 Homeland Security and Criminal Justice Administration CRMJ-561 Drugs and Crime CRMJ-562 Comparative Criminal Justice Systems CRMJ-563 Criminal Evidence CRMJ-564 Juvenile Justice CRMJ-565 Corrections CRMJ-568/PSCI 568 International and Domestic Terrorism CRMJ-570 Homeland Security CRMJ-572 Ethics and Integrity in Homeland Security CRMJ-581 Intelligence Research and Analysis CRMJ-582 Intelligence Theory Application CRMJ-583 Transnational Organized Crime CRMJ-585 Topics in Intelligence INTL-560 Intelligence and Homeland Security Administration INTL-570 Homeland Security INTL-572 Legal and Ethical Dimensions of Intelligence and Homeland Security INTL-580 Introduction to Intelligence INTL-581 Intelligence Research and Analysis INTL-582 Intelligence Theory Application INTL-585 Topics in Intelligence SOCI-501 Social Determinants of Modern Life ANTH-501 Physical and Cultural Adaptations ANTH-505 Special Topics in Anthropology CLUSTER B: ELECTIVE COURSES (15 hours) Students should select five courses from those listed in this cluster, three of which must be Psychology graduate courses (9 hours). Options for the other two electives are listed below. PSYC-500 *PSYC-501 *PSYC-507 *PSYC-508 CGC/EUGS Academic Catalog Human Growth and Development Principles of Cognitive & Behavioral Change General Psychopathology Counseling and Personality Theories 63 �PSYC-553 *PSYC-555 *PSYC-561 PSYC-570 Introduction to Family Dynamics Special Topics in Psychology Cultural Issues in Psychological Practice Social and Cognitive Foundations of Interpersonal Behavior *With Instructor Permission Only BADM-704 Foundations of Economics BADM-713/LDRS-723 Communication for Leadership EDUC-500 Foundations of American Education EDUC-561 Counseling Diverse Populations EDUC-600 Professional Negotiations ENGL-512 Southern Literature ENGL-520 Survey of World Literature I ENGL-521 Survey of World Literature II ENGL-535 African-American Literature ENGL-558 Technical and Professional Writing GEOG-511 World Geography Any 500 level History course EXCEPT: HIST-560 History of Non-Western World (MAT only) HIST-594 Historiography for Social Science Teachers (MAT only) HESS-502 Drug and Substance Abuse HESS-503 Human Sexuality HESS-504 Public Health LDRS-712 Leading Teams: Coaching, Culture, Diversity, and Globalization LDRS-714 Strategic Leadership, Vision, Mission and Contemporary Issues Online Completion of the MASS Degree It is possible to complete the MASS degree partially or entirely online. Students wanting to complete the entire MASS degree online should do the following: 1. Complete the core courses (PSCI/CRMJ 500 and CRMJ 501) online. 2. Complete five PSCI, CRMJ, INTL, ANTH, or SOCI online courses for the Cluster A. 3. Complete three PSYC online courses and two of the approved online courses in the other departments for the Cluster B or the online courses for the simultaneous graduate certificate in Leadership as discussed in the Graduate Certificate in Leadership option in the previous section. Online courses offered each semester or summer term are listed in the CGC schedule of courses. It is important to coordinate online course selection with the MASS adviser before enrolling each term to ensure remaining on schedule for graduation. Total: Thirty six (36) hours Descriptions of courses are listed in the last section of this catalog. MASS with Graduate Certificates in Leadership and/or Intelligence Analysis Students accepted for the MASS degree program may enroll in the Graduate Certificate in Leadership and/or the Graduate Certificate in Intelligence Analysis. Each certificate involves a separate application and acceptance. Students dual enrolled in the MASS degree and Graduate Certificate in Leadership may apply the five required courses for the certificate as the Cluster B of the MASS degree. Students dual enrolled in the MASS degree and Graduate Certificate in Intelligence Analysis may apply the five required courses for the certificate as the Cluster A of the MASS degree. If a student is dual enrolled for the MASS degree and a Graduate level certificate and then opts to drop out of the certificate program, the Cluster requirement(s) revert to that of stand-alone MASS degree program. See Graduate Certificate in Leadership and Graduate Certificate in Intelligence Analysis for details. 64 CGC/EUGS Academic Catalog �Department of Psychology Graduate Programs The Department of Psychology offers two graduate psychology programs, one in Clinical Counseling (M.A. only) and the other in School Psychology (Ed.S.). The two programs share 24 credit hours. These courses reflect the Department’s recognition that all branches of psychology revolve around a common knowledge base with specializations being an extension beyond that base. The Department of Psychology espouses a philosophical perspective of training and practice that stresses an empirical and applied approach to addressing psychosocial problems of clients. Most faculty members are engaged in clinical practice, research efforts, or both. Faculty members’ activities are guided by a scientist-practitioner model, which emphasizes a scholarly approach to applications of psychology. The Clinical Counseling program offers graduate education at the master’s degree level for those interested in becoming professional counselors in community agencies, including college counseling centers, hospitals, mental health, and social services agencies. The program is accredited by the State Department of Education in South Carolina and the Masters in Psychology and Counseling Accreditation Council (MPCAC). Students enrolled in the Clinical Counseling program work to achieve a Master of Arts in Psychology degree by completing a total of 60 credit hours. The program includes 30 credit hours of core courses, 12 hours of advanced courses, 3 credit hours in addictions coursework, 3 credit hours in career counseling, 9 hours of fieldwork, and 3 hours of an elective. Fieldwork is completed in agencies throughout the tri-county area and involves a 100-hour practicum and 600-hour internship. Students completing the Clinical Counseling program meet the educational requirements for licensure as Professional Counselors and may for licensure as an Addictions Counselor in South Carolina. The School Psychology program is built around the model of the data-based problem-solver at the individual, organizational, and systems levels in schools, with an emphasis on the efficacy of outcomes for clients served. The program involves 75-semester hours of credit, and it leads to the Education Specialist (Ed.S.) degree and certification as a “School Psychologist II” in South Carolina and National Certification as a School Psychologist. The School Psychology program is fully accredited by the National Association of School Psychologists (NASP). Students can apply for the award of a Master of Arts in Psychology degree after completing 39 semester hours from the School Psychology Program of Studies and receiving the approval of the Director of the School Psychology program and the Head of the Department of Psychology. PSYC-599, Thesis, MUST be completed as part of those 39 hours. It should be noted that students are not eligible for certification as a school psychologist at the Masters level (i.e., this is not a terminal degree). Information regarding both of these programs can be found on The Citadel’s Psychology Department website at www.citadel.edu/psychology/graduate.html. Master of Arts in Psychology: Clinical Counseling Department of Psychology 843-953-5320 http://www.citadel.edu/root/psychology Dr. Genelle Sawyer: genelle.sawyer@citadel.edu Mission Statement The mission of the Master of Arts in Psychology: Clinical Counseling program at The Citadel is to prepare students to become scholarly practitioners of psychosocial counseling in community agencies, including college counseling centers, hospitals, mental health centers, and social services agencies. The program emphasizes the application of theories of human development, psychopathology, and behavior change to psychosocial problems of a diverse population of individuals and families seeking mental health services in the community. The program’s model blends didactic and experiential training to facilitate students’ ability to utilize an empirical approach to assessment, goal development, intervention, and evaluation of services for a wide range of individuals and families experiencing a variety of psychosocial difficulties. It is the expectation of the program that students will be trained to be competent and ethical professional service providers who will apply a scholarly perspective as well as compassion and caring to their work. Admission Requirements Admission to the Clinical Counseling Program is based on a competitive review of all application materials. 1. Completion of the online graduate application along with the non-refundable application fee 2. Submission of an official transcript of the baccalaureate degree directly from each regionally accredited college or university. Applicants are expected to have a grade point average of 3.0 (or graduate grade point average of 3.0) and 12 credit hours in psychology. A score of 600 on the GRE Subject Examination in Psychology is acceptable in lieu of the credit hour requirement. 3. Submission of official Graduate Record Examination (GRE) or Millers Analogy Test (MAT) score. A minimum score of 150 on the Verbal Reasoning, 147 on the Quantitative Reasoning, and 3.5 Analytical Writing is preferred for the GRE or a score of 397 or higher on the MAT. Admission test must have been taken within the last five years. Standardized test requirement will be waived for those with a cumulative GPA of 3.8 or higher. 4. Submission of a completed Admissions Questionnaire 5. Submission of two letters of recommendation Students requesting a transfer from another Master’s program must provide documentation of a GRE or MAT score (copies are acceptable) in order to complete requirements for application to the program. CGC/EUGS Academic Catalog 65 �Application Deadlines The Admissions Committee will consider complete applications for the program on the following dates: Admission Term: Materials Due: Summer/Fall February 15 Spring October 1 Program Requirements The Master of Arts in Psychology: Clinical Counseling curriculum provides instruction in the theory and practice of counseling from a psychological perspective. The curriculum consists of a total of 60 credit hours, including 30 credit hours of core courses, a three credit hour course in addictions, a three credit hour course in career counseling, 12 hours of advanced courses, three hours of electives, and nine hours of fieldwork. Fieldwork is completed in agencies throughout the tri-county area and involves a 100-hour practicum and 600-hour internship. Students who successfully complete this program meet the educational requirements for professional licensure as a Professional Counselor in South Carolina and may meet the requirements for a Licensed Addictions Counselor in South Carolina. The program addresses the development of counseling skills in a variety of treatment modalities, including individual, family and group. While some graduates have sought and gained admission to doctoral programs, the program is designed as a terminal master’s degree program. The program is accredited by the Masters in Psychology and Counseling Accreditation Council (MPCAC). Students must abide by the Ethical Principles of Psychologists and Code of Conduct of the American Psychological Association throughout their enrollment. The M.A. degree will be conferred on students who have successfully completed the requirements of the program with a minimum GPA of 3.0. All students must successfully complete a comprehensive examination after completing their ten core courses (see below) and must complete a written and oral presentation of a case study for a panel of faculty members as part of the internship requirement in order to complete the program. Students must complete all course requirements within a 5-year period from the date of initial enrollment. No more than 8 hours of graduate credit taken as a non-degree seeking student will be applied toward program requirements. Required Program for Clinical Counseling Students CORE COURSES (30 hours) PSYC-500 Human Growth and Development PSYC-501 Principles of Cognitive and Behavioral Change PSYC-507 General Psychopathology: Assessment and Differential Diagnosis PSYC-508 Counseling and Personality Theories PSYC-514 Ethics and Professional Issues in Counseling PSYC-523 Statistics and Research Design PSYC-526 Clinical Counseling: Basic PSYC-549 Foundations of Psychometrics PSYC-553 Introduction to Family Dynamics PSYC-561 Cultural Issues in Psychological Practice OTHER REQUIRED COURSES (6 hours) PSYC-540 Theories and Biology of Addiction EDUC-550 Career Counseling Students completing the Clinical Counseling curriculum must successfully complete a comprehensive examination to be permitted to take the following Advanced Courses: ADVANCED COURSES (21 hours) PSYC-611 Clinical and Professional Issues in Counseling PSYC-629 Practicum: Clinical Counseling PSYC-643 Advanced Clinical Counseling: Assessment PSYC-644 Advanced Clinical Counseling: Intervention PSYC-645 Advanced Clinical Counseling: Group PSYC-651 Internship I PSYC-652 Internship II ELECTIVES (3 hours) PSYC-555 Special Topics in Psychology PSYC-557 Counseling & Psychotherapy for Couples PSYC-602 Social and Biological Basis of Child and Adolescent Behavior PSYC-603 Affective and Cognitive Interventions: Child/Adolescent Descriptions of courses are listed in the last section of this catalog. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 66 CGC/EUGS Academic Catalog �Field Placement Requirements Clinical Counseling students complete one 100-hour practicum and one 600-hour internship providing clinical services in a community agency subsequent to successful completion of PSYC-643, PSYC-644, and PSYC-645. Field placement opportunities are available in many agencies within the tri-county area. Field placement sites may require a background check prior to beginning training. Students who have completed graduate work elsewhere but who desire admission to one of the Clinical Counseling practicum/internships for licensure or professional development reasons must receive formal approval by the Clinical Counseling Committee. Additionally, such students will be required to take the following four courses at The Citadel prior to admission to practicum: PSYC-507 PSYC-643 PSYC-644 PSYC-645 General Psychopathology: Assessment and Differential Diagnosis Contemporary Psychological Assessment and Psychotherapy Clinical Counseling: Advanced Clinical Counseling: Group The Citadel has adopted this policy because of its ethical responsibilities to practicum agencies, the clients of the agencies, and to the students. Without this background of experience with students, The Citadel is not in a viable position to attest to the student’s readiness for the practicum/internship placement. CGC/EUGS Academic Catalog 67 �Program Requirements Specialist in Education in School Psychology GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Department of Psychology 843-953-5320 www.citadel.edu/root/psychology The Ed.S. degree in School Psychology consists of 75 semester hours with four interacting components. Dr. Timothy A. Hanchon: tim.hanchon@citadel.edu Mission Statement The mission of the Specialist in Education (Ed.S.) program in School Psychology is to prepare students to become scientistpractitioners. This model sees the school psychologist as a databased problem solver at the individual, group, and systems levels. The concept includes the interaction of the student in the classroom, the school system, the family, and the community. The Ed.S. degree emphasizes application of psychological principles, knowledge, and skills in relating to the process and problems of education. The program is approved by the South Carolina Department of Education, and graduates are eligible for certification at the School Psychologist Level II in South Carolina. The program is also approved by the National Association of School Psychologists (NASP, 2003). Admission Requirements Admission to the School Psychology Program is based on a competitive review of application materials. 1. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript reflecting the highest degree earned from a regionally accredited college or university. Minimum requirements for consideration include an overall undergraduate grade point average of 3.0 (or graduate grade point average of 3.0) Submission of official Graduate Record Examination (GRE) or Miller Analogies Test (MAT) score. No minimum score is required to be considered for admission. Admission test must have been taken within the last five years. Submission of a completed Admissions Questionnaire. Submission of two letters of recommendation. 2. 3. 4. 5. Application Deadline The Admissions Committee will consider complete applications for the program on the following date: Admission Term: Summer/Fall 68 Materials Due: March 1 CORE COURSES Focus on psychological foundations with emphasis on the role, functions, and scope of the profession of school psychology (27 hours). PSYC-500 PSYC-501 PSYC-507 PSYC-508 PSYC-512 PSYC-523 PSYC-525 PSYC-549 PSYC-561 Human Growth and Development Principles of Behavior and Cognitive Change General Psychopathology: Assessment & Differential Diagnosis Counseling and Personality Theories Ethics, Roles, & Law Statistics & Research Design Basic Counseling Techniques Foundations of Psychometrics Cultural Issues in Psychological Practice ADVANCED COURSES Applied courses with emphasis on the knowledge and skills more specific to educational settings (33 hours) PSYC-502 PSYC-503 PSYC-504 PSYC-505 PSYC-602 PSYC-605 PSYC-606 PSYC-607 PSYC-608 PSYC-612 PSYC-620 Psychological & Educational Exceptionalities: Child/Adolescent Objective Assessment Special Techniques in Assessment Personality, Social, & Emotional Assessment Social & Biological Basis of Child and Adolescent Behavior Systems Theory & Consultation: Prevention and Intervention* Educational Interventions* Behavioral and Emotional Interventions* Advanced Counseling Techniques for School Psychologists Reading Assessment and Interventions Contemporary Issues in School Psychology *Course taught in conjunction with Practicum in Consultation. Students are required to complete a consultation project in the public schools. DATA-BASED PROBLEM SOLVING Courses critical to functioning as a data-based problem-solver which provide supervised, hands-on training in assessment and intervention skills within school settings (12 hours) Prerequisite: Students cannot begin this block of courses until they have officially been admitted into the School Psychology Program and completed all prerequisites. CGC/EUGS Academic Catalog �Program Sequence PSYC-615 Practicum in School Psychology I PSYC-616 Practicum in School Psychology II PSYC-617 Consultation & Intervention Practicum I PSYC-618 Consultation & Intervention Practicum II PSYC-621 Internship in School Psychology I PSYC-622 Internship in School Psychology II *NOTE: PSYC 615/617 & 616/618 are co-requisites SCIENTIST PRACTITIONER Experience as a scientist practitioner in gathering, analyzing, and interpreting data (three hours) PSYC-599 Thesis (must be completed prior to award of the M.A.) Students in the School Psychology program who successfully complete the 75 semester hours and other Program requirements (see School Psychology Program Handbook) are awarded the Ed.S. degree. Students must complete all course requirements within a 4-year period from the date of initial enrollment. Internship requirements must be completed within 2 years of the completion of course work or 6 years from date of initial enrollment. Students may apply for a Master of Arts in Psychology degree after completion of 39 semester hours from the School Psychology Program of Studies, 3 of which must include PSYC 599 (Thesis). No more than 8 hours of graduate credit taken as a non-degreeseeking student will be applied toward program requirements. Field-Based Placement Requirements School Psychology students must complete all course work before placement in an internship setting (including Thesis). Students are required to spend a minimum of 1200 clock hours in a supervised internship and complete all internship requirements within 2 years. To meet South Carolina certification requirements, students who plan to complete an internship must apply through the South Carolina Department of Education (SCDOE) for an internship certificate (Level I certification). To meet these requirements, internship candidates must submit an Application for Internship, Teacher Certification Application, SCDOE required fees, a copy of their social security card, and fingerprints for FBI/SLED background check to the Internship Coordinator of School Psychology for submission to the South Carolina Office of Educator Certification. PSYC 503, 504, 505, and 615/616 must be taken in the prescribed sequence, with each course building on the preceding one incrementally. The intervention courses (PSYC-605, 606, 607, 608, 612, and 617/618) must be taken concurrently with PSYC- 615/616 (Practicum in School Psychology I/II) to allow for further practical experience with intervention skills within the schools. Please note that ALL full-time school psychology students must be enrolled in PSYC 503 and PSYC 512 during their first Fall semester in order to avoid an extension of their course work by one year. Descriptions of courses are listed in the last section of this catalog. Attendance Policy The Catalog of The Citadel Graduate College delineates a general policy regarding class attendance. Students are expected to be familiar with this general attendance policy. Unless stated differently in course syllabi, this general policy is in effect and course instructors can fail a student who misses more than 20% of classes. The graduate program in School Psychology is, by its nature, an applied practitioner program leading to an anticipated passing score on the PRAXIS II School Psychology subject test and certification as a Level II School Psychologist in South Carolina. A number of the courses are designed to facilitate the acquisition of hands-on experiences with various diagnostic, evaluation, and intervention techniques where skill acquisition is based on instructor demonstrations and modeling, guided individual and group practice and participation by the student, role playing, and group activities, such as simulations, that build the necessary foundations for the acquisition of the basic skills necessary to the practice of the profession of School Psychology. In these courses, a strict absence policy has been adopted to ensure that learning experiences are not compromised. Specifically, courses that fall under this absence policy are as follows: PSYC-503, PSYC-504, PSYC- 505, PSYC-512, PSYC 612, PSYC-615/616, PSYC-617/618, PSYC605, PSYC-606, PSYC-607, PSYC-608, PSYC-621, and PSYC622. Students enrolled in these classes are advised to consult their syllabus and instructor for more specific details. Other field-based experiences may require a criminal background check prior to field placement. CGC/EUGS Academic Catalog 69 �SWAIN FAMILY SCHOOL OF SCIENCE AND MATHEMATICS MASTER OF ARTS  BIOLOGY  ACCELERATED BIOLOGY  SPORT MANAGEMENT MASTER OF SCIENCE  COMPUTER AND INFORMATION SCIENCES  HEALTH, EXERCISE, & SPORT SCIENCE  HEALTH, EXERCISE, & SPORT SCIENCE: CONCENTRATION IN TACTICAL PERFORMANCE AND RESILIENCY 70 CGC/EUGS Academic Catalog �Master of Arts in Biology Program Requirements Department of Biology 843-953-5203 www.citadel.edu/root/biology The Master of Arts in Biology program requires a minimum of eight graduate level courses totaling at least 32 credit hours. At least 20 credit hours must be in biology courses chosen from the list below. With the approval of the graduate advisor, students in the M.A. in Biology program may apply up to 12 credit hours in allied areas toward their graduation requirements. These allied areas may include, but are not limited to, education, chemistry, geology, psychology, and physics. Students admitted to the program are not required to have an undergraduate major in biology, however it is assumed that students have had at least eight hours in college level biology courses. Prospective students who do not have the recommended eight hours in undergraduate biology must confer with the department head or graduate advisor prior to beginning the program. All students must meet with the graduate advisor prior to beginning their course of study. Dr. Paul Nolan, 843-953-7076 paul.nolan@citadel.edu Mission Statement The Master of Arts in Biology degree is designed to advance the knowledge of students in a variety of biological disciplines. The purpose of this degree is to offer certified secondary school teachers, business people and other professionals the opportunity to advance their knowledge in the rapidly expanding discipline of biology. For teachers, the degree enhances their ability to teach a variety of courses within the discipline. For other professionals, the program allows individuals to construct a program for professional advancement in their field. Admission Requirements 1. 2. 3. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript reflecting the highest degree earned from a regionally accredited college or university. Submission of official Graduate Record Examination (GRE) or the Miller Analogies Test (MAT) score. Minimum acceptable score for the GRE is a verbal and quantitative combination of 290. The minimum for the MAT is a raw score of 396.* Admission test must have been taken within the last five years. *Students who score between 283 and 289 on the GRE or between 380 and 395 on the MAT may be provisionally accepted into the MA degree program provided all other admission requirements have been met. A student with provisional status who completes the first eight hours of degree coursework with a 3.50 GPA will be classified as regulardegree seeking status. Students who score 282 or below on the GRE or 379 or below on the MAT will not be admitted. **Environmental Studies graduate certificate students who have successfully completed 9 graduate hours may apply to waive the testing requirement for admission to the Master of Arts in Biology program. Successful completion requires a minimum 3.0 GPA with no course grades below B-. Courses BIOL-502—Comparative Vertebrate Anatomy BIOL-505—Biometry BIOL-506—Ecology BIOL-508—Genetics BIOL-509—Marine Biology BIOL-510—Vertebrate Natural History BIOL-512—Descriptive Histology BIOL-518—Ornithology BIOL-519—Economic Botany BIOL-526—Freshwater Biology BIOL-532—Developmental Biology BIOL-601—Evolution of Animals BIOL-602—Morphological Survey of the Plant Kingdom BIOL-603—General Physiology BIOL-604—Marine Invertebrates BIOL-605—Laboratory Methods in Biology BIOL-606—Field Methods in Biology BIOL-607—Microbiology BIOL-609—Seminar in Environmental Studies BIOL-610—Special Topics in Biology BIOL-611—Graduate Research BIOL-612—Cell and Molecular Biology BIOL-621—Aquatic Toxicology BIOL-624—Molecular Genetics and Recombinant DNA: BIOL-625—Tropical Rainforest and Reef Ecology BIOL-631—Environmental Physiology Total Credit Hours: 32 Descriptions of courses are listed in the last section of this catalog. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 CGC/EUGS Academic Catalog 71 �Program Requirements Accelerated Master of Arts in Biology Department of Biology 843-953-5203 www.citadel.edu/root/biology Dr. Paul Nolan, 843-953-7076 paul.nolan@citadel.edu Mission Statement The Accelerated Master of Arts in Biology program is designed to provide Citadel undergraduate students an accelerated route to obtain a Master’s degree in Biology. The purpose of this program is to offer advanced undergraduate students the opportunity to begin taking graduate-level courses during their senior year, and have those courses be applied toward an M.A. in Biology degree. After earning a Bachelor’s degree, students in this program will continue their graduate coursework until completing the requirements for the M.A. in Biology program. It is expected that students in this program will complete the requirements for both the Bachelor’s degree and the Master’s degree in a total of five years. Undergraduates in this program will acquire a broader and deeper education in modern biology through additional advanced coursework. An advanced degree in Biology can provide employment opportunities that the Bachelor’s degree alone cannot provide. This program will also provide students looking to strengthen their application credentials to professional schools, including medical and dental schools, an opportunity to pursue an advanced degree in an accelerated timeframe. Admission Requirements The program is available to Citadel undergraduate students majoring in any discipline as long as they have successfully completed a minimum of eight credit hours in biology coursework. Students interested in this program should apply during their junior or senior year. However, students are encouraged to apply by the end of their junior year to help ensure that they have the full subsequent year, including the summer, to begin taking courses for graduate credit. This program is not available to undergraduates enrolled at other institutions, or who those have completed a Bachelor’s degree or advanced degree at another institution. 1. Complete and return an online application form along with the non-refundable application fee to The Citadel Graduate College. 2. Applicants are expected to have a cumulative undergraduate GPA of 3.5 or higher. 3. Senior (1A) classification 72 Program requirements for the Accelerated Master of Arts in Biology are identical to that of the Master of Arts in Biology program. A student enrolled in the Accelerated Master’s Program can register for up to two graduate level courses during the summer and one graduate level course during each of the fall and spring semesters. Undergraduate students enrolled in graduate classes will be held to The Citadel Graduate College policies in those classes, including academic standards, grades, and attendance. Cadets in graduate classes will continue to be subject to the honor system as prescribed by “The Honor Manual of the South Carolina Corps of Cadets.” Following successful completion of the requirements for the Bachelor’s degree, students would be classified as graduate students by The Citadel Graduate College and follow all of their policies and procedures. At the discretion of the graduate program director and the student’s undergraduate major dean/department head, the student may have up to two courses, or eight credit hours, waived from their undergraduate major degree requirements for completing graduate level courses with a grade of B or higher. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Courses BIOL-502—Comparative Vertebrate Anatomy BIOL-505—Biometry BIOL-506—Ecology BIOL-508—Genetics BIOL-509—Marine Biology BIOL-510—Vertebrate Natural History BIOL-512—Descriptive Histology BIOL-518—Ornithology BIOL-519—Economic Botany BIOL-526—Freshwater Biology BIOL-532—Developmental Biology BIOL-601—Evolution of Animals BIOL-602—Morphological Survey of the Plant Kingdom BIOL-603—General Physiology BIOL-604—Marine Invertebrates BIOL-605—Laboratory Methods in Biology BIOL-606—Field Methods in Biology BIOL-607—Microbiology BIOL-609—Seminar in Environmental Studies BIOL-610—Special Topics in Biology BIOL-611—Graduate Research BIOL-612—Cell and Molecular Biology BIOL-621—Aquatic Toxicology BIOL-624—Molecular Genetics and Recombinant DNA: BIOL-625—Tropical Rainforest and Reef Ecology BIOL-631—Environmental Physiology Total Credit Hours: 32 Descriptions of courses are listed in the last section of this catalog. CGC/EUGS Academic Catalog �Master of Science in Computer and Information Sciences All degree candidates must: Department of Cyber and Computer Sciences 843-953-5048 http://www.citadel.edu/ccs Dr. Shankar Banik, Department Head 843-953-5039, shankar.banik@citadel.edu Dr. Michael Verdicchio, Program Director 843-953-6987, mv@citadel.edu Mission The Master of Science in Computer and Information Sciences is designed to offer professionals an opportunity to attain an advanced degree in the computer science field while upgrading their skills and knowledge. The Computer and Information Sciences program is a joint program with the College of Charleston. Admission Requirements 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college and university. 3. Applicants are expected to have an undergraduate grade point average of at least 3.0. 4. Submission of official Graduate Record Examination (GRE) score. Minimum combined score of 300 on the verbal and quantitative sections of the general test (minimum of 1000 under the old grading system) and a minimum score of 4.0 on the writing assessment is required. Admission test must have been taken within the last five years. 5. Approval from the Program Director or Department Head before registering for any graduate Computer and Information Sciences (CSCI) courses. 6. Competency, demonstrated through coursework, approved work experience, or a program administrated competency exam, in the areas of basic Computer Architecture, Objectoriented Programming, Discrete Mathematics, and Data Structures. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Degree Requirements The Master of Science in Computer and Information Sciences degree is conferred upon those candidates who successfully complete an approved program of study consisting of a minimum of 33 semester hours of graduate credit (of which no more than nine may be transfer credit) with a cumulative GPA of 3.0. At least 11 credit hours must be taken at each institution. 1. Complete the following four core courses for a total of 12 hours. CSCI-601 Data Modeling and Database Design CSCI-602 Foundations of Software Engineering CSCI-603 Object-Oriented Design Patterns CSCI-604 Distributed Computer Systems Architecture 2. Declare an area of specialization from among Computer Science, Cybersecurity, Information Systems, or Software Engineering, and complete four courses in that area (12 credit hours). • Degree candidates in the Computer Science specialization must complete four courses from the courses numbered 612, 614, 616, 618, 632, 638, 674, or 690 when approved by the department head or program director. Three of the four courses must be from the courses numbered 612, 614, 616, or 618. CSCI-612 Advanced Computer Organization CSCI-614 Advanced Operating Systems CSCI-616 Automata CSCI-618 Programming Languages CSCI-632 Data Communications and Networking CSCI-638 Advanced Topics in Database Systems CSCI-674 Introduction to Computer Graphics • Degree candidates in the Cybersecurity specialization must complete the following four courses: 614, 631, 632, and 641. CSCI-614 Advance Operating Systems CSCI-631 Privacy and Security Issues CSCI-632 Data Communications and Networking CSCI-641 Advanced Cybersecurity • Degree candidates in the Information Systems specialization must complete four courses from the courses numbered 631, 632, 634, 636, 638, 659, 672, or 690 when approved by the department head or program director. Two of the courses must be 631 and 632. CSCI-631 Principles of Computer Security CSCI-632 Data Communications and Networking CSCI-634 Project Change and Management CSCI-636 Information Technology Policy, Strategy, and Governance CSCI-638 Advanced Topics in Database Systems CSCI-659 Service-Oriented Computing CSCI-672 Human-Computer Interaction • Degree candidates in the Software Engineering specialization must complete four courses from the courses numbered 634, 654, 656, 657, 658, 659, 672, or 690 when approved by the department head or program director. One of these courses must be 656 and another of the courses must be chosen from 654 and 658. CSCI-634 Project Change and Management CSCI-654 Software Requirements Analysis and Specifications CSCI-656 Software Systems Design and Implementation CSCI-657 Embedded Systems Design CSCI-658 Software Testing and Maintenance CSCI-659 Service-Oriented Computing CSCI-672 Human-Computer Interaction 3. Complete one of the following three options (nine hours). • CSCI-699 Research thesis (six hours) plus one elective. • CSCI-698 Project Thesis (three hours) plus two electives. • Three electives (nine hours). ENGR 650, Overview of Technical Project Management, may be substituted for CSCI 634 in satisfying degree requirements for the M.S. in Computer and Information Science. Descriptions of courses are listed in the last section of this catalog. CGC/EUGS Academic Catalog 73 �Department of Health & Human Performance Mission Statement The goals of the M.S. in Health, Exercise, & Sport Science and M.A. in Sport Management are to provide an exemplary educational environment and experiences leading to advanced skills, knowledge, and attitudes within domains of human movement; healthful living; individual growth and development; and management and administration of sport, exercise, and recreation programs. These programs provide scholarly approaches to the study of professions in health science, exercise science, sport science, human performance, sport administration, sport marketing, and promotions of sport and related organizations. These advanced degree programs prepare graduates for leadership positions including those within the sport and recreation industry, college and university sports, intramurals, recreation, sport club programs, resort programming, wellness and fitness industries, human performance laboratories, health and physical performance organizations, and health, sport, and athletic administration. Master of Science in Health, Exercise & Sport Science Department of Health & Human Performance www.citadel.edu/root/hhpprograms/graduate/maste r-of-science-health-exercise-sport- science Dr. Christopher J. Sole, Program Director 843-953-6386, csole@citadel.edu Admission Requirements 1. 2. 3. 4. 5. 6. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript reflecting the highest degree earned from a regionally accredited college or university. Submission of official Miller Analogies Test (MAT) or Graduate Record Examination (GRE) scores.* Admission test must have been taken within the last five years. Submission of three signed letters of recommendation. These may be from faculty members of the applicant’s undergraduate institution and/or from associates in business, government, education, or military service. Submission of a resume detailing previous work experiences. A one-page letter describing why you are interested in the MS in Health, Exercise, & Sport Science program. *Minimum acceptable score for the MAT is 396. Minimal acceptable GRE score is a combined verbal and quantitative score of 290. Applicants who score between 283 and 289 on the GRE may apply for provisional status provided all other requirements have been met. A student with provisional status who completes 6 graduate semester hours in one semester and maintains a 3.5 grade point ratio will be classified as a regular degree-seeking student. Program Requirements The program consists of thirty-nine (39) or forty-two (42) semester credit hours depending on course selection. Either twenty-one (21) or twenty-four (24) hours are derived from seven (7) or eight (8) required core courses. The balance of hours (18) may be taken from approved health, exercise, and sport science electives. Within the broad scope of courses offered, each program of study is individually structured to accommodate the needs and interests of the student while assuring mastery of the disciplines of health science, exercise science, and sport science. Each student enrolled in this program is expected to integrate components of research, apply contemporary technological and/or computer expertise, and practice effective oral and written communications skills through each phase of the program. During the last semester of program work, each student is required to take a written and oral exit competency examination. Questions for the written phase are drawn from coursework completed by each student in the Department of Health, Exercise, & Sport Science. 74 CGC/EUGS Academic Catalog �After the written exam is evaluated, each student may undergo an oral exam consisting of questions selected by members of the departmental faculty. Any student who does not satisfactorily complete the exit competency examination may be required to retake the exam or take additional courses or accomplish individualized study to strengthen identified areas. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 HESS-560 Research Techniques & Methods of Analyzing Research in Health, Exercise, & Sport Science II * ** HESS-554 Analysis of Sport Skills & Techniques * HESS-540 is a prerequisite or co-requisite for this course ** This course or an equivalent course may be required if a student chooses the thesis option *** HESS-506 is a prerequisite for this course **** HESS-501 is a prerequisite for this course Core Course Requirements  Depending upon program emphasis, seven (7) or eight (8) courses within the curriculum are designated “Core Courses” are required for each student: HESS-501 Nutrition HESS-505 Motor Development and Motor Learning HESS-506 Applied Exercise Physiology HESS-510 Biomechanics of Sport Techniques HESS-540 Research Techniques & Methods of Analyzing Research in Health, Exercise, & Sport Science I HESS-544 Exercise Testing & Assessment and  Opportunities exist for development of specialized programs of study emphasizing Health Science, Exercise Science, or Sport Science. Common threads of effective written and oral communication skills, research methodology, applied contemporary technology and computer expertise, collaboration and cooperation with other disciplines, and reflective learning will be incorporated within each course in the Master of Science curriculum. Total program hours: 39 or 42 (21/24 core hours + 18 electives) Descriptions of courses are listed in the last section of this catalog. HESS-507 Special Problems in Health, Exercise, & Sport Science * or HESS-542 Practicum in Health, Exercise, & Sport Science * or HESS-598 Thesis I in Health, Exercise, & Sport Science (3) * HESS-599 Thesis II in Health, Exercise, & Sport Science (3) * * HESS-540 is a prerequisite or co-requisite for this course Approved Electives Each student is required to choose a minimum of six (6) courses (18 hours) from the following list of approved elective courses. HESS-502 Drug & Substance Abuse HESS-504 Public Health HESS-508 Epidemiology HESS-511 Special Topics in Health, Exercise, & Sport Science (Exercise Science) HESS-534 Accommodating Persons with Disabilities in Sport & Physical Activity HESS-541 Current and Future Trends in Health, Exercise, & Sport Science HESS-543 Consumer Health HESS-545 Nutrition for Exercise, Sport, & Physical Activity **** HESS-546 Environmental Physiology *** HESS-547 Techniques of Conditioning for Sport & Physical Fitness HESS-548 Psychology of Sport & Motivation CGC/EUGS Academic Catalog 75 �Master of Science in Health, Exercise & Sport Science: Concentration in Tactical Performance and Resiliency Department of Health & Human Performance www.citadel.edu/root/hhpprograms/graduate/ master-of-science-health-exercise-sport- science Dr. Chris Bellon, Program Director 843-953-1652, cbellon@citadel.edu Mission Statement The essential mission of the M.S. in Health, Exercise, & Sport Science with the Concentration in Tactical Performance and Resiliency is to empower high potential individuals with in-depth theoretical and practical understanding of the physiological and psychological challenges associated with preparing tactical athletes for optimum performance and resiliency on and off the job. Tactical athletes include military personnel, first responders, and veterans. This program will expand skills and knowledge well beyond that offered by professional certifications alone. Graduates of this program will have completed a rigorous program of study, will have acquired a minimum of three professional certifications, and will have had rich practical experiences. The combination of experiences will prepare them to effectively train and coach units/groups of tactical athletes in areas including, but not limited to: Active-duty, Guard, and Reserve Military Forces, firefighting, law enforcement, and elite Special Forces. Admission Requirements 1. 2. 3. 4. 5. 6. 76 *Minimum acceptable score for the MAT is 396. Minimal acceptable GRE score is a combined verbal and quantitative score of 290. Applicants who score between 283 and 289 on the GRE may apply for provisional status provided all other requirements have been met. A student with provisional status who completes 6 graduate semester hours in one semester and maintains a 3.5 grade point ratio will be classified as a regular degree-seeking student. Program Requirements The M.S. in Health Exercise & Sport Science: Concentration in Tactical Performance and Resiliency consists of thirty-six (36) semester credit hours. Eighteen (18) of those credit hours come from core courses from health, exercise, and sport science. Additionally, fifteen (15) credit hours are derived from courses specific to the Concentration in Tactical Performance and Resiliency, while three (3) credit hours come from one of approved elective course based on the direction you wish to take with your degree. During the last semester of program work, each student is required to take a written and oral exit competency examination. Questions for the written phase are drawn from coursework completed by each student in the Department of Health, Exercise, & Sport Science. After the written exam is evaluated, each student may undergo an oral exam consisting of questions selected by members of the departmental faculty. Any student who does not satisfactorily complete the exit competency examination may be required to retake the exam or take additional courses or accomplish individualized study to strengthen identified areas. Prior to the capstone internship experience, the candidate must satisfy the following criteria: 1. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript reflecting the highest degree earned from a regionally accredited college or university. Submission of official Miller Analogies Test (MAT) or Graduate Record Examination (GRE) scores.* Admission test must have been taken within the last five years. Submission of three signed letters of recommendation. These may be from faculty members of the applicant’s undergraduate institution and/or from associates in business, government, education, or military service. Submission of a resume detailing previous work experiences. A one-page letter describing why you are interested in the Concentration in Tactical Performance and Resiliency. 2. 3. 4. 5. 6. Pass a comprehensive exam evaluating essential content knowledge and coaching skills. Complete 300-hours of field experience in coaching, all of which must meet the criteria set forth by the Department of Health and Human Performance. Apply for an experience that is approved by the Department of Health and Human Performance no less than 2-months prior to the start date. Gain any necessary clearance documentation required to be permitted at the internship site. Successfully pass the NSCA Certified Personal Trainer (CPT) exam. Obtain a current American Red Cross certificate in First Aid and CPR/AED. CGC/EUGS Academic Catalog �GRADUATION REQUIREMENTS (non-credit bearing) 1. Darkness to Light Training 2. The Citadel Principled Leadership Seminar – LDRS 500 3. Successful completion of the Tactical Strength and Conditioning-Facilitator certification (National Strength and Conditioning Association 4. One (1) or more professional certifications from the list below: • Certified Personal Trainer (National Strength and Conditioning Association, American College of Sports Medicine, National Academy of Sports Medicine, American Council on Exercise) • Certified Strength and Conditioning Specialist (National Strength and Conditioning Association) • Corrective Exercise Specialist (National Academy of Sports Medicine) • Performance Enhancement Specialist (National Academy of Sports Medicine) • Exercise Physiologist (American College of Sports Medicine) 5. Proof of current Certification in First Aid and CPR 6. Proof of current Certification in Mental Health First Aid Course Requirements CORE COURSES (18 credit hours) HESS-501 Nutrition HESS-505 Motor Development and Motor Learning HESS-506 Applied Exercise Physiology HESS-510 Biomechanics of Sport Techniques HESS-540 Research Techniques & Methods of Analyzing Research in Health, Exercise, & Sport Science I HESS-544 Exercise Testing & Assessment CONCENTRATION COURSES (15 credit hours) PSYC-516 Psychological Resiliency for Tactical Athletes TAPR-601 Introduction to Human Performance TAPR-610 Applied Exercise Physiology and Nutrition TAPR-640 Tactical Strength and Conditioning TAPR 699 Capstone Internship in Tactical Performance & Resiliency APPROVED ELECTIVE COURSES (3 credit hours, choose one course) HESS-534 Accommodating Persons with Disabilities in Sport & Physical Activity HESS-546 Environmental Physiology HESS-550 Instructional Aspects of Teaching Physical Education HESS-560 Research Techniques & Methods II PSYC-604 Applied Principles of Behavior Change for Tactical Athletes Total program hours: 36 credit hours Descriptions of courses are listed in the last section of this catalog. CGC/EUGS Academic Catalog 77 �Master of Arts in Sport Management Department of Health & Human Performance www.citadel.edu/root/hess-programs/ graduate/master-of-arts-sport-management Dr. Stavros Triantafyllidis, Program Director 843-953-4852, striantaf@citadel.edu Admission Requirements 1. Contact the Director of Graduate Studies for the Department of Health, Exercise, and Sport Science. 2. Completion of the online graduate application along with the non-refundable application fee. 3. Submission of an official transcript of the baccalaureate degree directly from a regionally accredited college or university. 4. Submission of official Miller Analogies Test (MAT) or the Graduate Record Examination (GRE) score. Minimum acceptable score for the MAT is 396. Minimal acceptable GRE score is a combined verbal and quantitative score of 290.* Admissions test must have been taken within the last five years. 5. Submission of three signed letters of recommendation. These may be from faculty members of the applicant’s undergraduate institution and/or from associates in business, government, education, or military service. 6. Submission of a resume detailing previous work experiences. *Applicants who score between 380 and 395 on the MAT or between 283 and 289 on the GRE may apply for provisional status provided all other requirements have been met. A student with provisional status who completes 6 graduate semester hours in one semester and maintains a 3.5 grade point ratio will be classified as a regular degree-seeking student. Under circumstances, such as extensive work in the field of Sport Management (at least 6 years), an applicant can be admitted in the program without MAT or GRE scores. Students accepted to the Master of Arts Sport Management program will automatically be enrolled in the Graduate Certificate in Sport Management. See certificate section of the catalog for more information. the program. One of the required components of the program is the Internship, which requires the student to spend 500 hours at an environment that is related to the future goals of the student, and which provides “hands-on” training for the field of choice. During the last semester of program work, graduating students are required to present and defend a Professional Portfolio that includes academic as well as professional and other artifacts, as per demands by the M.A. in Sport Management degree program. Requirements for said Portfolio will be communicated to the student after acceptance in the program. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 CORE COURSES (7 courses, 24 credit hours) HESS-518 Sport Marketing (3) HESS-521 The Art of Selling in Sport (3) HESS-523 Administration & Leadership of Exercise & Sport Organizations (3) HESS-538 Internship in Sport Management (6) ~ HESS-539 Sport Public Relations & Promotions (3) HESS-556 Sport Finance (3) OR HESS-557 Economics of Sport (3) HESS-559 Research in Sport Management (3) ELECTIVE COURSES (Choose 5 courses, 15 credit hours) HESS-507 Special Problems in HESS (3) * HESS-511 Special Topics in HESS (3) HESS-513 Sport Facility & Event Management (3) HESS-520 Special Topics in Sport Management (3) * HESS-529 Special Problems in Sport Management (3) * HESS-530 Practicum in Sport Management (3) ~ HESS-541 Current & Future Trends in HESS (3) * HESS-542 Practicum in HESS (3) ~ * HESS-548 Psychology of Sport & Motivation (3) HESS-549 Sociological & Cultural Aspects of Sport (3) HESS-552 Fundraising of Sport Organizations (3) HESS-553 Sport Communication (3) HESS-555 Legal Aspects of Sport (3) HESS-556 Sport Finance (3) HESS-557 Economics of Sport (3) HESS-558 Advertising in Sport (3) Program Requirements The program consists of thirty-nine (39) semester credit hours. Twenty four (24) hours are derived from seven (7) required core courses. The balance of hours (15) may be taken from approved health, exercise, and sport science electives and a maximum of three (3) hours of free electives. Within the broad scope of courses offered, each program of study is individually structured to accommodate needs and interests of the student while assuring mastery of the discipline of sport management. Each student enrolled in this program is expected to integrate components of research, apply contemporary technological and/or computer expertise, and practice effective oral and written communications skills through each phase of 78 ~ Minimum of 20 credit hours need to be completed prior to enrollment. * HESS-540 OR HESS-559 is a prerequisite or co-requisite. TOTAL PROGRAM HOURS: 39 (24 core hours + 15 elective hours) Descriptions of courses are listed in the last section of this catalog. CGC/EUGS Academic Catalog �ZUCKER FAMILY SCHOOL OF EDUCATION MASTER OF ARTS IN TEACHING  SECONDARY  MIDDLE GRADES  PHYSICAL EDUCATION MASTER OF EDUCATION  COUNSELOR EDUCATION  EDUCATIONAL LEADERSHIP  HIGHER EDUCATION  INTERDISCIPLINARY STEM EDUCATION  LITERACY EDUCATION SPECIALIST IN EDUCATION  EDUCATIONAL LEADERSHIP CGC/EUGS Academic Catalog 79 �ZUCKER FAMILY SCHOOL OF EDUCATION Graduate Programs The purpose of the graduate programs of the Zucker Family School of Education is to serve the people of the Lowcountry, the state of South Carolina, and the Southeast by providing high quality programs in the areas of professional education and school counseling. The School offers programs to prepare school teachers, school counselors, literacy teachers, literacy coaches, and educational administrators. The Citadel has been involved in the preparation of teachers since the creation of the School of Education and Psychology in 1929. In 1954, the School of Education was approved as a separate department. Master’s degree programs for teachers and Master’s degree programs for prospective counselors were authorized in 1968. Master’s degree programs for school administrators were authorized in 1970. The Educational Specialist degree in educational administration was approved in 1975, and the Educational Specialist degree in School Psychology was approved in 1980. Prior to 1974, the South Carolina State Department of Education (SCDE) approved The Citadel’s Educator Preparation programs. In 1974, all professional education programs offered by The Citadel were initially accredited by the National Council for Accreditation of Teacher Education (NCATE). Both state-approved program status and national accreditation have been continuous since they were initially granted. The most recent SCDE, Commission on Higher Education (CHE), and NCATE/CAEP program reviews, conducted in the spring of 2013, resulted in continuing program accreditation approval. The Council for Accreditation of Counseling and Related Educational Programs (CACREP) granted accreditation in July 2005 to the School Counseling Programs which offers a Master of Education in Counselor Education. Statement of Philosophy The philosophy of the Zucker Family School of Education at The Citadel is based on five fundamental propositions. These propositions serve to orient the mission and conceptual base of the School, guide the actions and value system of the faculty, shape the curricula of the various programs, and provide to its faculty their sense of purpose and meaning for teaching, scholarship, and professional service. These five propositions are: 1. The faculty is committed to promoting education for all individuals to the fullest extent possible. With the implementation of appropriate teaching and assessment strategies, a fundamental guiding belief is that all students, though having unique learning styles and experiences, are capable of learning. 80 2. It is the educator’s responsibility, with the aid of appropriate resources and support, to establish a mutually respectful environment where effective learning occurs for all students. 3. Education is a systematic effort to facilitate the knowledge, skills, attitudes, and values necessary for the student to function in a diverse society. 4. The faculty is committed to upholding the highest professional standards in all situations in which they model these standards to students through their teaching, research, and service endeavors. 5. The faculty is committed to an open interchange of ideas wherein the perspectives of all are valued. The School’s Conceptual Model The Citadel’s Professional Education Unit prepares principled educational leaders to be knowledgeable, reflective, and ethical professionals. Candidates completing our programs are committed to ensuring that all students succeed in a learner- centered environment. Rationale: • Society is in need of principled educational professionals committed to ensuring all students learn; • All children and young adults require high quality educational experiences that enable them to compete and prosper in the global economy; and • Such high quality educational experiences require a transformed educational system focused on fostering twenty– first century knowledge and skills in all children and young adults. The Citadel’s Professional Education Unit is committed to the simultaneous transformation of the preparation of educational leaders and of the places where they work. Specifically, The Citadel’s Professional Education Unit seeks to develop principled educational leaders who: • Have mastered their subject matter and are skilled in using it to foster student learning; • Know the self who educates (Parker J. Palmer) and integrate this self-knowledge with content knowledge, knowledge of students, and in the context of becoming professional change agents committed to using this knowledge and skill to ensure that all students succeed in a learner-centered environment; and • Exemplify the highest ethical standards by modeling respect for all human beings and valuing diversity as an essential component of an effective learner-centered environment. Through our initial program for teacher candidates for P-12 schools and our advanced programs for professional educators in P-20 schools, The Citadel’s Professional Educational Unit shapes cadets and graduate students into principled educational leaders capable of and committed to transforming our schools into learning communities where all succeed. CGC/EUGS Academic Catalog �The Citadel’s Professional Educational Unit has identified 15 performance indicators for candidates to demonstrate that they are principled educational leaders who are knowledgeable, reflective, and ethical professionals: Knowledgeable Principled Educational Leaders... 1. Have mastered the subject matter of their field of professional study and practice; 2. Utilize the knowledge gained from developmental and learning theories to establish and implement an educational program that is varied, creative, and nurturing; 3. Model instructional and leadership theories of best practice; 4. Integrate appropriate technology to enhance learning; 5. Demonstrate a commitment to lifelong learning; Reflective Principled Educational Leaders... 1. Develop and describe their philosophy of education and reflect upon its impact in the teaching and learning environment; 2. Develop and manage meaningful educational experiences that address the needs of all learners with respect for their individual and cultural experiences; 3. Construct, foster, and maintain a learner-centered environment in which all learners contribute and are actively engaged; 4. Apply their understanding of both context and research to plan, structure, facilitate, and monitor effective teaching and learning in the context of continual assessment; and 5. Reexamine their practice by reflectively and critically asking questions and seeking answers. Ethical Principled Educational Leaders... 1. Demonstrate commitment to a safe, supportive, learning environment; 2. Embrace and adhere to appropriate professional codes of ethics; 3. Value diversity and exhibit a caring, fair, and respectful attitude and respect toward all cultures; 4. Establish rapport with students, families, colleagues, and communities; 5. Meet obligations on time, dress professionally, and use language appropriately. The Professional Education Board To facilitate the college-wide mission of preparing principled leaders for professional education, The Citadel established the Professional Education Board (PEB). The Citadel PEB’s primary focus is to foster academic environments that promote the development of principled leaders for the education profession and to facilitate the continuing improvement of professional education programs across the institution. In pursuing these goals, the PEB will concentrate on communication, assessment, and governance issues. The Citadel’s Dean of the Zucker Family School of Education chairs the Board, which is comprised of representatives from all of The Citadel’s professional education constituencies, including faculty, staff, students, and our P-12 colleagues. PEB members are appointed by the Dean of the School of Education in collaboration with the Deans of Humanities and Social Science, of Science and Mathematics, and of The Citadel Graduate College. Beginning in September 2006, the Professional Education Board meets monthly during each academic year. The School’s Website The Zucker Family School of Education has a diverse faculty with a wide array of teaching and research interests. Additional information on these interests, as well as other departmental highlights, initiatives and activities, can be viewed online: www.citadel.edu/education. Admission Test Policy Admission tests are required for all MAT and Counselor Education degree programs. The minimum acceptable score for admission for degree programs is a score of 396 on the Miller Analogies Test (MAT) or 290 (combined score on verbal and quantitative sections) on the Graduate Record Examination (GRE). Provisional Status – Applicants for all MAT and Counselor Education degree programs who score between 380 and 395 on the MAT or between 283 and 289 on the GRE may apply for provisional status. A student accepted provisionally will have completed all admission requirements and will have been reviewed by the respective department. Once admitted the student must complete six semester hours and maintain a 3.50 GPA and then will be classified as degree-seeking status (see respective programs for additional requirements). Additionally, applicants for the MAT Secondary Education degree program with a GPA between 2.5 and 3.0 may be accepted on a provisional basis if all other criteria have been met. Students who score 379 or below on the MAT or 282 or below on the GRE will not be admitted. Admission tests must be current within five (5) years of application and official score sent directly to the CGC office at the request of the student. Requesting a Waiver - Applicants for all MAT and Counselor Education degree programs who possess a master’s degree or doctorate degree from a regionally accredited institution may request permission to waive the requirement to supply an admissions test score. An applicant must request the waiver in writing at the time of application from the appropriate academic program director. LiveText Account Zucker Family School of Education degree-seeking students (and those approved for certification only in counseling or educational leadership programs) must purchase a LiveText account at The Citadel’s Bookstore. LiveText makes it possible for education students to have secure access to their portfolios and other important materials. Through LiveText, faculty members and administrators collect data, generate reports from the data, and use this information to make informed program and unit decisions. CGC/EUGS Academic Catalog 81 �Appeals Process Education students who have extenuating circumstances may request to appeal policies by writing to the School’s Admission, Retention, and Certification committees. Appeal letters should be addressed to the Dean of the School, who will direct it to either the Initial Programs Committee or the Advanced Programs Committee for recommendation. The committees’ recommendations regarding appeals will be forwarded to the Dean of the School for final action. Transfer Credit No more than 12 hours may be transferred from other regionally accredited colleges or universities (e.g. Southern Association of Colleges, North Central Association of Colleges and Schools, etc.). Only graduate credit hours in which grades of “B” or higher have been earned are transferable. Some programs allow fewer hours of transfer credit. Students should check the requirements for specific programs for the maximum number of credit hours that may be transferred into his or her program at The Citadel. Please refer to CGC policy section for complete transfer credit details. 82 CGC/EUGS Academic Catalog �Master of Arts in Teaching (MAT) Secondary Education (Grades 9-12) • • • • Biology English Mathematics Social Studies Admission Requirements 1. 2. 3. Zucker Family School of Education 843-953-5097 schoolofeducation@citadel.edu www.citadel.edu/root/teacher-education 4. Content Area Advisors: Biology: Dr. Kristy Johnson, johnsonk1@citadel.edu English: Dr. Tom Thompson, thompsont@citadel.edu Mathematics: Dr. Richard Robinson, rrobins4@citadel.edu Social Studies: Dr. Katherine Grenier, grenierk@citadel.edu Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college and university. Applicants are expected to have a 3.0 cumulative undergraduate grade point average. Applicants with a GPA between 2.5 and 3.0 may be accepted on a provisional basis if all other criteria are met. Submission of the official Graduate Record Examination (GRE) or the Miller Analogies Test (MAT) scores. GRE minimum acceptable score is a verbal and quantitative combination of 290. MAT minimum is a raw score of 396. Admission test must have been taken within the last five (5) years. See page 81 for provisional status information. Program Requirements The program assumes a substantial undergraduate preparation in the proposed certification area. It is the responsibility of the student, and a requirement of the degree program, to submit official transcripts of previous academic work to the program advisors via The CGC office. Through a dual advisement system that includes content and education faculty, transcripts will be evaluated and a program of study will be developed for each student. Additional undergraduate course work may be required. The program of study will include work in professional education and a content field. At the outset, it should be recognized that programs of study are highly individualized based on the prior preparation of the teacher candidate, and hours for completion vary among students. Registration cannot take place until program of study is complete. Education Advisors: Dr. Christopher Dague, cdague@citadel.edu Dr. Tammy Graham, Program Coordinator, tammy.graham@citadel.edu Dr. Soo Joung Kim, soojoung.kim@citadel.edu Program Field Experiences, Internships and Support Services: Dr. Tom Reilly, reillyt1@citadel.edu Mission Statement The Master of Arts in Teaching (MAT) program is designed for students seeking initial teacher certification in the fields of Biology and General Science, English Language Arts, Mathematics, Physical Education, or Social Studies. The program shares the philosophy and conceptual base of the Zucker Family School of Education: Preparing Principled Educational Leaders who are knowledgeable, reflective, and ethical. In addition, students must demonstrate an understanding of essential knowledge and its application to the classroom through field experiences and a professional internship. Some of those areas of knowledge include human development, education foundations and research, as well as an understanding of the academic content the student proposes to teach. Prior to the internship in teaching, the teacher candidate must: • Apply for the internship no later than two semesters prior to the Student Teaching Internship. • Successfully complete all required field experiences – a minimum of 75 hours prior to the student teaching internship. • Complete the teacher certification application via this website, https://ed.sc.gov/educators/teaching-in-southcarolina/aspiring-educators/applying-for-certification/, with state- required fees, social security card copy, and fingerprints for FBI/SLED background check. • Be cleared by the South Carolina State Department of Education. • Successfully complete the Praxis II Content Specialty Exam. Candidates are encouraged to take the specialty exam two semesters prior to beginning the internship. A passing score, using South Carolina standards (www.ets.org/praxis /prxsc.html), must be achieved prior to placement in the Professional Internship. • The Praxis II Principles of Learning and Teaching (PLT) pedagogy exam is required prior to the issuance of an initial certificate. Candidates are encouraged to take the PLT exam upon completion of the following education courses: EDUC 500, EDUC 514, and 536. • Negative TB test prior to the internship. • MAT interns must successfully pass Red Cross Blood Borne Pathogens training prior to internship. CGC/EUGS Academic Catalog 83 �• • MAT PE candidates must provide proof of current American Red Cross certification in First Aid and CPR prior to internship. Successfully complete 60 consecutive full days during the student teaching internship. Successful completion of the approved program will qualify the student for a South Carolina teaching certificate/license in their chosen discipline and appropriate grade level(s). Co-requisite: PSYC 500 - Human Growth and Development (or verifiable undergraduate preparation in psychology). Core Education Requirements It is recommended that the following courses be taken prior to any other professional education courses. Courses in the content field may be taken prior to or concurrent with this required core. (For Physical Education, see specific Professional Education Courses listed under that section.) Candidates should consult with their education advisor for course sequencing. 1. 2. 3. 4. 5. EDUC-500 Foundations of American Education (A minimum grade of B must be earned to move from pre-teacher education to teacher education.) EDUC-514 The Exceptional Child in the School EDUC-536 Educational Psychology EDUC-512 Data Collection and Analysis EDUC-588 Foundations of Literacy Professional Education Methods Course Requirements The professional requirement courses should be taken after the Core Education Courses have been completed. Content courses may be taken prior to or in conjunction with all of these courses except the Professional Internship. The student must recognize that the Professional Internship requires that a minimum of 60 full days be spent in the school. During the Internship, it will not be possible for the student to take any additional courses or be employed. • • • EDUC-501 Methods and Materials of Middle and High School Teaching EDUC-592 Content Area Reading and Writing EDUC-520 Professional Internship Content Area Preparation Requirements Transcripts will be evaluated against the following list of required courses in the possible certification areas of the MAT program. Guidelines from the South Carolina State Department of Education, NASPE, NCSS, NCTE, NCTM, NMSA, and NSTA are used to determine courses for each program which students have taken in either graduate or undergraduate levels. Each student is assigned an advisor from the School of Education and from the respective Content Area that he or she has chosen. Both advisors examine transcripts and develop a program of study for the student. To be eligible for the Student Teaching Professional Internship, program completion, and recommendation for licensure, in addition to education courses, students must have taken all of the content area courses below. Further, it is the responsibility of the teacher candidates to make sure that they have credit for prerequisites 84 for each required course. In the event that all of the following have been taken prior to matriculation into this program, the content area advisor will recommend additional graduate work in the content field for program completion. Field Experiences and Clinical Practice/Internship Semester Expectations As is expected for all South Carolina graduate teacher preparation programs, candidates in this program will spend a minimum of 75 hours in school settings prior to their internship semester participating in activities that range from focused observation to assisting small groups to teaching whole classes. These preinternship experiences are an integral part of the core education courses. During the internship semester, teacher candidates in this program will spend 60 full days in a High School setting with content area certified teachers who are ADEPT trained. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Master of Arts in Teaching – Biology (Grades 9-12) Note: Along with required Education Courses listed above, completion of this degree program includes a minimum of 2 Graduate level Science courses from transcript analysis as well as Biology Methods – BIOL 605, 606, or 609. Expected Science Content Area Required Courses: • Behavior of Organisms and their Relationship to Social Systems (one course): ANTH-201, ANTH-202, or ANTH-501 • Biology Survey with lab (two courses): BIOL-101 with BIOL 111 and BIOL-102 with BIOL-112 or BIOL-130 with BIOL 140 and BIOL-131 and BIOL-141 • Chemistry with lab (two courses): CHEM-103 with CHEM-113 and CHEM-104 with CHEM-114 or CHEM-151 with CHEM-161 and CHEM-152 with CHEM-162 • Geology with lab (one course): EART-201 or EDUC-587Special Topics • Introduction to Physics with lab (one course required, two recommended) PHYS-203 and PHYS-253 or PHYS-204 and PHYS-254 or PHYS-221and PHYS-271 or PHYS-222 and PHYS-272 • Cell Biology with lab (one course): BIOL-205 or BIOL-612 • Ecology with lab (one course): BIOL-406 or BIOL-506 • Evolution (one course): BIOL-208 or BIOL-601 • Genetics with lab (one course): BIOL-204 or BIOL-308 or BIOL-508 • Anatomy/Physiology with lab (one course): BIOL-403 or BIOL-317 with BIOL-327 or BIOL-318 with BIOL-328 or BIOL-502 or BIOL-603 • Microbiology with lab (one course): BIOL-290 or BIOL-607 • Biology Methods (one course): BIOL-605 Laboratory Methods in Biology or BIOL-606 Field Methods in Biology or BIOL-609 Seminar in Environmental Science *Two other graduate level Biology courses in addition to a Biology Methods course should be chosen if all science content course requirements were met in the undergraduate program. CGC/EUGS Academic Catalog �Master of Arts in Teaching – English (Grades 9-12) Master of Arts in Teaching – Social Studies (Grades 9-12) Note: A minimum of four graduate level English courses is required. ENGL564 and 595 and at least two of the other courses listed below must be completed successfully on the graduate level. Each candidate’s content area program of studies is based on an analysis of his or her undergraduate transcript in relation to NCTE/CAEP standards. English Language Arts Content Area Requirements: • British Authors (two courses): ENGL-201 and ENGL-202 • American Literature (one course): ENGL-215 • Public Speaking (one course): ENGL-205 or ENGL-206 • World Literature (two courses): ENGL-218 or ENGL-520 and ENGL-219 or ENGL-521 • African American Literature (one course): ENGL-535 • Adolescent Literature (one course): ENGL-552 • Modern English Grammar (one course): ENGL-414 or ENGL553 • History of the English Language (one course): ENGL-415 or ENGL-554 • Literary Criticism (one course): ENGL-555 • Film Studies (one course): ENGL-209 or ENGL-560 • Advanced Composition (one course): ENGL-413 or ENGL-562 • Teaching with Technology (one course): ENGL-564 • Methods and Materials for English Language Arts (one course): ENGL-595 Note: At least three of the course requirements listed below must be completed successfully on the graduate level. Social Studies Content Area Requirements: • History of World Civilization or Western Civilization (two courses): HIST-105 and HIST-106 or HIST-103 and HIST-104 • Survey of U.S. History (two courses): HIST-201 and HIST202 • Introduction to Sociology (one course): SOCI-201 • Principles of Macroeconomics (one course): BADM-201 • American National Government (one course): PSCI-102 or PSCI-502 • Cultural Anthropology (one course): ANTH-202 or ANTH501 • Historiography (one course): HIST-594 • Urban Politics (one course): PSCI-302 or PSCI-509 or PSCI306 or PSCI-506 or PSCI-307 or PSCI-401 • World Geography (one course): GEOG-209 or GEOG-511 • History of the Non-Western World (one course): HIST-560 • Special Topics: EDUC-587 Descriptions of courses are listed in the last section of this catalog. For MAT English majors, participation in community arts and humanities functions and documentation of integration of the arts into lesson plans created for use in K-12 settings (EDUC 501, 592, 595, and 520) are mandatory. Master of Arts in Teaching – Mathematics (Grades 9-12) Note: Teacher candidates are expected to complete undergraduate content requirements as advised by mathematics content advisors based on transcript analysis. Calculus I and II must be completed prior to enrolling in any graduate mathematics class. Math Content Area Requirements: • Analytical Geometry & Calculus I: MATH-131 or equivalent • Analytical Geometry & Calculus II: MATH-132 or equivalent • Analytical Geometry & Calculus III: MATH-231 or equivalent • Linear Algebra: MATH-240 • MATH-521 Modern Geometry • MATH-542 Probability and Statistics • MATH-514 Methods for Middle/Secondary Mathematics • MATH-545 Applications of Discrete Mathematics • MATH-532 Modern Algebra CGC/EUGS Academic Catalog 85 �Admission Requirements Master of Arts in Teaching (MAT) Middle Grades (Grades 5-8) • • • • 1. English Mathematics Science Social Science 2. 3. Zucker Family School of Education 843-953-5097, schoolofeducation@citadel.edu http://www.citadel.edu/root/teacher-education Content Area Advisors: English: Dr. Tom Thompson, tom.thompson@citadel.edu Mathematics: Dr. Richard Robinson, rrobins4@citadel.edu Science: Dr. Kristy Johnson, johnsonk1@citadel.edu Social Science: Dr. Katherine Grenier, grenierk@citadel.edu Education Advisors: Dr. Christopher Dague, cdague@citadel.edu Dr. Tammy Graham, Program Coordinator, tammy.graham@citadel.edu Dr. Soo Joung Kim, soojoung.kim@citadel.edu Program Field Experiences, Internships and Support Services: Dr. Tom Reilly, reillyt1@citadel.edu Mission Statement The mission of this program is development of individuals who will teach Middle Grades who are knowledgeable about all aspects of the teaching- learning process and who are effective, ethical, and reflective educators prepared to assume leadership roles in the profession and community. The Citadel’s Master of Arts in Teaching Middle Grades program is a joint program offered with the College of Charleston. Applicants should choose a home institution and apply through that Graduate School. Admission decisions are completed jointly. Candidates who wish to enroll in this program will take approximately half of their teacher preparation coursework at The Citadel and the other half at College of Charleston. 86 4. 5. Completion of the online graduate application along with the non-refundable application fee. Submission of official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college and university. Applicants are expected to have a 2.5 cumulative undergraduate grade point average. Submission of official Graduate Record Examination (GRE) or the Miller Analogies Test (MAT) scores. GRE minimum acceptable score is a verbal and quantitative combination of 290. MAT minimum is a raw score of 396. Admission test must have been taken within the last five years. See page 81 for provisional status information. Submission of three letters of recommendation. Program Requirements Required Education Course: (three semester hours) • Introduction to Educational Technology: EDFS 687 (CofC) or an Equivalent Educational Technology course – For English Candidates: Teaching with Technology ENGL 564 (The Citadel) – For Math Candidates: Mathematical Technology Resources for STEM Education (The Citadel) MATH 618 or Applications Across the Mathematics Curriculum with Technology (CofC) SMFT 516 --Completion of a program of study with content and education advisors upon acceptance. Registration cannot take place until program of study is complete. Core Education Graduate Hours: (21 semester hours) • Foundations of American Education (The Citadel): EDUC-500 or Social and Philosophical Foundations of Education (CofC): EDFS-652 • The Exceptional Child in School (The Citadel): EDUC-514 or Introduction to Exceptional Children (CofC): EDFS-710 • Creating Effective Learning Communities: EDEE 690 (CofC) • Middle Grades Organization and Curriculum (CofC): EDEE515 • Foundations of Literacy (The Citadel): EDUC-588 or EDEE 604 (CofC) Middle Grades Practicum: (six semester hours, must be taken together at the same institution) • Educational Psychology (The Citadel): EDUC-536 and • Methods and Materials of Middle and High School Teaching (The Citadel): EDUC-501 or • Human Growth and Development (CofC): EDFS-654 and • Application of Methods and Materials in a Middle Level Field Grades 5-8 (CofC): EDMG-658 CGC/EUGS Academic Catalog �Literacy Skills • Content Area Reading and Writing (The Citadel): EDUC-592 Culminating Professional Experiences in Middle School: 60 continuous full days during the internship, nine semester hours, must be taken together at the same institution. During the Internship, it will not be possible for the student to take any additional courses or be employed. • Professional Internship (The Citadel): EDUC-520 and • Transition to the Profession Seminar (The Citadel): EDUC-525 or • Clinical Practice in Middle Grades (CofC): EDEE-699 and • Transition to the Profession Seminar (CofC): EDMG-698 Prior to the Internship in Teaching, the Teacher Candidate must: • Apply for the internship no later than two semesters prior to the Student Teaching Internship. • Successfully complete all required field experiences – a minimum of 75 hours prior to the student teaching internship. • Complete the teacher certification application with state- required fees, social security card copy, and fingerprints for FBI/SLED background check. • Successfully complete the Praxis II Content Specialty Exam. Candidates are encouraged to take the specialty exam two semesters prior to beginning the internship. A passing score, using South Carolina standards (www.ets.org/praxis /prxsc.html), must be achieved prior to placement in the Professional Internship. • The Praxis II Principles of Learning and Teaching (PLT) pedagogy exam is required prior to the issuance of an initial certificate. Candidates are encouraged to take the PLT exam upon completion of the following education courses: EDUC 500, EDUC 514, and EDUC 536. • Be cleared by the South Carolina State Department of Education. • Negative TB test. • MAT interns must successfully pass Red Cross Blood Borne Pathogens training prior to internship. • MAT PE candidates must provide proof of current American Red Cross certification in First Aid and CPR; must be submitted prior to the internship. • Successfully complete 60 full days during the student teaching internship. • Successful completion of the approved program will qualify the student for a South Carolina teaching certificate/license in their chosen discipline and appropriate grade level(s). Master of Arts in Teaching – English (Grades 5-8) Expected Undergraduate Content: • Adolescent Literature (one course) • World Literature (two courses) • American Literature (one course) • Media Studies (one course) • Modern English Grammar (one course) • Creative Writing (short story, poetry, etc.) (one course) Required Graduate English Courses (12 semester hours): • Teaching Writing in the Middle Grades (CofC): EDMG-657 • Methods and Materials of Teaching Middle and High School Language Arts (The Citadel): ENGL-595 • Instruction and Assessment of Older Literacies Learners (CofC): MTLA 678 • Reading: Literacy Assessment and Instruction (The Citadel): EDUC-590 Master of Arts in Teaching – Mathematics (Grades 5-8) Expected Undergraduate Content: • Algebra and Trigonometry (one course) • Geometry (one course) • Probability and Statistics (one course) • Discrete Math (one course) Note: All undergraduate mathematics prerequisites must be completed before taking The Citadel mathematics class, MATH514.* Required Graduate Mathematics Courses (nine semester hours): • Introduction to Problem Solving (CofC): SMFT-510 • Methods for Teaching Middle/Secondary Mathematics (The Citadel): MATH-514* • Applications Across the Mathematics Curriculum with Technology (CofC): SMFT-516 Middle Grades Content Preparation: This program assumes substantial undergraduate preparation in the specific content area the person is seeking credentials. Any of the following undergraduate content area courses not taken prior to admission to the program are added to the candidate’s minimum program completion hours. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 CGC/EUGS Academic Catalog 87 �Master of Arts in Teaching – Science (Grades 5-8) Expected Undergraduate Content: Undergraduate preparation is expected in each of the following content areas: biology, chemistry, geology or earth science, and physics. Required Graduate Science Courses - (nine semester hours): • Nature of Science, Mathematics, and Science/Mathematics Education (CofC): EDFS-660 • Science methods course (The Citadel): one course based on prior preparation and experience o Laboratory Methods in Biology: BIOL-605 o Field Method in Biology: BIOL-606 o Seminar in Environmental Science: BIOL-609 • Recommended elective(s) to have preparation in all science areas (EDUC and BIOL are Citadel Courses and SMFT are CofC courses): o Special Topics: EDUC 587 or SMFT-523 o Topics in Botany for Teachers: BIOL 514 or SMFT-537 o Atomic Theory of Matter from Lucretius to Quarks: SMFT-548 o Applications of Physics for Teachers: How Things Work: SMFT-555 o Genetics and Molecular Biology for Teachers: SMFT-639 or BIOL 508 o Physics of Force and Motion for Teachers: SMFT-645 o Determination of Structure and Matter: SMFT-647 o Space Science for Teachers: SMFT-524 Master of Arts in Teaching – Social Studies (Grades 5-8) Expected Undergraduate Content: • World History or Western Civilization (two courses) • US History (two courses) • South Carolina History (one course) • Anthropology or Sociology (one course) • Microeconomics (one course) • Political Science that covers American Govt. (one course) Required Graduate Social Studies Courses (nine semester hours): Two of the following based on transcript review: • World Geography • The American South • South Carolina History • Historiography and • Historical Geography: GEOG-511, HIST-521, HIST-522, HIST-594, HIST-693 • Special Topics: EDUC 587 Descriptions of Citadel courses are listed in the last section of this catalog. 88 CGC/EUGS Academic Catalog �Program Requirements Master of Arts in Teaching (MAT) in Physical Education (Grades K-12) Department of Health & Human Performance 843-953-5060 http://www.citadel.edu/root/teacher-education Content Area Advisor: Dr. Ryan Sacko, rsacko@citadel.edu Education Advisors: Dr. Christopher Dague, cdague@citadel.edu Dr. Tammy Graham, tammy.graham@citadel.edu Dr. Soo Joung Kim, soojoung.kim@citadel.edu In addition to regular admission requirements of the CGC, each MAT -PE student must successfully pass the PRAXIS II Examination, Physical Education: Content and Design. A passing score, using South Carolina standards, must be achieved prior to placement in the Professional Internship. Students are encouraged to discuss when to take the specialty exam with their PE advisor. Physical Education Program Director Dr. Tim Bott, bottt1@citadel.edu Program Field Experiences, Internships and Support Services: Dr. Tim Bott, bottt1@citadel.edu Dr. Tom Reilly, reillyt1@citadel.edu Admission Requirements 1. 2. 3. 4. This is a 42 hour graduate program, of which, at least 33 hours must be completed at the graduate level. A maximum of twelve (12) hours of graduate courses may be transferred to The Citadel from other accredited colleges/universities. A maximum of nine (9) hours of undergraduate courses may be applied to coursework in the program. These nine hours may be substituted for three of the following courses: HESS 505, 525, 535, and 561. To qualify, these undergraduate courses must have been completed within the last three years with a grade of “B” or better. This program assumes a substantial undergraduate preparation in the proposed certification area. It is the responsibility of the student, and a requirement of the degree program to submit official transcripts of previous academic work to the program advisor via the CGC office. Through a dual advisor system that includes physical education and education faculty, transcripts will be evaluated and a program of study developed for each student. This program of study will include work in professional education and a content field. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university. Applicants are expected to have a 2.5 cumulative undergraduate grade point average. Submission of official Graduate Record Examination (GRE) or the Miller Analogies Test (MAT) score. GRE minimum acceptable score is a verbal and quantitative combination of 290. MAT minimum is a raw score of 396. Admission test must have been taken within the last five years. Completion of a program of study with their MAT-PE program advisor upon acceptance. Registration for classes cannot take place until Program of Study is complete. Prior to the internship in teaching, the teacher candidate must: • Apply for the internship no later than two semesters prior to the Student Teaching Internship. • Complete the teacher certification application with staterequired fees, social security card copy, and fingerprints for FBI/SLED background check. • Successfully complete the PRAXIS II Content Specialty Exam. • Be cleared by the South Carolina State Department of Education. • Successfully complete all required field experiences – a minimum of 75 hours prior to the student teaching internship. • Submit negative TB test results. • Successfully pass Red Cross Blood Borne Pathogens training prior to MAT internship. • Submit proof of current American Red Cross certification in First Aid and CPR prior to the internship. To graduate and be recommended for certification, Teacher candidates must have a minimum grade point average of 3.0 and must have successfully completed the PRAXIS II (Principles of Learning and Teaching and Physical Education Content Knowledge) and any other certification tests for the State of South Carolina. The candidate must also successfully complete 60 consecutive full days during the student teaching internship. Completion of the approved program will qualify the student for a teaching license in physical education, grades K-12. Prerequisites or Co-requisites: Students must have completed these pre-requisite or co-requisite courses (undergraduate or graduate) within the last six (6) years with a grade of “C” or better. CGC/EUGS Academic Catalog 89 �• Biology (4) or Chemistry (4) or Physics (4) with laboratory • Human Anatomy (4) and Human Physiology (4) or Anatomy/Physiology (8) (each course must include a laboratory) • PSYC-500 Human Growth and Development (3) (or verifiable undergraduate preparation in psychology) Transcripts will be evaluated against the following list of required courses in physical education. Guidelines from SHAPE America (CAEP) are used to determine courses that students take in either graduate or undergraduate school. The M.A.T. in Physical Education will require forty-two (42) hours. Each student is assigned an advisor from Physical Education as well as a School of Education Advisor. Both advisors examine transcripts and assist as candidates move through their program. Questions regarding sequencing of Physical Education courses should be directed to the Physical Education advisor. Education advisors are able to assist with questions related to EDUC courses as well as provide support as candidates prepare for the Praxis Principles of Learning and Teaching. To be eligible for the Student Teaching Professional Internship, program completion, and recommendation for licensure, students must have successfully met all of the requirements listed below. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 REQUIRED COURSES (42 credit hours) EDUC-536 EDUC-592 HESS-505 HESS-525 Educational Psychology Content Area Reading and Writing Motor Development and Motor Learning* Scientific Principles of Physical Education and Health, Exercise, & Sport Science* HESS-547 Techniques of Conditioning for Sport and Physical Fitness HESS-528 Foundations of Developing Literacy Skills through Content and Methods of Teaching Physical Education HESS-533 Content and Methods of Teaching Elementary School Physical Education HESS-534 Accommodating Persons with Disabilities in Sport & Physical Activity HESS-535 History, Philosophy, and Curriculum of Physical Education* HESS-550 Instructional Aspects of Teaching Physical Education HESS-551 Content & Methods of Teaching Secondary Physical Education HESS-561 Advanced Measurement and Evaluation in Physical Education* HESS-620 Professional Internship (6 hours) *Undergraduate and graduate transcripts may be evaluated for application to coursework in the program. TOTAL PROGRAM REQUIREMENTS: 42 Credit Hours Descriptions of Citadel courses are listed in the last section of this catalog. 90 CGC/EUGS Academic Catalog �Master of Education in Counselor Education (Elementary and Secondary) Zucker Family School of Education 843-953-5097 schoolofeducation@citadel.edu http://www.citadel.edu/root/counselor-education Dr. Tara Hornor, tara.hornor@citadel.edu Dr. Guy Ilagan, gilagan@citadel.edu Dr. Aaron H. Oberman, Program Coordinator aaron.oberman@citadel.edu Dr. George T. Williams, williamsg@citadel.edu The Council for Accreditation of Counseling and Related Educational Programs (CACREP) has granted accreditation to The Citadel School Counseling Programs which offer Master of Education degrees in Counselor Education since July 2005. The current accreditation is effective until October 31, 2021. Mission Statement The mission of the Counselor Education Programs at The Citadel is to prepare elementary and secondary school counselors to have the knowledge, skills, and dispositions to be principled educational leaders who are knowledgeable, reflective, and ethical professionals, committed to the provision of an educational environment focused toward a learner-centered education. The Division of Counselor Education offers seven program options including: M.Ed. in Elementary School Counseling, M.Ed. in Secondary School Counseling, Elementary School Counseling Certification only, Secondary School Counseling Certification only, M.Ed. in Higher Education Leadership, and Graduate Certificates in Student Affairs and Higher Education Leadership. Admission Requirements Applicants from diverse academic, social, and cultural backgrounds committed to advancing the profession of school counseling are encouraged to apply. Applicants who do not meet a specific requirement (e.g., GPA), but show strength in other requirements will be considered on an individual basis. Admission is not based on any single factor, but on a composite assessment of the application materials. 1. 2. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript directly from each regionally accredited college or university from which a degree has been earned. Applicants are expected to have a 3.0 cumulative undergraduate grade point average. 3. 4. Submission of official Graduate Record Examination (GRE) or the Miller Analogies Test (MAT) scores. MAT minimum acceptable score of 396 or GRE minimum verbal and quantitative combined score of 290. Admission test must have been taken within the last five years. See page 81 for provisional status information. Submission of a detailed personal statement (1,500 - 3,000 words) which informs the faculty about the applicant’s personal and educational background, strengths and weaknesses, understanding of and motivation and suitability for entering into the counseling profession, and long-term professional goals. Prior to meeting with an advisor, each student should become familiar with the current applicable semester’s class schedule, The Citadel Graduate College catalog, and the Division of Counselor Education Handbook. Students are also expected to attend Counselor Education Town Hall Gatherings each semester. Students must be initially advised in order to register and to plan a schedule for completion of required courses. This plan of study takes into account the prerequisites and sequencing of coursework for successful completion of the program. Coursework taken prior to official program admission or coursework taken in other programs does not count toward the school counseling program/degree without written approval from the faculty advisor and the Dean of the School of Education. Students who hold fulltime employment should not register for more than 6 semester hours in any given term. All school counseling students (i.e., degree seeking and certification only seeking) must purchase a LiveText account at The Citadel’s Bookstore. LiveText makes it possible for school counseling students to have secure access to their portfolios and other materials. Through LiveText, faculty members and administrators collect data, generate reports from the data, and use this information to make informed program and unit decisions. Admission Requirements for Certification Only Applicants who hold a master’s degree in another area of professional education or counseling, but wish to add school counseling certification (elementary or secondary), must provide the same admission materials. Division of Counselor Education Handbook All prospective and enrolled School Counseling and College Student Affairs Specialists students are expected to read the latest edition of The Citadel, School of Education, Division of Counselor Education Handbook online at: http://www.citadel.edu/root/counseloreducation-programs/med-counselor- education under “Forms and Handbooks”. CGC/EUGS Academic Catalog 91 �• Program Objectives 1. 2. 3. 4. 5. Reflect current knowledge and positions from lay and professional groups concerning the counseling and human development needs of a pluralistic society; Reflect the present and projected needs of a pluralistic society for which specialized counseling and human development activities have been developed; Reflect input from all persons involved in the conduct of the program, including program faculty, current and former students, and personnel in cooperating agencies; Are directly related to program activities; and Are written so that they can be assessed. Graduates of the Counselor Education Programs are expected to possess: • An understanding of counseling as an intervention that contributes to the ability of individuals to respond effectively to developmental issues and tasks; • An understanding of leadership for learner-centered education as a conceptual framework; • An understanding of the counseling process; • An ability to integrate theory and research into practice; • A commitment to preventive, developmental approaches as the keystone of school counselor identity and practice; • An understanding of how historical, philosophical, and political influences have shaped and affected the development of counseling practice; • Effective oral and written communication skills; • Skills to work in a rapidly changing and diverse society including differences as gender, age, socioeconomic status, ethnicity, race, and religion; • Skills required to work effectively with students’ parents, teachers, school staff, and the community; • An ability to assist clients in responding to stresses and crises generated by changes in family, personal relationships, the school, and the community; • Skills needed to effectively use technology; • Leadership qualities in education at the local, state, regional, and national levels; • A commitment to lifelong personal and professional development; and • An ability to model the highest professional and ethical standards through counseling, guidance, research, and service. The School Counseling Programs have also been designed to produce graduates who are able to demonstrate the competencies identified in The South Carolina System for Assisting, Developing, and Evaluating Professional Teaching (ADEPT) Performance Dimensions (PDs) for School Guidance Counselors (October 2003) as they relate to “Comprehensive Developmental Guidance and Counseling” that include: • APS 1: Long-Range Planning • APS 2: Short-Range Planning of Guidance and Counseling Activities • APS 3: Development and Use of Assessments • APS 4: Providing Guidance and Counseling Services • APS 5: Providing Consultation Services • APS 6: Coordinating Guidance and Counseling Services 92 APS 7: Professional Responsibilities Counselor Education Program Requirements Students in either the elementary or secondary school counseling program complete both a School of Education core and a Counseling core for a total of 51 credit hours. Part of the coursework includes a 600 clock-hour internship (internship I and II) in either an elementary (K-8) or a secondary (6-12) school counseling settings. Students are required to earn a minimum score of 156 on the PRAXIS II (the Professional School Counselor) test for guidance and counseling prior to enrolling in the practicum (EDUC-629). This must be on file at The Citadel Graduate College. Transfer of Credits Counselor Education M.Ed. degree applicants may transfer a maximum of 12 credit hours of graduate coursework taken at other regionally accredited institutions (see School of Education transfer policy). Field Experience Requirements Counselor Education students must formally request permission from the faculty advisor or clinical coordinator to enroll in practicum or internship. This request is submitted in the form of an application for field experience, which must be completed during the term prior to the field experience. The clinical coordinator of the field experiences must approve all field experience applications, which are due by the last Friday in September for spring placements and by the last Friday in January for fall placements. Practicum is the first extended field experience. Students are placed in a school site and work under the supervision of a site supervisor as well as The Citadel instructor. Students are required to spend a minimum of 100 clock-hours in a public school setting as well as attend weekly seminars with other practicum students and The Citadel instructor. Additionally, the Praxis II test score for Professional School Counselor must be on file at the office for The Citadel Graduate College prior to application for a practicum placement. Counselor Education students must complete all coursework before placement in an internship setting. Students will be required to spend a minimum of 600 supervised hours in a school setting for internship. The focus of the internship is on experiences that involve the full scope of the school counselor’s role and function. Interns are expected to continue the development of skills in individual and group intervention, participate in classroom guidance, assessment, scheduling, records and other activities that, while not specifically counseling-related, are necessary to support the school counseling and guidance program. Interns are supervised by the field site supervisor, as well as The Citadel instructor. CGC/EUGS Academic Catalog �Requirements for Graduation Students pursuing M.Ed. degrees in Counselor Education must complete all course requirements within a 6-year period from the date of initial enrollment. It is a student’s responsibility to initiate a meeting with a faculty advisor to modify a study plan schedule and to have any changes documented in writing with the faculty advisor’s signature. Students are required to take the Counselor Preparation Comprehensive Examination (CPCE) while enrolled in the Internship I course (i.e., EDUC-650 and EDUC-651). Students considering becoming a Licensed Professional Counselor (LPC) are encouraged to take the CPCE and earn a passing score determined by The Citadel Counselor Education program norms. Elementary and Secondary School Counseling students are required to present their professional electronic portfolio at the end-of-thesemester Counselor Education Professional Portfolio Presentation Day(s) prior to completion of the Internship II course (i.e., EDUC652 and EDUC-653). GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 ELEMENTARY AND SECONDARY SCHOOL COUNSELING (51 Credit Hours) SCHOOL OF EDUCATION CORE (15 Credit Hours) PSYC-500 Human Growth and Development EDUC-500 Foundations of American Education EDUC-514 The Exceptional Child in the Schools EDUC-522 Critical Educational Issues in a Multicultural Society EDUC-592 Content Area Reading and Writing ELEMENTARY AND SECONDARY SCHOOL COUNSELOR EDUCATION CORE (36 Credit Hours) Foundations (18 Credit Hours) EDUC-515 Introduction to the Counseling Profession EDUC-521 Program Planning, Management, and Evaluation in School Counseling EDUC-550 Career Counseling and Development EDUC-551 Counseling Theories and Practice EDUC-552 Group Counseling EDUC-561 Counseling Diverse Populations Research/Appraisal (6 Credit Hours) EDUC-512* Data Collection and Analysis EDUC 549* Applied Measurement Techniques *Students are expected to complete at least one of these two courses in the first 18 hours of the program. Helping Relationships (12 Credit Hours) EDUC-624 Basic Counseling Skills EDUC-629 Practicum in School Counseling EDUC-650* Elementary School Counseling Internship I and EDUC-652 Elementary School Counseling Internship II or EDUC-651* Secondary School Counseling Internship I and EDUC-653 Secondary School Counseling Internship II *The internship (i.e., Internship I and II) in school counseling consists of 16 weeks of full-time placement and a total of 600 clock hours. Internships may be arranged with the faculty advisor to be completed during two sequential academic semesters. Students choosing to complete an internship in one semester, register for both Internship I and II (i.e., either EDUC 650 and EDUC 652 or EDUC 651 and EDUC 653) while students completing an internship in two semesters, first register for Internship I one semester and Internship II the following semester. TOTAL PROGRAM REQUIREMENTS: 51 Credit Hours Descriptions of courses are listed in the last section of this catalog. CGC/EUGS Academic Catalog 93 �Licensed Professional Counselor (LPC) National Certified Counselor (NCC) School Counseling students completing the program meet the majority of curriculum requirements through the South Carolina Board of Examiners for the Licensure of Professional Counselors, Marriage and Family Therapists, and Psycho- Educational Specialists for Licensed Professional Counselor (LPC) and for certification as a National Certified Counselor (NCC) by the National Board for Certified Counselors (NBCC). Requirements for LPC and NCC include additional graduate coursework in psychopathology and assessment and treatment of psychopathology, an additional 1500 clinical hours (including 150 supervision hours) over a two year period, approved supervision, and successful performance on the National Counselor Examination for licensure and certification. The Zucker Family School of Education offers two courses during the summer that meet the psychopathology and assessment and treatment of psychopathology course requirements: These courses are EDUC-568: DSM-5 (diagnosis) and EDUC-567: Assessment of Abnormal Behavior (assessment and treatment of psychopathology). ADDITIONAL COURSES FOR SEEKING LICENSED PROFESSIONAL COUNSELOR (LPC) (12 Credit Hours) EDUC-XXX Elective approved by faculty advisor EDUC-567 Assessment of Abnormal Behavior EDUC-568 DSM-5 PSYC-500 Human Growth and Development 94 CGC/EUGS Academic Catalog �Master of Education in Educational Leadership - Elementary or Secondary School Administration and Supervision Zucker Family School of Education 843-953-5097 www.citadel.edu/root/educational-leadership Applicants who hold a valid SC teaching certificate and a Master’s Degree with a minimum 3.25 GPA in a different area of professional education but wish to add administration certification must provide the following admission materials: The Zucker Family School of Education’s Administration and Supervision programs are nationally accredited by the Council for the Accreditation of Educator Preparation (CAEP) and the Educational Leadership Constituent Council (ELCC) to confer Master’s Degrees in Elementary and Secondary Administration. At program completion, candidates will be eligible for South Carolina licensure as school building administrators. Accreditation, for the Administration and Supervision programs accreditation, is effective through October 31, 2021. The mission and goals of the Master of Education in Educational Leadership, Elementary School Administration and Supervision and Secondary Administration and Supervision are to teach: • Knowledge of human and public relations problems in education • Curricular developments and trends • Practical applications of educational research skills • Application of principles of human and group behavior in problem situations • Knowledge and competencies in staff personnel administration • Leadership and diverse management styles to foster a clear understanding and working knowledge of Learner- Centered Education Admission Requirements 3. 1. 2. 3. 4. Mission Statement 2. Submission of a valid South Carolina elementary or secondary professional teaching certificate and must be in good standing with the State Board of Education at the time of admission. 5. Applicants must submit a copy of the South Carolina Professional Certificate, verifying three-years teaching experience to qualify for Advanced-Level certification. The candidate must verify at least one year of teaching experience, at the appropriate level of desired endorsement, at the time of admission. Admission Requirements for South Carolina Certification Only Dr. Lee Westberry, Program Coordinator, lwestber@citadel.edu Dr. Kent Murray, kent.murray@citadel.edu 1. 4. Applicants must complete the online graduate application and pay the non-refundable application fee. Applicants must provide official transcripts from the highest undergraduate or graduate degree conferred from each regionally accredited college or university. Applicants, who have not earned a Master’s Degree, are expected to have a 2.5 cumulative undergraduate grade point average or a 2.7 ratio for the last 60 credit hours of undergraduate work. A completed online graduate application and payment of the non-refundable application fee. Applicants must provide official transcripts of earned graduate degrees conferred from each regionally accredited college or university. Submission of a valid South Carolina elementary or secondary professional teaching certificate. Applicants must be in good standing with the State Board of Education at the time of admission. Applicants must submit a copy of a South Carolina Professional Certificate, verifying three years teaching experience, to qualify for Advanced-Level certification. The candidate must verify at least one year of teaching experience, at the appropriate level of desired endorsement, at the time of admission. Note: Courses taken prior to official admission or courses taken through other programs will not count toward an Administration and Supervision program/degree without written approval from the Dean, Zucker Family School of Education. Program Requirements A total of 39 semester hours must be completed for the M.Ed. in Educational Leadership. In addition to completing all courses, candidates applying for certification as an administrator must: 1. Present a minimum qualifying score on the Praxis, South Carolina’s Supervision and Administration Examination, prior to enrolling in an internship. 2. Present a Valid South Carolina Teaching Certificate that posts three years teaching experience including at least one year of teaching at the certification level requested. 3. Complete required courses, 33 hours and two internships (EDUC 661 and EDUC 662 or EDUC 663 and EDUC 664), six hours (9-12 internship hours per week over a six-month period) for a total of 39 credit hours. Candidates for administrative internships must: a. Complete 27 credit hours prior to submitting an internship application for faculty review. b. Earn a passing score on the Praxis, South Carolina’s CGC/EUGS Academic Catalog 95 �c. d. Supervision and Administration Examination. Meet with advisor to review request for admission to an internship and review degree audit. Apply to CGC to register for an internship. Applicants for fall administrative internships should file an application with their advisor no later than August 1 of the preceding semester. Applicants for spring administrative internships should file an application with their advisor no later than December 1 of the preceding semester. Applicants for summer administrative internships should file an application with their advisor no later than March 1 of the preceding semester. In order to register for internships, authorized applications must be on file in the CGC office, along with the valid South Carolina state administrator’s examination score. *Proviso—Candidates filing applications and applying for administrative internships after the December, March, and August deadlines cannot be guaranteed enrollment. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 M.Ed. REQUIRED PROGRAM PROFESSIONAL REQUIREMENTS (30 credit hours) EDUC-524 Techniques of School Supervision EDUC-527 Finance and Business Management EDUC-528 School Administration EDUC-529 Emerging Technologies for School Administration EDUC-531 Principles of Elementary Curriculum Development OR EDUC-532 Principles of Middle or High Curriculum Development EDUC 601 School Law EDUC-602 Staff Personnel Administration EDUC-616 Political Process of Public Education EDUC-661 Internship in Elementary Administration OR EDUC-663 Internship in Middle or High Administration EDUC-662 Internship in Elementary Administration OR EDUC-664 Internship in Middle or High Administration TOTAL CERTIFICATION-ONLY COURSES: 30 Credit Hours Descriptions of courses are listed in the last section of this catalog. Note: It is suggested that students who hold full time jobs take no more than six (6) credit hours per a semester. CORE REQUIREMENTS (nine credit hours) All core requirements must be completed prior to or concurrently with registration for any other courses. EDUC-512 Data Collection and Analysis EDUC-514 The Exceptional Child in the School EDUC-522 Critical Educational Issues in a Multicultural Society PROFESSIONAL REQUIREMENTS (30 credit hours) EDUC-524 Techniques of School Supervision EDUC-527 Finance and Business Management EDUC-528 School Administration EDUC-529 Emerging Technologies for School Administration EDUC-531 Principles of Elementary Curriculum Development OR EDUC-532 Principles of Middle or High Curriculum Development EDUC-601 School Law EDUC-602 Staff Personnel Administration EDUC-616 Political Process of Public Education EDUC-661 Internship in Elementary Administration OR EDUC-663 Internship in Middle or High Administration EDUC-662 Internship in Elementary Administration OR EDUC-664 Internship in Middle or High Administration TOTAL REQUIRED COURSES: 39 Credit Hours Descriptions of courses are listed in the last section of this catalog. 96 CERTIFICATION-ONLY REQUIRED PROGRAM REQUIREMENTS FOR INITIAL CERTIFICATION AT THE ADVANCED LEVEL I. ADMINISTRATION A. Elementary or Secondary School Principal and Supervisor (Tier 1) 1. Master’s degree 2. Valid South Carolina Educator’s Profession l Certificate at the elementary or secondary level 3. Minimum qualifying score(s) on the area examinations required by the State Board of Education 4. Verification of three years teaching experience, including at least one year of teaching in grades pre-K-8 for elementary, 7-12 for secondary 5. Completion of an advanced program approved by the State Board of Education for the training of elementary or secondary principals and supervisors South Carolina Regulation 43-64 Transfer of Credits Candidates who apply to transfer credits from other regionally accredited institutions (see School of Education transfer policy), to the Zucker Family School of Education’s Administration and Supervision programs may transfer a maximum of six credit hours, two courses, of graduate coursework. CGC/EUGS Academic Catalog �Capstone Internship Requirements Educational Leadership candidates must formally request permission from the faculty advisor to enroll in a capstone internship. Candidates must be within two courses of the internship and have earned a passing score on the Administration and Supervision PRAXIS to apply. This request is submitted in the form of an application which must be completed prior to the internship courses: EDUC-661/662 or EDUC-663-664. The Division of Educational Leadership must approve all field experience applications. CGC/EUGS Academic Catalog 97 �Master of Education in Higher Education Leadership Zucker Family School of Education 843-953-5097 schoolofeducation@citadel.edu http://www.citadel.edu/root/counselor-education Dr. Tara Hornor, tara.hornor@citadel.edu Dr. Guy Ilagan, gilagan@citadel.edu Dr. Aaron H. Oberman, Program Coordinator aaron.oberman@citadel.edu Dr. George T. Williams, williamsg@citadel.edu Mission Statement The mission of the Counselor Education Programs at The Citadel is to prepare elementary and secondary school counselors, college student affairs specialists, and higher education leaders to have the knowledge, skills, and dispositions to be principled educational leaders who are knowledgeable, reflective, and ethical professionals, committed to the provision of an educational environment focused toward a learner-centered education. The Division of Counselor Education offers seven program options including: M.Ed. in Elementary School Counseling, M.Ed. in Secondary School Counseling, Elementary School Counseling Certification only, Secondary School Counseling Certification only, M.Ed. in Higher Education Leadership, and Graduate Certificates in Student Affairs and Higher Education Leadership. Admission Requirements 3. Submission of official Graduate Record Examination (GRE) or the Miller Analogies Test (MAT) scores. MAT minimum acceptable score of 396 or GRE minimum verbal and quantitative combined score of 290. Admission test must have been taken within the last five years. See page 79 for provisional status information. 4. Submission of a detailed personal statement (1,500 - 3,000 words) which informs the faculty about the applicant’s personal and educational background, strengths and weaknesses, understanding of and motivation and suitability for entering into the counseling profession, and long-term professional goals. Prior to meeting with an advisor, each student should become familiar with the current applicable semester’s class schedule, The Citadel Graduate College catalog, and the Division of Counselor Education Handbook. Students are also expected to attend Counselor Education Town Hall Gatherings each semester. Students must be initially advised in order to register and to plan a schedule for completion of required courses. This plan of study takes into account the prerequisites and sequencing of coursework for successful completion of the program. Coursework taken prior to official program admission or coursework taken in other programs does not count toward the school counseling program/degree without written approval from the faculty advisor and the Dean of the School of Education. Students who hold fulltime employment should not register for more than 6 semester hours in any given term. All higher education students must purchase a LiveText account at The Citadel’s Bookstore. LiveText makes it possible for higher education students to have secure access to their portfolios and other materials. Through LiveText, faculty members and administrators collect data, generate reports from the data, and use this information to make informed program and unit decisions. Applicants from diverse academic, social, and cultural backgrounds committed to advancing the higher education field are encouraged to apply. Applicants who do not meet a specific requirement (e.g., GPA), but show strength in other requirements will be considered on an individual basis. Admission is not based on any single factor, but on a composite assessment of the application materials. 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript directly from each regionally accredited college or university from which a degree has been earned. Applicants are expected to have a 3.0 cumulative undergraduate grade point average. 98 CGC/EUGS Academic Catalog �Division of Counselor Education Handbook All prospective and enrolled Higher Education Leadership students are expected to read the latest edition of The Citadel, School of Education, Division of Counselor Education Handbook online at: http://www.citadel.edu/root/counselor-education-programs/medcounselor- education under “Forms and Handbooks”. Program Objectives 1. 2. 3. 4. 4. 5. To provide students with theoretical and practical knowledge essential to understanding the variety of leadership roles within higher education settings. To instill the ethical and professional values essential to work within the field of higher education. To provide students with practical experiences in the development of their skills as leaders. To instill in students the value of lifelong learning and a desire for continuous professional improvement and renewal. Are directly related to program activities; and Are written so that they can be assessed. Graduates of the Higher Education Programs are expected to possess: • An understanding of how historical, philosophical, and political influences have shaped and affected the development of higher education professional practice; • An understanding of leadership for learner-centered education as a conceptual framework; • An ability to integrate theory and research into practice; • An understanding of the counseling process; • Effective oral and written communication skills; • Skills to work in a rapidly changing and diverse society including differences as gender, age, socioeconomic status, ethnicity, race, and religion; • Skills required to work effectively with students, faculty and staff, administrators, and the community; • An ability to assist students in responding to stresses and crises generated by changes in family, personal relationships, the school, and the community; • Skills needed to effectively use technology; • Leadership qualities in education at the local, state, regional, and national levels; • A commitment to lifelong personal and professional development; and • An ability to model the highest professional and ethical standards through professional practice, research, and service. Higher Education Leadership Program Requirements Students enrolled in the Master of Education in Higher Education Leadership degree program complete the Higher Education Leadership Core and College Counselor Education Courses for a total of 36 credit hours. Students enrolled in the Graduate Certificate in Student Affairs complete only four courses (EDUC-537, EDUC-538, EDUC- 539, and EDUC-613) focusing on the areas of student services, student development, historical and contemporary aspects of higher education, and administration. Students have the option to complete course EDUC-634—Practicum in Student Affairs and College Counseling. Students enrolled in the Graduate Certificate in Higher Education Leadership complete only four courses (EDUC-539, EDUC-530, EDUC- 533, and EDUC-534) focusing on the areas of administration, higher education finance, strategic planning and assessment, and leadership. The majority of these courses are also required of the MEd in Higher Education Leadership degree program. However, students considering applying to the MEd in Higher Education Leadership program will need to meet the admissions requirements before being accepted into the program. (See Graduate Certificate section for details.) Transfer of Credits Higher Education Leadership M.Ed. degree applicants may transfer a maximum of 12 credit hours of graduate coursework taken at other regionally accredited institutions (see School of Education transfer policy). Field Experience Requirements Higher Education Leadership students must formally request permission from the faculty advisor or clinical coordinator to enroll in practicum or internship. This request is submitted in the form of an application for field experience, which must be completed during the term prior to the field experience. The clinical coordinator of the field experiences must approve all field experience applications, which are due by the last Friday in September for spring placements and by the last Friday in January for fall placements. Practicum is an extended field experience designed for students already working at an advanced level in higher education. Students work under the supervision of a site supervisor as well as The Citadel instructor. Students are required to spend a minimum of 100 clock-hours in a higher education setting, complete a course project, as well as attend weekly seminars with other practicum students and The Citadel instructor. Higher Education Leadership students must complete all coursework before placement in an internship setting. Students will be required to spend a minimum of 300 supervised hours in a higher education setting for internship. Interns are supervised by the field site supervisor, as well as The Citadel instructor. CGC/EUGS Academic Catalog 99 �Requirements for Graduation Students pursuing the M.Ed. in Higher Education Leadership must complete all course requirements within a 6-year period from the date of initial enrollment. It is a student’s responsibility to initiate meeting with a faculty advisor to modify a study plan schedule and to have any changes documented in writing with the faculty advisor’s signature Higher Education Leadership students are required to present their professional electronic portfolio at the end-of-the-semester Counselor Education Professional Portfolio Presentation Day(s) during their last semester in the program. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 HIGHER EDUCATION LEADERSHIP (36 Credit Hours) STUDENT AFFAIRS AND COLLEGE COUNSELING CORE (27 Credit Hours) EDUC-512 Data Collection and Analysis EDUC-537 Student Development Services in Higher Education EDUC-539 Higher Education Administration EDUC-550 Career Counseling and Development EDUC-551 Counseling Theories and Practice EDUC-562 Legal & Ethical Leadership Issues in Education EDUC-613 Foundations of American Higher Education EDUC-622 Critical Multicultural Issues in Higher Education EDUC-624 Basic Counseling Skills ELECTIVES (6 Credit Hours) EDUC-530 Strategic Planning and Assessment in Higher Education EDUC-533 Higher Education Finance EDUC-534 Advanced Leadership in Higher Education EDUC-538 Theories of Student Development in Higher Education FIELD EXPERIENCE (3 Credit Hours) EDUC-634 Practicum in Higher Education Administration EDUC-635 Practicum in Higher Education Student Affairs EDUC-655 Internship in Higher Education Administration* EDUC-656 Internship in Higher Education Student Affairs* * The internships in Higher Education Administration and Higher Education Student Affairs consists of 16 weeks of part-time placements and a total of 300 clock hours. Internships may be arranged with the faculty advisor to be completed during two sequential academic semesters or both courses may be taken concurrently in one semester. TOTAL PROGRAM REQUIREMENTS: 36 Credit Hours Descriptions of courses are listed in the last section of this catalog. 100 CGC/EUGS Academic Catalog �Master of Education in Interdisciplinary STEM Education Zucker Family School of Education, 843-953-5097 The STEM Center of Excellence, 843-953-6091 www.citadel.edu/root/stemcenter-medstem Dr. Jennifer Albert, Program Coordinator jalbert@citadel.edu The Master of Education in Interdisciplinary STEM Education is entirely online and is designed for current educators who seek to advance their skillset in the STEM disciplines. The goal of the program is to create 21st century STEM educators and leaders by facilitating a broader understanding of the interdisciplinary nature of STEM, a deeper knowledge of discipline-specific content, and new integrative approaches for the teaching and learning of STEM content. The coursework has been designed to inspire a passion in teachers for STEM and equip them with the tools necessary to teach STEM content in an engaging way with career and industry applications. The MEd in Interdisciplinary STEM Education does not lead to certification, but is instead designed to improve teacher effectiveness in STEM education. A graduate successfully completing this degree program will be adept at creating relevant projects for use in their classrooms and utilizing project-based instructions to more effectively engage their students in the STEM disciplines. Admission Requirements 2. 3. 4. The program assumes appropriate undergraduate preparation in STEM. The 34-credit hour MEd in Interdisciplinary STEM Education is organized into two areas - core and electives. The coursework will consist of nineteen (19) hours of core coursework and fifteen (15) hours of electives. Students will work with academic advisors to individualize the program based on their prior preparation and areas of interest. The curriculum is targeted for working professionals with coursework delivered online in asynchronous format, allowing students to progress though the program at their own pace. Although the program is designed for current educators, teaching certification is not required to be admitted to the program as other STEM professionals may complete the degree to better prepare themselves for roles in places such as informal education centers. Mission Statement 1. Program Requirements Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript of the baccalaureate degree and all other undergraduate and graduate work directly from each regionally accredited college or university. Applicants are expected to have a 2.5 cumulative undergraduate grade point average. A bachelor’s degree demonstrating appropriate preparation in STEM. Students must meet with their advisor for program advisement and course sequence planning. This advisement meeting must take place before registration can occur for the first semester of enrollment. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light • The Citadel Principled Leadership Seminar – LDRS 500 CORE COURSES (19 credit hours) EDUC-543 Teaching, Learning and Assessing with Technology EDUC-544 Project Based Learning and Interdisciplinary Teaching EDUC-545 Developing STEM Disciplinary Literacy Skills EDUC-546 Leadership and Critical Issues in STEM Education EDUC-547 Research and Statistics for STEM Applications EDUC-670 Foundations in STEM I EDUC-680 Foundations in STEM II ELECTIVE COURSES (15 credit hours) Students will select 5 (five) elective courses, chosen from the following list or as approved by program faculty. BIOL-540 Biotechnology for STEM Educators BIOL-610 Immunology (must have undergraduate preparation in Cell Biology and Genetics) CHEM-520 The Chemistry of Art CHEM-521 Forensic Science CHEM-522 Nanotechnology for STEM Educators CSCI-555 STEM Education Through Robotics CSCI-663 Programming for STEM Educators EDUC-548 Special Topics: Multidisciplinary Experimental Design and Implementation EDUC-587 Special Topics MATH-618 Mathematical Technology Resources for STEM Education PHYS-510 Engineering Applications in STEM Other face to face options are available in conjunction with The Citadel Graduate College’s offerings. Please check with the program coordinator for approval. THE CAPSTONE Embedded in the coursework is a capstone. Students will prepare an online portfolio that captures evidence of achievement. The Portfolio will consist of their developed project-based lessons, an analysis of lesson implementation, and statistical analysis of student impact. A panel of instructors will review student’s work and evaluate their capstone project. TOTAL PROGRAM REQUIRED COURSES: 34 Credit Hours Description of courses are listed in the last section of this catalog. CGC/EUGS Academic Catalog 101 �Master of Education in Literacy Education Zucker Family School of Education 843-953-5097 www.citadel.edu/root/literacy-education-program  Admission Requirements 1. 2. Dr. Robin Jocius, Program Coordinator robin.jocius@citadel.edu Dr. Britnie Kane britnie.kane@citadel.edu Dr. Soo Joung Kim soojoung.kim@citadel.edu 3. 4. Mission Statement Through quality field experiences and a strong theoretical foundation, candidates who pursue this degree develop a comprehensive knowledge of the field of literacy education. This understanding parallels the school’s vision of creating “principled educational leaders who are knowledgeable, reflective, and ethical professionals.” The Master of Education in Literacy Education is nationally recognized by the International Literacy Association. The general goals and objectives of the program are to support candidates in developing:  A knowledge and mastery of all aspects of the literacy process;  A knowledge of those skills necessary to select, administer, and interpret informal and formal assessments used to examine children’s and adolescents’ literacy strengths and weaknesses;  A knowledge of the abilities and skills which enhance a wholesome teacher- student-parent relationship in working with students identified as at-risk readers;  A knowledge of those skills necessary to recognize and accommodate for individual differences in literacy instruction;  A knowledge of how to plan, supervise, and enhance programs as a literacy coach;  A knowledge of and ability to design literacy environments to support culturally and linguistically diverse learners;  A knowledge of the relationship of literacy skills to subject-matter content areas;  A knowledge of significant research conducted in literacy education;  A knowledge of a broad range of children’s and adolescents’ literature and how to incorporate this literature into the classroom;  A knowledge of how to effectively support English Language Learners (ELLs); and 102 A knowledge of how to effectively support and mentor educators and serve as a literacy coach. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript directly from each regionally accredited college or university from which a degree has been conferred. Applicants are expected to have a 2.5 cumulative undergraduate grade point average. Submission of valid teaching certificate issued by South Carolina or another state. Students must meet with their advisor for program advisement and course sequence planning. This advisement meeting must take place before registration can occur for the first semester of enrollment. Students accepted into the Master of Education in Literacy Education are automatically enrolled in the Graduate Certificate in Literacy Education. Transfer Credit Course work taken prior to official program admission or course work taken in other programs does not count toward the Master of Education in Literacy Education program/degree without written approval from the faculty advisor and the Dean of the Zucker Family School of Education. Program Requirements The Master of Education in Literacy Education is a 36-hour program, consisting of two professional core requirements and ten literacy education courses. A program of study which details the degree requirements is completed by the student and the advisor. The candidate for the Master of Education in Literacy Education degree must satisfactorily complete the Praxis II examination, Teaching Reading. Additionally, candidates will be required to complete a program completion portfolio prior to graduation. Recommendation and verification for certification are completed by the School of Education upon graduation and a passing score on the Praxis II. Upon completion of coursework, a satisfactory score on the Praxis II, and the requisite years of teaching experiences, a candidate completing the MEd in Literacy Education is recommended for certification as a Literacy Teacher, Literacy Coach, and the R2S Literacy Teacher provided the candidate already possesses a valid teaching certificate in the state of South Carolina. Recommendation for certification as a Literacy Teacher in South Carolina requires two years teaching experience. Recommendation for certification as a Literacy Coach in South Carolina requires five years teaching experience. CGC/EUGS Academic Catalog �GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light • The Citadel Principled Leadership Seminar – LDRS 500 The following courses should be taken in sequence as in the program of study. PROFESSIONAL CORE REQUIREMENTS (six credit hours) EDUC-536 Educational Psychology EDUC-512 Data Collection and Analysis OR EDUC-549 Applied Measurement Techniques PROFESSIONAL EDUCATIONAL SPECIALIZATION (30 credit hours) EDUC-570 Developing Literacy Skills with At Risk Readers EDUC-588 Foundations in Literacy EDUC-589 Methods and Materials for Developing Literacy Skills EDUC-590 Literacy Assessment and Instruction EDUC-591 Practicum in Literacy Education EDUC-592 Content Area Reading and Writing EDUC-594 Internship in Literacy Education EDUC-608 Literature for Children and Adolescents EDUC-642 Coaching in Literacy Education EDUC-643 Action Research in Literacy Coaching TOTAL REQUIRED CREDITS: 36 Credit Hours Descriptions of courses are listed in the last section of this catalog. CGC/EUGS Academic Catalog 103 �Specialist in Educational Leadership - School Superintendent Zucker Family School of Education http://www.citadel.edu/root/ educational-leadership Dr. Lee Westberry, Program Coordinator, lwestber@citadel.edu Dr. Kent Murray, kent.murray@citadel.edu Mission Statement The Zucker Family School of Education’s Specialist in Educational Leadership - School District Superintendent program is nationally accredited by the Council for the Accreditation of Educator Preparation (CAEP) and the Educational Leadership Constituent Council (ELCC). These accrediting bodies allow the Zucker Family School of Education’s Licensing Agent, the Dean of ZFSOE to recommend candidates for certification as a school district superintendent in South Carolina upon program completion. The Specialist in Educational Leadership - School Superintendent program’s accreditation is effective through October 31, 2021. The Specialist in Educational Leadership (Ed.S.) Degree is an advanced graduate degree between the Master’s and Doctoral degrees. In accordance with South Carolina Certification Regulations, The Citadel offers an Ed.S. major that prepares candidates for SC endorsement at the superintendent’s level. Admission Requirements 1. 2. 3. 4. Completion of the online graduate application along with the non-refundable application fee. Submission of official transcripts for conferred graduate degrees from each regionally accredited college or university attended (including a Master’s Degree in educational leadership or a Master’s Degree in another educational area along with certification in educational leadership) with minimum 3.25 grade point average. Possession of a South Carolina State Professional Teaching Certificate with school administrator endorsement that is valid at elementary, middle, or secondary levels. Students may submit official PRAXIS scores demonstrating passing scores in administration along with a valid S.C. teaching certificate if their endorsement has not yet posted. Verification of a total of three years’ experience as a pre-K-12 or post-secondary teacher. Note: Specialist in Educational Leadership courses taken prior to official program admission will not count toward the degree without written approval from the Dean of the Zucker Family School of Education. 104 Program Requirements A total of 33 semester hours must be completed for the Specialist in Educational Leadership. In addition to the general goals of the school’s graduate program, the objectives of the Specialist in Education degree are knowledge of school law, curricular trends, school building trends, and program budgeting; skill in using various techniques for goal setting and problem diagnosis in such areas as instructional programs, staff development, and community relations; skill in decision- making and in evaluating decisions on the basis of subsequent information; knowledge of research in administration, curriculum, human development and staffing; performance behavior in a job setting; knowledge of the role of the school in modern America and the multicultural currents influencing the school; knowledge and skills for per-forming in a political setting; and, a clear understanding and working knowledge of Principled Educational Leaders. A student, who applies for certification as a school district administrator, must meet the following: 1. A minimum qualifying score on the state administrator’s examination prior to entrance into the internship 2. Three years teaching experience 3. Program audit showing completion of 33 credit hours: a. Required courses, 27 credit hours b. Two internships, EDUC 632 and EDUC 633, (9-12 internship hours per week over a six-month period), six credit hours Candidates for administrative internships must: 1. Complete 21 credit hours prior to submitting an internship application for faculty review. 2. Earn a passing score on the PRAXIS, South Carolina’s Supervision and Administration Examination. 3. Meet with an advisor to review request and receive approval for admission to an internship. 4. Apply to CGC to register for enrollment in an internship. Applicants for spring administrative internships should file an application with their advisor no later than December 1 of the preceding semester. Applicants for fall administrative internships should file an application with their advisor no later than August 1 of the preceding semester. Applicants for summer administrative internships should file an application with their advisor no later than March 1 of the preceding semester. In order to register for internships, authorized applications must be on file in the CGC office, along with the valid South Carolina state administrator’s examination score. *Proviso—Candidates filing applications and applying for administrative internships after the December, March, and August deadlines cannot be guaranteed enrollment. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 CGC/EUGS Academic Catalog �PROFESSIONAL REQUIREMENTS (33 credit hours) EDUC-535 EDUC-598 EDUC-600 EDUC-603 EDUC-606 EDUC-610 EDUC-612 EDUC-614 EDUC-619 EDUC-632 EDUC-633 Organizational Theory and Behavior Curriculum Project (Prerequisite EDUC 531/532) Professional Negotiations School Plant Seminar Superintendency and School Organization Seminar on School Improvement Seminar in School Law (Prerequisite EDUC 601) Seminar in Educational Administration Assessment of School Programs Internship in Superintendency Internship in Superintendency TOTAL PROGRAM REQUIRED COURSES: 33 Credit Hours (beyond the master’s degree) *If EDUC-529, EDUC-531/532 or EDUC-616 were not taken in a master’s program, the appropriate course must be taken as a requirement of the Ed. S. Descriptions of courses are listed in the last section of this catalog. REQUIREMENTS FOR INITIAL CERTIFICATION AT THE ADVANCED LEVEL I. ADMINISTRATION C. District Superintendent 1. Master’s degree 2. Valid South Carolina Teaching or Professional Certificate at the elementary, middle or secondary level 3. Minimum qualifying score(s) on the area examination(s) required by the State Board of Education 4. Verification of a total of three years’ experience as a pre-K-12 or post-secondary teacher and two years as a school or school district administrator, post-secondary administrator, or school business administrator 5. Completion of an advanced program approved by the State Board of Education for the training of school superintendents South Carolina Regulation 43-64. South Carolina Teacher Certification Manuel R 43-64 REQUIREMENTS FOR CERTIFICATION AT THE ADVANCED LEVEL. CGC/EUGS Academic Catalog 105 �GRADUATE CERTIFICATE PROGRAMS 106 CGC/EUGS Academic Catalog �Graduate Certificate in Aeronautical Engineering Department of Mechanical Engineering 843-953-5057 http://www.citadel.edu/root/me-graduateprograms/aeronautical Dr. Robert J. Rabb, P.E. rrabb@citadel.edu Graduation Requirements (Course Requirements) All certificate candidates must: 1. File a plan of study outlining the intended areas of interest and listing the top four corresponding courses of interest. 2. Complete four courses (12 hours) from the aeronautical engineering area of study below. Required Course: MECH 631 Advanced Engineering Mathematics At least three of the following courses: The Graduate Certificate in the Aeronautical Engineering program is designed to provide students with a unique perspective, essential knowledge, and advanced engineering skills needed by todays practicing mechanical engineer. The courses are design focused for immediate transference to design applications in current industry and research. Admission Requirements MECH 611 MECH 670 MECH 771 MECH 772 Advanced Fluid Mechanics Applied Aerodynamics Compressible Flow Computational Methods in Thermal Sciences Course/ Certificate Availability: The courses / certificates will be offered based on student preferences / overall demand indicated in the plan of study to be submitted after acceptance. Students should be aware course / certificate offerings will be based on minimum class size enrollment. The Mechanical Engineering Program will continually monitor student interest to expedite completion of the program of study. Successful applicants must meet the following criteria for admission into the Aeronautical Engineering Certificate program. 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree directly from an accredited college or university. *Students who have been admitted to the MSME with an aeronautics focus need to apply for the Aeronautical Engineering Graduate Certificate program (application fee will not be required for those already admitted to the MSME program). All material must be received by the CGC office and evaluated by the department to receive consideration to the Aeronautical Engineering Graduate Certificate program. An undergraduate engineering degree from an ABET accredited engineering program is required or approved degree from the department head. Program Requirements Students are required to complete 12 hours of graduate study within a three-year period from the time of registration in their first mechanical engineering graduate course at The Citadel. Students who fulfill the program requirements will earn a Graduate Certificate in Aeronautical Engineering. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 CGC/EUGS Academic Catalog 107 �Graduate Certificate in Built Environment and Public Health A max of two courses will be transferred in from the following list, or approved by the department head: Medical University of South Carolina PHHBP 700 Social and Behavioral Sciences PHGEN 708 Principles of Environmental Health Sciences School of Engineering, 843-953-5083 www.citadel.edu/root/cee-graduateprograms/environmental-public-health Clemson University CRP 8060 Urban and Regional Analysis CRP 8010 Planning Process and Legal Foundations CRP 8020 Site Planning & Infrastructure RUD 8600 Urban Design Studio I RUD 8630 Urban Design Studio II Dr. William J. Davis, P.E. jeff.davis@citadel.edu The Graduate Certificate in Built Environment program is designed to provide students with a unique perspective and essential knowledge of interdisciplinary data, methods, objectives and outcomes in the fields of engineering, public health, physical activity, public administration, and city planning. Admission Requirements Successful applicants must meet the following criteria for admission into the Built Environment and Public Health Graduate Certificate program. 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree directly from an accredited college or university. All material must be received by the CGC office and evaluated by the department to receive consideration to the Built Environment and Public Health Graduate Certificate program. An undergraduate engineering degree is not required . Program Requirements College of Charleston PUBA 502 Applications in GIS PUBA 602 Public Policy PUBA 611 Urban Policy EVSS 601 Economic Theory for Policy Analysis EVSS 659 Environmental Statistics Transfer Credit: A maximum of two courses (6 credit hours) may be transferred in from a regionally accredited college or university, provided: (1) grades of “B” or better were received in the courses being considered, (2) credit was earned within six years prior to admission into The Citadel MSCE program, and (3) each course has been approved by the department head. Course/ Certificate Availability: The courses/ certificates will be offered based on student preferences/ overall demand indicated in your plan of study to be submitted after acceptance. Students should be aware course/ certificate offerings will be based on minimum class size enrollment. The Civil and Environmental Engineering Department will continually monitor student interest to expedite completion of your program of study. Students are required to complete two courses (six credit hours) of graduate study within a three-year period from the time of registration in their first civil engineering graduate course at The Citadel and elective course as described herein. Students who fulfill the program requirements will earn a Graduate Certificate in Built Environment and Public Health. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 GRADUATION REQUIREMENTS (Course Requirements) All degree candidates must complete two courses at The Citadel: Required Course: CIVL 642 Public Health, Physical Activity, and Design of the Built Environment At least one of the following courses: CIVL 506 Geographic Information Systems CIVL 640 Urban Mobility Infrastructure Policy and Planning 108 CGC/EUGS Academic Catalog �Graduate Certificate in Composites Engineering Department of Mechanical Engineering 843-953-5057 www.citadel.edu/root/me-graduate-programs/composites Dr. Robert J. Rabb, P.E. rrabb@citadel.edu The Graduate Certificate in the Composites Engineering program is designed to provide students with a unique perspective, essential knowledge, and advanced engineering skills needed by todays practicing mechanical engineer. The courses are design focused for immediate transference to design applications in current industry and research. Admission Requirements Successful applicants must meet the following criteria for admission into the Composites Engineering Certificate program. 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree directly from an accredited college or university. GRADUATION REQUIREMENTS (Course Requirements) All certificate candidates must: 1. File a plan of study outlining the intended areas of interest and listing the top four corresponding courses of interest. 2. Complete four courses (12 hours) from the composites engineering area of study below. Required Course: MECH 604 Advanced Mechanics of Materials At least three of the following courses: MECH 605 Materials and Process Selection MECH 606 Fatigue and Fracture MECH 702 Theory of Elasticity MECH 703 Theory of Plasticity MECH 708 Mechanics of Composite Materials Course/ Certificate Availability: The courses / certificates will be offered based on student preferences / overall demand indicated in the plan of study to be submitted after acceptance. Students should be aware course / certificate offerings will be based on minimum class size enrollment. The Mechanical Engineering Program will continually monitor student interest to expedite completion of the program of study. *Students who have been admitted to the MSME with a composites focus need to apply for the Composites Engineering Graduate Certificate program (application fee will not be required for those already admitted to the MSME program). All material must be received by the CGC office and evaluated by the department to receive consideration to the Composites Engineering Graduate Certificate program. An undergraduate engineering degree from an ABET accredited engineering program is required or approved degree from the department head. Program Requirements Students are required to complete 12 hours of graduate study within a three-year period from the time of registration in their first mechanical engineering graduate course at The Citadel. Students who fulfill the program requirements will earn a Graduate Certificate in Composites Engineering. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 CGC/EUGS Academic Catalog 109 �CERTIFICATE REQUIREMENTS (Course Requirements) All degree candidates must: 1. File a plan of study outlining the intended areas of interest and listing the top four corresponding courses of interest 2. Complete four courses (12 hours) from the electrical and computer engineering areas of study below. Graduate Certificate in Computer Engineering Department of Electrical and Computer Engineering 843-953-5057 http://www.citadel.edu/root/ece Computer Engineering ELEC 635 Advanced Signal Processing ELEC 645 Data Communications Networks ELEC 655 Digital Communications ELEC 675 Computer Architecture Dr. Robert J. Barsanti robert.barsanti@citadel.edu The Graduate Certificate in Computer Engineering is designed for students seeking advanced engineering techniques and professional development skills in the field of computer engineering. Admission Requirements Course/Certificate Availability: The above courses and certificates will be offered based on student preferences and overall demand indicated in your plan of study to be submitted after acceptance. Students should be aware course offerings will be based on minimum class size enrollment. The Electrical and Computer Engineering Department will continually monitor student interest to expedite completion of your program of study. Successful applicants must meet the following criteria for admission into the Computer Engineering Graduate Certificate program. 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree directly from an ABET accredited engineering program or approved alternative. 3. Permission of the department head or program manager. *Students who have been admitted to The Citadel’s MSEE program and desire the certificate must also apply for the Graduate Certificate in Computer Engineering. The application fee will be waived for those already admitted to the MSEE program. Program Requirements Students are required to complete 12 hours of graduate study within a three-year period from the time of registration in their first electrical engineering graduate course at The Citadel. Students who fulfill the program requirements will earn a Graduate Certificate in Computer Engineering. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 110 CGC/EUGS Academic Catalog �Graduate Certificate in Cybersecurity Department of Cyber and Computer Sciences 843-953-5048 http://www.citadel.edu/ccs Dr. Shankar Banik, Department Head 843-953-5039, shankar.banik@citadel.edu Dr. Michael Verdicchio, Program Director 843-953-6987, mv@citadel.edu With cybercrime on the rise, cybersecurity grows more vital with each passing day. Our nation’s leaders recognize cybersecurity as a national imperative, and there is an immediate need for cybersecurity workforce development in the Lowcountry. Major employers of computing professionals and the defense and business industries in the Lowcountry are increasingly interested in employees specializing in cybersecurity. Learning Outcomes The Citadel’s Graduate Certificate in Cybersecurity prepares you to play a critical role in the world of Internet security. By the end of this program, students will be able to: • Describe basic components of cybersecurity • Characterize the security profile of different types of networks • Analyze and use classical and public key cryptography algorithms • Secure a system from different kinds of attacks • Analyze security of a cybersystem and perform risk assessment • Discuss legal and ethical issues relating to cybersecurity in a non-degree seeking status and then apply for admission after successful completion of these courses. All material must be received by the CGC office and reviewed by the department to receive consideration for admission to this graduate certificate program. Coursework is not to begin until admission has been granted into the program. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Program Requirements The Cybersecurity certificate program consists of four, three credit hour courses totaling 12 graduate credit hours. At least 4 credit hours must be taken at each institution. CSCI-614—Advanced Operating Systems CSCI-631—Privacy and Security Issues CSCI-632—Data Communications and Networking CSCI-641—Advanced Cybersecurity (Prerequisites: CSCI 631 and CSCI 632) Total Required Courses: 12 credit hours Descriptions of courses are listed in the last section of this catalog. Admission Requirements 1. 2. 3. 4. 5. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript reflecting the highest degree earned from a regionally accredited college or university. Applicants are expected to have an undergraduate grade point average of 3.0.* Approval from the Program Director or Department Head before registering for any graduate Computer Science (CSCI) courses. Competency, demonstrated through course work, approved work experience, or a program-administrated competency exam, in the areas of basic Computer Architecture, object-orientated Programing, Discrete Mathematics, and Data Structures. *With the approval of the joint program admissions committee, students whose grade point average is less than 3.0 may be permitted to take up to six credit hours of courses CGC/EUGS Academic Catalog 111 �GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Graduate Certificate in Environmental Studies Department of Biology 843-953-5203 www.citadel.edu/root/biology-programs/gradcertificate-environmental-studies Program Requirements Dr. Paul Nolan, 843-953-7076 paul.nolan@citadel.edu Mission Statement The mission of the Environmental Studies graduate certificate program is to advance the knowledge of students in a variety of broadly-based ecological and environmental topics. The graduate certificate is designed to complement an existing baccalaureate degree with an interdisciplinary in-depth analysis of the complex interactions between humans, other organisms, and the environment. The program is especially relevant for educators seeking to enhance their ability to teach about local and global environmental issues in the classroom, and professionals seeking an analytical basis to understanding the complex interactions between living organisms and their environment. Admission Requirements 1. 2. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript reflecting the highest degree earned from a regionally accredited college or university. Additional transcripts may be required depending on undergraduate course requirements by program. Students admitted to the program are not required to have an undergraduate major in biology, however it is assumed that students will have had at least twelve hours in college level biology courses, including a course in ecology. Prospective students who do not have the recommended undergraduate biology requirements must confer with the department head or graduate advisor prior to beginning the program. All material must be received by the CGC office and reviewed by the department to receive consideration for admission to this graduate certificate program. Coursework is not to begin until admission has been granted into the program. The Graduate Certificate in Environmental Studies program requires a minimum of five graduate-level courses totaling at least 16 semester hours. Students are required to take BIOL 609 (Seminar in Environmental Studies). Each student is also required to choose a minimum of two courses at least one of which must be a 4 credit hour course with lab (minimum of 7 semester hours) from the following list of approved Biology courses, and a minimum of two courses (6 semester hours) from the following list of approved Engineering, Humanities, and Social Science courses. Required Course (three credit hours) BIOL-609 – Seminar in Environmental Studies Biology Elective Courses (2 courses, minimum of seven semester hours) BIOL-505 – Biometry BIOL-506 – Ecology* BIOL-509 – Marine Biology* BIOL-514 – The Vascular Flora of South Carolina* BIOL-518 – Ornithology* BIOL-519 – Economic Botany BIOL-526 – Freshwater Biology* BIOL-604 – Marine Invertebrates* BIOL-606 – Field Methods in Biology* BIOL-607 – Microbiology* BIOL-611 – Graduate Research** BIOL-621 – Aquatic Toxicology* BIOL-625 – Tropical Rainforest and Reef Ecology* BIOL-631 – Environmental Physiology *four credit hours with lab ** variable credit hours Engineering, Humanities, and Social Sciences Electives (two courses, six semester hours) ANTH-501 – Physical and Cultural Adaptations CIVL-506 – Geographic Information Systems CIVL-602 – Water Quality Modeling and Management CIVL-604 – Aquatic Chemistry HIST-610 – Special Topics in U.S. History PSCI-509 – Urban Politics Total Required Courses: 16 credit hours Descriptions of courses are listed in the last section of this catalog Courses taken as part of the Environmental Studies graduate certificate can be counted toward the Master of Arts in Biology. **Environmental Studies graduate certificate students who have successfully completed 9 graduate hours may apply to waive the testing requirement for admission to the Master of Arts in Biology program. Successful completion requires a minimum 3.0 GPA with no course grades below B 112 CGC/EUGS Academic Catalog �Graduate Certificate in Geotechnical Engineering School of Engineering 843-953-5083 Dr. William J. Davis, P.E. jeff.davis@citadel.edu The Graduate Certificate in Geotechnical Engineering program focuses on applied advanced engineering skills needed by todays practicing geotechnical engineer. The courses are designed focused for immediate transference to design applications in the United States. Admission Requirements Successful applicants must meet the following criteria for admission into the Geotechnical Engineering Graduate Certificate program. 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree directly from an ABET accredited engineering program or approved alternative. GRADUATION REQUIREMENTS (Course Requirements) All degree candidates must: 1. File a plan of study outlining the intended areas of interest and listing the top four corresponding courses of interest. 2. Complete 4 courses (12 hours) from the geotechnical engineering areas of study below. Geotechnical Engineering CIVL 730 Geotechnical Earthquake Engineering CIVL 731 Geo-environmental Engineering CIVL 732 Advanced Soil Mechanics CIVL 733 Advanced Foundations Design CIVL 734 Soil Behavior Course/ Certificate Availability: The courses/ certificates will be offered based on student preferences/ overall demand indicated in your plan of study to be submitted after acceptance. Students should be aware course/ certificate offerings will be based on minimum class size enrollment. The Civil and Environmental Engineering Department will continually monitor student interest to expedite completion of your program of study. *Students who have been admitted to the MSCE with a geotechnical focus need to apply for the Geotechnical Engineering Graduate Certificate program (application fee will not be required for those already admitted to the MSCE program). All material must be received by the CGC office and evaluated by the department to receive consideration to the Geotechnical Engineering Graduate Certificate program. An undergraduate civil engineering degree from an ABET accredited engineering is required or approval degree from the department head. Program Requirements Students are required to complete 12 hours of graduate study within a three-year period from the time of registration in their first civil engineering graduate course at The Citadel. Students who fulfill the program requirements will earn a Graduate Certificate in Geotechnical Engineering. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 CGC/EUGS Academic Catalog 113 �Graduate Certificate in Higher Education Leadership Program Requirements The Higher Education Leadership graduate certificate program consists of four, three credit-hour courses totaling 12 graduate credit hours. Courses in the program are offered online. Zucker Family School of Education 843-953-5097 www.citadel.edu/root/counselor-educationprograms/graduate-certificate-in-student-affairs EDUC-530 - Strategic Planning and Assessment in Higher Education EDUC-533 - Higher Education Finance EDUC 534 - Advanced Leadership in Higher Education EDUC-539 - Higher Education Administration Dr. Tara Hornor, tara.hornor@citadel.edu Dr. Guy Ilagan, gilagan@citadel.edu Dr. Aaron Oberman, Program Coordinator, obermana1@citadel.edu Dr. George T. Williams, williamsg@citadel.edu Total Required Courses: 12 credit hours Descriptions of courses are listed in the last section of this catalog. The Citadel Graduate College (CGC) and the Division of Counselor Education within the Zucker Family School of Education (SOE) is committed to principled educational leadership in higher education, making The Citadel the ideal place for offering a program that aims to prepare higher education leaders. The Graduate Certificate in Higher Education Leadership is designed to teach students aspiring to work (or currently working) in higher education how to: • • • Use resources effectively to achieve institutional missions and goals Establish high expectations for the learning process Equip individuals with the skills needed to engage students in active learning, while building supportive and inclusive communities within higher education institutions that help students develop coherent values and ethical standards. Admission Requirements 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript reflecting the highest degree earned from a regionally accredited college or university. Once all admission requirements have been satisfied, the SOE Division of Counselor Education Admissions Committee will review the application, and the applicant will be notified of the admission decision. Coursework is not to begin until admission has been granted into the program. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 114 CGC/EUGS Academic Catalog �Graduate Certificate in Hispanic Studies Department of Modern Languages www.citadel.edu/root/mlng-graduate-certificatehispanic-studies Dr. Sara Fernandez-Medina, 843-953-5065, fernandezs@citadel.edu Dr. Silvia Roca-Martinez, 843-953-6811, srocamar@citadel.edu The Citadel’s Graduate Certificate in Hispanic Studies provides a panoramic approach to understanding the vast Hispanic world at the graduate level. The program is designed for native and non-native speakers of Spanish who wish to increase their knowledge of Hispanic language, culture, society, and literature. The program targets the regional needs of working professionals who wish to enhance their profession and increase employment potential amid the current demographic shifts in the Lowcountry. The objectives of the programs are to: • • • • increase communicative and written competence in the Spanish language provide in-depth knowledge of the cultural, historic, political, and social milieus of the Spanish-speaking countries develop critical and real-world skills necessary for a broader understanding of the issues related to the Spanishspeaking societies of Latin America and Spain produce professionals in the field of Hispanic Studies The program would benefit professionals throughout the community interested in enhancing current expertise or proving foreign language competency required for promotion and/or salary in- creases. Additional areas where the Graduate Certificate Program in Hispanic Studies would be beneficial include industries such as healthcare, law enforcement, social services, immigration and naturalization, human resources, and civic government. 4. Submission of the names and contact information for three (3) references familiar with your work. All material must be received by the CGC office and reviewed by the department to receive consideration for admission to this graduate certificate program. Coursework is not to begin until admission has been granted into the program. Program Requirements The Graduate Certificate in Hispanic Studies program will offer six graduate-level courses (18 credit hours) during fall and spring semesters as well as during both summer sessions. The courses will be offered in sequence and rotated accordingly. Students must complete 12 credit hours to earn the Graduate Certificate in Hispanic Studies. The development of the curriculum is based largely on two key factors: 1. Spanish teachers at the level of secondary education will primarily constitute those students interested in the Graduate Certificate Program in Hispanic Studies. 2. The demographic these teachers have contact with is primarily Latin American students from Mexico, the Caribbean and Central America. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 PROGRAM REQUIREMENTS SPAN-520–Mexico SPAN-521–The Hispanic Presence in the United States SPAN-522–Culture and Literature of Spain SPAN-523–Advanced and Contrastive Grammar SPAN-524–Recent Trends in Teaching Spanish as a Second Language SPAN-525–Spanish for the Professional SPAN-550–Special Topics: Culture and Literature of South America SPAN-560–Hispanic Service Learning/Internship Total Required Courses: 12 credit hours Admission Requirements 1. 2. 3. Descriptions of courses are listed in the last section of this catalog Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript reflecting the highest degree earned from a regionally accredited college or university, in any field. Additional transcripts may be required depending on undergraduate course requirements by program. Submission of letter of intent, no more than two pages, which answers the following questions: a. How has your experience/education prepared you for graduate courses in Hispanic Studies? b. How will your knowledge, skills, and experiences contribute to this program’s learning community? c. What do you hope to gain from this Hispanic Studies graduate certificate program? CGC/EUGS Academic Catalog 115 �Program Requirements Graduate Certificate in History and Teaching Content Department of History 843-953-5073 http://www.citadel.edu/root/historygraduate- certificate Dr. Keith Knapp, keith.knapp@citadel.edu Mission Statement The Certificate in History and Teaching Content will offer school teachers and other interested graduate students a current knowledge of world, western and United States history. The courses in the certificate program will place a special emphasis on relating content for the history classes and programs taught by elementary, middle and secondary-school teachers. The Graduate Certificate in History and Teaching Content is a 12 credit hour program. Students must complete one required course and 3 elective courses, totaling four, three credit hour courses. Required Course: HIST-594—Histography for Social Studies Teachers Elective Courses (select three): HIST-560—History of the Non-Western World HITC-501—History of the United States to 1877 HITC-502—History of the United States from 1877 HITC-503—South Carolina History HITC-504—Europe and the World to 1500 HITC-505—Europe and the World from 1500 HITC-511—Special Topics in the History of the United States HITC-512—Special Topics World History Total Required Courses: 12 credit hours Admission Requirements 1. 2. 3. 4. Descriptions of courses are listed in the last section of this catalog. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript reflecting the highest degree earned from a regionally accredited college or university. Additional transcripts may be required depending on undergraduate course requirements by program. Submission of letter of intent, no more than two pages, which answers the following questions: a. How has your experience/education prepared you for graduate courses in history? b. How will your knowledge, skills, and experiences contribute to this program’s learning community? c. What do you hope to gain from this graduate certificate program? Submission of the names and contact information for three (3) references familiar with your work. At least two of these references must be from professional colleagues (e.g. head of department, school principal or other administrator). One of the two options must apply for acceptance into the program: 1. Baccalaureate degree in Elementary Education, Social Studies Education or History. 2. Baccalaureate degree in a related Social Studies field (e.g. Political Science, International Relations, Geography, Sociology, etc.) with at least two years of teaching experience in a Social Studies department or Elementary School classroom. All material must be received by the CGC office and reviewed by the department to receive consideration for admission to this graduate certificate program. Coursework is not to begin until admission has been granted into the program. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 116 CGC/EUGS Academic Catalog �Graduate Certificate in Information Systems Department of Cyber and Computer Sciences http://www.citadel.edu/ccs Dr. Shankar Banik, Department Head 843-953-5039, shankar.banik@citadel.edu Dr. Michael Verdicchio, Program Director 843-953-6987, mv@citadel.edu Program Requirements The Information Systems certificate program consists of four, three credit hour courses totaling 12 graduate credit hours. At least 4 credit hours must be taken at each institution. CSCI-601—Data Modeling and Database Design CSCI-631—Privacy and Security Issues CSCI-632—Data Communications and Networking CSCI-638—Advanced Topics in Database Systems (Prerequisite: CSCI 601) Learning Outcomes Total Required Courses: 12 credit hours The Citadel’s Graduate Certificate in Information Systems is designed to provide its students with the knowledge, skills, and abilities associated with information systems. By the end of this program, students will be able to: • Develop client/server network applications using network sockets API • Analyze software vulnerabilities and hardening techniques • Demonstrate the ability to effectively work in a team Descriptions of courses are listed in the last section of this catalog. Admission Requirements 1. 2. 3. 4. 5. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript reflecting the highest degree earned from a regionally accredited college or university. Applicants are expected to have an undergraduate grade point average of 3.0.* Approval from the Program Director or Department Head before registering for any graduate Computer Science (CSCI) courses. Competency, demonstrated through course work, approved work experience, or a program-administrated competency exam, in the areas of basic Computer Architecture, object-orientated Programing, Discrete Mathematics, and Data Structures. *With the approval of the joint program admissions committee, students whose grade point average is less than 3.0 may be permitted to take up to six credit hours of courses in a non-degree seeking status and then apply for admission after successful completion of these courses. All material must be received by the CGC office and reviewed by the department to receive consideration for admission to this graduate certificate program. Coursework is not to begin until admission has been granted into the program. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 CGC/EUGS Academic Catalog 117 �Program Requirements Graduate Certificate in Intelligence Analysis Department of Intelligence and Security Studies 843-953-6886 http://www.citadel.edu/root/intelligence-andsecurity-studies-graduate-programs/certificate-inintelligence-analysis Dr. Carl Jensen, cjensen1@citadel.edu The Graduate Certificate in Intelligence Analysis is designed for working professionals who desire to increase their knowledge of Intelligence Analysis issues, who seek to understand the role and importance of effective leadership for national security, and who wish to apply leadership strategies and tactics to complex intelligence issues. Students must complete 15 hours of graduate study (5 courses). The program consists of three required intelligence courses (3 credit hours each) at the graduate level and each student must choose two electives from a specified list of criminal justice, political science, and homeland security courses. A stand-alone certificate in Intelligence Analysis is provided to individuals who are not enrolled in a degree program at The Citadel but are interested in receiving a Graduate Certificate in Intelligence Analysis. Students who are simultaneously enrolled in both the Master of Arts in Social Science (MASS degree) and the Intelligence Analysis graduate certificate may count the five Intelligence Analysis courses as their Cluster A requirements for the MASS degree. Applicants for simultaneous MASS degree/Intelligence Analysis certificate must meet all the requirements (admission, declaration, by course completion without substitution) of the simultaneous MASS degree/Intelligence Analysis certificate. This program introduces applicable management principles, policy analysis, critical thinking and enhances critical leadership skills necessary to successfully address security and intelligence challenges facing the United States. Students may enroll in simultaneous MASS/Leadership and MASS/Intelligence Analysis certificate programs (since the former fills the Cluster B and the latter fills the Cluster A) as currently outlined in the CGC catalog. All courses can be applied to the MA program in Intelligence and Security Studies. The program is well-suited to professionals working in state, local and, federal intelligence positions such as law enforcement, personnel, local and state agencies that partner with intelligence professionals and others seeking to increase their knowledge and competencies in the area of intelligence. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Required Courses: Admission Requirements 1. 2. 3. 4. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript reflecting the highest university. Additional transcripts may be required depending on undergraduate course requirements by program. Submission of letter of intent, no more than two pages, which answers the following questions: a. How has your experience/education prepared you for graduate courses in intelligence analysis? b. How will your knowledge, skills, and experiences contribute to this program’s learning community? c. What do you hope to gain from this Intelligence Analysis graduate certificate program? Submission of the names and contact information for three (3) references familiar with your work. All material must be received by the CGC office and reviewed by the department to receive consideration for admission to this graduate certificate program. Coursework is not to begin until admission has been granted into the program. 118 INTL-580–Introduction to Intelligence INTL-581–Intelligence Research and Analysis INTL-582–Intelligence Theory Application Elective Courses (select two): CRMJ-515/INTL-515/PSCI-515—Topics in Homeland Security CRMJ-555—Leadership Application Course in Criminal Justice CRMJ-562—Comparative Criminal Justice Systems CRMJ-568/INTL-568/PSCI-568—International and Domestic Terrorism CRMJ-583—Transnational Organized Crime HIST-591—Special Topics in European History INTL-560—Intelligence and Homeland Security Administration INTL-569/PSCI-569—National Security Policy INTL-570—Homeland Security INTL-572—Legal and Ethical Dimensions of Intelligence and Homeland Security INTL-585—Topics in Intelligence LDRS-750—Evolution of Military Leadership Thought LDRS-751—Survey of US Military Leaders LDRS-752—Survey of World Military Leaders LDRS-753—Strategic & Contemporary Military Leadership Issues CGC/EUGS Academic Catalog �PSCI-510—Topics in Political Science PSCI-564—US Foreign Relations PSCI-565—International Politics PSCI-566—International Political Economy PSCI-571—Comparative Politics PSCI-572—International Organizations PSCI-573—International Political Theory PSCI-575—US Foreign Policy Leadership PSCI-576—International Law Total Required Courses: 15 credit hours Descriptions of courses are listed in the last section of this catalog. CGC/EUGS Academic Catalog 119 �Admission Requirements Graduate Certificate in Leadership 1. Department of Leadership Studies 843-953-8401 www.citadel.edu/root/graduate-certificate-inleadership leadership@citadel.edu 2. All material must be received by the CGC office and evaluated by the department to receive consideration for admission to this graduate certificate program. Coursework is not to begin until admission has been granted into the program. Faith Rivers James, J.D. Associate Provost for Leadership, Department Head & Professor of Leadership friversjames@citadel.edu Those enrolled in the Master of Science in Leadership program will be automatically accepted into this certificate program. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Dr. John Altick Leadership Studies Advisor 843-953-2425, jaltick@citadel.edu Program Requirements The Graduate Certificate in Leadership supports the development of principled leaders. As a rigorous concentration in the various dimensions of leadership, this certificate helps students to understand and refine the qualities that businesses, charitable organizations, government agencies, and the military expect today. The courses, all offered online, examine the full spectrum issues pertaining to organizational leadership theory and practice. The Certificate consists of five (5) three (3) hour courses at the graduate level. Students may receive a stand-alone Certificate in Leadership, or use the courses towards completion of the following graduate programs at The Citadel: Master of Business Administration; Master of Science in Project Management; Master of Arts in Intelligence and Security Studies, or Master of Arts in Social Science. Leadership Certificate students who have successfully completed 9 hours may apply and waive the testing requirement for admission to the Masters of Science in Leadership. Successful completion requires a minimum 3.0 GPA with no course grades below C+. The five courses in the certificate program may be coupled with the following seven additional courses to complete the M.S. in Leadership degree.        LDRS 710 LDRS 712 LDRS 715 LDRS 723 or BADM 713 LDRS 766 or BADM 766 PSYC 570 PSCI 501 or EDUC 512 The Graduate Certificate in Leadership is a 15 credit hour program consisting of the following requirements: Required Courses (six Credit hours): LDRS 722—Leadership in Organizations PSYC 570—Social and Cognitive Foundations of Interpersonal Behavior Electives (nine Credit hours), choose three (3) of the following: LDRS 710—Ethics, Values, & Principled Leadership LDRS 711—Leading Change: Organization Development and Transformation * LDRS 712—Leading Teams: Coaching, Culture, Diversity, and Globalization LDRS 714—Strategic Leadership, Vision, Mission and Contemporary Issues * LDRS 723 or BADM 713—Communications for Leadership BADM 740—Global Business Strategy ** (MBA students must take this course as one of the three Leadership Certificate electives) PMGT 672—Applied Leadership Concepts *** (MS Project Management students must take this course as one of the three Leadership Certificate electives) PSYC 500—Human Growth and Development * LDRS 722 is a prerequisite for these courses. ** If you are a MBA student, you must take BADM 740. *** If you are a MS Project Management student, you must take PMGT 672. Students planning to pursue an MS in Leadership must take either LDRS 711 or LDRS 714. Leadership Certificate students should complete LDRS 722 and either LDRS 711 or LDRS 714 prior to applying for admission to the MS in Leadership program. 120 Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript for the baccalaureate degree from a regionally accredited college or university. Total Required Courses: 15 credit hours Descriptions of courses are listed in the last section of this catalog CGC/EUGS Academic Catalog �Graduate Certificate in Literacy Education Zucker Family School of Education 843-953-5097 www.citadel.edu/root/literacy-education- program Dr. Robin Jocius, Program Coordinator rjocius@citadel.edu Dr. Britnie Kane kaneb2@citadel.edu Dr. Soo Joung Kim soojoung.kim@citadel.edu The Graduate Certificate in Literacy Education consists of five, three credit hour courses to be taken in the following order: The general goals and objectives of the Graduate Certificate in Literacy Education program are to support candidates in developing: • A knowledge and mastery of all aspects of the literacy process; • A knowledge of those skills necessary to select, administer, and interpret informal and formal assessments used to examine children’s and adolescents’ literacy strengths and weaknesses; • A knowledge of the abilities and skills which enhance a wholesome teacher-student-parent relationship in working with students identified as at-risk readers; • A knowledge of those skills necessary to recognize and accommodate for individual differences in literacy instruction; • A knowledge of and ability to design literacy environments to support culturally and linguistically diverse learners; • A knowledge of the relationship of literacy skills to subjectmatter content areas; • A knowledge of significant research conducted in literacy education; and • A knowledge of how to effectively support English Language Learners (ELLs). Admission Requirements 2. 3. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Program Requirements Learning Outcomes 1. Students accepted into the Master of Education in Literacy Education are automatically enrolled in the Graduate Certificate in Literacy Education. EDUC-588—Foundations in Literacy EDUC-589—Methods and Materials for Developing Literacy Skills EDUC-590—Literacy Assessment and Instruction EDUC-591—Practicum in Literacy Education EDUC-592—Content Area Reading and Writing Total Required Courses: 15 credit hours Descriptions of courses are listed in the last section of this catalog. *Recommendation for certification by the State of South Carolina requires a satisfactory score on the Praxis II Examination. Non-Licensure Graduate Certificate in Literacy Education Option: Students who are not licensed by the state may pursue the Graduate Certificate in Literacy Education, but certification will not be recommended from The Citadel nor from the SC State Department of Education. Admission Requirements 1. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript directly from each regionally accredited college or university from which a degree has been conferred. Applicants are expected to have a 2.5 cumulative undergraduate grade point average. Submission of valid teaching certificate issued by South Carolina or another state. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript reflecting the highest degree conferred from a regionally accredited college or university. All material must be received by the CGC office and reviewed by the department to receive consideration for admission to this graduate certificate program. Coursework is not to begin until admission has been granted into the program. CGC/EUGS Academic Catalog 121 �Graduate Certificate in Manufacturing Engineering GRADUATION REQUIREMENTS (Course Requirements) All certificate candidates must: 1. File a plan of study outlining the intended areas of interest and listing the top four corresponding courses of interest. 2. Complete four courses (12 hours) from the manufacturing engineering area of study below. Department of Mechanical Engineering 843-953-5057 www.citadel.edu/root/me-graduateprograms/manufacturing Dr. Robert J. Rabb, P.E. rrabb@citadel.edu The Graduate Certificate in the Manufacturing Engineering program is designed to provide students with a unique perspective, essential knowledge, and advanced engineering skills needed by todays practicing mechanical engineer. The courses are design focused for immediate transference to design applications in current industry and research. Admission Requirements Successful applicants must meet the following criteria for admission into the Manufacturing Engineering Certificate program. 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree directly from an accredited college or university. REQUIRED COURSES: MECH 625 Computer-Aided Design and Analysis MECH 635 Computer-Aided Design and Analysis Laboratory (0 credit, required with MECH 625) MECH 640 Manufacturing Process and Design MECH 645 Machine Design MECH 660 Advanced Design Course/ Certificate Availability: The courses / certificates will be offered based on student preferences / overall demand indicated in the plan of study to be submitted after acceptance. Students should be aware course / certificate offerings will be based on minimum class size enrollment. The Mechanical Engineering Program will continually monitor student interest to expedite completion of the program of study. *Students who have been admitted to the MSME with a manufacturing focus need to apply for the Manufacturing Engineering Graduate Certificate program (application fee will not be required for those already admitted to the MSME program). All material must be received by the CGC office and evaluated by the department to receive consideration to the Manufacturing Engineering Graduate Certificate program. An undergraduate engineering degree from an ABET accredited engineering program is required or approved degree from the department head. Program Requirements Students are required to complete 12 hours of graduate study within a three-year period from the time of registration in their first mechanical engineering graduate course at The Citadel. Students who fulfill the program requirements will earn a Graduate Certificate in Manufacturing Engineering. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 122 CGC/EUGS Academic Catalog �Graduate Certificate in Mechatronics Engineering Department of Mechanical Engineering 843-953-5057 www.citadel.edu/root/me-graduateprograms/mechatronics GRADUATION REQUIREMENTS (Course Requirements) All certificate candidates must: 1. File a plan of study outlining the intended areas of interest and listing the top four corresponding courses of interest. 2. Complete four courses (12 hours) from the mechatronics engineering area of study below. REQUIRED COURSES: MECH 650 Modeling, Analysis, and Control Systems MECH 655 Advanced Mechatronics MECH 750 Introduction to Modern Control Engineering MECH 755 Nonlinear Control Engineering Dr. Robert J. Rabb, P.E. rrabb@citadel.edu The Graduate Certificate in the Mechatronics Engineering program is designed to provide students with a unique perspective, essential knowledge, and advanced engineering skills needed by todays practicing mechanical engineer. The courses are design focused for immediate transference to design applications in current industry and research. Course/ Certificate Availability: The courses / certificates will be offered based on student preferences / overall demand indicated in the plan of study to be submitted after acceptance. Students should be aware course / certificate offerings will be based on minimum class size enrollment. The Mechanical Engineering Program will continually monitor student interest to expedite completion of the program of study. Admission Requirements Successful applicants must meet the following criteria for admission into the Mechatronics Engineering Certificate program. 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree directly from an accredited college or university. *Students who have been admitted to the MSME with a mechatronics focus need to apply for the Mechatronics Engineering Graduate Certificate program (application fee will not be required for those already admitted to the MSME program). All material must be received by the CGC office and evaluated by the department to receive consideration to the Mechatronics Engineering Graduate Certificate program. An undergraduate engineering degree from an ABET accredited engineering program is required or approved degree from the department head. Program Requirements Students are required to complete 12 hours of graduate study within a three-year period from the time of registration in their first mechanical engineering graduate course at The Citadel. Students who fulfill the program requirements will earn a Graduate Certificate in Mechatronics Engineering. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 CGC/EUGS Academic Catalog 123 �Graduate Certificate in Military Leadership Department of Leadership Studies 843-953-8401 www.citadel.edu/root/graduate-certificate-inleadership leadership@citadel.edu All material must be received by the CGC office and evaluated by the department to receive consideration for admission to this graduate certificate program. Coursework is not to begin until admission has been granted into the program. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Faith Rivers James, J.D. Associate Provost for Leadership, Department Head & Professor of Leadership friversjames@citadel.edu Program Requirements REQUIRED COURSES LDRS 711 – Leading Change: Organizational Development and Transformation* LDRS 750 – Evolution of Military Leadership Thought LDRS 751 – Survey of US Military Leaders LDRS 752 – Survey of World Military Leaders LDRS 753 – Strategy & Contemporary Military Leadership Issues Dr. John Altick Leadership Studies Advisor 843-953-2425, jaltick@citadel.edu The Graduate Certificate in Military Leadership provides an opportunity for civilian and military students to pursue a course of study in military leadership. The courses, all offered online, examine world and U.S. military leaders from the perspective of effectiveness, style and practice. In addition, the program includes the study of the evolution of military leadership thought within the larger body of knowledge on leadership. Courses cover contemporary military leadership issues and strategy. * LDRS 750 or LDRS 722 is a prerequisite for this course. Total Required Courses: 15 credit hours Descriptions of courses are listed in the last section of this catalog Military Leadership Certificate students who have successfully completed 9 hours may apply and waive the testing requirement for admission to the Masters of Science in Leadership. Successful completion requires a minimum 3.0 GPA with no course grades below C+. The five courses in the certificate program may be coupled with the following seven additional courses to complete the M.S. in Leadership degree.        LDRS 710 LDRS 712 LDRS 715 LDRS 723 or BADM 713 LDRS 766 or BADM 766 PSYC 570 PSCI 501 or EDUC 512 Military Leadership Certificate students should complete LDRS 750/LDRS 722 and LDRS 711 prior to requesting admission to the MS in Leadership program. Admission Requirements 1. 2. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript for the baccalaureate degree from a regionally accredited college or university. 124 CGC/EUGS Academic Catalog �Graduate Certificate in Power and Energy Engineering Department of Mechanical Engineering 843-953-5057 www.citadel.edu/root/me-graduate-programs/powerand-energy Dr. Robert J. Rabb, P.E. rrabb@citadel.edu The Graduate Certificate in the Power and Energy Engineering program is designed to provide students with a unique perspective, essential knowledge, and advanced engineering skills needed by todays practicing mechanical engineer. The courses are design focused for immediate transference to design applications in current industry and research. Admission Requirements GRADUATION REQUIREMENTS (Course Requirements) All certificate candidates must: 1. File a plan of study outlining the intended areas of interest and listing the top four corresponding courses of interest. 2. Complete four courses (12 hours) from the power and energy engineering area of study below. REQUIRED COURSES: MECH 615 Applied Heat Transfer MECH 617 Advanced Topics in Renewable Energy Systems MECH 618 Energy Sources, Technology, and Policy MECH 619 Power Systems Engineering Course/ Certificate Availability: The courses / certificates will be offered based on student preferences / overall demand indicated in the plan of study to be submitted after acceptance. Students should be aware course / certificate offerings will be based on minimum class size enrollment. The Mechanical Engineering Program will continually monitor student interest to expedite completion of the program of study. Successful applicants must meet the following criteria for admission into the Power and Energy Engineering Certificate program. 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree directly from an accredited college or university. *Students who have been admitted to the MSME with a power and energy focus need to apply for the Power and Energy Engineering Graduate Certificate program (application fee will not be required for those already admitted to the MSME program). All material must be received by the CGC office and evaluated by the department to receive consideration to the Power and Energy Engineering Graduate Certificate program. An undergraduate engineering degree from an ABET accredited engineering program is required or approved degree from the department head. Program Requirements Students are required to complete 12 hours of graduate study within a three-year period from the time of registration in their first mechanical engineering graduate course at The Citadel. Students who fulfill the program requirements will earn a Graduate Certificate in Power and Energy Engineering. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 CGC/EUGS Academic Catalog 125 �Graduate Certificate in Software Engineering Program Requirements The Software Engineering certificate program consists of four, three credit hour courses totaling 12 graduate credit hours. At least 4 credit hours must be taken at each institution. Department of Cyber and Computer Sciences 843-953-5048 http://www.citadel.edu/ccs CSCI-602—Foundations of Software Engineering CSCI-654—Software Requirements Analysis and Specifications (Prerequisite: CSCI 602) CSCI-656—Software Systems Design and Implementations (Prerequisite: CSCI 602) CSCI-658—Software Testing and Maintenance (Prerequisite: CSCI 602) Dr. Shankar Banik, Department Head 843-953-5039, shankar.banik@citadel.edu Dr. Michael Verdicchio, Program Director 843-953-6987, mv@citadel.edu Learning Outcomes The Citadel’s Graduate Certificate in Software Engineering is designed to provide its students with the knowledge, skills, and abilities associated with software engineering. By the end of this program, students will be able to: • Demonstrate the use of good software development models and techniques • Be able to evaluate alternative designs and architectures for a software application • Demonstrate the ability to effectively work in a team Total Required Courses: 12 credit hours Descriptions of courses are listed in the last section of this catalog. Admission Requirements 1. 2. 3. 4. 5. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript reflecting the highest degree earned from a regionally accredited college or university. Applicants are expected to have an undergraduate grade point average of 3.0.* Approval from the Program Director or Department Head before registering for any graduate Computer Science (CSCI) courses. Competency, demonstrated through course work, approved work experience, or a program-administrated competency exam, in the areas of basic Computer Architecture, Object-orientated Programing, Discrete Mathematics, and Data Structures. *With the approval of the joint program admissions committee, students whose grade point average is less than 3.0 may be permitted to take up to six credit hours of courses in a non-degree seeking status and then apply for admission after successful completion of these courses. All material must be received by the CGC office and reviewed by the department to receive consideration for admission to this graduate certificate program. Coursework is not to begin until admission has been granted into the program. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 126 CGC/EUGS Academic Catalog �Graduate Certificate in Sport Management Department of Health & Human Performance 843-953-5060 GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Program Requirements www.citadel.edu/root/hess-programs/ graduate/graduate-certificate-sport-management Dr. Stavros Triantafyllidis, Program Director 843-953-4852, striantaf@citadel.edu HESS-518—Sport Marketing HESS-521— The Art of Selling in Sport HESS-523—Administration and Leadership of Exercise and Sport Organizations HESS-539—Sport Public Relations and Promotions HESS-558—Advertising in Sport Total Required Courses: 15 credit hours The Graduate Certificate in Sport Management is comprised of five (5) courses that will enhance the student’s breadth and depth of knowledge and skills in sport sales and marketing. These courses were specifically developed to broaden knowledge, skills, and abilities of working professionals in the field of sport management as well as provide such skills to students who wish to enhance their career marketability. In addition, graduate programs, such as the M.S. in Health, Exercise, and Sport Science and the M.A. in Sport Management at The Citadel, may accept these certificate program courses if admission is granted to both simultaneously. Descriptions of courses are listed in the last section of this catalog. Admission Requirements Requirements and application procedures for admission into the Sport Management program: 1. Contact the Program Coordinator of the Sport Management Program. 2. Completion of the online graduate application along with the non-refundable application fee. 3. Submission of an official transcript of the baccalaureate degree from a regionally accredited college and university. 4. Submission of resume detailing previous work experience. 5. Submission of letter of intent addressing the following questions: a. How have your past experiences prepared you for the graduate work in Sport Management? b. How will your knowledge, skills, and attitudes contribute to the sport marketing/sales learning community? c. What do you hope to gain if accepted to the Graduate Certificate in Sport Management Program? All materials must be received by the CGC and evaluated by the department to receive consideration for entrance into the Sport Management Graduate Certificate Program. Coursework is not to begin until admission has been granted into the program. Students accepted to the Master of Arts in Sport Management are automatically enrolled in this certificate program. CGC/EUGS Academic Catalog 127 �GRADUATION REQUIREMENTS (Course Requirements) All degree candidates must: 1. File a plan of study outlining the intended areas of interest and listing the top four corresponding courses of interest 2. Complete four courses (12 hours) from the structural engineering areas of study below. Graduate Certificate in Structural Engineering School of Engineering 843-953-5083 www.citadel.edu/root/cee-graduateprograms/structural-engineering Dr. William J. Davis, P.E. jeff.davis@citadel.edu The Graduate Certificate in Structural Engineering program focuses on applied advanced engineering skills needed by todays practicing structural engineer. The courses are designed focused for immediate transference to design applications in the United States. Admission Requirements 1. 2. 3. Successful applicants must meet the following criteria for admission into the Structural Engineering Graduate Certificate program. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript of the baccalaureate degree directly from an ABET accredited engineering program or approved alternative. *Students who have been admitted to the MSCE with a structural focus need to apply for the Structural Engineering Graduate Certificate program (application fee will not be required for those already admitted to the MSCE program). Structural Engineering CIVL 504 Designing for Natural and Manmade Hazards CIVL 608 Structural Loads and Systems CIVL 610 Wood Design CIVL 655 Masonry Structural Design CIVL 657 Indeterminate and Matrix Structural Analysis CIVL 711 Design of Masonry, Wood and Cold Formed Steel Structures CIVL 712 Design of Coastal Structures and Bridges CIVL 713 Design of Civil Engineering Systems for Natural and Manmade Hazards CVIL 714 Advanced Steel Design CIVL 715 Advanced Reinforced Concrete Design CIVL 716 Analysis and Design of Prestressed Concrete Members CIVL 718 Matrix and Finite Element Analysis CIVL 719 Elastic Stability of Structures CIVL 720 Dynamic Analysis of Structures CIVL 721 Earthquake Engineering for Structural Engineers Course/ Certificate Availability: The courses/ certificates will be offered based on student preferences/ overall demand indicated in your plan of study to be submitted after acceptance. Students should be aware course/ certificate offerings will be based on minimum class size enrollment. The Civil and Environmental Engineering Department will continually monitor student interest to expedite completion of your program of study. All material must be received by the CGC office and evaluated by the department to receive consideration to the Structural Engineering Graduate Certificate program. An undergraduate civil engineering degree from an ABET accredited engineering is required or approval degree from the department head. Program Requirements Students are required to complete 12 hours of graduate study within a three-year period from the time of registration in their first civil engineering graduate course at The Citadel. Students who fulfill the program requirements will earn a Graduate Certificate in Structural Engineering. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 128 CGC/EUGS Academic Catalog �Graduate Certificate in Student Affairs Zucker Family School of Education 843-953-5097 www.citadel.edu/root/counselor-educationprograms/graduate-certificate-in-student-affairs Dr. Tara Hornor, tara.hornor@citadel.edu Dr. Guy Ilagan, gilagan@citadel.edu Dr. Aaron Oberman, Program Coordinator obermana1@citadel.edu Dr. George T. Williams, williamsg@citadel.edu The Citadel Graduate College (CGC) and the Division of Counselor Education within the Zucker Family School of Education (SOE) is committed to principled educational leadership in higher education, making The Citadel the ideal place for offering a program that aims to prepare leaders in Student Affairs. Program Requirements The Student Affairs certificate program consists of four, three credit-hour courses totaling 12 graduate credit hours. Students may choose to enroll in 15 credit hours when including a practicum. EDUC-537 - Student Development Services in Higher Education EDUC-538 - Theories of Student Development in Higher Education EDUC-539 - Higher Education Administration EDUC-613 - Foundations of American Higher Education EDUC-634 - Practicum in Student Affairs and College Counseling (optional) Total Required Courses: 12 credit hours Descriptions of courses are listed in the last section of this catalog. The Graduate Certificate in Student Affairs is designed to teach students aspiring to work (or currently working) in higher education how to: • Use resources effectively to achieve institutional missions and goals; • Establish high expectations for the learning process; and • Equip individuals with the skills needed to engage students in active learning, while building supportive and inclusive communities within higher education institutions that help students develop coherent values and ethical standards. Admission Requirements 1. 2. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript reflecting the highest degree earned from a regionally accredited college or university. Once all admission requirements have been satisfied, the SOE Division of Counselor Education Admissions Committee will review the application, and the applicant will be notified of the admission decision. Coursework is not to begin until admission has been granted into the program. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 CGC/EUGS Academic Catalog 129 �Graduate Certificate in Systems Engineering Management Program Requirements Students must complete three required courses and one of the elective courses identified below: School of Engineering 843-953-9811 www.citadel.edu/root/pmgt-admission Required Courses: • PMGT-680 Systems Engineering Management Fundamentals • PMGT-681 Requirements Development and Management • PMGT-682 System Verification and Validation Dr. David Greenburg dgreenbu@citadel.edu The Graduate Certificate in Systems Engineering Management (SEM) program provides a multidisciplinary approach to the management and delivery of complex projects and programs. The SEM course of instruction presents systems engineering as a well-developed body of knowledge, methodologies and techniques from a management perspective with application to a wide range of industries. Successful applicants must meet the following criteria for admission into the SEM graduate certificate program. 2. 3. 4. Up to four courses in the SEM program may be used in completing the elective requirements for the Master of Science in Project Management. Please see your advisor for eligibility. Students must complete their coursework with a grade point average (GPA) of 3.0 or better on hours earned in these four courses. Admission Requirements 1. Elective Courses (Select one): • PMGT-683 Systems Modeling and Integration • PMGT-684 Human System Integration • PMGT-685 Decision and Risk Analysis Total Required Courses: 12 credit hours Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript of the baccalaureate degree from a regionally accredited college or university. Submission of resume detailing work experience, or permission of Department Head. Submission a one-page letter of intent (form available at www.citadel.edu/graduatecollege/forms) that provides concise, complete answers to the following questions: a. How has your experience prepared you for the SEM graduate courses? b. How will your knowledge, skills and attitudes contribute to the SEM program’s learning community? c. What do you hope to gain from the SEM graduate certificate program? Descriptions of courses are listed in the last section of this catalog. All material must be received by the CGC office and evaluated by the Department of Engineering Leadership and Program Management (ELPM) to receive consideration for admission to the SEM graduate certificate program. An undergraduate engineering degree is not required. Coursework will not begin until admission has been granted into the program. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 130 CGC/EUGS Academic Catalog �Program Requirements Graduate Certificate in Tactical Performance and Resiliency Department of Health & Human Performance www.citadel.edu/root/hhp-programs/ graduate/master-of-science-health-exercise-sportscience The Graduate Certificate in Tactical Performance and Resiliency will consist of eighteen (18) semester credit hours from courses delivered online. An optional On-Site Practicum course can be completed at The Citadel, which will provide indepth, real-world application of the content covered in the online courses. Successful completion of the On-Site Practicum allows you to earn The Citadel’s Certificate in Tactical Performance & Resiliency with Distinction. Dr. Chris Bellon, Program Director 843-953-1652, cbellon@citadel.edu Required Courses The Online Graduate Certificate in Tactical Performance and Resiliency empowers you to gain highly practical knowledge and skills for effectively training tactical athletes at the individual-level. Studying at your own pace through our online courses, you will expand your skills and knowledge well beyond that offered by professional certifications alone. You will graduate from this program effectively prepared to design and deliver effective tactical training programs for military service members, firefighters, law enforcement officers, and veterans on a one-on-one basis. Admission Requirements Requirements and application procedures for admission into the Online Graduate Certificate: 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree from a regionally accredited college and university. 3. A one-page letter describing why you are interested in the PSYC-516 TAPR-600 TAPR 601 TAPR 610 TAPR 640 TAPR 699 Psychological Resiliency for Tactical Athletes Fundamentals of Applied Functional Anatomy & Physiology* Introduction to Human Performance Applied Exercise Physiology and Nutrition Tactical Strength and Conditioning Capstone Internship in Tactical Performance & Resiliency Optional Course (credit bearing) TAPR 695 On-site practicum *Course may be waived with proof of recent, satisfactory completion of two semesters of undergraduate human anatomy and physiology from an accredited college or university. Total Required Courses: 18 credit hours Descriptions of courses are listed in the last section of this catalog. Graduate Certificate in Tactical Performance and Resiliency. All materials must be received by the CGC and evaluated by the department to receive consideration for the program. Coursework is not to begin until admission has been granted into the program. GRADUATION REQUIREMENTS (non-credit bearing) 1. Darkness to Light Training 2. The Citadel Principled Leadership Seminar – LDRS 500 3. Students in this program must demonstrate having earned the credential of Certified Personal Trainer from either the National Strength and Conditioning Association or The American College of Sports Medicine 4. Proof of current Certification in First Aid and CPR 5. Proof of current Certification in Mental Health First Aid CGC/EUGS Academic Catalog 131 �Graduate Certificate in Technical Program Management Program Requirements Students are required to complete 12 hours of graduate study within a two-year period from the time of registration in their first TPgM graduate course at The Citadel. Students who fulfill the program requirements will earn a Graduate Certificate in Technical Program Management (TPgM). School of Engineering 843-953-9811 www.citadel.edu/root/pmgt-admission Dr. David Greenburg dgreenbu@citadel.edu Mission Statement The mission of the Technical Program Management (TPgM) graduate certificate program is to educate and prepare technical professionals to serve as program and portfolio managers and leaders. Admission Requirements Successful applicants must meet the following criteria for admission into the TPgM graduate certificate program. 1. Completion of the online graduate application along with the application fee. 2. Submission of an official transcript of the baccalaureate degree directly from a regionally accredited college or university. 3. Submission of resume detailing work experience. 4. Submission of a one-page letter of intent that provides concise, complete answers to the following questions: a. How has your experience prepared you for the TPgM graduate courses? b. How will your knowledge, skills and attitudes contribute to the TPgM program’s learning community? c. What do you hope to gain from the TPgM graduate program? The required courses for the TPgM Graduate Certificate Program are: • PMGT-660: Overview of Technical Program Management • PMGT-661: The Legal and Contractual Aspects of Program Management • PMGT-662: Program Development Strategies and Processes • PMGT-685: Decision and Risk Analysis Up to four courses in the TPgM Certificate program may be used in completing the elective requirements for the Master of Science in Project Management. Please see your advisor for eligibility. Students must complete their coursework with a grade point average (GPA) of 3.0 or better on hours earned in these four courses. Total Required Courses: 12 credit hours Descriptions of courses are listed in the last section of this catalog. All material must be received by the CGC office and evaluated by the Department of Engineering Leadership and Program Management (ELPM) to receive consideration for admission to the TPgM Graduate Certificate program. An undergraduate engineering degree is not required. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 132 CGC/EUGS Academic Catalog �Graduate Certificate in Technical Project Management School of Engineering 843-953-9811 www.citadel.edu/root/pmgt-admission Dr. David Greenburg dgreenbu@citadel.edu Mission Statement The mission of the Technical Project Management (TPM) graduate certificate program is to educate and train the next generation of technical and professional project managers and leaders. Admission Requirements Successful applicants must meet the following criteria for admission into the TPM graduate certificate program. 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree directly from a regionally accredited college or university. 3. Submission of resume detailing work experience. 4. Submission of a one-page letter of intent that provides concise, complete answers to the following questions: a. How has your experience prepared you for the TPM graduate courses? b. How will your knowledge, skills and attitudes contribute to the TPM program’s learning community? c. What do you hope to gain from the TPM graduate program? Program Requirements Students are required to complete 12 hours of graduate study within a two-year period from the time of registration in their first TPM graduate course at The Citadel. Students who fulfill the program requirements will earn a Graduate Certificate in Technical Project Management. The four courses in the TPM Certificate Program are required core courses for completing the requirements for the Master of Science in Project Management. The required courses for the TPM Graduate Certificate Program are: • PMGT-650: Overview of Technical Project Management • PMGT-651: Technical Project Planning and Scheduling • PMGT-652: Applications of Quality Management • PMGT-653: Technical Project Support and Operations Students must complete their coursework with a grade point average (GPA) of 3.0 or better on hours earned in these four courses. Total Required Courses: 12 credit hours Descriptions of courses are listed in the last section of this catalog. All students are required to complete a capstone project that spans the four TPM courses. A formal presentation of the completed capstone project will be made upon completion of PMGT 653. Students are also expected to present their capstone project to industry professionals. *Students who have been admitted to the MSPM are automatically enrolled in the TPM Graduate Certificate program. All material must be received by the CGC office and evaluated by the Department of Engineering Leadership and Program Management (ELPM) to receive consideration for admission to the TPM Graduate Certificate program. An undergraduate engineering degree is not required. Applicants enrolled in the Master of Science in Project Management are automatically enrolled in this certificate program. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 CGC/EUGS Academic Catalog 133 �GRADUATION REQUIREMENTS (Course Requirements) All degree candidates must: 1. File a plan of study outlining the intended areas of interest and listing the top four corresponding courses of interest 2. Complete four courses (12 hours) from the transportation engineering areas of study below. Graduate Certificate in Transportation Engineering School of Engineering, 843-953-5083 www.citadel.edu/root/cee-graduateprograms/transportation-engineering Dr. William J. Davis, P.E. jeff.davis@citadel.edu The Graduate Certificate in Transportation Engineering program focuses on applied advanced engineering skills needed by todays practicing transportation engineer. The courses are designed focused for immediate transference to design applications in the United States. Admission Requirements 1. 2. 3. Successful applicants must meet the following criteria for admission into the Transportation Engineering Graduate Certificate program. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript of the baccalaureate degree directly from an ABET accredited engineering program or approved alternative. Transportation Engineering CIVL 506 Geographic Information Systems CIVL 575 Traffic Engineering Operations CIVL 576 Roadway Geometric Design CIVL 612 Urban Transportation Planning CIVL 640 Urban Mobility Infrastructure Policy and Planning CIVL 642 Public Health, Physical Activity, and Design of the Built Environment CIVL 740 Transportation Safety Engineering CIVL 741 Travel Demand Forecasting Course/ Certificate Availability: The courses/ certificates will be offered based on student preferences/ overall demand indicated in your plan of study to be submitted after acceptance. Students should be aware course/ certificate offerings will be based on minimum class size enrollment. The Civil and Environmental Engineering Department will continually monitor student interest to expedite completion of your program of study. *Students who have been admitted to the MSCE with a transportation focus need to apply for Transportation Engineering Graduate Certificate program (application fee will not be required for those already admitted to the MSCE program). All material must be received by the CGC office and evaluated by the department to receive consideration to the Transportation Engineering Graduate Certificate program. An undergraduate civil engineering degree from an ABET accredited engineering is required or approval degree from the department head. Program Requirements Students are required to complete 12 hours of graduate study within a three-year period from the time of registration in their first civil engineering graduate course at The Citadel. Students who fulfill the program requirements will earn a Graduate Certificate in Transportation Engineering. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 134 CGC/EUGS Academic Catalog �EVENING/ONLINE UNDERGRADUATE DEGREE PROGRAMS CGC/EUGS Academic Catalog 135 �Bachelor of Arts in Criminal Justice Department of Criminal Justice 843-953-0319 www.citadel.edu/root/eveningundergraduatestudies2-2-programs/ criminal-justice Dr. Robert McNamara bob.mcnamara@citadel.edu The 2 + 2 program/degree completion program in criminal justice was created to provide students with an opportunity to receive a four-year degree from The Citadel online. The requirements for the major consist of a total of 65 general elective credit hours and 55 upper division credit hours. According to Citadel policy, students must complete their last 36 hours at The Citadel. 45 credit hours in the major and 15 credit hours of elective courses, 36 of which must be taken at The Citadel. Students may begin taking Citadel courses at any time as long as 24 college credit hours have been transferred to The Citadel and prerequisites have been met. 2+2 Transfer Articulation from South Carolina Technical Colleges Please note that the table below is only an advising tool with a suggested sequence of courses for students who are beginning their college coursework within the South Carolina Technical College System with the intent to transfer to The Citadel. The Citadel’s degree completion programs offer significant flexibility with course selection and transfer credits that provides additional choices as noted in the official degree completion program of study. Program of Study Courses Taken at a South Carolina Technical College (or equivalent): 65 credit hours Writing/English Composition (six hours) Mission Statement Humanities/Foreign Language (six hours) The mission of the Criminal Justice program is to foster an intellectually stimulating educational experience that prepares students to work within the criminal justice system and its related fields, as well as laying the academic foundation for graduate study. This is accomplished by developing students’ understanding of the causes of crime, which includes a grasp of the larger social context in which crime occurs, the operation and effectiveness of agencies within the criminal justice system, as well as developing students’ analytical skills that enable them to conduct and evaluate criminal justice-related research. Upon completion of the program, students should generally possess: • An understanding of the theories relating to crime causation and criminality • An understanding of the interdisciplinary nature of the criminal justice system • Skills that enable the student to conduct and evaluate criminal justice-related research • Advanced reading, writing, and verbal communication skills • An understanding of administrative principles and practices found in criminal justice agencies Admission Requirements Completion of the online undergraduate application. Submission of all official transcripts from regionally accredited colleges or universities attended. Courses with a grade of C or higher will be considered for transfer to The Citadel. All transcripts must be received in order for the application to be complete and reviewed. 136 Mathematics (six hours) Physical Science (eight hours) Courses must have lab, not necessarily sequential Social Science (six hours) Criminal Justice Major (six hours) CRJ-101 Introduction to Criminal Justice CRJ-125 Criminology Expected Student Learning Outcomes 1. 2. History (six hours) Lower Division Electives 21 hours (Any Courses Apply) Recommended for technical college CRJ Students CPT-101 Intro to Computers CRJ-120 Constitutional Law CRJ-130 Police Administration CRJ-210 Juvenile and the Law CRJ-220 Judicial Process CRJ-236 Criminal Evidence CRJ-242 Correctional Systems Recommended for technical college AA Students CPT-101 Intro to Computers Oral Communications Literature Humanities/Social Sciences/Communication CGC/EUGS Academic Catalog 3 3 �Courses Taken at The Citadel: 55 credit hours EUGS-101-Introduction to The Citadel Experience (Must be taken in first semester at The Citadel) 1 Required courses if not taken at a technical college CRMJ-201 Intro to Criminal Justice CRMJ-202 Criminology 3 3 Required Courses CRMJ-370 Police Systems CRMJ-380 Corrections 3 3 Upper Level Elective Courses in the Major: 33 Credit Hours (Must be at 300 level or higher) PSCI-342 International Terrorism 3 PSCI-361 Law and Legal Process 3 PSCI-392 Political Theory 3 PSCI-401 Public Policy Process 3 PSCI-461 Issues in Contemporary Constitutional Law 3 PSCI-462 Constitutional Law: Civil Rights & Liberties 3 SOCI-201, 202 and any 300-400 level course in sociology Credit for CRMJ-498 (Independent Study) and CRMJ-499 (Internships): Approval is required from the participating faculty member, the 2 + 2 program director, and the Associate Provost and Dean of Online Undergraduate Studies. Non 2+2 students’ transfer credit will be evaluated according to Citadel policy. Upper Level Elective Courses: 15 Credit Hours (Must be courses at the 300-400 level) Total Credit Hours: 120 credit hours Note: CRMJ-201 is a prerequisite for all criminal justice courses except CRMJ-202. Students may choose from the following list of upper level elective courses in criminal justice. CRMJ-330 Emergency Management CRMJ-331 Cyber Investigations CRMJ-332 Comparative Homeland Security CRMJ-333 Immigration and Security CRMJ-371 Criminal Law CRMJ-372 Critical Issues in Law Enforcement CRMJ-373 Criminal Evidence CRMJ-375 Criminal Justice Administration CRMJ-381 Organized Crime CRMJ-382 Drugs and Crime CRMJ-383 Comparative Criminal Justice Systems CRMJ-384 International Crime CRMJ-385 Juvenile Delinquency CRMJ-386 Research Methods in Criminal Justice CRMJ-387 Criminal Investigation CRMJ-388 White Collar Crime CRMJ-389 Justice in Latin America CRMJ-390 Victimology CRMJ-391 Criminalistics CRMJ-392 Computer Crime CRMJ-393 Homicide CRMJ-465 Special Topics in Criminal Justice CRMJ-470 Ethics CRMJ-471 Psychology of Crime CRMJ-472 Crime Prevention CRMJ-498 Independent Study CRMJ-499 Internship INTL-210 Homeland Security INTL-310 Intelligence Collection Systems & Programs INTL-311 US Intelligence Systems & Failures 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Computation of Major GPA All undergraduate courses taken at The Citadel with a subject prefix of CRMJ and INTL will count towards the major GPA. Three of the following courses can count as an upper level elective in the major: Electives: (three courses, nine credit hours) PSCI-302 Urban Politics 3 PSCI-310 Domestic Terrorism 3 PSCI-311 The Civil Rights Movement & American Politics 3 CGC/EUGS Academic Catalog 137 �Bachelor of Arts in Intelligence & Security Studies • Department of Intelligence & Security Studies 843-953-6886 www.citadel.edu/root/eveningundergraduatestudie s-2-2-programs/intelligence • Dr. Carl Jensen cjensen1@citadel.edu • • • The ability to utilize critical thinking skills in all areas of collection and analysis; Enhanced written and oral skills in communicating intelligence findings to policy/decision makers at all levels; An understanding of the functional areas of intelligence (collection, analysis, counterintelligence, covert action, and intelligence management) and how each can advance national objectives; The ability to collaborate and work effectively in teams; Knowledge of the principles and fundamentals of cybersecurity. Admission Requirements The 2 + 2 program/degree completion program in intelligence and security studies was created to provide students with an opportunity to receive a four-year degree from The Citadel online. The requirements for the major consist of a total of 59 general elective credit hours and 61 upper division credit hours. According to Citadel policy, students must complete their last 36 hours at The Citadel, 42 credit hours in the major and 18 credit hours of elective courses, 36 of which must be taken at The Citadel. Mission Statement The mission of the Intelligence & Security Studies program is to foster an intellectually stimulating educational experience that prepares students to work within the intelligence and security studies community and its related fields, as well as laying the academic foundation for graduate study. This is accomplished by developing students’ understanding, knowledge, skills, and abilities valued by the U.S. Intelligence Community (IC). This major seeks to develop each student’s capabilities for critical thinking and systematic analysis and is designed to increase the student’s knowledge of effective leadership for national security. Expected Student Learning Outcomes Completion of the online undergraduate application. Submission of all official transcripts from regionally accredited colleges or universities attended. Courses with a grade of C or higher will be considered for transfer to The Citadel. All transcripts must be received in order for the application to be complete and reviewed. Students may begin taking Citadel courses at any time as long as 24 college credit hours have been transferred to The Citadel and prerequisites have been met. Program of Study Courses Taken at a South Carolina Technical College (or equivalent): 59 credit hours Writing/English Composition (six hours) Fine Arts/Humanities/Ethics/Foreign Language/other courses with significant cross-cultural content (six hours) History (six hours) Mathematics (six hours) Upon completion of the program, students should generally possess: • An understanding of global and national threats to U.S. security; • Knowledge of organizational structures and operations of civilian and military intelligence agencies; • An understanding of national and international intelligence and security strategies; • Knowledge of intelligence management principles, tools, and applications; • An understanding of leadership principles as they apply to military and civilian intelligence agencies; • An understanding of the role of ethics and integrity for intelligence and security professionals; • The ability to perform tactical, operational, and strategic analysis; • An understanding of collection strategies in military and civilian intelligence; • Knowledge of global, national, and regional threats to security; 138 1. 2. Physical Science (eight hours) Courses must have lab, not necessarily sequential Social Science (six hours) Lower Division Electives 21 hours (Any Courses Apply) Courses Taken at The Citadel: 61 credit hours EUGS-101-Introduction to The Citadel Experience (Must be taken in first semester at The Citadel) Required Core Courses: 18 credit hours CSCI 227 Introduction to Cybersecurity INTL 201 Introduction to Intelligence Studies INTL 210 Homeland Security INTL 301 Advanced Analytics I INTL 302 Advanced Analytics II INTL 310 Intelligence Collection Systems & Programs CGC/EUGS Academic Catalog 1 3 3 3 3 3 3 �General Intelligence Elective Courses in the Major: 24 credit hours ANTH 202 Cultural Anthropology BIOL 207 Bioterrorism CRMJ 331 Cyber Investigations CRMJ 332 Comparative Criminal Justice Systems CRMJ 333 Immigration and Security CRMJ 381 Organized Crime CRMJ 384 International Crime CRMJ 392 Computer Crime CSCI 327 Computer Security CSCI 427 Advanced Cybersecurity GEOG 301 Introduction to Geographic Information Systems GEOG 311 Economic Geography HIST 206 History of the Non-Western World HIST 326 Europe Since 1914 HIST 356 The History of Africa HIST 362 Modern Middle East HIST 388 U.S. Foreign Relations since 1898 HIST 389 The Global Cold War, 1917-1991 INTL 311 Intel Successes and Failures INTL 312 America’s Drone Campaign Since 9/11 INTL 401 Intelligence Support to Military Operations INTL 402 The Military Instrument of Power INTL 464 Intelligence Internship INTL 465 Special Topics in Intelligence PSCI 310 Domestic Terrorism PSCI 332 National Security Policy PSCI 336 Russia and the Commonwealth of Independent States PSCI 339 Middle Eastern Affairs PSCI 342 International Terrorism PSCI 346 Multinational Peacekeeping PSCI 401 Political Issues and Public Policy PSCI 431 American Foreign Relations PSCI 433 Topics in International Politics 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Students are required to take six upper level (300+) elective courses outside of General Intelligence Elective Course List: 18 credit hours Total Credit Hours: 120 Computation of Major GPA All undergraduate courses taken at The Citadel with a subject prefix of ANTH, CRMJ, INTL, and PSCI will count towards the major GPA. CGC/EUGS Academic Catalog 139 �2+2 Transfer Articulation from South Carolina Technical Colleges Bachelor of Arts in Political Science Department of Political Science 843-953-5072 www.citadel.edu/root/eveningundergraduatestudies2-2-programs/political-science Dr. Dubose Kapeluck, Department Head 843-953-2037 dubose.kapeluck@citadel.edu Please note that the table below is only an advising tool with a suggested sequence of courses for students who are beginning their college coursework within the South Carolina Technical College System with the intent to transfer to The Citadel. The Citadel’s degree completion programs offer significant flexibility with course selection and transfer credits that provides additional choices as noted in the official degree completion program of study. Program of Study Brad Collins, Advisor 843-953-4852 collinsb1@citadel.edu Courses taken at a South Carolina Technical College (or equivalent): 68 credit hours Mission Statement Writing/English Composition (6 hours) The mission of the 2+2/degree completion program in Political Science is to foster an intellectually stimulating experience that prepares students to work within political science and its related fields as well as laying the academic foundation for graduate study. Humanities/Foreign Language (6 hours) Majoring in political science affords students an opportunity to obtain a broad liberal arts education that enriches their lives and acquaints them with the rights and responsibilities of citizenship. As a central element of a liberal arts education, political science provides preparation for graduate education and for the pursuit of useful and satisfying careers. Science (8 hours with lab, not necessarily sequential) While our faculty represents a wide variety of theoretical and methodological approaches, we share a strong interest in solving the puzzles of contemporary political life. In carrying out its teaching mission, the political science faculty is devoted to providing individualized attention aimed at encouraging students to enhance their critical-thinking and problem- solving skills while further honing real-life skills related to reading, writing, listening and speaking. Admission Requirements 1. 2. History (6 hours) Mathematics (6 hours) Social Science (9 hours) PSC 201 American Gov. PSC 215 State and Local Gov. ECO 210 Macroeconomics 3 3 3 Lower Division Electives (27 hours) (Recommended Courses; Any Transferable Courses Apply) Oral Communication 3 CPT 101 Introduction to Computers 3 SOC 101 Introduction to Sociology 3 PSC 220 Introduction to International Relations 3 CRJ 125 Criminology 3 Any courses in Humanities/Social Sciences/Communication (for a total of 9 hours) Total Credit Hours at a Technical College: 68 Completion of the evening undergraduate application. Submission of all official transcripts from regionally accredited colleges or universities attended. Courses with a grade of C or higher will be considered for transfer to The Citadel. All transcripts must be received in order for the application to be complete and reviewed. Students may begin taking Citadel courses at any time as long as 24 college credit hours have been transferred to The Citadel and prerequisites have been met. Courses taken at The Citadel: 52 credit hours EUGS 101-Introduction to The Citadel Experience (must be taken in first semester at The Citadel) 1 Required Major Courses: 6 hours PSCI 361 Law and Legal Process PSCI 461 Powers of Government 3 3 American Politics Electives: 15 hours PSCI 301 American Parties and Politics PSCI 302 Urban Politics PSCI 304 American Political Thought PSCI 305 American Presidency 140 CGC/EUGS Academic Catalog 3 3 3 3 �PSCI 306 Legislative Process PSCI 307 Southern Politics PSCI 308 Public Opinion PSCI 310 Domestic Terrorism PSCI 311 The Civil Rights Movement and American Politics PSCI 371 Leadership in Politics PSCI 393 Research Methods in Political Science PSCI 396 Politics and the Media PSCI 402 Politics of Bureaucracy PSCI 403 Topics in American Government and Politics PSCI 431 American Foreign Relations PSCI 492 Special Topics in Political Science: Modern Ideologies PSCI 498 Independent Study* PSCI 499 Internship* Pre-Law and Legal Studies Subfield Electives: 12 hours PSCI 304 American Political Thought PSCI 311 The Civil Rights Movement and American Politics PSCI 331 International Law PSCI 393 Research Methods in Political Science PSCI 402 Politics of Bureaucracy PSCI 463 Topics in Law and Legal Studies PSCI 498 Independent Study* PSCI 499 Internship* SOCI 201 Introduction to Sociology CRMJ 202 Criminology ENGL 411 Writing in the Professions BADM 211 Introduction to Financial Accounting/Reporting CRMJ 465 Special Topics in Criminal Justice CRMJ 371 Criminal Law** CRMJ 373 Criminal Evidence 3 3 3 3 3 3 3 3 3 3 3 Computation of Major GPA All undergraduate courses taken at The Citadel with a subject prefix of PSCI will count towards the major GPA. 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 *Credit for PSCI 498 (Independent Study) and PSCI 499 (Internship): Approval is required from the participating faculty member, the 2 + 2 program director, and the Associate Provost and Dean of The Citadel Graduate College or designee. **CRMJ 371 Criminal Evidence may not be taken for credit if student took CRJ 115 Criminal Law I at TTC (see Fifth Semester Spring) Departmental Elective: 3 hours Any course with an ANTH, PSCI, SOCI prefix Upper Level Elective Courses in Major: 15 hours Must be courses at the 300-400 level. Total Credit Hours at The Citadel: 52 Total Program Credit Hours: 120 CGC/EUGS Academic Catalog 141 �Program of Study Bachelor of Science in Business Administration The Business Administration program consists of 62 hours of general education and lower division courses at a SC technical college, 46 credit hours of upper division courses at The Citadel, and 12 credit hours of elective courses taken at a technical college, The Citadel or another institution. To earn a degree from The Citadel, a minimum of 36 institutional credit hours must be completed. Tommy and Victoria Baker School of Business 843-953-5056 www.citadel.edu/finishmyba Jeremy Bennett, Ph.D. Undergraduate Completion Program Director Jbennet5@citadel.edu Courses Taken at a SC technical college (or equivalent): 74 credit hours Brian Tucker, M.F.A. Undergraduate Completion Advisor 843-953-5257, btucker2@citadel.edu Writing/English Composition (6 hours) ENG-101 English Composition I Additional Composition or English Course Mission Statement The mission of the Tommy and Victoria Baker School of Business is to educate and develop leaders of principle to serve a global community. Program Description The Citadel’s Bachelor of Science in Business Administration is a degree completion program offering upper level business and elective courses in the evening and online. Veteran students may take up to two classes during the day per semester. During summer semester, additional general education and lower level business courses may be available. Students take freshman and sophomore level courses at a South Carolina (SC) technical college and attend The Citadel for their junior and senior level courses. Students may begin taking Citadel courses at any time as long as 24 college credit hours have been transferred to The Citadel and prerequisites have been met. Students planning to enroll at The Citadel with the minimum credit hours are encouraged to complete English Composition I and II, College Algebra, Probability and Statistics, Micro and Macroeconomics, Financial and Managerial Accounting, and Introduction to Computers. Admission Requirements 1. 2. 3. Humanities/Foreign Language (6 hours) Any Two Non- Remedial Humanities or Foreign Language Courses Mathematics (6 hours) MAT-109 College Algebra with Modeling or MAT-110 College Algebra Additional Math or Statistics Course 3 Physical Science (8 hours) Courses must have lab and need not be sequential Any Two Non- Remedial Lab Science Courses Social Science (6 hours) ECO-210 Macroeconomics ECO-211 Microeconomics 3 3 Business Major Courses (9 hours) MAT-120 Probability & Statistics ACC-101 Accounting Principles I ACC-102 Accounting Principles II 3 3 3 Complete the degree completion undergraduate application. Submit all official transcripts from regionally accredited colleges or universities attended. Courses with a grade of C or higher will be considered for transfer. All transcripts must be received in order for the application to be complete and reviewed. Complete the designated courses with an approved technical college or equivalent with a grade of C or higher and have a minimum grade point average of 2.0. 142 3 History (6 hours) Any Two Non- Remedial History Courses Electives taken at a SC technical college, The Citadel or another institution (27 hours) Any non-remedial course For admission to The Citadel’s portion of the program, students must: 3 3 CGC/EUGS Academic Catalog �Courses Taken at The Citadel: 46 credit hours EUGS 101-Introduction to The Citadel Experience (Must be taken in first semester at The Citadel) 1 Business Major Requirements: (27 Credit Hours) BADM/COMM-216 Communication in Business BADM-110 Introduction to Business Analytics BADM-305 Legal & Ethical Environment of Business BADM-309 Marketing Principles BADM-310 Production & Operations Management BADM-321 Business Finance BADM-338 Management & Org. Behavior BADM-371 Leadership in Organizations BADM-422 Strategic Management 3 3 3 3 3 3 3 3 3 Business Electives (12 Hours) Non-Remedial Courses in Management Hospitality Management Construction Management Supply Chain Management Logistics Business Accounting Marketing Upper Level General Electives (6 hours) Courses may be any 300 or 400 level course offered in the evening or online at The Citadel. Students must have the required prerequisites in order to register for the course. Total Credit Hours: 120 Computation of Major GPA All undergraduate courses taken at The Citadel with a subject prefix of BADM will count towards the major GPA. CGC/EUGS Academic Catalog 143 �• Bachelor of Science in Nursing Swain Department of Nursing 843-953-1630 www.citadel.edu/root/eveningundergraduatestudies2-2-programs/nursing • Amelia Joseph, PhD, RN Department Head and Program Director ajoseph1@citadel.edu Admission Requirements 1. 2. Mission The mission of the Nursing Program is to educate and develop our students to become principled leaders in the health care environment and profession of nursing by incorporating the core values of The Citadel of honor, duty and respect into the learning experience. 3. 4. Program Description The 2 + 2 program/degree completion program in nursing was created to provide students with an opportunity to receive a fouryear degree from The Citadel in the evening. The requirements for the major consist of a total of 60 upper division credit hours: 38 credit hours in the major and nine credit hours of interprofessional health related courses and 12 elective credit hours, 9 of which must be in an approved health-related course. Expected Student Learning Outcomes The purpose of The Citadel nursing program is to prepare nurses at the baccalaureate level to assume leadership roles within the healthcare team, providing for quality and safe practice in a complex health care environment. Specifically, students will: • Apply the principles of a liberal education to the practice of nursing by incorporating scientific evidence and using creative and critical thinking skills for the safe and effective of care of individuals, families, and communities. • Demonstrate intercultural knowledge and competence of individual and family centered care in the practice of nursing by understanding the importance of eliciting individual values, preferences and needs as part of the overall assessment process and creating a plan of care that addresses the unique needs of the individual. • Use inquiry and analysis to provide a complete biopsychosocial assessment of individuals and facilitates their care through a complex health system. • Communicates effectively verbally and in writing with individuals, families and other members of the healthcare team to promote safe care and a safe work environment. • Understand and apply intercultural knowledge and competence in health promotion and disease prevention to individuals, families, communities and the global world throughout the health continuum. 144 Understand the role of the professional nurse relative to health finance and regulatory policies. Uses quantitative literacy to measure the impact on health outcomes. Use ethical reasoning and action in understanding the professional values of human dignity, integrity, social justice, altruism and autonomy within legal and ethical boundaries in order to maximize patient safety and optimize quality care. 5. Completion of the evening undergraduate application. A cumulative GPA of 3.0 or higher. Applicants with a cumulative GPA of 2.8 – 2.99 may be considered for admission. Completion of the required prerequisite courses from an accredited technical college or other accredited colleges or universities. Submission of all official transcripts directly from colleges/universities attended. Courses with a grade of C or higher will be considered for transfer to The Citadel. All transcripts must be received in order for the application to be complete and reviewed. Completion of the questionnaire and written essay. The Bachelor of Science in Nursing (BSN) program requires 60 credit hours of general education and nursing prerequisite courses. These courses will typically be taken at another institution for transfer. The student must complete the required courses with a minimum of a “C” grade in each course: two semesters of English; one semester of history; two semesters of general chemistry with a lab; two semesters of anatomy and physiology with a lab; one semester of general biology with a lab; one semester of microbiology with a lab. It is preferred that applicants also have the following social science courses: psychology, developmental psychology, and sociology. These courses may be taken concurrently with Citadel courses but must be completed before the start of the fourth semester. CGC/EUGS Academic Catalog �Upper Level Elective Courses: (9 Credit Hours) Program of Study Courses Taken at South Carolina Technical College (or equivalent): 60 Credit Hours Must be at 300 level or higher with 9 hours taken in a health-related topic. Students are strongly encouraged to take Gerontology, Health Policy, and Comparative Health Care Systems. Writing/English Composition (6 hours) 6 Total Credit Hours: 120 History (3 hours) 3 Computation of Major GPA Mathematics (6 hours) College Algebra Statistics 3 3 Science (24 hours) Anatomy and Physiology I + Lab Anatomy and Physiology II + Lab College Chemistry I + Lab College Chemistry II + Lab General Biology + Lab Microbiology + Lab All undergraduate courses taken at The Citadel with a subject prefix of NURS will count towards the major GPA. 4 4 4 4 4 4 Social Science (9 hours) General Psychology 3 Human Growth and Development 3 Sociology 3 *Preferred that applicants have these social science courses. May be taken concurrently with Citadel courses. Must be completed before start of fourth semester. Electives (12 hours) 12 Courses Taken at The Citadel: 60 Credit Hours EUGS 101 Introduction to The Citadel Experience (Must be taken in first semester at The Citadel) Required Courses (50 credit hours) BIOL 340 Pathophysiology BIOL 341 Pharmacology HLED 401 Nutrition NURS 200 Introduction to Nursing NURS 201 Health Assessment NURS 202 Fundamentals of Nursing NURS 301 Adult Health I NURS 302 Adult Health II NURS 311 Adult Health I Clinical NURS 312 Adult Health II Clinical NURS 401 Maternal and Child Health NURS 402 Mental Health and Community NURS 403 Evidence Based Practice NURS 404 Leadership NURS 405 Adult Health III Capstone NURS 411 Maternal and Child Health Lab NURS 412 Mental Health and Community Lab NURS 415 Adult Health III Clinical 1 3 3 3 2 4 4 3 3 2 2 3 3 3 3 3 2 2 CGC/EUGS Academic Catalog 145 �Bachelor of Science in Social Studies Education 2+2 Transfer Articulation from South Carolina Technical Colleges Zucker Family School of Education 843-953-5097 www.citadel.edu/root/teacher-education Please note that the table below is only an advising tool with a suggested sequence of courses for students who are beginning their college coursework within the South Carolina Technical College System with the intent to transfer to The Citadel. The Citadel’s degree completion programs offer significant flexibility with course selection and transfer credits that provides additional choices as noted in the official degree completion program of study. Program Coordinator and Education Advisor: Dr. Tammy Graham Ed.D., tammy.graham@citadel.edu Students may begin taking Citadel courses at any time as long as 24 college credit hours have been transferred to The Citadel and prerequisites have been met. Social Studies Advisor: Dr. Katherine Grenier, grenierk@citadel.edu Program of Study The 2 + 2 program/degree completion program in Social Studies Education was created to provide students with an opportunity to receive a four-year degree leading to initial Teacher Licensure from The Citadel in the evening. The requirements for the major consist of a total of 123-125 hours, 58 of which are completed at The Citadel. This includes 36 credit hours in the major, 21 credit hours of elective courses, and a one-hour orientation course. Mission and Expected Student Learning Outcomes The purpose of the Zucker Family School of Education’s undergraduate programs is to serve the people of the Lowcountry, the state of South Carolina, the Southeast, and the nation by providing programs that prepare highly qualified individuals who are knowledgeable about the learning process; learners and who are effective, ethical, and reflective educators prepared to assume leadership roles in the profession and community. Further, with a focus toward learner-centered education, they are effective in educating a diverse learner population to high academic standards. Courses Taken at South Carolina Technical College (or equivalent): 65-67 hours General Education: 38 Hours Writing/English Composition (6 hours) Humanities/Foreign Lang. (6 hours) History (12 hours) Mathematics (6 hours) Physical Science (8 hours) Courses must have lab, not necessarily sequential Social Science: 12 hours ECO 210 Macroeconomics PSC 201 American Gov. PSY 201 General Psychology SOC 101 Intro to Sociology Lower Division Electives: 15-17 hours (Any Transferable Courses Apply) Admission Requirements 1. Completion of the evening undergraduate application at The Citadel. 2. Submission of all official transcripts from regionally accredited colleges or universities attended. Courses with a grade of C or higher will be considered for transfer to The Citadel. All transcripts must be received in order for the application to be complete and reviewed. 3. Meet with Citadel advisors. Recommended for technical college AA Students Oral Communication 3 CPT 101 Introduction to Computers 3 Courses Taken at The Citadel: 58 Credit Hours EUGS 101-Introduction to The Citadel Experience (Must be taken in first semester at The Citadel) Required Major Courses: 36 Hours EDUC 101 Education in Modern Society EDUC 202 Educational Psychology EDUC 206 Adolescent Development EDUC 312 Learners with Exceptionalities EDUC 301 Foundations in Reading 146 3 3 3 3 CGC/EUGS Academic Catalog 1 3 3 3 3 3 �EDUC 401 Methods and Materials of Middle and High School Teaching EDUC 306 Teaching Reading and Writing in the Middle and High School EDUC 402 Special Methods in Teaching EDUC 499 Teaching Internship To begin the internship, the student must have: 3 3 3 12 1. 2. 3. 4. Required Social Studies Courses: 12 Hours ANTH 202 Cultural Anthropology GEOG 209 World Geography PSCI 302 Urban Politics HIST 206 Social and Cultural History of the Non-Western World 3 3 3 3 5. Approved Electives: 9 Hours One – 3 Hour History Elective (200 level and above) Two – 3 hour Social Studies Electives (200 level and above) (Economics, History, Political Science or Psychology) Acceptable disposition evaluations; Completion of all professional education courses and content coursework with a cumulative GPA of at least 2.75 Successful completion of all previous field experiences Have on file at The Citadel official records of all three appropriate PRAXIS Core test score, the appropriate PRAXIS II subject/specialty area test score(s) and the appropriate PRAXIS II - Principles of Learning and Teaching (PLT)* test score Have on file at The Citadel South Carolina State Department of Education clearance through the FBI and SLED *Note: It is strongly recommended that students take the PLT as soon as they have completed EDUC 101, EDUC 202 and EDUC 312. Total Program Credit Hours: 123-125 Computation of Major GPA All undergraduate courses taken at The Citadel with a subject prefix of ANTH, BADM, EDUC, FNAR, GEOG, HIST, PSYC, and SOCI will count towards the major GPA. Admission to Upper Level Education Courses To be admitted to upper level Education courses, the teacher candidate must have the support of his or her advisor relative to suitability and interest in teacher education and must also have: 1. Official passing scores on all three parts of PRAXIS Core exams on file at The Citadel. 2. A cumulative Grade Point Average of 2.750 or higher on coursework taken at The Citadel. 3. Successful completion of EDUC 101. GRADUATION REQUIREMENTS To meet graduation requirements, the Teacher Candidate must complete all requirements for their teaching field with a GPA of at least 2.750. In addition, the candidate must have passing scores on the appropriate PRAXIS Core, PRAXIS II and Principles of Learning and Teaching (PLT) exams on file at The Citadel. A grade of “B” or better in EDUC 499 is necessary to qualify for recommendation for South Carolina teacher licensure (certification). Admission to the Student Teaching Internship (EDUC 499) Teacher candidates must make a formal application for admission to the student teaching internship to both The Citadel and the South Carolina State Department of Education. Application should be made two semesters prior to the teaching internship. The State of South Carolina will provide a status update as “cleared” or “not cleared” to the ZFSOE based on background checks and other information they receive to determine candidate suitability. If a concern arises in regards to suitability through the State, the teacher candidate must follow up directly with the South Carolina Department of Education. The Citadel application packet will be reviewed by the Director of Field Experiences and Internships as well as the Teacher Education faculty. Once candidates are approved, they will receive notification of admission to internship through the School of Education. CGC/EUGS Academic Catalog 147 �Bachelor of Science in Tactical Strength and Conditioning Department of Health and Human Performance http://www.citadel.edu/root/eveningundergraduate studies-2-2-programs/tactical-strength-andconditioning Program of Study Students may begin taking Citadel courses at any time as long as 24 college credit hours have been transferred to The Citadel. Core Requirements: 38 credit hours Writing/English Composition (6 hours) History (6 hours) Dr. Chris Bellon, Program Director cbellon@citadel.edu, 843-953-1652 Humanities (6 hours) Mathematics (6 hours) The degree completion program in tactical strength and conditioning was created to provide students with an opportunity to receive a four-year degree from The Citadel online. The requirements for the major consist of a total of 38 credit hours from core courses, 61 credit hours from the tactical strength and conditioning major, and 21 credit hours of lowerdivision and upper-division electives. Mission Statement Admission Requirements 2. 3. Social Science (6 hours) PSYC 201 General Psychology Any Anthropology, Political Science, Psychology or Sociology course Completion of the online evening undergraduate application. Submission of all official transcripts from regionally accredited colleges or universities attended. Courses with a grade of C or higher will be considered for transfer to The Citadel. All transcripts must be received in order for the application to be complete and reviewed. A one-page letter describing why you are interested in the Tactical Strength and Conditioning Program. Computation of Major GPA All undergraduate courses taken at The Citadel with a subject prefix of EXCS, HLED, LDRS, PHED, and TSAC will count towards the major GPA. 3 EUGS 101-Introduction to The Citadel Experience (Must be taken in first semester at The Citadel) 1 EXSC 200 – Motor Development EXSC 305 – Measurement and Evaluation EXSC 412 – Essentials in Personal Training EXSC 314 – Biomechanical Kinesiology EXSC 315 – Techniques of Conditioning in Sport EXSC 319 – Physiology of Exercise I EXSC 320 – Physiology of Exercise II EXSC 329 – Physiology of Exercise I Lab EXSC 403 – Exercise Testing & Prescription LDRS 371 – Leadership in Organizations HLED 302 – Drug and Substance Abuse HLED 401 – Nutrition HLED 402 – Sport Nutrition PHED 303 – Accommodating Persons with Disabilities within Sport and Physical Activity TSAC 200 – Instructional Aspects of Teaching and Coaching TSAC 201 – Anatomy & Physiology for Health and Human Performance TSAC 301 – Tactical Strength and Conditioning TSAC 302 – Care and Prevention of Injuries for Tactical Athletes TSAC 310 – Psychological Resiliency TSAC 395 – Directed Field Experience in TSAC TSAC 495 – Internship in TSAC 3 3 3 3 3 3 3 1 3 3 3 3 3 Approved Electives: 18 hours Two lower division courses (101:299) Four upper division courses (300 level and above) Total degree program: 121 credit hours 148 3 Major Requirements: 65 credit hours The mission of the Tactical Strength and Conditioning program is to foster an intellectually stimulating educational experience that prepares students to work within the tactical strength and conditioning and/or commercial fitness fields, as well as lay the foundation for graduate study. This is accomplished by developing students’ knowledge, skills , and abilities essential to effectively training/coaching tactical athletes, including warfighters, crime fighters, and firefighters. This program seeks to develop each student’s capabilities for applying critical thinking skills and systematic analysis to the unique physiological demands of the tactical athlete, in order to improve tactical athletes’ performance, readiness, resiliency, and recovery. 1. Science (8 hours) Courses must have lab, not necessarily sequential CGC/EUGS Academic Catalog 3 3 3 3 3 3 3 6 �Bachelor of Science in Civil Engineering Department of Civil and Environmental Engineering www.citadel.edu/CEE Dr. William J. Davis, P.E. Jeff.davis@citadel.edu Sustainable Success: Graduating students who have sustainable career success and participate in leadership roles through demonstration of lifelong learning, effective communication, contributions on multidisciplinary teams, and broad based prospective of engineering and societal needs. Broad Based Education: Graduating students who have a broad educational background that leads to good citizenship through leadership, management, decision making and problem solving abilities. Mission Statement Departmental Core Values The mission of the Department of Civil and Environmental Engineering (CEE) is to provide a nationally recognized student- centered learning environment for the development of principled leaders in the civil and environmental engineering community through a broad-based, rigorous curriculum, emphasizing theoretical and practical engineering concepts, strong professional values, and a disciplined work ethic. The Department of Civil and Environmental Engineering has adopted the following core values: Students are our Focus: We believe the education, development, empowerment, and welfare of our students are the primary focus of our efforts. The Department of Civil and Environmental Engineering recognizes the civil engineer as a people-serving professional who manages resources as well as technology. The civil engineer plans, designs, constructs, and maintains facilities essential to modern life in both the public and private sectors. Accordingly, the department strives to develop the skills of its engineering students in the management of resources–time, materials, money, and people. Consistent with the high aims of the civil engineering profession, the department seeks to ensure its academic program is underpinned by a broad base of ethical knowledge and behavior as well as modern leading-edge technology. The department accomplishes its mission by connecting students, faculty, and staff in a unique academic environment, achieving the intended development of the student through the enriched personal, professional, and educational growth of each individual. Civil Engineers as Principled Leaders: We believe the engineering profession requires the highest professional and ethical standards, which we seek to model, teach and prepare our students to embrace. Admission Requirements The Citadel, through The Graduate College, offers an undergraduate Bachelor of Science degree in Civil Engineering. This program is offered in cooperation with South Carolina technical schools where the student completes the first two years of study. Students may also attend a regionally accredited college or university. The junior and senior years of study are completed at The Citadel by attending evening classes. 1. 2. 3. Completion of the designated courses or equivalents from an approved technical college with a grade of C or higher. Completion of the evening undergraduate application. Submission of all official transcripts from regionally accredited colleges or universities attended. Courses with a grade of C or higher will be considered for transfer to The Citadel. All transcripts must be received in order for the application to be complete and reviewed. Program Educational Objectives: The Civil and Environmental Engineering program educational objectives are designated in the following three areas: Design: Graduating students who are successful in engineering based on a course of study focused on design, including a solid theoretical and practical foundation that leads to successful employment in the private and public sectors. Collaborative Teaching and Learning Environment: We believe a collaborative collegial environment among our faculty, staff and students is critical in sustaining advancement in educational excellence. Growth through Assessment: We believe data-driven inquiry and improvement will lead us to sustained advancement in educational excellence. Program Requirements Two-Plus-Two Evening Studies Student Outcomes At the time of graduation from the civil engineering program a student should have achieved an acceptable level of skills and knowledge in the following areas: ▪Mathematics ▪Communication ▪Natural Sciences ▪Public Policy/Public Administration ▪Mechanics ▪Business ▪Experiments ▪Leadership ▪Problem Solving ▪Multi-Disciplinary Team Work ▪Design in four Areas* ▪Contemporary Issues ▪Lifelong Learning ▪Professional & Ethical Responsibility ▪Breadth in Civil Engineering in four areas* (*Environmental, Geotechnical, Structural, Transportation) CGC/EUGS Academic Catalog 149 �Courses Taken at The Citadel: 60 credit hours Program of Study The Civil and Environmental Engineering Department’s fouryear program begins with courses that provide a foundation of knowledge and skill in the basic arts and sciences. Limited specialization in engineering starts during the sophomore year. In the junior and senior years, the time is devoted essentially to basic professional subjects. Throughout the four years, the program emphasizes the development of habits of orderly study, investigation, sound reasoning, problem-solving, and design, rather than the mere acquisition of factual information. It is stressed that an engineer is a professional, thoroughly grounded in engineering science and technology, but also aware of the social, economic, ethical, and ecological implications of professional activities. The civil engineering curriculum is accredited by ABET (www.ABET.org). Each year the curriculum is augmented by off-campus educators and engineers who lecture and moderate seminars in engineering specialties. Students’ sources of knowledge are broadened by participation in these seminars and the student chapters of the American Society of Civil Engineers, Tau Beta Pi (honorary engineering society), the Society of American Military Engineers, the Society of Women Engineers (SWE), Institute of Transportation Engineers (ITE), and National Society of Black Engineers (NSBE). Civil & Environmental Engineering Major Courses Taken at a South Carolina Technical College (or equivalent): 70 credit hours Civil Engineering (20 hours) EGR-260 Engineering Statics EGR-270 Introduction to Engineering EGR-275 Introduction to Engineering/Computer Graphics EGR-282 Introduction to Civil Engineering EGR-285 Engineering Surveying I EGR-286 Engineering Surveying II EGR-295 Engineering Surveying Lab I EGR-296 Engineering Surveying Lab II 3 3 3 3 3 3 1 1 Writing/English Composition (6 hours) Third Year (31 hours) CIVL-203 Dynamics CIVL-302 Highway Engineering CIVL-304 Mechanics of Materials CIVL-305 Transportation Engineering CIVL-307 Materials Laboratory CIVL-309 Structural Analysis CIVIL-314 Engineering Economy CIVL-320 Fluid Mechanics CIVL-322 Introduction to Environmental Engineering CIVL-327 Asphalt and Concrete Laboratory CIVL-411 Engineering Management CIVL-418 Fluid Mechanics Laboratory CIVL-419 Environmental Engineering Laboratory Fourth Year (29 hours) CIVL-321 Hydrology and Hydraulics CIVL-331 Probability and Statistics for Civil and Construction Engineering CIVL-402 Geotechnical Engineering Laboratory CIVL-404 Reinforced Concrete Design CIVL-406 Steel Design CIVL-408 Water and Wastewater Systems CIVL-409 Introduction to Geotechnical Engineering CIVL-410 Geotechnical Engineering II CIVL-412 Engineering Practice & Professional Licensure CIVL-432 Civil Engineering Design Capstone I CIVL-433 Civil Engineering Design Capstone II 3 3 1 3 3 3 3 3 1 3 3 Computation of Major GPA All undergraduate courses taken at The Citadel with a subject prefix of CIVL will count towards the major GPA. History (6 hours) 150 3 1 3 1 1 Total Credit Hours: 130 Humanities/Social Sciences (6 hours) Math/Science (32 hours) BIO Biology Science I CHM College Chemistry I CHM College Chemistry II MAT Calculus I MAT Calculus II MAT Calculus III MAT Differential Equations PHY University Physics I 3 3 3 3 1 4 2 3 4 4 4 4 4 4 4 4 CGC/EUGS Academic Catalog �LeTellier Hall was designed for the needs of civil and environmental engineering education and contains, in addition to laboratories, six multimedia classrooms and one multimedia assembly room that contains additional audio-visual aids. There are three computer facilities located in LeTellier Hall. To help ensure the best use of these facilities, priority access goes to students using software or capabilities specific to the LeTellier sites. Main Computer Lab – LeTellier 203 LeTellier 203 is the primary teaching and student-use computer facility in the Civil and Environmental Engineering Department. The 24 student stations, one projection-capable instructor station, and laser printer located in this lab are connected to the campus wide network, and provide direct Internet access via Ethernet. The software in the labs is Windows based. All machines in the lab have graphics-capable www browsers. The department’s standard general purpose software includes: Microsoft Office, Mathcad, AutoCAD, and ArcGIS. In addition, there are a number of course specific software packages. Faculty also post classroom presentations, handouts, programming examples, class notes, and solutions to tests, and homework on CitLearn (Blackboard). These postings are in a mixture of formats including PDF files, Mathcad documents, spreadsheet files, executable programs, and multimedia presentation files that students may review as needed before and after class. included. Concrete Materials Testing: A curing room, mixing equipment, air entraining measuring apparatus, scales, and other minor equipment are provided in this laboratory. Testing is accomplished using the Materials Laboratory testing equipment. Geotechnical Laboratories: The soils laboratory is equipped with consolidmeters, triaxial and direct shear machines, unconfined compression machines, permeameters, Atterberg limit equipment, Proctor and modified AASHTO compaction apparatus, standard sieves, soil hydrometers, C.B.R. apparatus, and other equipment needed for tests and experiments with soils. Fluid Mechanics Laboratory: Equipment is provided for a wide variety of experiments and tests involving the flow of water over weirs or through pipes, meters, orifices, or a Parshall flume. Other major items of equipment include a head loss and flow measurement fluid circuit apparatus, a Reynolds number device, two (2) hydraulic demonstration units permitting experiments involving many phenomena of open channel flow, and a centrifugal pump equipped to measure input and output of energy. In addition, a parallel-series pumping unit is available for students to study parallel-series pumping under a variety of system conditions. Special Applications Lab – LeTellier 206 LeTellier 206 is the home of the Civil and Environmental Engineering Department Special Applications Lab. The seventeen student computers serve primarily as AutoCAD, GIS (ArcView) and structural design workstations. Other uses involve construction management, Global Positioning System (GPS) data analysis/adjustment, and traffic engineering studies. Occasionally, small sections of courses may be scheduled in the lab utilizing the instructors-only workstation and projection system. This laboratory is equipped with a network A-B size laser printer and E-size plotter. Environmental Engineering Laboratory: Equipment is provided for water analysis determination (primarily according to “Standard Methods”) pH, alkalinity, turbidity, conductivity, D.O., and color. Bacteriological examinations may also be made for wastewater analysis, biochemical oxygen demand, solids content, and coliform testing. The equipment includes incubators, a muffle furnace, pH meters, dissolved oxygen probes, electrophotometic devices, a constant temperature refrigerator, spectrophotometer, a drying oven, a type I water generator, a fume hood, a microscope, and essential minor tools and equipment. Graphics Lab – LeTellier 308 LeTellier 308 is the home of the Civil and Environmental Engineering Department Graphics Instruction Lab. The instructor’s station is equipped with a projection system for both the computer and document camera. The twenty student computers serve primarily as AutoCAD and ArcGIS workstations. This laboratory is equipped with a networked A/B size laser printer. Other engineering equipment: Adequate equipment is available for the courses in engineering graphics, surveying, geospatial representation, as well as for the junior and senior courses. This equipment includes levels, level rods, tapes, total stations, data collectors, and Geographic Positioning System (GPS) receivers. Materials Testing Laboratory: Major items of equipment include a 300,000 pound concrete cylinder testing machine; two 60,000-pound hydraulic universal testing machine; and equipment for making tension, compression, shearing, and most other accepted and significant tests on metals, concrete, wood, and other structural materials. Construction Materials Laboratory: Bituminous Materials Testing. This laboratory contains equipment for making the significant quality control and identification tests on asphalt cements. Equipment for the design, mixing, compaction by both hammer and gyratory means, and testing of asphalt concrete paving mixtures by the Marshall and superpave methods are Fundamentals in Engineering Examination: Each graduating student is required to sit the Fundamentals in Engineering (FE) Examination and provide documentation to the department head. Degree: The degree of Bachelor of Science in Civil Engineering (B.S. in C.E.) is awarded to those who successfully complete the program of studies outlined in the course offerings section of this catalog. Two humanities or social science electives are required. These are selected from a list of approved electives maintained by the Civil and Environmental Engineering Department. In completing the two humanities or social science electives, the student will take one from the core curriculum. The other shall be a departmentally approved course. CGC/EUGS Academic Catalog 151 �Program Educational Objectives Bachelor of Science in Construction Engineering The Construction Engineering program educational objectives are designated in the following three areas: Department of Civil and Environmental Engineering www.citadel.edu/CEE Design: Graduating students who are successful in engineering based on a course of study focused on design, including a solid theoretical and practical foundation that leads to successful employment in the private and public sectors. Construction Engineering Program http://www.citadel.edu/root/constructionengineering Sustainable Success: Graduating students who have sustainable career success and participate in leadership roles through demonstration of lifelong learning, effective communication, contributions on multidisciplinary teams, and broad based prospective of engineering and societal needs. Dr. William J. Davis, P.E. jeff.davis@citadel.edu Mission Statement The mission of the Department of Civil and Environmental Engineering (CEE) and Construction Engineering (CONE) is to provide a nationally recognized student-centered learning environment for the development of principled leaders in the civil engineering and construction engineering communities through a broad-based, rigorous curriculum, emphasizing theoretical and practical engineering concepts, strong professional values, and a disciplined work ethic. The Department of Civil and Environmental Engineering and Construction Engineering recognizes that civil engineers and construction engineers are people-serving professionals who manage resources as well as technology. Civil engineers and construction engineers plan, design, construct, and maintain facilities essential to modern life in both the public and private sectors. Accordingly, the Department strives to develop the skills of its engineering students in the management of resources—time, materials, money, and people through effective combination of the academic with military discipline. Consistent with the high aims of the civil engineering and construction engineering professions, the department seeks to ensure its academic program is underpinned by a broad base of ethical knowledge and behavior as well as modern leading-edge technology. The department accomplishes its mission by connecting students, faculty, and staff in a unique academic environment, achieving the intended development of the student through the enriched personal, professional, and educational growth of each individual. Admission Requirements 1. 2. 3. Completion of the designated courses or equivalents from an approved technical college with a grade of C or higher. Completion of the evening undergraduate application. Submission of all official transcripts from regionally accredited colleges or universities attended. Courses with a grade of C or higher will be considered for transfer to The Citadel. All transcripts must be received in order for the application to be complete and reviewed. 152 Broad Based Education: Graduating students who have a broad educational background that leads to good citizenship through leadership, management, decision making and problem solving abilities. Departmental Core Values The Department of Civil and Environmental Engineering and Construction Engineering has adopted the following core values: Students are our Focus: We believe the education, development, empowerment, and welfare of our students are the primary focus of our efforts. Construction Engineers as Principled Leaders: We believe the engineering profession requires the highest professional and ethical standards, which we seek to model, teach and prepare our students to embrace. Collaborative Teaching and Learning Environment: We believe a collaborative collegial environment among our faculty, staff and students is critical in sustaining advancement in educational excellence. Growth through Assessment: We believe data-driven inquiry and improvement will lead us to sustained advancement in educational excellence. Program Requirements Two-Plus-Two Evening Studies The Citadel, through The Graduate College, offers an undergraduate Bachelor of Science degree in Construction Engineering. This program is offered in cooperation with South Carolina technical schools where the student completes the first two years of study. Students may also attend a regionally accredited college or university. The junior and senior years of study are completed at The Citadel by attending evening classes. CGC/EUGS Academic Catalog �Construction Engineering Student Outcomes At the time of graduation from the construction engineering program, a student should have achieved an acceptable level of skills and knowledge in the following areas: 1. Identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics. 2. Apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors. 3. Communicate effectively with a range of audiences. 4. Recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts. 5. Function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives. 6. Develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions. 7. Acquire and apply new knowledge as needed, using appropriate learning strategies. Construction Engineering Program of Study The construction engineering curriculum provides a broadbased education, a strong background in mathematics and basic sciences, and a rigorous sequence of civil and construction engineering courses needed to provide the breadth and depth necessary for sustainable professional success within an everchanging technological society. An emphasis is placed on engineering and constructability knowledge and skills that develop student’s practical problem-solving abilities for application to real-world projects. Towards accomplishing this educational goal, the curriculum provides a two-semester senior design course in which students undertake significant realworld focused construction engineering projects. Additionally, our faculty promote and support the value of practical experience, and as a result, students are highly encouraged and supported in identifying opportunities and obtaining gainful employment in the construction engineering profession, or a related field, for at least one summer, preferably between the junior and senior years. Construction Engineering Major Courses Taken at a South Carolina Technical College (or equivalent): 68 credit hours Civil Engineering (20 hours) EGR-260 Engineering Statics EGR-270 Introduction to Engineering EGR-275 Introduction to Engineering/Computer Graphics EGR-282 Introduction to Civil Engineering EGR-285 Engineering Surveying I EGR-286 Engineering Surveying II EGR-295 Engineering Surveying Lab I EGR-296 Engineering Surveying Lab II 3 3 3 3 3 3 1 1 Writing/English Composition (6 hours) Humanities/Social Sciences (6 hours) History (6 hours) Math/Science (27 hours) BIO Biology Science I CHM College Chemistry I CHM College Chemistry II MAT Calculus I MAT Calculus II PHY University Physics I Math or Science elective: AST 101, PHY 222, MAT 240, MAT 242, or as approved by Dept. Head Economics/Business (3 hours) ACC-101 Accounting Principles I 4 4 4 4 4 4 3 3 Courses Taken at The Citadel: 60 credit hours Third Year (31 hours) CIVL-304 Mechanics of Materials CIVL-314 Engineering Economy CIVL-331 Probability and Statistics for Civil and Construction Engineering CONE-302 Engineering/Commercial Law, Ethics, Safety and Contracts CONE-311 Resource Estimating CONE-320 Engineering Materials and Methods (with Laboratory) CONE-340 Structural Analysis and Design CONE-350 Commercial Construction and Engineering Equipment CONE-360 Soils and Foundations (with Laboratory) CONE-415 Project Management and Engineering Administration 3 2 3 4 3 3 4 3 3 3 Fourth Year (29 hours) CIVL-412 Engineering Practice Professional Licensure 1 CONE-312 Advanced Estimating 3 CONE-330 Quality Management and Labor Relations 3 CONE-410 Project Scheduling 3 CONE-412 Engineering Practice and Professional Licensure for Construction Engineers 1 CONE-440 Construction Methods and Temporary Structural Design 3 CONE-450 Facilities Operation and Maintenance (Building Information Management) 3 CONE-460 Mechanical/Electrical Systems 3 CONE 470 Production Processes and Rapid Development (with Laboratory) 3 CONE-481 Construction Engineering Design Capstone I 3 CONE-482 Construction Engineering Design Capstone II 3 CGC/EUGS Academic Catalog Total Credit Hours: 128 153 �Computation of Major GPA All undergraduate courses taken at The Citadel with a subject prefix of CONE and CIVL will count towards the major GPA. LeTellier Hall was designed for the needs of civil and environmental engineering education and contains, in addition to laboratories, six multimedia classrooms and one multimedia assembly room that contains additional audio-visual aids. There are three computer facilities located in LeTellier Hall. To help ensure the best use of these facilities, priority access goes to students using software or capabilities specific to the LeTellier sites. Main Computer Lab – LeTellier 203 LeTellier 203 is the primary teaching and student-use computer facility in the Civil and Environmental Engineering Department. The 24 student stations, one projection-capable instructor station, and laser printer located in this lab are connected to the campus wide network, and provide direct Internet access via Ethernet. The software in the labs is Windows based. All machines in the lab have graphics-capable www browsers. The department’s standard general purpose software includes: Microsoft Office, Mathcad, AutoCAD, and ArcGIS. In addition, there are a number of course specific software packages. Faculty also post classroom presentations, handouts, programming examples, class notes, and solutions to tests, and homework on CitLearn (Blackboard). These postings are in a mixture of formats including PDF files, Mathcad documents, spreadsheet files, executable programs, and multimedia presentation files that students may review as needed before and after class. Special Applications Lab – LeTellier 206 LeTellier 206 is the home of the Civil and Environmental Engineering Department Special Applications Lab. The seventeen student computers serve primarily as AutoCAD, GIS (ArcView) and structural design workstations. Other uses involve construction management, Global Positioning System (GPS) data analysis/adjustment, and traffic engineering studies. Occasionally, small sections of courses may be scheduled in the lab utilizing the instructors-only workstation and projection system. This laboratory is equipped with a network A-B size laser printer and E-size plotter. Graphics Lab – LeTellier 308 LeTellier 308 is the home of the Civil and Environmental Engineering Department Graphics Instruction Lab. The instructor’s station is equipped with a projection system for both the computer and document camera. The twenty student computers serve primarily as AutoCAD and ArcGIS workstations. This laboratory is equipped with a networked A/B size laser printer. Materials Testing Laboratory: Major items of equipment include a 300,000 pound concrete cylinder testing machine; two 60,000-pound hydraulic universal testing machine; and equipment for making tension, compression, shearing, and most other accepted and significant tests on metals, concrete, wood, and other structural materials. 154 Construction Materials Laboratory: Bituminous Materials Testing. This laboratory contains equipment for making the significant quality control and identification tests on asphalt cements. Equipment for the design, mixing, compaction by both hammer and gyratory means, and testing of asphalt concrete paving mixtures by the Marshall and superpave methods are included. Concrete Materials Testing: A curing room, mixing equipment, air entraining measuring apparatus, scales, and other minor equipment are provided in this laboratory. Testing is accomplished using the Materials Laboratory testing equipment. Geotechnical Laboratories: The soils laboratory is equipped with consolidmeters, triaxial and direct shear machines, unconfined compression machines, permeameters, Atterberg limit equipment, Proctor and modified AASHTO compaction apparatus, standard sieves, soil hydrometers, C.B.R. apparatus, and other equipment needed for tests and experiments with soils. Fluid Mechanics Laboratory: Equipment is provided for a wide variety of experiments and tests involving the flow of water over weirs or through pipes, meters, orifices, or a Parshall flume. Other major items of equipment include a head loss and flow measurement fluid circuit apparatus, a Reynolds number device, two (2) hydraulic demonstration units permitting experiments involving many phenomena of open channel flow, and a centrifugal pump equipped to measure input and output of energy. In addition, a parallel-series pumping unit is available for students to study parallel-series pumping under a variety of system conditions. Environmental Engineering Laboratory: Equipment is provided for water analysis determination (primarily according to “Standard Methods”) pH, alkalinity, turbidity, conductivity, D.O., and color. Bacteriological examinations may also be made for wastewater analysis, biochemical oxygen demand, solids content, and coliform testing. The equipment includes incubators, a muffle furnace, pH meters, dissolved oxygen probes, electrophotometic devices, a constant temperature refrigerator, spectrophotometer, a drying oven, a type I water generator, a fume hood, a microscope, and essential minor tools and equipment. Other engineering equipment: Adequate equipment is available for the courses in engineering graphics, surveying, geospatial representation, as well as for the junior and senior courses. This equipment includes levels, level rods, tapes, total stations, data collectors, and Geographic Positioning System (GPS) receivers. Fundamentals in Engineering Examination: Each graduating student is required to sit the Fundamentals in Engineering (FE) Examination and provide documentation to the department head. CGC/EUGS Academic Catalog �Bachelor of Science in Electrical Engineering highly conducive both to learning and to the development of close student-faculty relationships. Department of Electrical and Computer Engineering www.citadel.edu/root/eveningundergraduatestudie s-2-2-programs/electrical-engineering Dr. Robert Barsanti, 843-953-7593 robert.barsanti@citadel.edu General Information In 1941 the Board of Visitors authorized the establishment of a Department of Electrical Engineering at The Citadel. Because World War II intervened, the first electrical engineering degrees were awarded to the class of 1948. The electrical engineering program is offered in two modes—day mode and the two-plustwo evening mode. The day mode is open only to members of the South Carolina Corps of Cadets, veterans, and enlisted active duty students assigned to one of The Citadel’s ROTC Departments. The two-plus-two evening mode is open to transfer students and does not require ROTC or Health and Physical Education. Otherwise curricula, faculty, textbooks, laboratory equipment, course content, classrooms, and laboratories are the same for both modes. The Electrical and Computer Engineering Department is located in Grimsley Hall, a first-tier engineering education facility that provides a great learning environment. Modern, fully equipped laboratories, classrooms, and faculty offices are logically arranged on the third floor. The related Departments of Cyber and Computer Sciences, Physics, and Civil and Environmental Engineering are housed adjacent to the department, creating a “micro-campus” of science and technology. The electrical engineering program is accredited by the Engineering Accreditation Commission (EAC) of the Accreditation Board for Engineering and Technology (ABET), http:www.abet.org. Mission The mission of the Department of Electrical and Computer Engineering is: To prepare the individual for professional work or for graduate study in the fields of electrical and computer engineering and to provide as many of the elements of a broad education as can be included in a program of professional study leading to the degree of Bachelor of Science in Electrical Engineering. In addressing its mission, the department strives, through small classes, and hands-on experience in laboratories closely monitored by full-time faculty, to provide an environment The electrical engineering curriculum places emphasis on a broad liberal education base, a strong background in mathematics and basic sciences, and a logical sequence of electrical and computer engineering courses that provide the breadth and depth necessary for continuous professional growth in today’s technological society. By the end of the junior year, the electrical engineering student normally selects an area of professional emphasis such as computer engineering, control systems, communication systems, electronics, or power systems. Integral to the program is the design component that develops the student’s ability to address practical engineering problems. Engineering design problems and concepts are included throughout the curriculum and the experience is capped by a mandatory two-semester senior design course in which the students undertake significant design projects. Convinced of the great value of practical experience, the department encourages its majors to obtain gainful employment in electrical engineering or a related field for at least one summer, preferably between the junior and senior years. Admission Requirements 1. Completion of the designated courses with an approved Technical College or equivalent with a grade of C or higher. 2. Completion of the evening undergraduate application. 3. Submission of all official transcripts from regionally accredited colleges or universities attended. Courses with a grade of C or higher will be considered for transfer to The Citadel. All transcripts must be received for the application to be complete and reviewed. Program Requirements Two-Plus-Two Evening Mode The Citadel through The Citadel Graduate College offers an undergraduate Bachelor of Science degree in Electrical Engineering (BSEE). This program is offered in cooperation with South Carolina technical colleges where the student completes the first two years of study. Students may also attend a regionally accredited college or university. The junior and senior years of study are completed at The Citadel by attending evening classes. The program is designed and offered to enable the full-time student to complete the upper two years of the program and receive a BSEE within two academic years and two summers. Students are required to be advised for each semester of enrollment at The Citadel. Program Educational Objectives The Citadel Department of Electrical and Computer Engineering program prepares graduates to: 1. Succeed in the practice of electrical engineering, by ethically and judiciously applying knowledge of science, CGC/EUGS Academic Catalog 155 �mathematics and engineering methods to solve problems facing a technologically complex society. 2. Apply and operate current hardware and software tools, equipment and development environments to conduct and/or lead engineering analysis, design and research. 3. Value and pursue lifelong learning, not only to keep current in electrical and computer engineering fields, but also to sustain awareness of engineering-related issues facing contemporary society. 4. Pursue graduate education and/or professional registration as desired or required. 5. Be principled leaders with strong communications and team building skills. Student Outcomes The Citadel’s Electrical Engineering program includes assessment to demonstrate that students obtain: 1. An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics. 2. An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors. 3. An ability to communicate effectively with a range of audiences. 4. An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgements, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts. 5. An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives. 6. An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgement to draw conclusions. 7. An ability to acquire and apply new knowledge as needed, using appropriate learning strategies. Electrical Engineering Program The initial year of study includes engineering fundamental courses designed to develop the basic skills and good teaming habits through case studies requiring the communication of creative ideas. The second semester freshman curriculum includes three credit hours of computer applications for electrical engineers. Electrical engineering topics studied in the sophomore year include six credit hours of electrical circuit analysis, and 1 credit hour of electrical circuits laboratory. Theory is combined with application, demonstration, and experimental verification. In addition, the first two years include 19 credit hours of mathematics, eight credit hours of chemistry or biology, 8 credit hours of physics, 18 credit hours of English and history and three credit hours of social science to provide the foundation necessary for an engineering education. Specific course requirements, using Trident 156 Technical College course numbers, are outlined later under Required Program for 2+2. The junior year requires a total 17 credit hours of electrical engineering course work. Breadth of coverage is provided by courses in signals and systems analysis, electronics, systems (automatic controls), digital systems, electromagnetics, and electromechanical energy conversion. Many of these courses include engineering design problems drawn from the experience of the faculty. First semester juniors complete their fifth mathematics course, MATH-335 (Applied Mathematics II), providing coverage of mathematical topics required in upper division electrical engineering courses. The junior year includes a single elective course that must be technical in nature but outside the mainstream of electrical engineering. The senior year provides depth in electrical and computer engineering by requiring five out of a specified set of 400-level electrical engineering elective courses and at least one approved Computer Science elective. The elective courses are ELEC-401 (Electronics II), ELEC-403, (Electric Power Systems), ELEC- 405 (Electrical Measurements), ELEC-407 (Systems II), ELEC-413 (Advanced Topics in Electrical Engineering) ELEC-414 (System Simulation), ELEC-416 (Communications Engineering), ELEC-418 (Advanced Digital Systems), ELEC-419 (Computer Network Architecture), ELEC-423 (Digital Signal Processing), ELEC- 424 (SolidState Devices), ELEC-425 (Interference Control in Electronics), ELEC-426 (Antennas and Propagation), ELEC427 (Energy Systems Engineering), ELEC-428 (Computer Architecture), ELEC-430 (Independent Research in Electrical Engineering), ELEC-450 (Electrical Engineering Internships), and CSCI-420 (Software Engineering). These electives provide the student the opportunity to pursue an area of interest. While narrow specialization is neither possible nor desirable at the undergraduate level, these three-credit electives provide depth in both design and theory in their specialized areas. Below are several examples of possible areas of concentration available to the student. Computer Engineering CSCI-223 Data Structures (prereqs: MAT-206, CSCI 201/201) CSCI-420 Software Engineering ELEC-405 Electrical Measurements ELEC-418 Advanced Digital Systems ELEC-419 Computer Network Architecture ELEC-423 Digital Signal Processing ELEC-428 Computer Architecture Power Engineering CIVL-310 Statics and Mechanics of Materials for Non-Civil Engineers ELEC-307 Nuclear Engineering ELEC-403 Electric Power Systems ELEC-407 Systems II ELEC-405 Electrical Measurements ELEC-426 Antennas and Propagation ELEC-427 Energy Systems Engineering CGC/EUGS Academic Catalog �Communications PHYS-308 Optics ELEC-401 Electronics II ELEC-416 Communication Engineering ELEC-419 Computer Network Architecture ELEC-423 Digital Signal Processing ELEC-426 Antennas and Propagation Electronics PHYS-410 Thermodynamics ELEC-401 Electronics II ELEC-405 Electrical Measurements ELEC-418 Advance Digital Systems ELEC-423 Digital Signal Processing ELEC-424 Solid State Devices ELEC-405 Electrical Measurements Electrical Engineering Design Experiences Engineering design is distributed throughout the electrical engineering curriculum. Introduction to the design process and the initial design experience occur in the freshman courses. The engineering profession and the ethical responsibilities of professional engineers are discussed. Design problems are posed that require little or no in-depth engineering knowledge. For example, a first design problem might ask the student to design a dormitory room workplace. Functionality, aesthetics, and cost of implementation are a few of the issues to be considered. Case studies are assigned that provide an opportunity for the students to work in teams. The emphasis is on the synthesis of a product that meets broad requirements. The students are introduced to the concept of design in which there is no single right answer and where there are relatively few limits placed on the creative process. Techniques of analysis, synthesis, iteration, and approximations are studied in the sophomore and junior electrical engineering courses. Specialized design exercises are used to illustrate the use of these techniques in the areas of circuits, systems, electronics, electromagnetic, and digital systems. The senior year provides the opportunity for the student to begin to focus on design techniques in a particular area of interest through the choice of at least five senior electrical engineering elective courses. Examples range from the use of a load flow program to determine operational conditions of a small power system in a contingency situation (ELEC-403), to the design of a state estimator (ELEC-407), to the design and implementation of digital filters (ELEC-423). the beginning of the first semester. Students are instructed on various practical aspects of design, such as layout considerations, safety, functionality, and documentation of design. The student design teams select and propose a major design project to be completed by the end of second semester. They must enlist a faculty project advisor to guide their project. At the end of the first semester the design teams present their design proposals (written and oral) that include their preliminary design (block diagram level), a schedule for the following semester, and a cost estimate. In the second semester, the teams do the detailed design, and build, test, refine, demonstrate, and document their design projects. In addition to the technical aspects, project management and presentation techniques are taught and applied. A detailed project specification is developed and placed under tight change control. Financial and scheduling aspects of the project are tracked. A final presentation in both written and oral form is required at the end of the semester, along with a working demonstration. The design experience culminates in the required senior design courses, ELEC-421 and ELEC-422. This two-semester design sequence provides students the opportunity to work on a project of interest and provides the faculty the opportunity to guide students in their first major design experiences and emphasize once more the various constraints that may come into play in a design. The students are taught several different structured design approaches. Project definition and documentation are stressed. Design teams of three to four students are formed at CGC/EUGS Academic Catalog 157 �Electrical Engineering Major Courses taken at a South Carolina Technical College (or equivalent): 68 credit hours Electrical Engineering Courses (18 credit hours) ECE-201 Electrical and Computer Engineering Seminar 1 ECE-205 Electrical and Computer Lab I 3 ECE-221 Introduction to Electrical Engineering I 3 ECE-222 Introduction to Electrical Engineering II 3 EGR-270 Introduction to Engineering 3 EGR-273 Problem Solving for Engineers 2 EGR-275 Introduction to Engineering/ Computer Graphics 3 Writing/English Composition (6 hours) Humanities/Social Sciences (6 hours) ELEC-425 Interference Control in Electronics ELEC-426 Antennas and Propagation ELEC-427 Energy Systems Engineering ELEC-428 Computer Architecture ELEC-430 Ind. Research in Electrical Engineering ELEC-450 Electrical Engineering Internship CSCI-420 Software Engineering Technical Elective (3 credit hours) Choose one course from the following list: PHYS-308 Optics PHYS-410 Thermodynamics CIVL-202 Statics CIVL-310 Statics and Mechanics of Materials for Non-Civil Engineers CSCI-223 Data Structures MATH-381 Deterministic Methods of Operational Research MATH-470 Mathematical Models and Applications MECH-325 Computer Applications w/ Lab 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 History (6 hours) Math/Science (32 credit hours) BIO Biology I or CHM College Chemistry I BIO Biology II or CHM College Chemistry II MAT Calculus I MAT Calculus II MAT Calculus III MAT Differential Equations PHY Physics I PHY Physics II 4 4 4 4 4 4 4 4 Courses Taken at The Citadel: 58 credit hours Electrical Engineering Courses (32 credit hours) ELEC-302 Electrical Machinery Laboratory ELEC-306 Electronics I ELEC-309 Signals and Systems I ELEC-311 Digital Logic and Circuits ELEC-312 Systems I ELEC-313 Electronics Laboratory ELEC-316 Electromechanical Energy Conversion ELEC-318 Electromagnetic Fields ELEC-330 Digital Systems Engineering ELEC-412 Applied Probability and Statistics for Engineers ELEC-421 Design I ELEC-422 Design I Electrical Engineering Electives (15 credit hours) Choose five courses from the following list: ELEC-307 Nuclear Engineering ELEC-401 Electronics II ELEC-403 Electric Power Systems ELEC-405 Electrical Measurements ELEC-407 Systems II ELEC-413 Advanced Topics in Electrical Engineering ELEC-414 System Simulation ELEC-416 Communications Engineering ELEC-418 Advanced Digital Systems ELEC-419 Computer Network Architecture ELEC-423 Digital Signal Processing ELEC-424 Solid-State Devices 158 1 3 3 3 3 1 3 3 3 3 3 3 Math/Civil Engineering Courses (5 credit hours) MATH-335 Applied Mathematics II CIVL-314 Engineering Administration Humanities Elective (3 credit hours) To be selected from an approved list of courses in the humanities or social sciences** 3 2 3 **Advanced humanities or social science courses Note: Advanced Topics in Electrical Engineering (ELEC-413) is offered only occasionally. The Engineering science and engineering design credits are a function of the topics studied. Credit hours required for graduation: 126 Computation of Major GPA All undergraduate courses taken at The Citadel with a subject prefix of ELEC will count towards the major GPA. 3 3 3 3 3 3 3 3 3 3 3 3 CGC/EUGS Academic Catalog �Program Core Values Bachelor of Science in Mechanical Engineering The Mechanical Engineering Program has adopted the following core values: Department of Mechanical Engineering www.citadel.edu/root/ eveningundergraduatestudies2-2-programs/ mechanical-engineering Students are our Focus: We believe the education, development, empowerment, and welfare of our students are the primary focus of our efforts. Dr. Robert Rabb, Department Head, 843-953-0520, rrabb@citadel.edu Engineers as Principled Leaders: We believe the engineering profession requires the highest professional and ethical standards, which we seek to model, teach and prepare our students to embrace. Mission Statement Collaborative Teaching and Learning Environment: We believe in a collaborative collegial environment among our faculty, staff and students is critical in sustaining advancement in educational excellence. To broadly educate and prepare graduates to become principled mechanical engineering leaders in the global community by instilling the core values of The Citadel, the School of Engineering and the Mechanical Engineering program in a challenging intellectual environment that includes a broadbased, rigorous curriculum, emphasizing theoretical and practical engineering concepts, strong professional values, and a disciplined work ethic. Growth through Assessment: We believe data-driven inquiry and improvement will lead us to sustained advancement in educational excellence. Program Requirements Two-Plus-Two Evening Studies Admission Requirements 1. 2. 3. The Citadel through The Citadel Graduate College offers an undergraduate Bachelor of Science degree in Mechanical Engineering (BSME). This program is offered in cooperation with South Carolina technical colleges where the student completes the first two years of study. Students may also attend a regionally accredited college or university. The junior and senior years of study are completed at The Citadel by attending evening classes. Completion of the designated courses or equivalents from an approved technical college with a grade of C or higher. Completion of the evening undergraduate application. Submission of all official transcripts from regionally accredited colleges or universities attended. Courses with a grade of C or higher will be considered for transfer to The Citadel. All transcripts must be received in order for the application to be complete and reviewed. Student Outcomes Program Educational Objectives The Mechanical Engineering Program educational objectives prepare graduates to attain: • Success in the practice of mechanical engineering, by ethically and judiciously applying knowledge of science, mathematics and engineering methods, to solve problems facing a technologically complex society. • Positions to apply and operate current engineering and analysis tools and equipment to conduct and/or lead engineering analysis, design and research. • Self-development to value and pursue lifelong learning, not only to keep current in the mechanical engineering field, but also to sustain awareness of engineering-related issues facing contemporary society through formal and informal opportunities. • Graduate education and/or professional registration as desired or required. • Roles as principled leaders with strong communications and team-building skills to lead people, manage resources, solve complex problems, communicate information, and influence decisions. 11. 22. 33. 44. 55. 66. 7. The Citadel’s Mechanical Engineering program includes assessment to demonstrate that students obtain: An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics. An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors. An ability to communicate effectively with a range of audiences. An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgements, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts. An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives. An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgement to draw conclusions. An ability to acquire and apply new knowledge as needed, using appropriate learning strategies. CGC/EUGS Academic Catalog 159 �Program of Study The Mechanical Engineering program will incorporate a number of courses within the existing ABET accredited civil and electrical engineering programs. As shown in the program of study, there will be five main focus areas to meet the needs of the local industry in South Carolina. 1. Manufacturing Engineering: Students acquire knowledge in different manufacturing practices to optimize the processes and systems in a production environment. 2. Composites - Students study composite materials, the principles behind their design, their physical properties, fabrication methods, and application to real-world engineering solutions. 3. Power and Energy - Students learn about energy resources, alternative energy, energy storage, conversion between forms of energy, and energy performance limitations as they apply to satisfying the needs of mankind. 4. Aeronautical Systems - Students study the science and design of fixed wing light systems, aircraft performance and structures. 5. Mechatronics - Students apply skills from mechanical engineering and electrical engineering to enable realworld control of robots, unmanned aerial vehicles, and other autonomous systems. Mechanical Engineering Major Courses taken at a South Carolina Technical College (or equivalent): 72 credit hours Mechanical Engineering (22 hours) ECE-202 Intro. to Engineering ECE-205 Electrical and Computer Engineering Lab ECE-221 Intro. to Electrical Engineering I ECE-222 Intro. to Electrical Engineering II EGR-260 Engineering Statics EGR-269 Electrical and Computer Engineering Seminar EGR-273 Problem Solving for Engineers EGR-262 Engineering Dynamics^ 3 3 3 3 3 2 2 3 Writing/English Composition (6 hours) MAT Calculus III MAT Differential Equations PHY Physics I PHY Physics II Courses Taken at The Citadel: 67 credit hours Third Year (40 hours) CIVL-203 Dynamics ^ CIVL-304 Mechanics of Materials CIVL-307 Materials Laboratory MECH-304 Engineering Materials w/lab MECH-310 Thermo-Fluid Systems I w/lab MECH-311 Thermo-Fluid Systems II w/lab MECH-325 Computer Applications w/lab MECH-330 Measurements & Instr. w/lab MECH-340 Manufacturing Processes w/lab MECH-345 Machine Design MECH-350 Modeling/Analysis & Dyn. Sys I MECH-351 Modeling/Analysis & Dyn. Sys II w/lab MECH-365 Computational Methods in Engineering MECH-460 Mechanical Engineering Sys Design 3 3 1 3 3 3 3 3 3 3 3 3 3 3 Fourth Year (27 hours) MECH-415 Heat Transfer MECH-450 Mechatronics w/lab MECH-481 Senior Design I MECH-482 Senior Design II MECH ME Option I ** MECH ME Option II ** MECH Mechanical Elective ** Technical Elective * Adv. Humanities/Social Science Course *** 3 3 3 3 3 3 3 3 3 ^ Students can elect to take this course at TTC or in the summer at The Citadel. * To be selected from an approved list of courses in engineering or science. ** To be selected from an approved list of courses in Mechanical Engineering. *** To be selected from an approved list of courses in humanities or social sciences. Total Credit Hours: 139 Computation of Major GPA All undergraduate courses taken at The Citadel with a subject prefix of MECH will count towards the major GPA. Humanities/Social Sciences (6 hours) History (6 hours) Math/Science Requirements (32 hours) BIO Biology CHM College Chemistry MAT Calculus I MAT Calculus II 160 4 4 4 4 4 4 4 4 CGC/EUGS Academic Catalog �All scheduled freshman and sophomore level engineering, science, and mathematics courses must be completed before a student will be permitted to enroll in senior level courses. Students are required to be advised for each semester of enrollment at The Citadel. Degree: The degree of Bachelor of Science in Mechanical Engineering (B.S. M.E.) is awarded to those who successfully complete the program of studies outlined in the courses offerings section of this catalog. The Main Computer Lab – LeTellier 203 LeTellier 203 is the primary teaching and student-use computer facility in the Mechanical Engineering Program. The twenty-four student stations and one projection-capable instructor station and laser printer located in this lab are connected to the campus-wide network, CITnet, and provide direct Internet access via Ethernet. The software in the labs is Windows based. All machines in the lab have graphics-capable WWW browsers. The program’s standard general purpose software includes: Microsoft Office, Matlab, and SolidWorks. Two humanities or social science electives, one mechanical elective, one technical elective, and two Mechanical Engineering Options are required. These are selected from a list of approved electives maintained by the Mechanical Engineering Program. In completing the two humanities or social science electives, the student will take one from the core curriculum. The other will be a program approved course. The Mechanical Engineering Options allow the students to specialize in a technical area of mechanical engineering by completing a focus area at the senior level that integrates principles and practices of earlier courses into the application of the engineering system. Students who are on academic probation will not be permitted to enroll in upper level courses offered by the Mechanical Engineering program (i.e. junior and senior level classes). Controls and Mechatronics Lab – Grimsley 330 Grimsley 330 is the primary teaching and student use facility in the Mechatronics focus area of the Mechanical Engineering Program. The room contains twenty-four student workstations or twelve team stations and one instructor station. The software in the room is Windows based. Laboratory equipment consists of standard function generators, oscilloscopes, multimeters, and Feedback instruments for laboratory use and applications. Materials Testing Laboratory – LeTellier 101 Major items of equipment include a 250,000 pound and another 300,000 pound concrete cylinder testing machine; two each 60,000-pound hydraulic universal testing machines; light microscope; impact tester; hardness tester; grinder/polisher; dual chamber furnace; and equipment for making tension, compression, shearing, and most other accepted and significant tests on metals, ceramics, polymers, and composites. Fluid Mechanics Laboratory – LeTellier 104 Equipment is provided for a wide variety of experiments and tests involving the flow of water through pipe networks, meters, and orifices. Other major items of equipment include a head loss and flow measurement fluid circuit apparatus, a Reynolds number device, two (2) hydraulic demonstration units permitting experiments involving many phenomena of open channel flow. Fabrication Shop The Fabrication Shop is a 1,250 square foot facility with a 4 axis CNC machine, mill, welding equipment and other metal working tools. Additionally, there are various woodworking power tools for student projects and design work. Project Shop The Project Shop is a 750 square foot facility with workspace and storage space for assembly of student projects. Other engineering equipment: Adequate equipment is available for the courses in thermo-fluids, machine design, manufacturing, as well as for the other junior and senior courses. Fundamentals of Engineering Examination: Each graduating student is required to take the Fundamentals of Engineering (FE) Examination and provide documentation to the program director. CGC/EUGS Academic Catalog 161 �GRADUATE COURSE DESCRIPTIONS 162 CGC/EUGS Academic Catalog �Course Descriptions Descriptions of graduate courses are listed in this section. Consult the course schedules online to determine the course offerings in a particular term. Anthropology (ANTH) ANTH-501—Physical and Cultural Adaptations Three Credit Hours This course examines how humans have adapted to their unique environments through cultural alterations and physical changes to the body by looking at pre-1492 Native American peoples. The development of human cultures are examined beginning with the origins of the First Americans and tracing their migrations to the various environments of North, Central, and South America for a more in-depth look at the range of variability among living peoples. The growth and development of human cultures are examined from the movement of pre-1492 Native Americans as bands and progressing through tribes to more advanced urban societies. ANTH-508—Special Topics in Anthropology Selected topics that fit the needs of students as well as the specialized knowledge of the faculty. Topics could range from the main subfields of biological, cultural, or linguistic anthropology. Biology (BIOL) BIOL-502—Comparative Vertebrate Anatomy Four Credit Hours A study of the comparative anatomy of vertebrate animals. Emphasis will be placed on the evolution of organ systems in response to environmental pressures. Lecture: three hours a week; laboratory: three hours a week. BIOL-505—Biometry Three Credit Hours This course will focus on methods and procedures for designing experiments, gathering, analyzing, and interpreting data. Topics to be included are descriptive statistics, estimation, measurements of confidence and reliability, tests of significance, measurements of relationship and correlation, and nonparametric analyses. In addition to lecture format, students will get hands-on experience in data gathering, analyses using computer statistical programs, statistical inference and decision making. BIOL-506—Ecology Four Credit Hours An introduction to the study of biological interrelationships and the effects of the environment on the structure and function of animal and plant systems. Laboratory will emphasize methods and materials of ecological investigations. Lecture: two hours a week; laboratory: four hours a week. BIOL-508—Genetics Four Credit Hours A study of inheritance, including Mendelian genetics, molecular genetics, changes in chromosome structure and number, cytogenetics, and population genetics. Lecture: three hours a week; laboratory: three hours a week. BIOL-509—Marine Biology Four Credit Hours Lectures cover major ecological factors and the fundamentals of oceanography. Laboratory work stresses familiarity with species, taxonomic methods, sampling procedures, experimental design, use of equipment, and data handling. Lecture: two hours a week; laboratory: four hours a week. BIOL-510—Vertebrate Natural History Four Credit Hours An introduction to the classification, ecology, evolution, and distribution of the vertebrates. Laboratory with emphasis on identification and field study techniques, especially with respect to the vertebrates of South Carolina. Lecture: three hours a week; laboratory: three hours a week. BIOL-512—Descriptive Histology Four Credit Hours A detailed study of the chief types of animal tissues and a description of the histology of organs. Laboratory work includes microscopic study of cells, tissues, and organs of animals. Lecture: three hours a week; laboratory: three hours a week. BIOL-514—The Vascular Flora of South Carolina Four Credit Hours An introductory study of the native vascular flora of South Carolina, emphasizing the identification and collection of native plants. The student will have practice in use of taxonomic keys and in preparation of specimens. Lecture: two hours a week; laboratory: four hours a week. BIOL-518—Ornithology Four Credit Hours A study of the structure, function, and ecology of birds. Field trips and bird specimens will give students a working knowledge of birds common to South Carolina. Lecture: three hours a week; laboratory: three hours a week. BIOL-519—Economic Botany Three Credit Hours A course in economic botany devoted to the consideration of plants which are useful or harmful to humans, their origins and history, botanical relationships, chemical constituents that make them economically important, and their role in prehistoric and modern cultures and civilizations. Lecture: three hours a week. BIOL-526—Freshwater Biology Four Credit Hours The study of freshwater organisms and their environment. Instruction will cover the biological diversity, ecological and physiological adaptation, and the physical setting of freshwater systems. Local systems of interest include large coastal rivers and lakes, upper portions of estuaries, and old rice fields. Lecture: two hours a week; laboratory: four hours a week. CGC/EUGS Academic Catalog 163 �BIOL-532—Developmental Biology Four Credit Hours A study of animal embryology and its molecular control, including: processes of fertilization; the processes of cleavage, gastrulation, and neurulation; the formation of tissues and organs from the three primordial germ layers; the role of secondary induction and of hormones in development; the role of the environment in development; and some of the techniques of molecular biology that are used in the study of developmental processes. The laboratory will include use of model systems to investigate the principles discussed in lecture. Lecture: three hours a week; laboratory: three hours a week. BIOL-606—Field Methods in Biology Four Credit Hours An examination of the methods used by field biologists emphasizing experimental design, sampling techniques, and data analysis. Classroom discussion will be supplemented by practical field experiences. Topics will include the measurement of primary productivity, estimation of animal population size, plant community composition and diversity, and the correlation of environmental factors with species distribution. An effort will be made to use procedures and field situations that are accessible to local teachers. Lecture: three hours a week; laboratory: four hours a week. BIOL-540—Biotechnology for STEM Educators Three Credit Hours This course covers current techniques in biotechnology research and applications and highlights the interdisciplinary nature of the topic. Discussions cover techniques used in genomics, and proteomics and the applications of these techniques. Current techniques are explained and ethical considerations are discussed. Emerging technologies in this field and their applications are introduced. BIOL-607—Microbiology Four Credit Hours An advanced study of the fundamental life processes of microorganisms and their importance to humans. The emphasis of the course will be on bacteriology. Includes a brief introduction to epidemiology and immunology. Lecture: three hours a week; laboratory: three hours a week. BIOL-601—Evolution Three Credit Hours A review of evolutionary principles and general morphology of the animal kingdom. Lecture: three hours a week. BIOL-602—Morphological Survey of the Plant Kingdom Three Credit Hours An advanced course in comparative morphology, life history, and phylogeny of the vascular and nonvascular plants. The laboratory will include work on structural and developmental relationships as applied to morphological and anatomical interpretations of the vascular and nonvascular plants. Lecture: two hours a week; laboratory: two hours a week. BIOL-603—General Physiology Three Credit Hours A study of the general principles of animal physiology. Emphasis will be placed on cellular, tissue, and organ system function and how these are integrated to allow the organism to respond and succeed in its environment. Lecture: three hours a week. BIOL-604—Marine Invertebrates Four Credit Hours A study of marine invertebrates and their environment. Lecture: three hours a week; laboratory: three hours a week. BIOL-605—Laboratory Methods in Biology Four Credit Hours An experience in laboratory preparation, participation, evaluation, and supply sources for a series of general biology laboratory exercises for the secondary or middle school level. Lecture: three hours a week; laboratory: three hours a week. 164 BIOL-609—Seminar in Environmental Studies Three Credit Hours A series of field trips, lectures, and other experiences designed to develop an understanding of the environment as it affects human well-being now and in the future. This course is especially designed for teachers and counselors, grades K-12, in all disciplines. Classes will normally meet daily from 8:30 a.m. to 2:00 p.m. for a period of two weeks during a summer session. Outside fieldwork is required. BIOL-610—Special Topics in Biology Variable Credit Hours This course is designed for the study of specialized topics in modern biology. The subject for each course will be announced. Lecture and laboratory hours per week dependent on topic. BIOL-611—Graduate Research Variable Credit Hours Research problems in various areas of biology to introduce the student to the planning and execution of research experimentation, data analysis, and the presentation of research findings. By arrangement; prerequisite: Permission of instructor. BIOL-612—Cell and Molecular Biology Three Credit Hours An in-depth exploration of the cell surface, organelles, and metabolism of different cell types. This course integrates cell biology, molecular biology, and biochemistry. Lecture: three hours a week. BIOL-621—Aquatic Toxicology Four Credit Hours An introduction to assessing the effects of toxic substances on aquatic organisms and ecosystems. Topics include general principles of toxicology, fate and transport models, quantitative structure-activity relationships, single-species and community-level toxicity measures, regulatory issues, and career opportunities. Examples will be drawn from marine, freshwater, and brackishwater systems. Lecture: three hours a week; laboratory: three hours a week. CGC/EUGS Academic Catalog �BIOL-624—Molecular Genetics and Recombinant DNA: Theory, Practice and Issues Three Credit Hours The fundamental principles and applications of recombinant DNA technology will be discussed and demonstrated. Emphasis will be placed on sources and preparation of materials for classroom activities. Societal issues involving recombinant DNA technology will also be explored. Lecture: two hours a week; laboratory: two hours a week. BIOL-625—Tropical Rainforest and Reef Ecology Four Credit Hours The objectives of this experiential course are to survey biodiversity and provide understanding of ecological principles in tropical habitats through physical involvement with the environment. Two co-instructors will lead students on a 10-12 day excursion in forest and reef habitats of the Neotropics, providing natural history instruction and interpretation. Participants will have the opportunity to immerse themselves in the subject by walking forest paths, swimming forest streams, spelunking caves, paddling mangrove swamps, combing beaches, and snorkeling coral reefs. A species list of plants and animals will be assembled for each habitat and readings from the scientific literature, appropriate to the region, will be assigned for analysis and discussion. BIOL-631—Environmental Physiology Three Credit Hours This course will study the effects of such parameters as salinity, oxygen, temperature and elevation or depth on animal physiology and the adaptations made by animals to these environments. Lecture: two hours a week; laboratory: two hours a week. Business Administration (BADM) MBA Core Courses BADM-702—MBA Essentials I Three Credit Hours MBA Essentials I will cover baseline knowledge in the functional areas of business. This course will address communications, legal, leadership, and marketing. Prerequisite: None. BADM-703—MBA Essentials II Three Credit Hours MBA Essentials II will cover baseline knowledge in the functional areas of business. This course will lay a foundation in economics, accounting, finance, and operations that the other courses will build upon. Prerequisite: None. BADM-705—Managing Innovation Three Credit Hours This course focuses on innovation’s role in 21st Century organizations. It addresses the need for a systemic approach to building innovation capabilities and the challenges of integrating the many facets of innovation management. Leading innovators and building innovative organizations are covered from both a theoretical and applied approach. Topics addressed include fundamental theories of innovation, developing an innovation strategy, innovation as a business process, the role of the innovation context including leadership and organization, culture and values, people and skills, processes and tools, and assessing and improving innovation performance. Both classroom and alternative instructional methods will be used throughout the semester. Prerequisite/Co-requisite: BADM 702, BADM 703. BADM-719—Information Technology Management Three Credit Hours This course introduces the student to the vocabulary of Management Information Systems (MIS) and explores how organizations are using information technology for a competitive advantage and redefining the way in which they interact with their stakeholders. Prerequisite: None. BADM-728—Accounting for Executives Three Credit Hours This course is designed to provide students with a knowledge of the basic tools and concepts used in managerial accounting and to provide an opportunity for students to employ their knowledge of financial and managerial accounting through projects. The course emphasizes identifying and interpreting relevant accounting information for decision-making by internal and external users. The focus is on the use of accounting information for decisionmaking, including behavioral and ethical aspects. Prerequisite: MBA Essentials II (BADM703) BADM-731—Quantitative Methods for Operations Management Three Credit Hours Students explore the role of operations management in building the competitive strength of the firm and in pursuing the firm’s goals of customer satisfaction, profit, service delivery, and quality and shareholder wealth. The course integrates classical and modern operations management methodologies with both hypothetical and real-world business cases. Students learn concepts and quantitative algorithms involved in designing and managing operations. Prerequisite: MBA Essentials II (BADM703) BADM-734—Case Studies in Finance Three Credit Hours This course provides students with a venue for applying the concepts and techniques from the Foundations of Finance course to complex business problems. The course content will be delivered primarily using the case method of analysis. Emphasis will be on teamwork and group analysis of directed and non-directed business finance cases. Students will be responsible for identifying relevant financial issues, offering alternative solutions, and making, justifying and critiquing recommended courses of action. A portion of the course will be devoted to analyzing cases with a significant international component. The course may also utilize simulation as part of the course content. Prerequisite: MBA Essentials II (BADM703) BADM-735—Ethical Leadership and Organizational Behavior Three Credit Hours This course is a seminar that focuses on the understanding and application of organizational theory and leadership principles. In addition, the course will include components on developing CGC/EUGS Academic Catalog 165 �individual leadership skills and different theories of organizations. The applications component of the course will include a variety of approaches such as cases, films, guest speakers, individual selfassessments, role play, team building exercises, and a leadership portfolio. Prerequisite: None. BADM-737—Strategic Marketing Three Credit Hours This course examines how organizations gain and maintain a competitive advantage in a dynamic environment. The course emphasizes the analysis of marketing decisions involving product, price, promotion, and distribution variables. Marketing decisionmaking is explored in both domestic and global settings. Prerequisite: MBA Essentials I (BADM702) BADM-740—Global Business Strategy Three Credit Hours This comprehensive and integrative MBA capstone course pulls together the concepts, tools, and approaches taught in all the required courses. This course uses a combination of cases which place students in diverse managerial positions and a business simulation which requires the student to act as a senior executive responsible for the strategic decisions of an organization, the course emphasizes the application, execution, and resolution of multi-dimensional problems. The course emphasizes the strategic management of the business unit and the development of a paradigm for strategic analysis, as well as matching internal processes with the implementation of diverse objectives. The focus is on business-level strategy and the role of leadership in improving performance. Prerequisites: BADM 728, BADM 731, BADM 734 and BADM 737. This course should be taken within the last six hours of a student's MBA program of study. BADM-754—Strategic Consulting Experience Three Credit Hours This course provides opportunities for students to apply knowledge and skills acquired throughout their MBA coursework in a realworld business environment as project consultants. Consulting projects address issues of significance to client organizations, and project teams make recommendations to client management through oral presentations and written reports based on a thorough analysis of the client organization and environment. MBA Capstone course or elective. Prerequisites: BADM 728, BADM 731, BADM 734, and BADM 737, or with permission of instructor. Registration requires permission of MBA advisor. BADM-765—Business Plan Three Credit Hours This course is designed to focus on researching, developing, writing and presenting business plans with associated financials for a new product and/or service that is not available in the current market place. MBA Capstone course. Prerequisites: BADM-728, BADM-731, BADM-734, and BADM737. Must be taken within the last six hours of a students’ MBA program of study. 166 MBA Elective Courses BADM-713/LDRS-723—Communications for Leadership Three Credit Hours This course provides insight on the role of organizations as communication systems in which effective writing and speaking are crucial. Emphasis is on developing awareness of verbal and written styles, interpersonal skills, and creating a repertoire of writing and speaking strategies. Prerequisite: None. BADM-716—Legal and Ethical Environment for Decision Makers Three Credit Hours This course introduces the framework of law and ethics within which businesses operate and provides the student with a broad understanding of common law (contract, tort, and property) as well as a statutory, administrative, and Constitutional law. Prerequisite: None. BADM 726—Financial Statement Analysis Three Credit Hours This course examines the basic techniques of using financial statement analysis to evaluate an organization’s financial performance. Topics include cash versus accrual measures of profitability, working capital management, cash flow forecasting, credit analysis, and valuation. The course assumes some exposure to financial accounting, but the course is aimed at non-accountant managers, lenders, and investors who use financial statement data to evaluate businesses. The case method is the primary learning approach. Students will have an opportunity to work with financial statements from publicly traded corporations, small businesses, start-up businesses, and not-for-profit organizations. Prerequisite: Accounting for Executives (BADM728). BADM-750—Lecture in Business Administration Three Credit Hours This course may be elected by students to perform advanced study and/or research in a particular area. Special topics covered within the seminar, as well as required prerequisites, are at the discretion of the instructor. Prerequisite: None. BADM-751—Lecture in Accounting Three Credit Hours This course may be elected by students to perform advanced study and/or research in a particular area. Special topics covered within the seminar, as well as required prerequisites are at the discretion of the instructor. Prerequisites: MBA Essentials II (BADM703) and Accounting for Executives (BADM-728). BADM-752—Lecture in Economics Three Credit Hours This course may be elected by students to perform advanced study and/or research in a particular area. Special topics covered within the seminar, as well as required prerequisites are at the discretion of the instructor. Prerequisite: MBA Essentials II (BADM703) CGC/EUGS Academic Catalog �BADM-753—Lecture in Finance Three Credit Hours This course may be elected by students to perform advanced study and/or research in a particular area. Special topics covered within the seminar, as well as required prerequisites are at the discretion of the instructor. Prerequisites: MBA Essentials II (BADM703) BADM-754—Strategic Consulting Experience Three Credit Hours This course provides opportunities for students to apply knowledge and skills acquired throughout their MBA coursework in a realworld business environment as project consultants. Consulting projects address issues of significance to client organizations, and project teams make recommendations to client management through oral presentations and written reports based on a thorough analysis of the client organization and environment. MBA Capstone course or elective. Prerequisites: BADM 728, BADM 731, BADM 734, and BADM 737, or with permission of instructor. Registration requires permission of MBA advisor. BADM-755—Lecture in Marketing Three Credit Hours This course may be elected by students to perform advanced study and/or research in a particular area. Special topics covered within the seminar, as well as required prerequisites are at the discretion of the instructor. Prerequisite: MBA Essentials I (BADM702). BADM-756—Financial Modeling Three Credit Hours This course is a hands-on course in spreadsheet and financial modeling, primarily using Microsoft Excel, and covers various topics in financial management and investments. The emphasis will be on the practical application of financial theory. Prerequisite: MBA Essentials II (BADM703) BADM-757—Personal Finance Three Credit Hour This course will focus on the application of basic financial tools and principles to the student’s personal life including the financial planning process, liquidity management, debt management, asset management, and risk management. This course will also include retirement, education and estate planning. Prerequisite: None. BADM-762—Negotiation Strategies Three Credit Hours This course emphasizes negotiation, the art and science of creating agreements between two or more parties, and introduces students to the effective use of power, persuasion, influence, and control in modern organizations. In this course students first apply theories developed as guides to improving negotiating strategies (the science). Students will then develop and sharpen negotiating skills through realistic cases (the application) with an emphasis on preparation, bidding, distributive and integrative bargaining techniques. Prerequisite: None. BADM-764—Entrepreneurship Three Credit Hours This course is designed for students interested in creating a business venture, acquiring an existing business, working in industries that serve the entrepreneur, or who wish to become familiar with the concepts, issues, and techniques of new venture creation and entrepreneurship. Tools to be developed include recognition of a venture opportunity, acquisition of information on resources needed for venture creation and survival, development of competitive marketing strategies, and international opportunities. Prerequisite: MBA Essentials I (BADM702) and MBA Essentials II (BADM703). BADM-766/LDRS-766—Human Resource Development Three Credit Hours This course examines Human Resource Development (HRD) as a field through the learning, development and behavior of humans in social systems. These systems include but are not limited to, workforce, education, and family. Research from Management Science, Education, Psychology, and Sociology strengthen HRD theory and practice. The purpose of this course is to explore the integration of the individual into work organizations by examining work issues in learning, training, leadership, and psychosocial development. A primary focus of this course is on applied performance management informed by human sciences research as a tool that can be applied to productivity. Prerequisites: None. BADM-768—Human Resource Management Three Credit Hours This course is designed to provide managers with an understanding of the processes of adding strategic human capital to the organization. The course examines the design of work, personnel recruitment and selection, employee compensation and benefits, employee relations and personnel policies, and labor issues. The course is applied management science designed for managers. Prerequisite: None. BADM-772—International Management Three Credit Hours This course is designed to provide students with an understanding of the issues facing international managers and the environment of the Global Market Place. Some of the challenges include: accommodating different currencies, dealing with a multiplicity of governments, operating effectively in diverse legal environments, being sensitive to and avoiding problems that may arise from cultural differences among people, and the formulation of effective strategies in the complex global environment. Prerequisite: MBA Essentials I (BADM702) BADM-774—International Business Three Credit Hours This course studies the trend toward internationalization, explores the terminology used in international business, and, via case studies and examples, demonstrates the problems and advantages of the internationalization process. Prerequisite: MBA Essentials I (BADM702) CGC/EUGS Academic Catalog 167 �BADM-776—International Marketing Three Credit Hours This course examines detailed analysis of theories, issues, and decisions facing the global marketing manager. Emphasis is on small and large firms, innovative applications, workshops, and original research projects. Prerequisite: MBA Essentials I (BADM702). BADM-778—Investments Three Credit Hours This course explores the practical aspects of investment analysis germane to evolution of market securities and derivative instruments evaluation, portfolio analysis and performance evaluation, sources of printed and Internet investment information, and the formulation of investment policies and strategies. Prerequisite: MBA Essentials II (BADM703) BADM-782—Advanced Topics in Information Technology Three Credit Hours This course may include expert systems, decision theory, decision support systems, artificial intelligence, telecommunications, and/or other contemporary issues in information technology. Prerequisite: Information Technology Management (BADM-719). BADM-784—Business and Economic Forecasting Three Credit Hours This course addresses the important function of strategic planning. Planning requires accurate forecasts of future sales, capacity, market size, prices, and a myriad of other variables that determine the longrun profitability of the firm. This course will help the student understand and create forecasts for the firm, industry and the economy. Techniques include smoothing, time series analysis, and regression analysis. Prerequisite Quantitative Methods for Operations Management (BADM-731). BADM-786—Contemporary Accounting and Advanced Problems Three Credit Hours This course explores the current issues in the field of accounting. Particular issues covered in any given semester will be selected by the course professor and announced at the time of registration. Prerequisite: Accounting for Executives (BADM-728). BADM-788—Consumer Behavior Three Credit Hours This course consists of the study of domestic and international models of consumer behavior, including key variables from the behavioral sciences. Course content includes research methodologies, case studies, applications to decision-making, and an original student research project. Prerequisite: MBA Essentials I (BADM702) BADM-790—Production/Operations Strategies for Manufacturing and Service Industries Three Credit Hours This course builds upon previous course work to provide a basis for development of a coherent operations strategy to support the firm’s competitive strategy. Using case studies, course content is based upon the programs that have proven successful in global firms and 168 covers process choice, product development, order coordination inside and outside the firm, and methodologies for developing technology and operations strategies. Prerequisites: Accounting for Executives (BADM 728), and Quantitative Methods for Operations Management (BADM 731). BADM-792—Financial Markets and Institutions Three Credit Hours This course provides an overview of the key financial institutions (banks, insurance companies, mutual funds, government entities etc.) and markets (stocks, bonds and foreign exchange among others). Also discussed will be the wide array of financial instruments that are available to business and individuals. Particular attention will be paid on risk management and how the various markets and institutions interact with each other. The study of financial markets and institutions will help your understanding of many exciting issues such as the recent financial crises in the United States and around the world. Activities that take place in financial markets have a direct effect on personal wealth, the behavior of consumers and businesses and the well-being on the overall economy. Prerequisites: MBA Essentials (BADM702 and BADM703). BADM-795—Independent Study Three Credit Hours This is an advanced course that may be taken by graduate students desiring to engage in a research/scholarly project of mutual interest to the student and the faculty member who directs the study. The course is intended to be rigorous. The course structure, evaluation process, and expected outcomes should be clearly delineated by the instructor in advance. Chemistry (CHEM) CHEM-520—The Chemistry of Art Three Credit Hours This course will address the chemistry involved in the preparation of artists’ materials and artwork itself and the chemistry used in authenticating, restoring, and conserving art and artifacts. CHEM-521—Forensic Science Three Credit Hours Forensic Science incorporates concepts of biology, chemistry and physics in learning about the science involved in crime investigations. Hands-on activities will be incorporated to illustrate the techniques. Topics to be covered include fingerprinting, blood typing, disputed documents, DNA analysis, drug and poison detection and identification, and fiber comparison. Actual cases will be studied. CHEM-522—Nanotechnology for STEM Educators Three Credit Hours Nanotechnology is based on the science of designing materials from the atomic or molecular level. It has the potential to impact virtually every area of life, from medicine to ultra-strong materials to electronics to clothing. In this course students will learn about the foundational physics and chemistry behind nanoscience as well as nanotechnology applications. CGC/EUGS Academic Catalog �Civil Engineering (CIVL) CIVL-502—Sustainability Three credit hours This course provides an introduction to the broad topic of sustainability and its application to engineering. A foundation of study on the historical perspective of sustainability leads to a focus on sustainable development, sustainable design. Prerequisites: BS degree in engineering or related field. CIVL-504—Natural Hazards and Preservation of Historical Structures Three credit hours Engineering and science applications and socio-economic impacts of natural hazards on historic structures. Course provides thorough overview of design, rehabilitation, and other socio=economic decisions related to natural hazards and historical structures. Prerequisites: BS degree in engineering or related field. CIVL-506—Geographic Information Systems Three credit hours Instruction in Geographic Information Systems (GIS) focusing on data analysis and application methods for engineers, planners and related professions. Fundamental topics include spatial analysis, geostatistical analysis, 3-D modeling, and vector/raster modeling. The focus of the course is on gaining a fundamental understanding of spatial data structures in GIS, geo-spatial data acquisition, geoprocessing, geostatistical methods; visualization, exploration of spatial data; network analysis, terrain mapping, spatial analysis, and modeling. The course will include specific emphasis on urban land use evaluation methods, transportation analysis (dynamic segmentation and routing) and hydrologic modeling. Prerequisites: BS in mathematics, science, or engineering, or permission from instructor. Familiarity with basic GIS concepts with and either ARC/INFO, ArcView, or ArcGIS highly recommended. CIVL-576—Roadway Geometric Design Three Credit Hours Geometric design of roadways, at-grade intersections, and interchanges, using software programs, in accordance with conditions imposed by driver ability, vehicle performance, safety sustainability, and economic constraints. Prerequisite: CIVL 302 or permission from Department Head CIVL-602—Water Quality Modeling and Management Three credit hours Water quality analysis and simulation of physical, chemical, and biological processes affecting rivers, lakes, estuaries, and drinking water distribution systems. Included are best management practices based on application of water quality modeling techniques to environmental systems (rivers, lakes, distribution systems, etc. Prerequisites: CIVL-312 or permission from instructor. CIVL-604—Aquatic Chemistry Three credit hours Quantitative treatment of variables that govern the chemistry of aquatic systems such as lakes, oceans, rivers, estuaries, and groundwater. Emphasis on carbonate in open and closed systems, metal complexation and solubility, and oxidation-reduction reactions. Prerequisites: CHEM-152/162 or permission from instructor. CIVL-608—Structural Loads and Systems Three Credit Hours Structural engineering applications of analysis methodologies used to determine loads in accordance with ASCE 7. In-depth discussion of minimum design loads and load combinations. Includes overview of various steel and concrete systems. Discusses practical selection and design issues and design of proprietary building materials and components such as steel joists, diaphragms, engineered wood products, etc. Prerequisite: CIVL 309 or permission from Department Head CIVL-508—Monitoring of Civil Engineering Infrastructure Three credit hours Design and analysis of instrumentation systems to monitoring of civil engineering infrastructure for the purpose of evaluating performance and/or design. Covered topics include principles of measurement, measurement errors and error analysis, instrumentation sensor types and calibration, data acquisition and signal conditioning, and data management. Prerequisites: CIV-330 or equivalent or permission from instructor. CIVL-610—Wood Design Three Credit Hours Design of wood framed structures in accordance with the NDS Specification. Course provides thorough overview of practical member and connection design and real world applications. Introduction to wood design and engineering; properties of wood and wood-based materials; design of beams, columns, walls, roofs, panel systems, and connections. Prerequisite: CIVL 304 or permission from Department Head CIVL-575—Traffic Engineering Operations Three Credit Hours Basic characteristics of motor-vehicle traffic, highway capacity, applications of traffic control devices, traffic design of parking facilities, engineering studies, traffic safety, traffic laws and ordinances, basic statistical analysis, components of traffic systems, measurement of traffic data, characterizing traffic system performance, analysis of existing traffic facilities, and design of traffic facilities for achieving desired system performance. Prerequisite: CIVL 305 or permission from Department Head CIVL-612—Urban Transportation Planning Three Credit Hours A systems approach to the transportation planning process focusing on policy issues and the decision making process. Topics include: 1.) Trip generation modeling –variables influencing trip generation, regression analysis and category analysis; 2.) Trip distribution – modeling factors governing trip distribution, growthfactor methods and gravity models, calibration of gravity models; 3.) Mode split modeling – factors influencing mode choice, discrete choice models; 4.) Route selection – traffic assignment; and 5.) Transportation surveys; transport related land use models, urban structure, urban goods transport. Use of popular transportation planning software will also be covered. Prerequisite: CIVL 305 or permission from Department Head CGC/EUGS Academic Catalog 169 �CIVL-614—Ground Improvement Three credit hours This course provides a thorough overview of several design and construction methods for improving in-situ soil conditions. Covered topics include site exploration; evaluation of in-situ soil conditions via in-situ testing; soil liquefaction; soil shear strength and compressibility; soil nailing; foundation problems for highway embankments; soil grouting; dynamic compaction, vibrocompaction; and vibro-replacement. Prerequisites: CIVL-410 or equivalent or permission from instructor. CIVL-616—Deep Foundations Three credit hours Design, construction, and inspection of deep foundation systems. Covered topics include effects of deep foundation installations; static capacity and settlement analysis of single pile and pile groups under axial and lateral loads; drilled shaft design, construction, and inspection techniques; deep foundation load testing standards, interpretation, and simulation; non-destructive testing and subsequent analysis; cost analysis of deep foundations. Prerequisites: CIVL-410 or equivalent or permission from instructor. CIVL-640—Urban Mobility Infrastructure Policy and Planning Three Credit Hours Foundation for understanding transportation systems’ relationship to cities and people and managing urban transportation systems, including: 1.) multi-faceted understanding of the historical, spatial, economic, social, and environmental factors affecting transportation issues, 2.) transportation and land use relationships, 3.) transportation as a tool of economic development and growth, 4.) transportation political influences and finance, and 5.) regional, state and federal governmental structure of committees, agencies and oversight. Prerequisite: Admission to partner graduate degree programs; BS in math, science or engineering; or permission from Department Head CIVL-642—Public Health, Physical Activity, and Design of the Built Environment Three Credit Hours Multidisciplinary evaluation of cities, suburban communities and neighborhoods to identify positive and adverse effects of the built environment on levels of physical activity and measures of public health, with an emphasis on adoption of approaches for improving desirable outcomes. The course focuses on establishing basis of need and potential benefits from implementation of optimal solutions to the challenging dilemma of built environment, urban mobility, transportation infrastructure networks, economics, sustainability, livability, and community wellness. Interconnections between the fields of public health, public policy and engineering design are identified. Students are equipped with proficiencies needed to create more healthy communities through an emphasis on physical activity. Prerequisite: Admission to partner graduate degree programs; BS in math, science or engineering; or permission from Department Head CIVL-650—Special Graduate Topics in Civil Engineering Three Credit Hours Selected graduate topics in civil engineering. The offering of this course will depend upon the interest of the students, the availability of an instructor, and the approval of the department head. Since the content of this course may change, a student may repeat the 170 course for credit with the consent of the department head. Prerequisites: Graduate status and permission from department head. CIVL-655—Masonry Structural Design Three Credit Hours Introduction to design of structural elements for masonry buildings. Lintels, walls, shear walls, columns, pilasters, and retaining walls are included. Reinforced and unreinforced elements of concrete or clay masonry are designed by allowable stress and strength design methods. Introduction to construction techniques, materials, and terminology used in masonry. Prerequisite: CIVL 304 or permission from Department Head CIVL-657—Indeterminate and Matrix Structural Analysis Three Credit Hours Analysis of indeterminate structures using moment distribution, energy methods such as virtual work and Castigliano's Theorem. Matrix displacement method derived and simplified to a form suitable for structural engineering applications. Truss and frame applications with modifications for symmetry, internal releases, and support settlements. SAP2000 and other structural engineering software is used to compare with analytical solutions. Prerequisite: CIVL 309 or permission from Department Head CIVL-711—Design of Masonry, Wood and Cold Formed steel Structures Three Credit Hours Design of masonry structures in accordance with ACI specifications, wood framed structures in accordance with NDS specifications, and Cold Formed Steel Structures in accordance with AISI specifications. Course provides thorough overview of practical member and connection design and real world applications. Prerequisite: CIVL 309 or permission from Department Head CIVL-712—Design of Coastal Structures and Bridges Three Credit Hours AASHTO based design of bridge structures and foundation elements. Design of piers and seawalls for coastal applications. Prerequisite: CIVL 404 and CIVL 406 or permission from Department Head CIVL-713—Design of Civil Engineering Systems for Natural and Manmade Hazards Three Credit Hours Design of infrastructure for hurricanes, earthquakes, floods, tornadoes, and man-made or accidental explosions. Focus on design philosophy and practical examples. Structural design, site layout, and economics discussed in detail. Prerequisite: CIVL 309 or permission from Department Head CIVL-714—Advanced Steel Design Three Credit Hours Advanced design of structural steel buildings emphasizing the relationship between design and response of the structural system; theoretical basis of building code provisions; limit state and plastic design; beam-columns; plate girders and composite sections and connections. All design provisions in accordance with AISC 360. Prerequisite: CIVL 406 or permission from Department Head CGC/EUGS Academic Catalog �CIVL-715—Advanced Reinforced Concrete Design Three Credit Hours Second course in design of reinforced concrete structures; advanced concepts in analysis and design of beams, columns, and slabs; introduction to prestressed concrete. All design provisions in accordance with ACI 318. Prerequisite: CIVL 404 or permission from Department Head CIVL-716—Prestressed Concrete Three Credit Hours Introduction to the analysis, behavior, and design of prestressed concrete members and structures. Allowable stress design and strength design of prestressed concrete members, shear design, loss of prestressed force, design of continuous structures. Prerequisite: CIVL 404 or permission from Department Head CIVL-718—Matrix and Finite Element Analysis Three Credit Hours Finite element method derived and simplified using matrix approach to truss, beam, plate, and shell structures. Solid elements also discussed. Mesh layout and refinement, convergence characteristics, and solution accuracy proven. SAP2000 and other structural engineering software is used to compare to analytical solutions. Prerequisite: CIVL 657 or permission from Department Head CIVL-719—Elastic Stability of Structures Three Credit Hours Stability of elastic structural components under conservative loads. Precise definitions of stability; energy approaches; Rayleigh-Ritz and Galerkin methods utilized with primary applications to frame structures. SAP2000 and other structural engineering software is used to compare to analytical solutions. Prerequisite: CIVL 309 or permission from Department Head CIVL-720—Dynamic Analysis of Structures Three Credit Hours Analysis and design of structures subjected to dynamic loading; response of lumped and distributed parameter systems of one or many degrees of freedom; approximate design methods; introduction to earthquake analysis and design. Prerequisite: CIVL 309 or permission from Department Head CIVL-721—Earthquake Engineering for Structural Engineers Three Credit Hours Effects of earthquake-induced forces on buildings, bridges, and other structures; development of design codes and their application to the design of structures to resist seismic forces; fundamental structural dynamics and analysis techniques used to compute the response of structures or obtain design forces. Prerequisite: CIVL 309 or permission from Department Head CIVL-730—Geotechnical Earthquake Engineering Three Credit Hours Fundamentals of soil dynamics, plate tectonics and earthquakes; application of the concepts to seismic ground response, design ground motions, soil liquefaction, site response analysis, seismic slope stability, dynamic lateral earth pressure, and soil improvement. Prerequisite: CIVL 409, 402 and 410 or permission from Department Head CIVL-731—Geo-Environmental Engineering Three Credit Hours Geo-environmental engineering is a multi-disciplinary area of study that involves various aspects of geotechnical engineering, environmental engineering, hydraulics/hydrology, and groundwater engineering. The course focuses on the following two specific technical issues: (1) characterization and remediation of contaminated soil and groundwater; (2) design of waste containment barriers (e.g., liners, covers, vertical barriers) used for waste remediation. Prerequisite: CIVL 409, 402, 322 and 408 or permission from Department Head CIVL-732—Advanced Soil Mechanics Three Credit Hours Study of stresses in soils, stress-strain and shear strength properties of soil, plastic equilibrium of soil masses, failure conditions, earth pressures, with applications to geotechnical engineering design. Prerequisite: CIVL 409 and 402 or permission from Department Head CIVL-733—Advanced Foundation Design Three Credit Hours The engineering design process is demonstrated through use of practical problem-solving methods for public infrastructure and built environment projects. Analysis and design of deep foundations, earth slopes, retaining walls, sheet-pile walls, and braced excavations, anchored bulkheads, reinforced earth, and underpinning Prerequisite: CIVL 409, 402 and 410 or permission from Department Head CIVL-734—Soil Behavior Three Credit Hours Detailed study of physiochemical aspects of soil behavior, stabilization of soils, and engineering properties of soils. Prerequisite: CIVL 409 and 402 or permission from Department Head CIVL-740—Transportation Safety Engineering Three Credit Hours Methodology for conducting transportation accident studies, accident characteristics as related to operator, facility, and mode, statistical applications to accident data, current trends and problems in transportation safety. Prerequisite: CIVL 305 or permission from Department Head CIVL-741—Travel Demand Forecasting Three Credit Hours In-depth coverage of travel-demand forecasting theory and the fourstep process, site traffic impact analysis, and disaggregate travel demand models. Theory and method of forecasting travelers’ choices of route, mode, destination, departure time, trip frequency and origin location in congested transportation networks. Prerequisite: CIVL 305 or permission from Department Head CGC/EUGS Academic Catalog 171 �Criminal Justice (CRMJ) CRMJ-500/PSCI-500—Seminar in Social Science Three Credit Hours An interdisciplinary introduction to the social sciences with an emphasis on the perspectives and patterns of inquiry of several subfields. This course surveys the empirical and theoretical contributions of different social science disciplines in order to provide a fundamental understanding of the dynamics of individual and group behavior. Topics include ethics, social science methodology, and the key criticisms of these methods. CRMJ-501/PSCI-501—Research Methods in Social Science Three Credit Hours An examination of methods in the scientific study of social phenomena with emphasis given to the systematic study of society and contemporary research problem in the social sciences, including research design, data collection, data analysis, and computer applications. CRMJ-510—Topics in Criminal Justice Three Credit Hours Selected special topics or problems in the general area of criminal justice to fit the needs of students as well as the specialized knowledge of the faculty. CRMJ-515/INTL-515/PSCI-515—Topics in Homeland Security Three Credit Hours Selected special topics or problems in the general areas of homeland security to fit the needs of students as well as the specialized knowledge of the faculty. CRMJ-555—Leadership Application Course in Criminal Justice Three Credit Hours Selected special topics in leadership application within the field of criminal justice based on the specialized knowledge and research interests of the faculty. This course satisfies the “leadership application” requirement for students in the leadership graduate certificate program. drug-crime correlation, drug testing, and the drug relationship to other social problems are examined. Future trends and current dilemmas are investigated regarding the effectiveness of law enforcement, the “war on drugs,” and drug usage. CRMJ-562—Comparative Criminal Justice Systems Three Credit Hours An examination of the ideology, structure, and justice processes of various criminal justice systems in the United States, Europe, Asia, Africa, Middle East and Latin America This comparative study involves the analysis of diverse social control, legal, police, court, correction, and juvenile systems from representative justice approaches around the world. Variations among countries in crime and deviance phenomena, as well as, comparative normative values, practices, and ethics of justice system practitioners are explored. Contemporary dilemmas and issues involving crime and criminal justice practices among divergent justice schemes are discussed. CRMJ-563—Criminal Evidence Three Credit Hours A graduate level discussion of types of evidence, collection of evidence, the chain of custody, and procedures relating to its introduction into judicial proceedings. Special attention is given to Fourth Amendment constitutional issues and the changing nature of the judicial order. CRMJ-564—Juvenile Justice Three Credit Hours A study of juvenile delinquency and the operation of the American juvenile justice system. The course explores classical and contemporary theories of juvenile delinquency and status offending, as well as the effects of family, peers, school, gang affiliation, and drug usage on youthful offenders. In examining the juvenile justice system, the course investigates the historical development and individual operating components. (e.g., police, courts, and corrections) of the system. Consideration is given current and future issues involving youth and delinquency such as curfew, boot camp, youth violence, drug usage, and court waiver. CRMJ-560—Homeland Security and Criminal Justice Administration Three Credit Hours Seminar on effective management principles and practices as they apply within homeland security organizations. Organizational and management theories are analyzed and applied to the contemporary structure of homeland security organizations with emphasis given to a review of the research related to the development of leadership skills for homeland security management. CRMJ-565—Corrections Three Credit Hours An overview of the American correctional system including prisons, jails, probation and parole. In addition to the historical development of punishment and corrections, the course explores issues involving the effectiveness of formal punishment, deterrence effects, punishment types, and the death penalty. Discussions also include prison inmate culture, prison gangs, prison life, inmate civil rights and litigation, problems and dilemmas of early release, probation, parole, and recidivism. Future trends and prospects for an increasing prison and parole population are discussed. CRMJ-561—Drugs and Crime Three Credit Hours This course of study explores and analyzes issues involving drugs and crime. Drug types, drug offenders, drug trafficking/global smuggling, money/laundering, law enforcement/interdiction, governmental response, domestic and international drug policy, CRMJ-568/INTL-568/PSCI 568—International and Domestic Terrorism Three Credit Hours In-depth seminar on the nature of international, transnational, and domestic political violence, with some attention to the 172 CGC/EUGS Academic Catalog �phenomenon of “state terrorism” (international repression) and its potential impact on the conduct of American foreign policy. The course also reviews and critiques current explanations for terrorist behavior. Issues addressed include conceptualizing and defining terrorism, the structure of violent politics, the lessons and patterns from the history of contemporary political violence, State support for terrorism, and counterterrorism as a public policy problem. CRMJ-569/PSCI-569—National Security Policy Three Credit Hours Seminar which examines the components of United States security policy. Course discusses the roles and agencies involved in the development of national security policy. Consideration given to factors, both internal and external, affecting national security. CRMJ-570—Homeland Security Three Credit Hours Seminar on homeland defense and security. The course takes an in-depth look at the agencies involved in homeland security and the interagency process which exist to integrate the services of federal agencies and state and local governments with armed forces and defense agencies. CRMJ-572—Ethics and Integrity in Homeland Security Three Credit Hours A study of the role of justice, ethics, integrity, and ethical behavior in the homeland security. The course examines ethical issues regarding the application of law and challenges associated with the protection of American citizens against internal and external threats. Consideration is given to the function of ethical conduct in the rule of law, use of authority, and exercises of governmental power as part of U.S. government responses to threats to homeland security. The course includes a thorough review of issues related to the rules of engagement, the U.S. Patriot Act, Border Patrol and Security, the Transportation and Safety Administration (TSA) regulations, and the treatment of terrorists. Ethical dilemmas and practical applications are explored. CRMJ-580—Introduction to Intelligence Three Credit Hours This course provides an introduction to the field of intelligence and national security. We will examine the history and development of United States intelligence community. Specific topics include the intelligence cycle, the relationship between intelligence professionals and policy makers, the restructuring of the U.S. intelligence community, oversight and accountability, and covert action as a policy option. The moral and ethical implications of intelligence practices will also be discussed. CRMJ-581—Intelligence Research and Analysis Three Credit Hours This course seeks to develop in students the skills and abilities necessary for conducting basic intelligence analysis. A variety of exercises and practical applications are used to foster critical thinking skills, the planning and coordination of data collection from a variety of sources, and the use of analytic tools to establish connections between people, places, events and other entities. Students are exposed to computer software programs that visually depict complex relationships. Cross listed as INTL 581. CRMJ-582—Intelligence Theory Application Three Credit Hours This course introduces the student to the discipline of intelligence and provides the student with an understanding of how intelligence systems function and how intelligence estimates and products are derived. By understanding the basic psychology of intelligence, organizational trends and cognitive cultural difference, the student will gain insight to how intelligence analysis actually transpires. CRMJ-583—Transnational Organized Crime Three Credit Hours This course will examine the diverse dimensions of transnational crime. Students will examine and discuss historical and contemporary patterns, modus operandi, capabilities, and vulnerabilities of transnational criminals and organizations. Course content includes an introduction to transnational crime, a discussion of the “problem” of transnational crime, a review of illicit activities of transnational criminal organizations, an examination of the link between transnational crime and terrorism, a review of contemporary approaches to combating transnational crime, and area studies covering Europe, Russia, the Middle East, Asia, Africa and The Americas. Area studies will include a review of American, Italian, French, Mexican, Asian, Middle Eastern, & African criminal enterprises, traditional organized crime, outlaw motorcycle gangs, and other transnational criminal enterprises. CRMJ-585—Topics in Intelligence Three Credit Hours Selected special topics or problems in the general area of intelligence to fit the needs of students as well as the specialized knowledge of the faculty – possible offering: Narco-terrorism, Weapons of Mass Destruction and Emerging Threats. Topics include the intelligence cycle, the relationship between intelligence professionals and policy makers, the restructuring of the U.S. intelligence community, oversight and accountability, and covert action as a policy option. The moral and ethical implications of intelligence practices will also be discussed. CRMJ-600—Homeland Security Internship Three Credit Hours This course provides the student with an opportunity to explore career interests while applying knowledge and skills learned in the classroom to real-world problems encountered in Homeland Security agencies/ the Intelligence Community (IC). The experience also helps students gain a clearer sense of future learning needs and provides an opportunity to build professional networks. Prerequisite: Consent of Department or Program Head CGC/EUGS Academic Catalog 173 �Computer Science (CSCI) Prerequisites: CSCI-604 or an undergraduate course in operating systems. CSCI-563—Programming for Teachers Three Credit Hours This course introduces computer programming and problemsolving using a modern programming language. Students will learn language syntax and basics of event-driven programming. Concepts and methods of object-oriented programming and design, creating applications using a development cycle approach, and disciplined coding style are included. In addition, students will also learn about data organization and collection, database construction, and manipulating data within a database. Students will be required to complete tutorial exercises and projects that can be used with middle and high school students. Note: This course cannot be used for the Master of Science in Computer and Information Science. Note: May be substituted for MATH 663. CSCI-601—Data Modeling and Database Design Three Credit Hours Topics include conceptual, logical, and physical data modeling, data analysis, relational database design and normalization, query languages, query processing, administration, and CASE tools. A database design project is part of the requirement and includes hands-on data modeling, design, development, and implementation. CSCI-602—Foundations of Software Engineering Three Credit Hours A survey course in software engineering processes and methodologies. This course includes software life cycles, planning and managing projects, capturing and managing requirements, analysis and design, implementation, software testing and quality assurance, and risk analysis in software development. Emphasized are team-based development, quality standards, object-oriented design, and CASE (computer aided software engineering) tools. CSCI-603—Object-Oriented Design Patterns Three Credit Hours A course in software design using design patterns as a tool for communicating software design solutions and as an aid in software refactoring. Creational, structural and behavioral patterns are emphasized. Also covered are finding and documenting software development patterns. The Unified Modeling Language is used as the design tool for software patterns and programming projects are in an object-oriented programming language. CSCI 604—Distributed Computer Systems Architecture Three Credit Hours This course covers basic techniques for the design andconstruction of distributed systems. Its aim is to give the skills needed to build simple systems and to identify key issues for the analysis of distribution problems. CSCI-612—Advanced Computer Architecture Three Credit Hours This course covers various topics relevant to clustering including the following: interconnection networks, protocols, high performance I/O, load balancing, availability, programming models and environments, parallel algorithms, and applications. The course is lab intensive and includes the implementation of parallel algorithms on a parallel cluster. 174 CSCI-614—Advanced Operating Systems Three Credit Hours This course covers a broad range of advanced operating systems concepts including protection, security, memory management, kernels, file systems, synchronization, naming, networks, and distributed systems as well as recent trends in operating systems design. Specific aspects of operating systems which support distributed computing will be emphasized. Prerequisites: CSCI-604 or an undergraduate course in operating systems. CSCI-616—Automata Theory Three Credit Hours The theory of finite state machines and regular expressions are applied to the design of switching circuits, components of compilers such as lexical analysis, pattern-matching, text-editors, unifications as needed in Prolog or for automated deduction, and almost any program which processes under commands. Undecidable problems and intractable problems are explored. CSCI-618—Programming Languages Three Credit Hours The course surveys the principles of programming language design and the issues related to their implementation. Topics will include a comparison of the major programming paradigms: imperative, functional, logic, and object-oriented. Also covered are data types, methods of specifying the semantics of language constructs, and concurrency. CSCI-631—Privacy and Security Issues Three Credit Hours A survey of the principles and practices related to computer security. The course concentrates on the problems of security associated with computer systems and emphasizes the application of cryptography to address those problems. CSCI-632—Data Communications and Networking Three Credit Hours An introduction to data communications and computer networking. Topics include LAN topologies, transmission media, error detection, packet switching networks, internetworking of heterogeneous network technologies, Internet protocol suites (with emphasis on TCP/IP), the client/server paradigm, the BSD Socket interface, network security, and network applications. CSCI-633—Semantic Web Principles and Practice Three Credit Hours This course covers the emerging technology supporting the Semantic Web with machine-processable content. Students will engineer and implement ontologies, associated metadata and logical inference systems. Covered are specialized languages such as Extensible Markup Language (XML), Resource Description Framework (RDF), and Ontology Web Language (OWL) and query associated query languages. CGC/EUGS Academic Catalog �CSCI-634—Project Change and Management Three Credit Hours Managing projects within an organizational context, including the processes related to initiating, planning, executing, controlling, reporting, and closing a project form the major portion of this course. Project integration, scope, time, cost, quality control, risk management, and managing the changes in organization resulting from introducing or revising information systems are also included. CSCI-636—Information Technology Policy, Strategy, and Governance Three Credit Hours This course will consider the development and implementation of policies and plans to achieve organizational goals, the defining of systems that support the operational, administrative and strategic needs of the organization, and the study of approaches to managing the information systems function in organizations. CSCI-638—Advanced Topics in Database Systems Three Credit Hours Topics such as algorithms for query processing and optimization, physical database design, transaction processing, concurrency control, database backup and recovery techniques, database security, distributed databases, multimedia databases, object and object-relational databases, data warehousing, and data mining. Prerequisite: CSCI-601. CSCI-641—Advanced Cybersecurity Three Credit Hours This course will cover the techniques used to secure cybersystems. Topics covered will include security policies, computer security management and risk assessment, secured network protocols, software security issues, ethical and legal aspects of cybersecurity, and disaster recovery. Special emphasis will be given to designing, deploying, and managing complete secured cybersystems. Prerequisite: CSCI- 631 and CSCI- 632. CSCI-654—Software Requirements Analysis and Specification Three Credit Hours An introduction to the software requirements engineering process. Topics to include: feasibility studies, risk, requirements elicitation, modeling, analysis, specification, and validation. Prerequisite: CSCI-602. CSCI-555—STEM Education through Robotics Three Credit Hours Use the LEGO Mindstorms Robotics kit to build, test and program robots to accomplish various tasks. This exciting fusion of physics, mathematics, computer science and artistic expression can really draw students and teachers into active learning and experimentation. Hands-on experience will provide strategies and projects that teachers can use with middle and high school students; advanced options are available for those who want to go beyond the basics. Each assignment, project or test will have a due date that will be posted online. Access to a Mindstorms robotics kit with software is required for the course. CSCI-656—Software Systems Design and Implementation Three Credit Hours An introduction to the issues, techniques, strategies, representations, and patterns used in designing and implementing software. Possible design topics include: specification of internal interfaces, architectural design, data design, user interface design, design tools and evaluation of design. Possible implementation topics include: language-oriented issues, construction technologies, tools and formal construction methods. Prerequisites: CSCI-602 and CSCI-603. CSCI-657—Embedded Systems Design Three Credit Hours This course is an introduction to specifying, designing, implementing and testing (real-time) embedded systems. Topics include the embedded system life cycle, choosing a processor, hardware/software partitioning, design techniques, cross-platform development, debugging, testing and integration. Implementation languages may include Java, C/C++ or assembly. Prerequisites: CSCI-602 and CSCI-604. CSCI-658—Software Testing and Maintenance Three Credit Hours An introduction to the concepts and methods associated with software testing and maintenance. Testing topics to include: testing as part of requirements engineering and software design, test plan writing, and static and dynamic testing. Maintenance topics to include: an overview of corrective, adaptive, perfective and preventive maintenance activities as well as organizational managerial issues. Prerequisite: CSCI-602. CSCI-659—Service-Oriented Computing Three Credit Hours Service-Oriented Computing is a term that describes software systems that combine Service-Oriented Architecture (SOA) and Business Process Management (BPM) layers. This course explores both SOA and BPM, demonstrating how business and IT concerns can be aligned. Students will gain experience with service-oriented development, process modeling and execution, and securing services. CSCI-663—Programming for STEM Educators Three Credit Hours This course introduces programming and problem-solving using Visual Basic. Students will learn Visual Basic syntax, and basics of event-driven programming while working with variables, constants, data types, and expressions. Problem solving and decision-making are integrated as students also explore looping and multiple forms, using menus, common dialogs, procedures, functions and arrays, debugging, creating executable files, and distributing a Windows application. Concepts and methods of object-oriented programming and design, creating applications using a development cycle approach, and disciplined coding style are included. In addition, students will also learn about data organization and collection, file organization, sort and search techniques, database construction, and manipulating data created in Microsoft Access using Visual Basic. Note: May be substituted for MATH 563. CGC/EUGS Academic Catalog 175 �CSCI-670—Developing Mobile Applications Three Credit Hours This hands-on, project-oriented course explores the principles and tools involved in the design and construction of applications for mobile devices. Topics include the platform application architecture, mobile application lifecycle, managing application resources, designing user interfaces, data storage options, integrating audio and video, location-based services, cross-platform development using a mobile device emulator, and porting applications to actual devices. Students will work individually or on small teams to design, develop, and deploy several mobile applications. CSCI-672—Human-Computer Interaction Three Credit Hours Introduction to human computer interaction and user interface development. Topics include human factors of interactive software, interactive styles, design principles and considerations, development methods and tools, interface quality and evaluation methods. This course stresses the importance of good interfaces and the relationship of user interface design to human-computer interaction. It is intended for students whose future work may involve software development. CSCI-674—Introduction to Computer Graphics Three Credit HoursAn introduction to the fundamental principles of computer graphics. Using standard graphics libraries, students will learn these principles by writing a series of programming projects. CSCI-690—Special Topics in Computing Three Credit Hours A course in the special study of an advanced or new topic in computer science, information science or software engineering. This course may be repeated for additional credit, as the topic change. Prerequisite: Permission of the instructor. CSCI-691—Independent Study Three Credit Hours This course consists of individual study of an agreed-upon topic under the direction of a faculty member and following a course of reading and other requirements proposed by the student and established by negotiation with the director. This course is intended to provide graduate students with an opportunity to study in an area of computer science, software engineering or information systems that is not generally offered. The course may be repeated once. CSCI-698—Project Thesis Three Credit Hours Project thesis is a three-credit hour course for the completion of a formal master’s project thesis under faculty direction. A project thesis is characterized by a research project that applies or extends course topics through systems development. Prerequisites: Completion of the four core courses CSCI-601, CSCI602, CSCI-603, and CSCI-604, and approval by the MSCS program director. 176 CSCI-699—Research Thesis Six Credit Hours Research Thesis is a six-credit hour course for the completion of a formal master’s research thesis under faculty direction. A research thesis is a traditional research project characterized by a comprehensive paper on a research topic. Prerequisites: Completion of the four core courses CSCI-601, program director. Education (EDUC) EDUC-500—Foundations of American Education Three Credit Hours This course provides an introduction to the historical, political, sociological, and philosophical foundations of education. Emphasis is on the complex relationship between society and school. Issues regarding race, class, gender, and culture within the educational system are addressed in the context of fostering educational opportunity and ameliorating inequalities. A historical context also is established which allows for critical examination of events, individuals, and ideas that have influenced the development of education in the United States. Through an integration of knowledge in the foundations of education, the course prepares reflective decision-makers who can critically examine various schools of philosophical thought and political issues related to education. EDUC-501—Methods and Materials of Middle and High School Teaching Three Credit Hours Study of the aims, methods, and materials employed in middle & high schools; organization of subject matter; motivation and direction of learning; development of attitudes, appreciations, and ideas; classroom presentation of formal materials; conducting informal activities; provision for individual differences; measurement of educational outcomes; and enhancement of personal and professional growth. The focus of the course is the application of the learnercentered conceptual base in the process of teaching their discipline specialty. A. English; B. Biology; C. Social Studies; D. Mathematics. EDUC-504—Teaching in the Middle School Three Credit Hours This course surveys the current practices in middle schools in terms of objectives, methods, and materials. The student is involved in practical application of these practices as they relate to the organization of subject matter, the motivation of pupils, the achievement of learning outcomes, and the evaluation of learning experiences. EDUC-505—Individual Instruction Three Credit Hours Emphasis upon current approaches and strategies utilized in the individualized programs in the classrooms. Management systems essential to individualized instruction will be emphasized. EDUC-508—Remedial Strategies in Reading and Language Arts Three Credit Hours A course for practicing educators which analyzes varying strategies for helping the problem learner primarily in the literacy areas of reading and the language arts. The course covers techniques at all CGC/EUGS Academic Catalog �grade levels and reviews the literature as to teaching effectiveness. Case studies are required. EDUC-512—Data Collection and Analysis Three Credit Hours Coursework designed to introduce the graduate student to quantitative methods to include construction of assessment instruments, analysis, and interpretation of quantitative data. Students will be required to develop minimum competence in use of microcomputers for descriptive statistical analyses and word processing. Emphasis will be placed on the development of skills in critical analysis of literature relating to effective schools. This ability to analyze research data should result in improved by professional performance. EDUC-514—The Exceptional Child in the School Three Credit Hours Coursework is designed as an introduction for students with little or no background or experience in special education and is appropriate for students from various fields as well as for those who anticipate further study and future careers in special education. An interdisciplinary approach is used in the study of learning and behavior characteristics of c h i l d r e n a n d y o u t h w i t h e x c e p t i o n a l i t i e s . There is a focus on cause, identification, evidence-based practices, and educational and community programs for individuals with exceptionalities. EDUC-515—Introduction to the Counseling Profession Three Credit Hours Overview and orientation to counseling profession including history, roles, functions, settings, specialties, organizations, credentialing, ethical, legal, and professional issues. EDUC-516—Research Design Three Credit Hours Research Design is intended for those students who will be conducting and producing research studies. The course examines the various descriptive and experimental models for data analysis (in the behavioral sciences), with emphasis placed on the fundamentals of planning and inferential statistical techniques. Prerequisite: EDUC-517 or equivalent. EDUC-517—Statistics in Education and Psychology Three Credit Hours A course to provide skill in treatment of research data including descriptive and inferential statistics. Some experience with analysis of published statistical research in the fields of education and psychology will be provided. EDUC-520—Professional Internship Six Credit Hours A supervised clinical teaching experience conducted in a public school. This is a full-time, entire semester internship. Each student also attends weekly evening seminars. This last course in the MAT sequence requires an application to be filed two semesters prior to internship. Application forms are available on the School of Education website. Prerequisite: all other program of studies requirements, including a minimum of 75 hours of field experiences in public schools. Passing scores on the PRAXIS II specialty area examinations are required before enrollment in this course. EDUC-521—Program Planning, Management, and Evaluation in School Counseling Three Credit Hours The purpose of the course is to prepare school counselors to work within elementary and secondary school systems. A model for planning, developing, implementing, and evaluating a comprehensive guidance and counseling program with emphasis on student development and competencies will be presented. The school guidance counselor’s role and function will be discussed as a balance of responsive services, systems support, individual planning, and guidance curriculum. Students will develop resources, classroom guidance curricula and group counseling materials that they can use in their fieldwork experiences and in the initial stages of their careers. Prerequisite: EDUC-515 EDUC-522—Critical Educational Issues in a Multicultural Society Three Credit Hours Coursework includes a study of contemporary issues/trends, internal and external to elementary and secondary school systems which impacts on the learner. The course is designed to encourage students to examine issues/trends within the context of their present and future career interests. EDUC-524—Techniques of School Supervision Three Credit Hours Coursework examines the criteria needed for effective school supervision at all levels. Administrative candidates explore the technical and interpersonal skills, functions and knowledge required to effectively evaluate faculty and staff. EDUC-525—Transition to the Profession Three Credit Hours This course is for candidates seeking SC teacher certification. The purpose is to provide each candidate an opportunity to demonstrate his/her ability through successful completion of all ADEPT written materials, reflections and a professional portfolio. (Must be taken concurrently with Student Teaching Internship - EDUC 520). EDUC-527—Finance and Business Management Three Credit Hours Coursework includes procedures and problems relating to financing public education, theory of taxation, types of taxes, practices of education finance, federal, state, and local support of education, budget procedures, financial accounting, purchasing, insurance, inventories, and school maintenance. EDUC-528—School Administration Three Credit Hours Coursework is designed for school personnel preparing for administrative positions. The course involves a study of the basic concepts involved in planning, organizing, managing, and evaluating public schools. EDUC-529—Emerging Technologies for School Administration Three Credit Hours This course is designed for practicing and prospective educational administrators. The course focuses on technology planning, leading with new technologies, professional development, infrastructure, systematic change, and legal and social issues related to technology. The course final project and CGC/EUGS Academic Catalog 177 �presentation is the development of strategic initiatives to enhance student achievement. EDUC-531—Principles of Elementary Curriculum Development Three Credit Hours Coursework focuses on the study of underlying principles of curriculum development and organization including curriculum evaluations and current issues and trends in the subject fields. Attention is given to the learner-centered decisions teachers, administrators, and others educators must make about elementary curriculum. EDUC-532—Principles of Middle or High Curriculum Development Three Credit Hours Coursework includes the study of underlying principles of curriculum development and organization including curriculum evaluations and current issues and trends in the subject areas. Attention is given to the learner-centered decisions teachers, administrators, and others educators must make about secondary curriculum. EDUC-535—Organizational Theory and Behavior Three Credit Hours Coursework includes a study of the school organization as a social system, supervision and curriculum, control, authority, change, planning strategies, and organizational dynamics. EDUC-536—Educational Psychology Three Credit Hours This course provides an introduction to educational psychology and explores the process of learning throughout the life span. Emphasis is placed on the application of psychological concepts, theoretical principles, and research findings to the planning and implementation of effective instructional strategies in the classroom. Moreover, through this course graduate students who are preparing for employment in the field of education are acquainted with many facets of the teacher’s role in the teaching/learning process. Class discussions, activities, and field experience focus on the connection between theory and practice and provide students with opportunities to apply psychological principles and solve practical problems for personal and professional growth. EDUC-537—Student Development Services in Higher Education Three Credit Hours Overview of the historical development of the counseling and student affairs profession, as well as legal and ethical codes, and skills needed in the profession. (For Student Affairs major, this course replaces EDUC 515, Introduction to the Counseling Profession.) EDUC 538—Theories of Student Development in Higher Education Three Credit Hours This course provides an overview of theories of student development in higher education as it applies to the cognitive and psychosocial development of students and the influence of the college environment. 178 EDUC 539—Higher Education Administration Three Credit Hours This course provides an overview of the process of organizing the personnel and financial resources needed to effectively meet student development and institutional goals and objectives. This course will introduce students to basic human and fiscal management concepts and skills. EDUC-540—Integrative Foundations and Teaching in American Education Five Credit Hours This first pre-professional block format course provides an introduction to the historical, political, sociological, and philosophical foundations of education as well as methods and materials of teaching middle & high school. The integrated approach includes learner similarities and differences, motivation and direction of learning, provision for individual differences, measurement of educational outcomes, organization of subject matter, legal issues, and enhancement of personal and professional growth. Learnercentered in nature, this course is intended to begin the process of developing professional educational leaders. 35 hours of field experience is required for this course. During the field experience, the teacher candidate will observe, assist and teach in a secondary school setting under the supervision of a classroom teacher who is certified in the candidate’s chosen content area. EDUC-541—Integrative Educational Psychology and Exceptional Child Five Credit Hours This second pre-professional block format course provides an introduction to educational psychology and exceptional children. In the course, teacher candidates will explore the process of learning throughout the life span with emphasis on both normal development and exceptionalities. Emphasis is placed on the application of psychological concepts, theoretical principles, and research findings to the planning and implementation of effective instructional strategies in the classroom so that all children can learn. Teacher candidates will also explore cause, identification, and educational and community programs for individuals with exceptionalities. 20 hours of field experience is required for this course. During field experiences for this course, the teacher candidate will have the opportunity to observe and work in a variety of settings with students who have normal development and students who have exceptionalities. EDUC-542—Teaching Reading and Writing in Middle and High School Content Areas Through Applied Research Five Credit Hours This third pre-professional block format course is designed for the middle school and high school teacher emphasizing pupil diagnosis of reading and writing skills followed by instructional decision making directed toward a balanced teaching approach. Quantitative and qualitative methods of research including construction of assessment instruments, analysis, and interpretation of data will be integrated into the course content. Students will be required to develop minimum competence in use of microcomputers for descriptive statistical analyses and word processing. Emphasis will be placed on the development of skills in critical analysis for instructional improvement. 20 hours of field experience is required for this course. During field experiences, teacher candidates will use a research approach to focus on assisting middle and/or high school CGC/EUGS Academic Catalog �student(s) improve their literacy skills in the teacher candidate’s chosen content areas. EDUC-543—Teaching, Learning and Assessing with Technology Three Credit Hours This course provides an overview of new and emerging technologies and how they are changing the way educators teach and students learn. These new advances enable students to engage in authentic learning by leveraging technology for problem solving, discovery and exploratory learning situated in a real-world context. In this course, educators will identify, explore and evaluated new and emerging technologies and their potential impact on instructional practices in integrated/interdisciplinary STEM education. Theories underlining these technological advancements and their implications for effective implementation are discussed. EDUC-544—Project Based Learning and Interdisciplinary Teaching Three Credit Hours This course will enable students to learn how to use a StandardsFocused Project Based Learning (PBL) Model to develop specialized instructional curriculum to be implemented and integrated into an existing interdisciplinary educational system. Interactive and practical assignments are used to help teach the five major planning elements of PBL. Online discussions and interactive learning modules will be focused on the learning and application of PBL concepts. Furthermore, coursework is designed to help the student create a Project Based Learning curriculum for use in their teaching. For students enrolled in the STEM degree program, the curriculum developed in this class will be used as a component in their Capstone Project. EDUC-545—Developing STEM Disciplinary Literacy Skills Three Credit Hours The purpose of this course is to enable those in the educational field to customize literacy practices to meet the unique demands of science, technology, engineering, and mathematics. Each content area demands specialized literacy skills. Therefore, in order to prepare students for literacy demands in careers and later in life, it is essential that literacy learning be embedded within the content knowledge. Educators will learn to assist K-12 students with the navigation of complex informational texts within STEM areas and be better prepared to help all students develop the necessary disciplinary literacy skills. EDUC-546—Leadership and Critical Issues in STEM Education Three Credit Hours This course is designed to help candidates consider critical issues linked to successful leadership models in the integration of Science, Technology, Engineering and Mathematics (STEM) into educational endeavors. The on-line instructional approach for this course includes web-quest activities, asynchronous discussions, field experience interviews, and curriculum development activities as well as implementation reflective activities. EDUC-547—Research and Statistics for STEM Applications Three Credit Hours This is a three (3) unit graduate course for teachers in STEM education with no previous background in statistics who will need statistics in their further studies and their work. The focus is on understanding the use of research and statistical methods in various areas of science and engineering. Topics to be covered include research methods, measures of central tendency and variability, correlation, statistical inference, and basic design of experiments with examples and applications in science and engineering. Teachers will become critical consumers of research products and learn the basic skills of planning, designing, and executing and reporting research as well as evaluating and applying published research findings. Emphasis will concentrate on planning, developing, and producing a quality STEM research e-portfolio. EDUC-548—Multidisciplinary Experimental Design and Implementation-Special Topics Three Credit Hours In this course, students will learn methods of collaborative interdisciplinary experimental design in the STEM fields. The course is designed to provide students with the experience, tools, and methods needed to improve experimental design processes and strategies for implementation in their classrooms. This course, using relevant STEM content, provides case studies in multidisciplinary experiments emphasizing problem solving and experimental design. EDUC-549—Applied Measurement Techniques Three Credit Hours Students will examine and utilize tests and other evaluation techniques in counseling, in educational planning, in curriculum assessment, and in school-wide testing programs. Controversial issues in measurement will be appraised in the context of basic principles and actual use. EDUC-550—Career Counseling and Development Three Credit Hours Students will learn foundational career development theories, the usefulness of career inventories, and the current trends in career counseling for adults and school-age children. In addition, students will practice and demonstrate competency in career counseling. Prerequisite: EDUC-549 and EDUC-551 EDUC-551—Counseling Theories and Practice Three Credit Hours Overview of selected approaches to counseling theory and practice. Prerequisite: EDUC-515 EDUC-552—Group Counseling Three Credit Hours Overview of selected approaches to group guidance and counseling theory and practice. Prerequisite: EDUC-515 or EDUC-537 and EDUC-551 EDUC-561—Counseling Diverse Populations Three Credit Hours Designed to provide an overview of human behavior including diversity and cultural pluralism. Multicultural theories and models of counseling and consulting are presented and examined. EDUC-562—Legal & Ethical Leadership Issues in Education Three Credit Hours This course examines go a ls and objectives of professional organizations, codes of ethics, legal considerations, standards of preparation, certification, licensing, role identity of counselors and CGC/EUGS Academic Catalog 179 �other personnel services specialists, and fee structures, and the impact of fees on the counseling relationship. EDUC-567—Assessment of Abnormal Behavior Three Credit Hours This course is a 3-hour, transcript course in abnormal behavior and psychopathology of children, adolescents, and adults. The course will focus on the etiology and morbidity of differing mental disorders. Students will be introduced to the science and art of clinical assessment as a foundation for the actual practice of assessment in school and community mental health settings. Students will receive practical training in the process of clinical assessment as associated with the specific disorders, which will be focused on the use of assessment techniques in a professionally and ethically responsible manner. The informal and formal diagnostics taught in the course will complement DSM-V-TR courses. EDUC-568—DSM -V -TR Three Credit Hours The purpose of this course is to provide master’s degree students with a basic introduction to the Diagnostic and Statistical Manual of Mental Disorders in relation to the psychology of deviant, or abnormal, behavior. This course will explore the subject on a number of different levels. Knowledge will be gained through: (a) an understanding of the history and theories in the field through lecture, readings, the internet, group discussions, and research; (b) an understanding of diagnoses in the DSM-IV-TR; and (c) the application of this knowledge through exercises, assignments, class participation, and videotaped role-plays. EDUC-570—Developing Literacy Skills with At Risk Readers Three Credit Hours A survey of the nature, problems, and learning needs of at-risk readers, the course provides participants with information and techniques necessary for appropriate instructional decisions and actions. EDUC-585—Independent Research Three Credit Hours A supervised research project in an area related to the student’s major would be completed. A formal presentation to a panel of three faculties who evaluate the project will be required. With the approval of major advisor and graduate dean, this course may be repeated once for additional credit. Prerequisite: Permission of the instructor and submission of a research prospectus. EDUC-587—Special Topics Three Credit Hours This course is a study of a specific topic in the field of education at the graduate level. 180 EDUC-588—Foundations of Literacy Three Credit Hours A foundational course designed to focus on developing literacy skills. The developmental process of literacy growth along with techniques for teaching phonemic awareness, word recognition, vocabulary, and comprehension skills will be explored. EDUC-589—Methods and Materials for Developing Literacy Skills Three Credit Hours Specific methods of literacy instruction will be studied and demonstrated along with analysis and evaluation of a wide variety of materials used in literacy instruction. EDUC-590—Literacy Assessment and Instruction Three Credit Hours A course examining and providing practice with formal and informal assessments used to target children’s literacy strengths and identify areas needing improvement. Participants will assess one child and plan corrective instruction based on the assessment results. Prerequisite: EDUC-588 or EDUC-589 EDUC-591—Practicum in Literacy Education Three Credit Hours A field-based course in which each candidate engages in the supervised teaching of an individual student. Candidates synthesize the knowledge they have gained in the program to demonstrate ability to appropriately assess and instruct a student at that student’s level of literacy instruction. A case study approach is used. Prerequisite: EDUC-590 EDUC-592—Content Area Reading and Writing Three Credit Hour A course that examines disciplinary and academic literacies. The primary goal of the course is to deepen candidates’ knowledge of the reading and writing processes in order to enable them to effectively design and implement literacy instruction across content areas. EDUC-594—Internship in Literacy Education Three Credit Hours A field-based course in which each candidate engages in supervised action research. Candidates collect and analyze data and then disseminate findings to school-based audiences. Prerequisites: EDUC 591 and a satisfactory score on Praxis II must be on file. Also, applicants must have a cleared background check on file with the S.C. Department of Education. EDUC-597—Supervision of Student Teachers Three Credit Hours A course in supervision for master teachers, department heads, and college teachers with supervisory responsibilities in teacher education. CGC/EUGS Academic Catalog �EDUC-598—Curriculum Project Three Credit Hours Coursework is designed as a capstone to the program in Curriculum and Instruction. The student will be required to develop a curriculum project ultimately to be implemented in the student’s classroom or school. This written project will require a review of existing literature and a presentation of the results to peers and professor. Prerequisite: EDUC 531 or EDUC 532 EDUC-600—Professional Negotiations Three Credit Hours Coursework emphasizes knowledge and improvement in the various education associations. The student will become acquainted with forces and trends influencing collective negotiations; principles, concepts, and theory relevant to negotiations; negotiation skills; and relevant literature and research. EDUC-601—Principles of School Law Three Credit Hours Coursework includes constitutional, statutory, case, and common law bases of school administration and the study of legal provisions and principles relating to education with an emphasis on research and analysis. EDUC-602—Staff Personnel Administration Three Credit Hours Coursework includes the study of personnel policies and practices as they relate to recruitment, selection, orientation, employment, promotion, e valuation, in-service development, dismiss al, retirement, and teacher-administrator relationships. EDUC-603—School Plant Seminar Three Credit Hours Coursework includes the study of problems and policies of the school plant, such as population studies, educational planning, school building standards, materials and uses, rating, and public relations. Discussion of innovative plans and construction as well as visits to new schools will be made. EDUC-605—Independent Study Three Credit Hours This course will offer students an opportunity to acquire deeper knowledge of thought and practice in the major field of emphasis. Each student must develop a plan of independent study at the outset and file the completed study at the end of the semester Prerequisite: Permission of instructor and Dean of School of Education. EDUC-606—The Superintendency and School Organization Three Credit Hours Coursework emphasizes the principles of central school administration and the structural organization of public education and the responsibilities and authority of school boards, superintendents, and principals and the relationships between them. EDUC-608—Literature for Children and Adolescents Three Credit Hours A survey of literature for children. Appreciation and enjoyment of noteworthy books including award winners and multicultural literature will be the focus of instruction. The ability to effectively use a variety of texts with children throughout the school program will be emphasized. EDUC-610—Seminar on School Improvement Three Credit Hours Coursework includes the process of designing, implementing, and evaluating a school climate improvement program which includes mutual efforts by staff and students to formulate and attain school goals. Emphasis will be placed on effective school research. EDUC-611—Staff Development and Evaluation Three Credit Hours This course focuses on designing staff development and evaluation systems to enhance effectiveness of school personnel. EDUC-612—Seminar in School Law Three Credit Hours Coursework provides updates on legal issues and decisions related to teaching and the administration of public schools including current laws and regulations pertaining to public schools in South Carolina. Prerequisite: EDUC-601 EDUC-613—Foundations of American Higher Education Three Credit Hours This course provides an introduction to the historical, political, sociological, and philosophical foundations of higher education. Emphasis is on the complex relationship between society and higher education. Issues regarding race, class, gender and culture within the educational system are addressed in the context of fostering educational opportunity and ameliorating inequalities. A historical context also is established which allows for critical examination of events, individuals, and ideas that have influenced the development of higher education in the United States. Through an integration of knowledge in the foundations of education, the course prepares reflective decision makers who can critically examine various schools of philosophical thought and political issues related to higher education. EDUC-614—Seminar in Educational Administration Three Credit Hours Coursework explores various theories and their impact on administration and the organization. Emphasis will be placed on behavioral science theories drawn from historical, philosophical, and sociological works applied to the administrative process. EDUC-616—Political Process of Public Education Three Credit Hours Coursework includes the study of the process by which education public policy decisions are made, authority and responsibility, power and influence, public policy, methods of determining power structure, superintendency, and roles and tasks that includes attention to school community relations. EDUC-619—Assessment of School Programs Three Credit Hours Coursework provides theoretical and applied analysis of the procedures and techniques involved in designing and implementing evaluation and assessment studies of total school programs. Attention will be given to accreditation procedures, minimum standards, CGC/EUGS Academic Catalog 181 �legislative requirements, as well as the assessment of instructional outcomes EDUC-620—Systems Planning and Management for Education Three Credit Hours This course is designed to apply systems theory to real educational situations. Setting and implementing goals and objectives, using various management techniques and tools, and then applying general management principles and practices constitute the instructional content. EDUC-622—Critical Multicultural Issues in Higher Education Three Credit Hours A study of contemporary issues/trends internal and external to work within higher education system, focusing on the status, programming needs, and legal and ethical concerns of racial minorities, persons with disabilities, different lifestyle orientations, and adult learners on college/university campuses. EDUC-624—Basic Counseling Skills Three Credit Hours Systematic development of basic counseling skills essential to enter the counseling profession. Prerequisite: EDUC-551 and/or faculty advisor approval. EDUC-629—Practicum in School Counseling Three Credit Hours Super vised counseling experience in which student serves as counselor in school setting for a minimum of 100 clock hours. Prerequisites: EDUC-624 EDUC-632, 633—Internship: School Superintendency Three Credit Hours Coursework provides supervised field studies and experiences in central office administration. Prerequisite: Passing PRAXISII score results on file at The Citadel and permission of advisor. EDUC-634—Practicum in Student Affairs and College Counseling Three Credit Hours Supervised counseling experience in which the student serves as a college counselor in a school setting for a minimum of 100 clock hours. Prerequisite: EDUC-624 EDUC-642—Coaching in Literacy Education Three Credit Hours This course introduces students to the role of literacy coaching (K12). Students learn to provide support for teachers and the school community as a whole. As part of this class, students will create a professional development presentation and lead a teacher inquiry group on a topic related to literacy. This course will include topics related to modeling instruction, observing and providing feedback, and creating a literacy plan for a classroom or school. EDUC-643—Action Research in Literacy Coaching Three Credit Hours In this course, students learn to improve literacy coaching through action research. Participants identify an issue or problem related to literacy instruction, propose a research plan, collect and analyze 182 data, and interpret and present the results in written and oral formats. Through their own teacher research, participants are able to influence classroom practice and improve the literacy instruction in schools. EDUC-650—Elementary School Counseling Internship I Three Credit Hours Supervised field experience of 300 clock hours in which student serves as counselor in school setting. Prerequisite: EDUC-629 & permission of Advisor. EDUC-651—Secondary Counseling Internship I Three Credit Hours Supervised field experience of 300 clock hours in which student serves as counselor in school setting. Prerequisite: EDUC-629 & permission of Advisor. EDUC-652—Elementary School Counseling Internship II Three Credit Hours Prerequisite: EDUC-650 and permission from advisor. May be taken concurrently with EDUC-650. EDUC-653—Secondary School Counseling Internship II Three Credit Hours Prerequisite: EDUC-651 and permission from advisor. May be taken concurrently with EDUC-651. EDUC-655—Internship I in Student Affairs and College Counseling Three Credit Hours This supervised experience includes the student serving as a student affairs specialist in a higher education institutional setting for a minimum of 300 clock hours. Prerequisite: Permission from a faculty advisor. EDUC-656—Internship II in Student Affairs and College Counseling Three Credit Hours This supervised experience includes the student serving as a student affairs specialist in a higher education institutional setting for a minimum of 300 clock hours. Prerequisite: Permission from a faculty advisor. EDUC-661—Internship in Elementary Administration I (fall/spring/summer) Three Credit Hours Coursework includes supervised field studies and experiences in elementary school administration. Prerequisites: Passing PRAXIS II score results on file at the Citadel Graduate College and permission of advisor. EDUC-662—Internship in Elementary Administration II (fall, spring, summer) Three Credit Hours Coursework includes supervised field studies and experiences in elementary administration. Prerequisite: Successful completion of EDUC 661 and permission of advisor. CGC/EUGS Academic Catalog �EDUC-663—Internship Middle and High Administration I (fall, spring, summer) Three Credit Hours Coursework includes supervised field studies and experiences in secondary school administration. Prerequisites: Passing PRAXIS II score results on file at the Citadel Graduate College and permission of advisor. EDUC-664—Internship in Middle and High Administration II (fall, spring, summer) Three Credit Hours Coursework includes supervised field studies and experiences in secondary school administration. Prerequisites: Successful completion of EDUC-663 and permission of advisor. EDUC-670—Foundations in STEM I Two Credit Hours The Foundations in STEM I course refreshes student knowledge in the STEM disciplines. Topics such as foundational concepts and applications of science, technology, engineering and math are explored. These courses will provide students with a solid background to enhance student confidence in STEM. Courses will utilize current events, case studies, and relevant readings to provide content knowledge and to highlight the interdisciplinary nature of the STEM disciplines. EDUC-680—Foundations in STEM II Two Credit Hours The Foundations in STEM II course is a follow up to the first course and has students continue exploration of the foundational concepts and applications of science, technology, engineering and math. Electrical Engineering (ELEC) ELEC-605—Advanced Power Systems Three credit hours A review of AC systems, power flow and symmetrical faults will be given. Students will study symmetrical components, unsymmetrical faults, system protection, power system controls, and power line transients. Additional topics will include power flow computational methods, regulatory aspects of the North American power grid, and the use of computer tools for the design of transmission and distribution systems. Prerequisites: Graduate status or permission from instructor, and an undergraduate course in power system analysis or equivalent. ELEC-615—Spectral Analysis Three credit hours Spectral estimation and analysis plays a key role in a large variety of signal processing applications. Classical and modern spectral analysis techniques are developed and compared in terms of performance and implementation. Topics covered include randomdiscrete signals, sample autocorrelations functions, the periodogram, and parametric spectral estimates. Prerequisites: Graduate status or permission from instructor, and an undergraduate course(s) in continuous and discrete time signal analysis or equivalent. ELEC-620—Electromagnetic Compatibility Three credit hours Electromagnetic compatibility, within electronic devices and between nearby electronic devices, is studied. The degree to which a device conforms to legal limits on conducted and radiated emission is predicted. Electromagnetic interference is observed and measured using radio-frequency laboratory instruments. The primary objective is to learn a variety of techniques for circuit design, selection, layout, and packaging, to be practiced throughout the development of an electronic device, which will ultimately minimize emissions from that device and minimize its susceptibility to interference from other electronic devices. Prerequisites: Graduate status or permission from instructor, and undergraduate courses in linear systems and electromagnetic fields. ELEC-625—RF Systems Three credit hours Analysis, design, and optimization of radio-frequency systems. The operation and characterization of RF components, fundamentals of noise and distortion, and system concepts including tools such as level charts and link budgets will be taught. Applications will include wireless communication systems and radar. Prerequiites: Graduate status or permission from instructor, and undergraduate courses in linear systems and electromagnetic fields. ELEC-635—Advanced Signal Processing Three credit hours An introduction to the analysis and design of adaptive systems with applications in the areas of communications, signal processing, and control. Topics include random signal models; theory of adaptation and performance measures; LMS and RLS algorithms; optimal filtering; adaptive equalization; interference cancellation; signal prediction; and system identification. Prerequisites: Graduate status or permission from instructor, and undergraduate courses in signals and systems, and probability and statistics for engineers. ELEC-645—Data Communication Networks Three credit hours Fundamentals of data communication networks. Emphasis on network algorithms and their performance. Topics include: layered network architecture, Link Layer protocols, high-speed packet switching, queueing theory, Local Area Networks, and Wide Area Networking issues, including routing and flow control. Prerequisites: Graduate status or permission from instructor, and undergraduate courses in computer programming and probability and statistics for engineers. ELEC-655—Digital Communications Three credit hours Introduction to modern digital communication systems. Emphasis on modulation and detection techniques and their performance in the presence of noise. Prerequisites: Graduate status or permission from instructor, and undergraduate courses in linear systems and probability and statistics for engineers. ELEC-650—Special Topics in Electrical Engineering Three credit hours Special topics in electrical engineering will be offered to graduate students occasionally when the interest of the students CGC/EUGS Academic Catalog 183 �and the availability of an instructor dictate. The syllabus must be approved by the electrical engineering faculty. Since the content of the course may change, a student may repeat this course for credit with the permission of the department head. Prerequisite: Graduate status and consent of instructor. ENGL-501—Chaucer Three Credit Hours A study of Chaucer’s language, art, and cultural milieu through the reading of Troilus and Criseyde, the Canterbury Tales, and many of the shorter works. ELEC-665—Advanced Energy System Engineering Three credit hours This course covers fundamentals of thermodynamics, chemistry, flow and transport processes as applied to energy systems. Topics include analysis of energy conversion in thermomechanical, thermochemical, electrochemical, and photoelectric processes in existing and future power and transportation systems, with emphasis on efficiency, environmental impact and performance. Systems utilizing fossil fuels, hydrogen, nuclear and renewable resources, over a range of sizes and scales are discussed. Applications include fuel reforming, hydrogen and synthetic fuel production, fuel cells and batteries, combustion, hybrids, catalysis, supercritical and combined cycles, photovoltaics, etc. The course also deals with different forms of energy storage and transmission, and optimal source utilization and fuel-life cycle analysis. Prerequisites: Graduate status or permission from instructor and undergraduate courses in university physics and engineering mathematics. ENGL-502—Shakespeare Three Credit Hours A comprehensive study of Shakespeare’s art, including an intensive reading of several plays and appropriate attention to the primary critical approaches. ELEC-675—Computer Architecture Three credit hours Organization and design of computer systems hardware. Provides the basic knowledge required for understanding and designing standard and advanced computer architectures. Topics include: instruction set architectures, ALU design and computer arithmetic, memory organization, cache and virtual memories, controller design, pipelining and parallelism. Prerequisites: Graduate status or permission of the instructor, and undergraduate courses in digital logic design and assembly language programming. ELEC-685—Digital Control Systems Three credit hours This course provides an introduction to the design of control systems in the digital domain. Key topics will include D/A and A/D conversion, the Z-transform, state variable techniques, stability, controllability, and observability. Modern controller design techniques including pole placement design by state feedback will be considered. Prerequisites: Graduate status or permission of the instructor, and undergraduate course in feedback control systems. English (ENGL) ENGL-500—Old and Middle English Literature Three Credit Hours A study of Beowulf, other Old English poems, and Old English prose in translation; includes such Middle English works as Sir Gawain and the Green Knight, Pearl, Piers Plowman, the Ancrene Riwle, The Owl and the Nightingale, and other romances, lyrics, and drama. (Chaucer is excluded.) 184 ENGL-504—Poetry and Prose of the English Renaissance Three Credit Hours Non-dramatic poetry and prose of the sixteenth and early seventeenth centuries. ENGL-505—Milton Three Credit Hours A study of the major poetry, selected prose, and selected minor poems with emphasis on Paradise Lost. ENGL-506—Restoration and Eighteenth Century Drama Three Credit Hours A study of important dramatists of the period as Otway, Etherege, Wycherley, Dryden, Congreve, Vanbrugh, Farquhar, Goldsmith, and Sheridan. ENGL-507—Poetry and Prose of the Restoration and Eighteenth Century Three Credit Hours A study of Dryden, Swift, Pope, Johnson, Blake, and other important poets and prose writers of the period. ENGL-509—Romantic Literature Three Credit Hours A study of the chief features of the Romantic writings of the early nineteenth century, with special emphasis on Wordsworth, Coleridge, Byron, Shelley, and Keats. ENGL-510—Victorian Literature Three Credit Hours A study of English literature from 1832 to 1900 in major writers such as Tennyson, Browning, Arnold, Carlyle, Swinburne, and Rossetti. ENGL-511—Introduction to English Graduate Studies Three Credit Hours A practical introduction to research and writing. The course will cover theoretical approaches to literary and cultural interpretation; the discovery, analysis, evaluation, and integration of primary and secondary resources; and strategies for generating and revising sophisticated arguments. It also seeks to broaden awareness of career paths and professional development opportunities. ENGL-512—Southern Literature Three Credit Hours A study of the best literature written in the South from the time of William Byrd to the present. The focus will be on the “Southern CGC/EUGS Academic Catalog �Renaissance,” with special attention given to the Fugitive Poets and William Faulkner. ENGL-517, 518—Special Topics in Literature Three Credit Hours A study of a special author, period, topic, or problem in literature which is outside the routine offerings of the department. The subject for each course will be announced. ENGL-520—A Survey of World Literature I Three Credit Hours Masterpieces of world literature in translation from the Vedic literature to Racine with special attention to the philosophical content and the development of literary forms. ENGL-521—A Survey of World Literature II Three Credit Hours Masterpieces of world literature in translation from Voltaire to the present time with special attention to the philosophical content and the development of literary forms. ENGL-522—Colonial and Revolutionary American Literature Three Credit Hours A detailed study of major American writers from the earliest settlers through the end of the 18th century. ENGL-523—Nineteenth-Century American Literature I— Romanticism Three Credit Hours A study of major figures of the American Romantic period (approximately 1830-1860), including Emerson, Thoreau, Poe, Hawthorne, and Melville. ENGL-524—Nineteenth-Century American Literature II— Realism Three Credit Hours A study of major figures of the American Realistic period (approximately 1860-1900), including Whitman, Dickinson, James, Twain, and Crane. ENGL-525—Eighteenth Century British Novel Three Credit Hours A study of the origins of the British novel, including such figures as Fielding, Richardson, and Defoe. ENGL-526—Victorian Novel Three Credit Hours A study of major British novelists of the late nineteenth century, including Dickens, Eliot, and Hardy. ENGL-527—British Fiction: 1900 to 1945 Three Credit Hours A study of the novels and short stories of major British writers from the first half of 20th- century, including such figures as Conrad, Lawrence, Forster, Woolf, and Joyce. ENGL-528—American Fiction: 1900 to 1945 Three Credit Hours A study of the novels and short stories of major American writers from the first half of the twentieth century, including such figures as Fitzgerald, Wolfe, Faulkner, and Hemingway. ENGL-529—American Fiction: 1945 to the Present Three Credit Hours A study of the significant American novels and short fiction published since World War II. ENGL-531—British Poetry: 1900 to Present Three Credit Hours A study of the poetry of major twentieth-century British authors such as Auden, Yeats, Thomas, and Hardy. ENGL-532—American Poetry: 1900 to Present Three Credit Hours A study of the poetry of major 20th-century American authors such as Eliot, Pound, Stevens, Williams, and Frost. ENGL-533—British Drama: 1900 to Present Three Credit Hours A study of the work of major 20th-century British dramatists such as Shaw, Pinter, Stoppard, and Beckett. ENGL-534—American Drama: 1900 to Present Three Credit Hours A study of the work of major twentieth-century American dramatists such as O’Neill, Williams, Miller, and Albee. ENGL-535—African American Literature Three Credit Hours A study of African American literature from the early days of slavery, to the struggle for emancipation, to the twentieth-century Harlem Renaissance and civil rights movement. Readings will cover poetry, fiction, and drama, as well as autobiographies and cultural commentaries. ENGL-537— Contemporary British Fiction Three Credit Hours A study of the novels and short stories of major contemporary British writers. ENGL-550, 551—Special Topics in Composition or Language One to Three Credit Hours A study of a special author, period, topic, or problem in composition or language which is outside the routine offerings of the department. The subject for each course will be announced. ENGL-552—Adolescent Literature Three Credit Hours A study of literature for the adolescent, including methods of introducing the major literary genres to the secondary school student. Note: For students in the M.A.T in English program only. ENGL-553—Modern English Grammar Three Credit Hours An intensive study of the syntax of present day English. The course also includes a review of traditional grammar, focusing primarily on CGC/EUGS Academic Catalog 185 �the parts of speech. Special attention is given to linguistic theory, particularly regarding the acquisition of language. ENGL-554—History of the English Language Three Credit Hours A historical survey of the syntactic and phonological features of Old, Middle, Early Modern, and present day English. ENGL-555—Literary Criticism Three Credit Hours A study of the major literary theories from ancient Greece to the present and practical application of the theories to particular works of literature. Special attention is given to semiotic theory as it relates to the influence of language and visual images on thinking, composing, and action. ENGL-556—Theory and Practice of Teaching Composition Three Credit Hours A study of traditional and contemporary theories of the composition process and applications of those theories to teaching composition. ENGL-558—Technical and Professional Writing Three Credit Hours Principles and practice of technical communication as applied to reports, technical papers, oral presentations, and business communications. ENGL-559—History and Theory of Rhetoric Three Credit Hours A study of language as a means of winning the assent, sympathy, or cooperation of an audience. Includes contemporary rhetorical theory and its development from classical rhetoric. ENGL-560—Film Studies Three Credit Hours This film course will expose students to films from a variety of nations and filmmakers that represent the chief cinematic movements of the twentieth century (Weimar Expressionism, French New Wave, American Noir, etc.), and it will instruct students in the terminology and techniques of filmmaking. The students will, by studying the relationship between the tools of filmmaking and the finished products, learn to “read” films as metaphors of reality. ENGL-562—Workshop in Advanced Composition Three Credit Hours The study, discussion, and practice of advanced composition techniques; including the use of computer technology for print documents, audio-visual presentations, and web applications. ENGL-564—Teaching with Technology Three Credit Hours Focuses on a wide range of web-based resources that future teachers can use to improve their students’ writing, enrich their understanding of literature, and get them excited about learning. This course provides interactive instruction designed to make work in and out of the classroom more meaningful for students. It also demonstrates how to incorporate applications that students use on a daily basis. Over the course of the semester, MAT candidates will develop web-based projects that they can incorporate in their future courses. 186 ENGL-573—Special Topics in African American Literature Three Credit Hours A study of a specific topic in African American literature that is not a genre, period, or individual writer. Topics will vary according to instructor. ENGL-574—Special topics in English Literature Before 1800 Three Credit Hours A study of a specific topic in English Literature Before 1800. Topic will vary according to instructor. This course fulfills the period requirement for English Literature before 1800. ENGL-575—Special topics in English Literature After 1800 Three Credit Hours A study of a specific topic in English Literature After 1800. Topic will vary according to instructor. This course fulfills the period requirement for English Literature after 1800. ENGL-576—Special topics in American Literature Three Credit Hours A study of a specific topic in American Literature. Topic will vary according to instructor. This course fulfills the period requirement for American Literature. ENGL-595—Methods and Materials for English Language Arts Three Credit Hours This course exposes students to theories and practices of teaching English (to include reading, writing, speaking, listening, viewing and thinking) in grades 9-12, including preparation for reflective practice and classroom-based teacher research. In-class instruction is augmented by field experiences that expose students to the professionalism of practicing ELA teachers and the realities of working with a diverse population of students. This course is intended to prepare candidates for a teaching internship. Prerequisites: EDUC-501 and EDUC-592. Note: For students in the M.A.T. in English program only. ENGL-698—Tutorial Three Credit Hours Individual study of a given topic following a syllabus of readings, papers, and other assignments prescribed by a faculty member serving as director. ENGL-699—Independent Study Three Credit Hours Individual study of an agreed-upon topic under the direction of a faculty member but following a course of reading and other requirements proposed by the student and established by negotiation with the director. ENGL-700—Seminar Three Credit Hours Individual research into a scholarly or critical problem in literature, composition, or language. Progress, methods, and results will be shared with the class by presentation and discussion will lead to the preparation of a single long paper. ENGL-701—Thesis Six Credit Hours Completion of a formal master’s thesis under faculty direction. CGC/EUGS Academic Catalog �ENGL-703—Seminar in English Literature Before 1800 Three Credit Hours Study of a scholarly or critical issue in literature, composition, or language. Typically, class presentations and seminar/discussion format are required with a single long paper as the culminating student project. This course fulfills the period requirement for English Literature before 1800 as well as the seminar requirement. ENGL-704—Seminar in English Literature After 1800 Three Credit Hours Study of a scholarly or critical issue in literature. Typically, class presentations and seminar/discussion format are required with a single long paper as the culminating student project. This course fulfills the period requirement for English Literature after 1800 as well as the seminar requirement. ENGL-705—Seminar in American Literature Three Credit Hours Study of a scholarly or critical issue in literature, composition, or language. Typically, class presentations and seminar/discussion format are required with a single long paper as the culminating student project. This course fulfills the period requirement for American Literature as well as the seminar requirement. Health & Human Performance (HESS) HESS-501—Nutrition Three Credit Hours A study of primary nutrients essential to health with attention given to specific needs from infancy through adulthood. Current theories and practices related to physical and intellectual performance are also investigated. Contemporary topics are presented such as degenerative diseases, food-borne diseases, fad dieting, food additives, and sports nutrition. HESS-502—Drug & Substance Abuse Three Credit Hours A study of characteristics of commonly abused chemicals and other substances and reasons for abuse. Attention will be given to methods of rehabilitation and prevention. HESS-503—Human Sexuality Three Credit Hours A study of all facets of human sexuality. HESS-504—Public Health Three Credit Hours A course designed to analyze public health trends, services, funding, and organization of local, state, and federal agencies. HESS-505—Motor Development & Motor Learning Three Credit Hours Study of appropriate learning theories, hereditary and environmental factors influencing learning and performance of gross motor skills. HESS-506—Applied Physiology of Exercise Three Credit Hours Study of effects of exercise upon various components of physical fitness. Analysis and interpretation of research in areas of cardiovascular-pulmonary adjustment, metabolic requirement, and heat regulation during exercise are emphasized. HESS-507—Special Problems in Health Science, Exercise Science, & Sport Science Three Credit Hours An independent research study of a local problem or a specialized subject area not normally covered in existing courses. Prerequisite: HESS-540 Research Techniques & Methods of Analyzing Research in Health, Exercise, & Sport Science I. HESS-508—Epidemiology Three Credit Hours An introduction to the science of epidemiology and techniques used in epidemiology. Prerequisite: Tests & Measurements, Statistics, or equivalent. HESS-509—Preventative & Rehabilitative Aspects of Physical Activity Three Credit Hours This course provides emphasis on roles of exercise and physical activity in prevention and rehabilitation of degenerative diseases. HESS-510—Biomechanics of Sports Techniques Three Credit Hours Study and analysis of humans in motion, sport object motion, and forces acting upon animate and inanimate bodies. Basic cinematographic and non-cinematographic techniques are utilized in a variety of both general and specific sports skill applications. HESS-511—Special Topics in Health, Exercise, & Sport Science (Exercise Science) Three Credit Hours Opportunities for graduate students to take special courses not generally offered within the department. Each course must be appropriate for one’s program of studies, and permission of the Director of Graduate Studies in Health, Exercise, and Sport Science is required. Prerequisite: Varies according to topic. HESS-512—Special Topics in Health, Exercise, & Sport Science (Sports Management) Three Credit Hours Opportunities for graduate students to take special courses not generally offered within the department. Each course must be appropriate for one’s program of studies, and permission of the Director of Graduate Studies in Health, Exercise, and Sport Science is required. Prerequisite: Varies according to topic. HESS-513—Sport Facility & Event Management Three Credit Hours This course will integrate various operational functions of sport facilities, including management principles, methodologies, and practices. In addition, effective management of sport and recreational events will be studied. CGC/EUGS Academic Catalog 187 �HESS-518—Sport Marketing Three Credit Hours This course will cover basic components of sport marketing: use of sports as a marketing tool for other products; marketing of sports products; and current considerations relevant for both marketing through and marketing of sports. HESS-520—Special Topics in Sport Management Three Credit Hours Opportunity for graduate students to take special courses not generally offered within the department. Each course must be appropriate for one’s program of studies, and permission of the Director of Graduate Studies in Health, Exercise, & Sport Science is required. HESS-521—The Art of Selling in Sport Three Credit Hours A course concentrating on knowledge, skills and concepts related to the “art” of sales, an area valued considerably in the sport industry. HESS-523—Administration & Leadership of Exercise and Sport Organizations Three Credit Hours This course examines organizational theory and behavior as well as leadership qualities related to exercise and sport organizations. Effectiveness, structure, and design of sport and exercise organizations will be addressed as well as cultures, leadership styles, conflicts, changes, and human resources involved in these entities. HESS-525—Scientific Principles of Physical Education, Health, Exercise, & Sport Science Three Credit Hours This course introduces students to the study of effects of exercise, physical activity, and work on various physical fitness components, as well as analysis of the human body in motion, sports objects in motion, and forces acting upon animate and inanimate objects/bodies. Prerequisite: A biology, chemistry, or physics course and two human anatomy and/or physiology courses. HESS-527—Content & Methods of Teaching School Health Education & Health-Related Aspects of Physical Fitness Three Credit Hours This course updates content knowledge and prepares students in teaching styles, methodologies, and assessment techniques for health education curricula in K-12 schools. Prerequisite: A health and wellness course or passing a departmental competency exam. HESS-528—Content & Methods of Teaching Rhythmic Activities & Movement Education Three Credit Hours This course teaches content and prepares students in teaching methodologies for fundamental rhythmic activities and movement education in grades K-12, including basic locomotor skills, creative rhythmic activities, dances (traditional, folk, square, social, line), and aerobics. Additional emphasis is placed on candidate skill development in dance and basic gymnastics. Prerequisite: HESS 550 or permission of the instructor. 188 HESS-529—Special Problems in Sport Management Three Credit Hours An independent research study of local, regional or national issue/subject of interest in Sport Management that is not normally covered in existing courses. HESS-530—Practicum in Sport Management Three Credit Hours A supervised field experience of at least 125 hours in a sport industry setting. Students observe, shadow, and work in a setting that enhances and complements classroom learning, develops valuable skills, nurtures professional networking, and acts to advance one’s future career goals. Prerequisites: Sport Marketing (HESS-518), Administration and Leadership of Exercise and Sport Organizations (HESS-523), or instructor approval. HESS-533—Content & Methods of Teaching Elementary School Physical Education Three Credit Hours This course teaches content and theoretical and practical study of teaching progressively graded programs of activities for elementary school students, grades K-5. Prerequisite: HESS 550 or permission of the instructor. HESS-534—Accommodating Persons with Disabilities in Sport & Physical Activity Three Credit Hours Study of legal, ethical, and practical definitions of involving people with disabilities within physical activity, physical education, and sport settings. HESS-535—History, Philosophy & Curriculum of Physical Education Three Credit Hours This course introduces students to the historical and philosophical roots of physical education and examines the degree to which these influence curricular models and decisions made by K-12 practitioners. HESS-538—Internship in Sport Management Six Credit Hours Involvement in an external working experience with a host organization for a period of at least 500 hours. This internship will provide students with opportunities to receive practical experience in selected sport management settings. Prerequisites: All required program courses or instructor approval. HESS-539—Sport Public Relations &Promotions Three Credit Hours A course focusing on marketing and public relations principles and practices in the sport management industry. HESS-540—Research Techniques & Methods of Analyzing Research in Health, Exercise, & Sport Science I Three Credit Hours A course designed to introduce procedures for conducting, evaluating, and applying research in health, exercise, and sport science including an understanding of fundamental research design, data collection, and data analysis. CGC/EUGS Academic Catalog �HESS-541—Current & Future Trends in Health, Exercise, and Sport Science Three Credit Hours Investigation and exploration of current and future trends in health, exercise, and sport science through contemporary readings and seminar discussions. HESS-542—Practicum in Health, Exercise, & Sport Science Three Credit Hours A supervised field experience of at least 125 hours in a health science, exercise science, or sport science setting. Students observe, shadow, and work in a setting (s) to enhance and complement classroom learning, develop valuable skills, nurture networking, and may advance one toward future career goals. HESS-543—Consumer Health Three Credit Hours A course designed to produce smarter consumers in the health marketplace. Emphasis is on evaluation of health products and services. HESS-544—Exercise Testing & Assessment Three Credit Hours A course designed to acquire knowledge and develop skills necessary for exercise testing, physical fitness assessment, and exercise prescriptions among a variety of populations. Topics to be addressed include exercise program goals and objectives, principles and methods of physical fitness screening, development and testing, evaluation of existing exercise programs, exercise prescriptions, and administration and programming considerations. HESS-545—Nutrition for Exercise, Sport, & Physical Activity Three Credit Hours An examination of nutrition and physical activity interactions including exercise and sport. Topics include current research on nutrients and ergogenic aids, as well as dietary analysis and intervention with athletes. Prerequisites: HESS 501 HESS-546—Environmental Physiology Three Credit Hours A course examining energetics of environmental stress on cardiovascular, respiratory, metabolic, and muscle physiology as pertain to physical performance. Prerequisites: HESS 506 HESS-547—Techniques of Conditioning for Sport & Physical Fitness Three Credit Hours A study of fundamental concepts of human physiology and exercise physiology as apply to programs of physical conditioning, training, and physical fitness. Theories, current research, and laboratory techniques for assessing human physiological responses to exercise, physical training, health-related physical fitness, and sport performance will be studied. HESS-548—Psychology of Sport & Motivation Three Credit Hours A course addressing the effects of participating in exercise and sport on psychological traits and states of participants and fans. Cognitive and neurobiological mechanisms and psychological limitations to athletic performance will be studied, as well as mental and psychological techniques and strategies to improve performance and achievement in sport and exercise. HESS-549—Sociological and Cultural Aspects of Sport Three Credit Hours An examination of sport in America and its effects on society, including race, gender, adherence, values, and violence. HESS-550—Instructional Aspects of Physical Education Three Credit Hours This course is designed to discuss theories of instruction in physical education settings including environmental arrangements, task presentation, content development, and feedback. Practical applications of these principles to small peer group settings using open and closed motor skills will be included. HESS-551—Content & Methods of Teaching Secondary Physical Education Three Credit Hours This course is designed to develop both the pedagogical skills of teacher candidates as well as content knowledge in teaching team and individual/dual sports. Emphasis is placed on planning, teaching, and evaluating physical education lessons in secondary settings. Additional emphasis is placed on candidate skill development in team and individual/dual sports. Prerequisite: HESS 550 or permission of the instructor. HESS-552—Fundraising for Sport Organizations Three Credit Hours Traditional and innovative revenue acquisition methods for sport organizations will be examined. Fundamental concepts and theories of fundraising applicable to the sport industry will be studied. HESS-553—Sport Communications Three Credit Hours Examination of the role of sport organizations as communications systems where effective written and oral interpersonal communication skills are imperative for success. HESS-554—Analysis of Sports Skills & Techniques Three Credit Hours An application of data collection and data analysis tools including EMG, videography, and force transducers to kinesiological systems of the human body during movement and sport skills. HESS-555—Legal Aspects of Sport Three Credit Hours This course reviews legal considerations, responsibilities, and liabilities of organizations and personnel related to sport and recreation. An examination of event management, personnel relations, and governmental regulations impacting sport and recreation as well as tort liability with special emphasis on effective management of risk, athletic eligibility, contracts, and Title IX. HESS-556—Sport Finance Three Credit Hours This course addresses basic theory in finance and accounting as applied to managerial control of sport organizations. It examines CGC/EUGS Academic Catalog 189 �forms of ownership, taxation, financial analysis, feasibility studies, and economic impact studies related to sport organizations. HESS-557—Economics of Sport Three Credit Hours This course introduces students to fundamental economic concepts and analysis, especially those related to spectator sports, and youth sports, recreational sports, the sporting goods industry. HESS-558—Advertising in Sport Three Credit Hours A course examining knowledge, skills and concepts required for successful advertising in the sport industry. Strategies and techniques of successful advertising will be studied. HESS-559-Research in Sport Management Three Credit Hours A course designed to introduce procedures for conducting, evaluating, and applying research in the sport management domain, including an understanding of the utility of research, fundamental research design, data collection, and data analysis. HESS-560—Research Techniques & Methods of Analyzing Research in Health, Exercise, & Sport Science II Three Credit Hours Advanced procedures for conducting, evaluating, and applying research in health, exercise, and sport science including an understanding of parametric and nonparametric instruments and methodologies used to measure and evaluate various parameters considered essential to research in health, exercise, and sport science. Prerequisite: HESS-540 Research Techniques and Methods of Analyzing Research in Health, Exercise, & Sport Science I. HESS-561—Advanced Measurement & Evaluation in Physical Education Three Credit Hours Analysis and interpretations of data associated with various cognitive, affective and psychomotor tests commonly used in physical education. Topics include test administration, test construction, performancebased assessments, rubrics, and physical fitness and skill testing. HESS-620—Professional Internship in Teaching Six Credit Hours A requirement for teacher certification, observation, and teaching in approved schools under supervision by a college professor. Two placements are required: one in an elementary school setting and one in a secondary school setting. A field experience component of a minimum of 60 days is required. Prerequisites: Please refer to program requirements. HESS-598—Thesis I in Health Science, Exercise Science, & Sport Science Three Credit Hours Student will be directed to develop a research question or problem statement, define terminology, identify limitations and delimitations, and formulate hypotheses and purpose statements. A literature review critiquing previous research on the topic and a description of methodology to be used to solve the problem will be included. Chapters 1, 2, and 3 of the thesis will be completed and presented to the thesis committee for approval. 190 HESS-599—Thesis II in Health Science, Exercise Science, & Sport Science Three Credit Hours Student will be directed to report results, discuss findings in relation to the introduction and previous literature, identify recommendations and conclusions, and include a bibliography. Chapters 4 and 5 of the thesis will be completed, and the entire thesis presented in an oral defense to the thesis committee for approval. The student will also be expected to submit the research for presentation at a state, regional, or national meeting or equivalent. History (HIST) HIST-502—Colonial America and the American Revolution to 1789 Three Credit Hours The motives of colonization; the evolution of self-government; the extension of the frontier; economic, social, and religious life; imperial rivalries; the causes of the Revolution; the War for American Independence; problems of the Confederation; and the establishment of the Federal Union. HIST-504—Civil War and Reconstruction Three Credit Hours The political, economic, diplomatic, and military history of the United States, 1850-1877, emphasizing the forces that tend to bind or disrupt the Union and including a detailed account of the war and its consequences. HIST-506—The U.S. in the Twentieth Century Three Credit Hours A study of the efforts to fulfill the democratic vision in the era of wars and depressions, accelerating technological innovation, material progress, and cultural change. HIST-521—The American South Three Credit Hours The political, social, and economic development of the South from the 1820s to the present with an emphasis on the region within the national context as one of both change and continuity. HIST-522—South Carolina History Three Credit Hours A sur vey of the political, economic, social, and intellectual development of South Carolina from its discovery to the present, with emphasis on the relation of the state to the South and to the nation. HIST-523—Afro-American History Three Credit Hours An introduction to the history of black Americans in the United States, with emphasis on the social forces underlying transition from West Africa to the New World, from slavery to freedom, and from rural to urban life. Topics to be discussed include the Atlantic slave trade, American slave societies, maroon communities, free blacks in the antebellum United States, Reconstruction and free labor, colonization, emigration, and urban migration. CGC/EUGS Academic Catalog �HIST-525—Introduction to Public History Three Credit Hours This course is designed to explore the history, theory, and current issues of public history practice in the United States. Public history is about recognizing the public as history makers and “doing” history for a public audience. As such, public history can take numerous forms-including, but not limited to, oral history, folklore, museum curating, historical preservation, cultural conservation, and community activism. As an interdisciplinary field, public history incorporates methodologies from such disciplines as history, art history, architectural history, archeology, anthropology, folklore, and cultural geography. This course will therefore provide an introduction to different forms of public history, particularly by examining the theoretical underpinnings and methodologies that have shaped each one. nationalism and the renewed interest in imperialism; other factors in international rivalries and the coming of World War I. HIST-532—Ancient Greece Three Credit Hours Greek civilization from its beginning to Alexander the Great. Emphasis on political, economic, social, and intellectual movements. HIST-551—Women in the Western World Three Credit Hours An examination of the ideas, institutions, and events in Western Civilization which specifically affected women. Lectures and readings will be organized topically rather than geographically or chronologically. Areas to be examined include religion, education, sex and marriage, the family, work, feminist and suffragist movements. HIST-533—Ancient Rome Three Credit Hours Roman history from its beginning until the Age of Constantine. Emphasis on political and social developments in the Republic and the early empire. HIST-535—Medieval Europe Three Credit Hours European social, political, economic, and religious institutions and cultural and intellectual phenomena in the light of the changing historical environment from the end of the Ancient World to the Renaissance. HIST-537—Renaissance and Reformation Three Credit Hours The Renaissance as a European-wide movement emanating from the Italian peninsula; the crisis of the church medieval and the rise of the Renaissance papacy; Humanism, with special emphasis on the great painters, architects, and sculptors such as Giotto, Brunelleschi, Donatello, Botticelli, da Vinci, Raphael, and Michelangelo; the Renaissance city-states, Machiavelli, and the Renaissance monarchies of France, England, Spain, and the Holy Roman Empire; the continuing crisis of the church medieval and the religious upheavals of Protestantism; the work of Luther, Calvin, Zwingli, and the Anabaptists; the Catholic Reformation. HIST-541—Enlightenment and French Revolution Three Credit Hours The major social, political, and cultural changes in Europe from the death of Louis XIV to the fall of Napoleon. Topics include the intellectual history of the Enlightenment; the causes of the Revolution; the development of radical ideologies; social and political instability; the French impact on Europe; and the achievements of Napoleon as civil administrator, military strategist, and commander. HIST-542—Nineteenth-Century Europe Three Credit Hours Europe from Waterloo to Sarajevo; political reaction and reform; the Industrial Revolution with its economic, social, and political effects; HIST-543—Twentieth-Century Europe Three Credit Hours An examination of the origins and consequences of two World Wars on the major European states; the political, social, and economic development of those states and their relative positions today. HIST-545—History of Modern Russia Three Credit Hours History of the development of Tsarist absolutism under the Romanov dynasty and of the religious, social, and economic institutions of the Tsarist state. Intensive treatment of the 1917 Revolution; the rise and fall of the Soviet empire. HIST-560—History of the Non-Western World Three Credit Hours This course introduces the histories of East Asia, Meso-America, the Middle East, South Asia, and Sub-Sahara Africa. It examines the development of each area’s political, social, and cultural traditions and institutions. Close attention is devoted to social values, religious beliefs, and cultural practices. Particular emphasis is given to how contact with the West irrevocably altered each region. (This course does not count towards the requirements for the MA in History.) HIST-562—Colonial Latin America Three Credit Hours A survey of Spanish and Portuguese colonial America to 1825. Topics include native populations on the eve of conquest; exploration and conquest by Europeans; the development of multiracial societies; the colonial economies; the institutions of Ibero-American empires; the social, economic, and intellectual roots of revolution; independence movements. HIST-563—Modern Latin America Three Credit Hours A survey of Spanish and Portuguese America since the wars for independence. Topics include the aftermath of the independence movements, incorporation into the international economy, changing social organization, race relations, the search for political stability, the role of the military, 20th century revolutionary movements, intellectual currents. HIST-572—Precolonial Africa Three Credit Hours An introduction to the precolonial history of sub-Saharan Africa. Special attention will be focused on the growth of Islam in West Africa, the East African city-states and kingdoms, and the upheaval in nineteenth-century southern Africa. African slavery and the slave-trade will also be considered. CGC/EUGS Academic Catalog 191 �HIST-573—Modern Africa Three Credit Hours A history of the development of Africa during the modern period, including European penetration, the Colonial era, African resistance and independence, and contemporary issues. HIST-577—Modern Middle East Three Credit Hours Tradition, modernization, and change in the contemporary Islamic World. The impact of nationalism, secularism, and westernization in the Middle East, from the disintegration of the Ottoman Empire and the emergence of successor states to the Arab-Israeli conflict, the oil crisis, and Great Power confrontation. HIST-582—China to 1800 Three Credit Hours A survey of traditional Chinese history from earliest times to 1800. Emphasis is placed upon intellectual development against the background of social, political, and economic transformations. HIST-583—Modern China Three Credit Hours A study of Chinese history from 1800 to the present, emphasizing the transformation of the Confucian universal empire into a modern national state. The course will focus on the problems of imperialism, nationalism, revolution, the rise of communism, the proletarian Cultural Revolution, and the Four Modernizations in post-Mao China *HIST-592—Special Topics in Latin American Asian/African History Three Credit Hours A course that concentrates upon an important historical period or topic within one of four principal regions: Latin America and the Caribbean, Asia, Africa, or the Middle East. *HIST-593—Special Topics in Peace, War, and Diplomacy Three Credit Hours Examples include World War I, the Vietnam War, Diplomacy of the American Civil War, etc. HIST-594—Historiography for Social Studies Teachers Three Credit Hours Designed for social studies and history teachers in the secondary and middle schools, this course seeks to familiarize students with the history of historical writing and the tools of a practicing historian. The course will examine the various methods of gathering historical data and conceptualizing and interpreting historical information. A focus will be placed on how to write and how to teach writing a research paper. (This course does not count towards the requirements for the MA in History.) HIST-610—Special Topics in U.S. History Three Credit Hours Examples include the Depression and New Deal; Business, Labor and Economic History; Social and Cultural History. HIST-586—Japan to 1800 Three Credit Hours A survey of the political, economic, and cultural development of Japan from earliest times to 1800, with emphasis on the borrowing and adaptation of Chinese culture and the development of a unique Japanese civilization. HIST-620—Special Topics in Lowcountry Studies Three Credit Hours An interdisciplinary course organized around a specific topic (e.g., Education, the Environment of the Lowcountry, Plantation Culture, Gullah, and the Caribbean Origins of the Lowcountry). This interdisciplinary course will allow a student to explore an area of specific interest. HIST-587—Modern Japan Three Credit Hours A study of modern Japanese history from 1800 to the present, with emphasis on the creation of the modern state, the impact of Western civilization on Japanese culture, Japan’s experience with liberalism and militarism, with Japanese imperialism, and the postwar transformation. HIST-630—Special Topics in Peace, War, and Diplomacy Three Credit Hours Examples include The Diplomacy of the American Revolution, Disarmament during the 1920s, etc. This course may be offered as HIST 660 (3) for topics in European history and as HIST 680 (3) for topics in Asian, African, or Latin American history. *HIST-590—Special Topics in U.S. History Three Credit Hours Examples include Turning Points in American History, the Progressive Era, the Social and Cultural Transformation of the 1920s, etc. *Content in these courses must relate to public history and are subject to approval by the public history coordinator. *HIST-591—Special Topics in European History Three Credit Hours Examples include Georgian Britain, Edwardian Britain, the European Left and Labor, etc. 192 HIST-640—Special Topics in European History Three Credit Hours Examples include Social and Cultural History, the Scientific Revolution, the Age of Louis XIV, etc. HIST-650—Special Topics in British History Three Credit Hours Examples include The English Reformation, the English Civil War, the Victorian Age, etc. HIST-670—Special Topics in Asian/African/ Latin American History Three Credit Hours A course that concentrates upon an important historical period or topic within one of four principal regions: Latin America and the Caribbean, Asia, Africa, or the Middle East. CGC/EUGS Academic Catalog �HIST-691—Historiography Three Credit Hours The core course. Examines various methods of gathering historical data and issues of conceptualization and interpretation. The course thus seeks to develop in students critical awareness and expertise based on familiarity with a variety of historical techniques, methods, and concepts. HIST-692—Teaching of History and Social Sciences Three Credit Hours Organization, methods, and procedures for teaching history and the social studies in the secondary and middle schools. HIST-710—Research Seminar in U.S. History Three Credit Hours A topical seminar that focuses on a central historical problem with a major research paper required. Primary sources are utilized whenever possible. HIST-720—Research Seminar in Lowcountry Studies Three Credit Hours An interdisciplinary seminar designed to acquaint students with the historical methods necessary to pursue successfully a research topic. This will entail an introduction to primary sources. HIST-740—Research Seminar in European History Three Credit Hours A topical seminar focused upon a central historical problem with a major research paper required. HIST-750—Internship Experience Three Credit Hours This course is designed to provide students with practical experience in a field of public history. We will meet monthly as a group to address any questions or concerns that may arise at each internship site. Overall, the expectations of the course are for each student to fulfill the requirements of their internship agreement; the final grade will be based on the weekly log, the final report, and the final assessment from the internship facilitator. Prerequisite: It is strongly encouraged that students complete HIST525 prior to enrolling in the Internship Experience. HIST-760—Research Seminar in Asian/ African/Latin American History Three Credit Hours A topical seminar focused upon a central historical problem within one of four principal regions: Latin America and the Caribbean, Asia, Africa, or the Middle East. A major research paper will be required. HIST-770—Independent Study in History Three Credit Hours Repeatable once. HIST-801-802—Master’s Thesis Six Credit Hours *These 500-level special topics courses are designed primarily for the brief summer terms each with an enrollment of up to twenty (20) students. Lectures are accompanied by some discussion of the readings, and usually a short paper of 10 to 15 pages is required. In contrast, the comparable 600-level special topics courses (i.e., HIST610, 630, 640, and 670) are restricted to fifteen (15) M.A. students History and Teaching Content (HITC) HITC-560—History of the Non-Western World Three Credit Hours This course introduces the histories of East Asia, Meso-America, the Middle East, South Asia, and Sub-Saharan Africa. It examines the development of each area’s political, social, and cultural traditions and institutions. Close attention is devoted to social values, religious beliefs, and cultural practices. Particular emphasis is given to how contact with the West irrevocably altered each region. HITC-501—History of the United States to 1877 HITC-502—History of the United States from 1877 Three Credit Hours An analysis of American history from the period of discovery to the present; a brief treatment of the colonial period, followed by a more detailed study such subjects as the causes of the Revolution, the framing of the Constitution, the development of political parties, the sectional conflict, economic progress and problems, and foreign relations; special emphasis place on understanding the nature of American democracy and the role of the United States in world affairs from 1789 to the present. HITC-503—South Carolina History Three Credit Hours An analysis of the political, economic, social, and intellectual development of South Carolina from its discovery to the present, with emphasis on the relation of the state to the South and to the nation. HITC-504—Europe and the World to 1500 HITC-505—Europe and the World from 1500 Three Credit Hours An analysis of the development of European civilization from ancient times to the present. Among the major topics are Classical Greece, Republican Rome, Imperial Rome, the Protestant Reformation, the Age of European Exploration and Conquest, Absolutism, the Enlightenment, the French Revolution, the Industrial Revolution, Liberalism, Nationalism, Imperialism, Modernism, and Totalitarianism. Particular focus will be place on Europe’s relationship with the wider world. HITC-511—Special Topics in the History of the United States Three Credit Hours A course that concentrates on a specific historical period or topic in United States history. Examples may include the Depression and New Deal; Business, Labor and Economic History; Social and Cultural History. HITC-512—Special Topics World History Three Credit Hours A course that concentrates upon an important historical period or topic within one of five principal regions: Europe, Latin America and the Caribbean, Asia, Africa, or the Middle East. Examples include Social and Cultural History, the History of China, the French Revolution, World War Two and the Holocaust, etc. CGC/EUGS Academic Catalog 193 �Historic Preservation (HSPV) Intelligence (INTL) HSPV-807—American Architecture Three Credit Hours A survey of American buildings from the sixteenth century to the modern era with particular attention to the social, intellectual, technological, and economic forces that shaped America’s cityscapes, small towns and countryside. Prerequisite: Enrollment in MSHP/HSPV program. INTL-15/CRMJ-515/-PSCI-515—Topics in Homeland Security Three Credit Hours Selected special topics or problems in the general areas of homeland security to fit the needs of students as well as the specialized knowledge of the faculty. HSPV-808—History and Theory of Historic Preservation Three Credit Hours Survey history of preservation that explores a variety of theoretical issues that impact the discipline. Provides a basis for critical evaluation of historic preservation. Discusses architectural and planning theories that drive preservation policy and application. Prerequisite: Enrollment in MSHP/HSPV program. HSPV-809—Historical Research Methods Three Credit Hours Advanced instruction in historical research methods in private archival manuscript sources and public records with application to recovering and writing the history of buildings and landscapes. Students acquire research, writing and presentations skills. Prerequisite: Enrollment in MSHP/HSPV program. HSPV-821— Historic Preservation and Public Memory Three Credit Hours A seminar that explores the creation of American public memory through commemorations, festivals, museum exhibits, historic sites, monuments, and other historic preservation activities. Prerequisite: Enrollment in MSHP/HSPV program and HSPV 808/HP 8080. HSPV-823— Historic American Interiors Three Credit Hours Survey of the American domestic interior from the seventeenth to the twentieth century with emphasis on the social, cultural, economic, and technological currents that influenced the furnishing of American dwelling places. In addition to investigating period forms and materials, it explores the interpretation of primary sources and historical finishes. Prerequisite: Enrollment in MSHP/HSPV program and HSPV 808/HP 8080. HSPV-833—Cultural and Historical Landscape Preservation Three Credit Hours Overview of cultural historic landscape preservation principles and practices. Includes inventory and analysis of historic resources from a cultural landscape perspective. Qualities of integrity are studied in correspondence to location, design, setting, materials, workmanship, and feeling and association. Prerequisite: Enrollment in MSHP/HSPV program and HSPV 819/HP 8190. 194 INTL-560—Intelligence and Homeland Security Administration Three Credit Hours Seminar on effective management principles and practices as they apply within homeland security organizations. Organizational and management theories are analyzed and applied to the contemporary structure of homeland security organizations with emphasis given to a review of the research related to the development of leadership skills for homeland security management. INTL-568/CRMJ-568/PSCI-568—International and Domestic Terrorism Three Credit Hours In-depth seminar on the nature of international, transnational, and domestic political violence, with some attention to the phenomenon of “state terrorism” (international repression) and its potential impact on the conduct of American foreign policy. The course also reviews and critiques current explanations for terrorist behavior. Issues addressed include conceptualizing and defining terrorism, the structure of violent politics, the lessons and patterns from the history of contemporary political violence, State support for terrorism, and counterterrorism as a public policy problem. INTL-569/ PSCI-569—National Security Policy Three Credit Hours Seminar which examines the components of United States security policy. Course discusses the roles and agencies involved in the development of national security policy. Consideration given to factors, both internal and external, affecting national security. INTL-570—Homeland Security Three Credit Hours Seminar on homeland defense and security. The course takes an in-depth look at the agencies involved in homeland security and the interagency processes which exist to integrate the services of federal agencies and state and local governments with armed forces and defense agencies. INTL-572—Legal and Ethical Dimensions of Intelligence and Homeland Security Three Credit Hours A study of the role of justice, ethics, integrity, and ethical behavior in homeland security and the intelligence community. The course examines ethical issues regarding the application of law and challenges associated with the protection of American citizens against internal and external threats. Consideration is given to the function of ethical conduct in the rule of law, use of authority, and exercises of governmental power as part of U.S. government responses to threats to homeland security. The course includes a thorough review of issues related to the rules of engagement, the U.S. Patriot Act, Border Patrol, and Security, the Transportation and Safety Administration (TSA) regulations, and the treatment of terrorists. Ethical dilemmas and practical applications are explored. CGC/EUGS Academic Catalog �INTL-580—Introduction to Intelligence Three Credit Hours This course provides an introduction to the field of intelligence and national security. We will examine the history and development of United States intelligence community. Specific topics include the intelligence cycle, the relationship between intelligence professionals and policy makers, the restructuring of the U.S. intelligence community, oversight and accountability, and covert action as a policy option. The moral and ethical implications of intelligence practices will also be discussed. INTL-581—Intelligence Research and Analysis Three Credit Hours This course seeks to develop in students the skills and abilities necessary for conducting basic intelligence analysis. A variety of exercises and practical applications are used to foster critical thinking skills, the planning and coordination of data collection from a variety of sources, and the use of analytic tools to establish connections between people, places, events and other entities. Students are exposed to computer software programs that visually depict complex relationships. Cross listed as CRMJ 581. INTL-582—Intelligence Theory Application Three Credit Hours This course introduces the student to the discipline of intelligence and provides the student with an understanding of how intelligence systems function and how intelligence estimates and products are derived. By understanding the basic psychology of intelligence, organizational trends and cognitive cultural differences, the student will gain insight to how intelligence analysis actually transpires. INTL-585—Topics in Intelligence Three Credit Hours Selected special topics or problems in the general area of intelligence to fit the needs of students as well as the specialized knowledge of the faculty – possible offerings include: Narcoterrorism, Weapons of Mass Destruction and Emerging Threats. Topics include the intelligence cycle, the relationship between intelligence professionals and policy makers, the restructuring of the U.S. intelligence community, oversight and accountability, and cover action as a policy option. The moral and ethical implications of intelligence practices will also be discussed. INTL-600- Intelligence Internship Three Credit Hours This course provides the student with an opportunity to explore career interests while applying knowledge and skills learned in the classroom to real-world problems encountered in Homeland Security agencies/ the Intelligence Community (IC). The experience also helps students gain a clearer sense of future learning needs and provides an opportunity to build professional networks. Prerequisite: Consent of Department or Program Head INTL-601—Homeland Security Internship Three Credit Hours This course provides the student with an opportunity to explore career interests while applying knowledge and skills learned in the classroom to real-world problems encountered in Homeland Security agencies/ the Intelligence Community (IC). The experience also helps students gain a clearer sense of future learning needs and provides an opportunity to build professional networks. Prerequisite: Consent of Department or Program Head. Leadership (LDRS) LDRS-710—Ethics, Values, & Principled Leadership Three Credit Hours In this course students will study ethics, to include its philosophical foundations. Students will also learn and practice ethical decision making through dilemma resolution processes. Leadership virtues, values, and character will be emphasized as leadership essentials. Servant leadership, authentic leadership, and the role of individual spirituality will be explored. Principled leadership will be defined as the subscription to a particular set of positive values. Prerequisite: None LDRS-711—Leading Change: Organization Development and Transformation Three Credit Hours In this course students examine the leadership processes associated with achieving effective change, including transformational leadership. Students will study the conscious and purposeful processes involved in developing an organization’s capabilities targeted toward achieving its mission. Students will engage in organizational diagnoses and study leader intervention methods aimed at achieving organizational change with the goal of improvement toward mission accomplishment. Prerequisite: LDRS 722 or LDRS 750 LDRS-712—Leading Teams: Coaching, Culture, Diversity, and Globalization Three Credit Hours This course focuses upon team development through leadership in an environment characterized by diversity. Students learn about effective team development strategies and the role that leaders play in coaching. Students also examine the role of culture in organizations as it impacts behavior, group effectiveness, and the capability of the organization to learn. Globalization and international cultures are also explored. Prerequisite: None LDRS-714—Strategic Leadership, Vision, Mission and Contemporary Issues Three Credit Hours The critical importance of vision as purposeful direction is emphasized in this course. Strategic leadership is examined as the alignment of the organization with its environment in terms of mission orientation. Contemporary issues are derived from the examination of the current environment for leadership and leaders. Prerequisite: LDRS 722 or LDRS 750 LDRS-715—Leadership Capstone Project Three Credit Hours Students will conduct a formal research project under the guidance of a professor who serves as the project monitor. The project will focus upon leadership or a topic directly related to leadership. Prerequisites: Research Methods course (PSCI 501 or EDUC 512), Communications course (BADM 713 or LDRS 723), LDRS 722 and all remaining required or elective LDRS courses. During a student’s last term of degree completion, this course may be taken concurrently with an LDRS-prefix courses. CGC/EUGS Academic Catalog 195 �LDRS-716—Independent Study Three Credit Hours An in-depth study of a selected topic in leadership. Prerequisite: Permission of the Department Head LDRS-722/BADM-722—Leadership in Organizations: Principles and Practices Three Credit Hours This course is a seminar that focuses on the understanding and application of organizational theory and leadership principles. In addition, the course will include components on developing individual leadership skills and different theories of organizations. The applications component of the course will include a variety of approaches such as cases, films, guest speakers, individual selfassessments, role-play, team building exercises, and a leadership portfolio. Prerequisite: None. LDRS-723/BADM-713—Communications for Leadership Three Credit Hours This course provides insight on the role of organizations as communication systems in which effective writing and speaking are crucial. Emphasis is on developing awareness of verbal and written styles, interpersonal skills, and creating a repertoire of writing and speaking strategies. Prerequisite: None. LDRS-750—Evolution of Military Leadership Thought Three Credit Hours This foundational course presents principles, theories, and empirical models of effective and ethical leadership. The subject of leadership will be examined primarily as a behavioral science and applied in the specific context of military teams, units, and organizations. Through a variety of approaches and methods, the course will analyze and evaluate literature, research, and actual case studies relating to military leadership. Prerequisite: None. LDRS-751—Survey of U.S. Military Leaders Three Credit Hours This course gives the student the opportunity to apply the leadership theories and models learned in LDRS 750 to examine U.S. military leaders. The course will focus on 13 selected U.S. military leaders. These leaders will be examined from their historical significance, their successes/failures, their styles, their backgrounds, how they developed as leaders, their leadership skills and effectiveness. Prerequisite: LDRS 722 or LDRS 750 LDRS-752—Survey of World Military Leaders Three Credit Hours This course studies military leadership in world history. It seeks to identify the qualities and precepts of military leadership in different places and times, and to distill from them applicable principles and instructive examples for contemporary or future leaders. It examines military leadership at the strategic, operational, and tactical levels, and in the eras of antiquity, early modernity, and the 20th century. Its focus is upon non-American military leaders. Prerequisite: LDRS 722 or LDRS 750 196 LDRS-753—Strategy & Contemporary Military Leadership Issues Three Credit Hours This course will focus on contemporary military leadership issues derived from the examination of the current environment for military leadership. In addition, the course will focus on the basics of strategy and will include a significant examination of U. S. military strategy. Prerequisite: LDRS 722 or LDRS 750 LDRS-766/BADM-766—Human Resource Development Three Credit Hours This course examines Human Resource Development (HRD) as a field through the learning, development, and behavior of humans in social systems. These systems include but are not limited to, workforce, education, and family. Research from Management Science, Education, Psychology, and Sociology strengthen HRD theory and practice. The purpose of this course is to explore the integration of the individual into work organizations by examining work issues in learning, training, leadership, and psychosocial development. A primary focus of this course is on applied performance management informed by human sciences research as a tool that can be applied to productivity. Prerequisite: None Note: This course relates to, but is distinct from, BADM 768 Human Resource Management. Mathematics (MATH) MATH-511—Number Theory Three Credit Hours The Euclidean algorithm; prime and composite integers, elementary Diophantine equations, Pythagorean triples, Euler’s phi-function, congruences, Euler-Fermat theorems, exponents and primitive roots, quadratic residues. MATH-512—History of Mathematics Three Credit Hours A survey of the development of mathematics from the time of the ancients to the present, analysis of causes for the retardation of the advancement of mathematics in different centuries, contributions by underrepresented cultures and selected reading to show the contributions of mathematics to the development of science. MATH-514—Methods for Middle/Secondary Mathematics Three Credit Hours Various methodologies for teaching middle and secondary mathematics will be introduced and used in the course. The emphasis will be on using techniques and ideas suggested in the NCTM standards and South Carolina Frameworks. Ideas on how to supplement textbook material and how to motivate students will be presented. Students in the course will have the opportunity to practice the techniques presented. Note: All undergraduate mathematics prerequisites must be completed before taking this course. CGC/EUGS Academic Catalog �MATH-518—Technology in Mathematics Classrooms Three Credit Hours This course will introduce new technological developments and explore ways to use calculators, computers, etc. in the teaching of mathematics. Note: May be substituted for MATH 618. MATH-521—Modern Geometry Three Credit Hours A reexamination of elementary geometry from an advanced standpoint. Metric and synthetic approaches to plane and solid geometry, topics in non-Euclidean geometry. MATH-530—Linear Algebra Three Credit Hours A linear algebra course which emphasizes the geometry of vectors in two-and three dimensions. Topics include linear transformations, bases, orthogonality, matrix algebra, and applications in the real world as well as applications in mathematics. MATH-532—Modern Algebra Three Credit Hours An introduction to the terminology, concepts, and methods of modern Abstract Algebra. Topics discussed include groups, rings, integral domains, fields, and isomorphism. Examples drawn from familiar number systems are used to illustrate elementary properties of the systems discussed. MATH 542—Probability and Statistics Three Credit Hours Topics will include probability, random variables, important probability distributions, sampling distributions, point and interval estimation, hypothesis testing, regression, correlation, and analysis of variance. Emphasis will be given to applications in the fields of biology, business, agriculture, political science, and education. MATH-545—Applications of Discrete Mathematics Three Credit Hours Discrete mathematical topics are introduced and used in various applications. Included are counting techniques, combinatorics, graphs, theory, and recurrence relations. MATH-550—Mathematical Modeling Three Credit Hours The course is designed to strengthen the content knowledge needed to use mathematical modeling as an effective tool in problem solving. Topics include models which require use of some or all of the following: difference equations, curve fitting, graphing, spreadsheets, geometry, matrices, calculus, maximization and minimization, and simulation using random numbers. MATH-553—Calculus from an Advanced Standpoint Three Credit Hours This course is designed to prepare teachers who may teach the Advanced Placement course in calculus. Emphasis will be on understanding background and concepts involved in the development of calculus. The use of graphing calculators and other technology will be demonstrated and practiced. MATH-570—Selected Topics Three Credit Hours Special topics in mathematics which are not covered in other courses. This course may be repeated for additional credit, as the topic change. MATH-618—Mathematical Technology Resources for STEM Education Three Credit Hours This course is applicable to multiple middle and high school academic disciplines: mathematics, science, technology, and middle/high school engineering such as Project Lead the Way. This course is 100% online in an asynchronous format; modules may be completed anytime within the week assigned. The course content will introduce students to open-source (free) mathematical software packages and tools. Middle and high school teachers will learn how to use these mathematical software packages and tools for mathematical modeling, classroom presentation and demonstration, illustration and exploration of mathematical concepts, and hands-on projects for teaching mathematics. The class will collaborate on a wiki. The prerequisite for this course will be successful completion of undergraduate class in College Algebra and Trigonometry. Note: May be substituted for MATH 518. Mechanical Engineering (MECH) MECH-604—Advanced Mechanics of Materials Three Credit Hours Advanced topics in mechanics of materials, including threedimensional stress and strain transformations, torsion of noncircular prismatic bars, shear center, unsymmetrical bending, curved beams, flat plates, elastic strain energy, and theories of failure and application to machine and structural design. Prerequisites: CIVL 304 or consent of program director. MECH-605—Materials and Process Selection Three Credit Hours Engineering application of materials. Material, shape, and process selection for mechanical designs based on function, constraints, objectives, and free variables. Materials and the environment. Prerequisites: CIVL 304 or consent of program director. MECH-606—Fatigue and Fracture Three Credit Hours Stationary crack under static loading, energy balance, crack initiation and growth, dynamic crack growth, and fatigue of metals, ceramics, polymers, and composites. Prerequisite: MECH 304 Engineering Materials or equivalent. MECH-611—Advanced Fluid Mechanics Three Credit Hours Advanced Fluid Mechanics is a continuation of concepts presented in a typical undergraduate course in fluid mechanics. The course introduces vector, tensor, and indicial notation. Topics in incompressible fluid dynamics are explored at depth including viscous flows, the Navier-Stokes equations, and boundary layer theory. Basic concepts in turbulent flow are also covered. Prerequisites: MATH 231 and MECH 311 or consent of program director. CGC/EUGS Academic Catalog 197 �MECH-615—Applied Heat Transfer Three Credit Hours Fundamentals of conduction, convective heat transfer, diffusive and convective mass transfer, heat-exchanger design; tradeoff associated with heat transfer systems, workable and optimal system. Prerequisites: MECH 415 or consent of program director. MECH-617—Advanced Topics in Renewable Energy Systems Three Credit Hours Advanced topics in renewable energy sources to include solar heating and cooling, wind resource characteristics and assessments; wind turbine technologies (fixed and variable-speed turbines); wind power transmission; integration and interconnection issues; and photovoltaic energy. Surveys the life cycle cost and present value to evaluate systems. Same as MECH 417 but includes graduate student project / report. Prerequisites: MECH 415or consent of program director. MECH-618—Energy Sources, Technology, and Policy Three Credit Hours Multidisciplinary overview of energy technologies, fuels, environmental impacts, and public policies. Quantitative engineering analysis in energy, including the differences among fuels and energy technologies, the electricity sector, liquid fuels, conventional fuels, renewable fuels, impacts on the environment, basics of atmospheric chemistry, and water use for power plant cooling. Energy policy and the societal aspects of energy, such as culture, economics, war, and international affairs, are covered. Prerequisites: MECH 415 or consent of program director. MECH-619—Power Systems Engineering Three Credit Hours Physical features, operational characteristics, and analytical models for major electric power systems and components; advanced techniques for solving large power networks; load flow, symmetrical components, short circuit analysis. Prerequisites: MECH 415 or consent of program director. MECH-625—Computer-Aided Design and Analysis Three Credit Hours Geometric and solid modeling, finite element analysis, optimization, rapid prototyping. Emphasizes practical utilization of computerbased design tools. Prerequisites: MECH102 and MECH 325 or consent of program director. Co-requisite: MECH 635. MECH-631—Advanced Engineering Mathematics Three Credit Hours Classification and solution of partial differential equations; includes linear superposition, separation of variables, Fourier and Laplace transform methods, Green’s functions, similarity solution, and spectral methods; introduction to solution of nonlinear partial differential equations, including both exact and approximate techniques, with a strong emphasis on physical systems. Prerequisite: MATH 335 (or equivalent undergraduate Applied Mathematics II course) or consent of program director. 198 MECH-635—Computer-Aided Design and Analysis Laboratory 0 Credit Hours Non-credit laboratory to accompany MECH 625. Co-requisite: MECH 625 MECH-640—Manufacturing Process and Design Three Credit Hours Selection and analysis of manufacturing processes. Product and process design for automated manufacturing. Economic analysis of manufacturing. Automated manufacturing, knowledge-based systems, and flexible product manufacture. Prerequisites: MECH 340 or consent of program director. MECH-645—Machine Design Three Credit Hours Selection, design, assembly, and analysis of common machine elements including springs, shafts, gears, clutches, brakes, and bearings. Computer-based methods of optimization employed when appropriate. Prerequisites: MECH 345 or consent of program director. MECH-650—Modeling, Analysis, and Control Systems Three Credit Hours Methods for analytical modeling, analysis, prediction, and control of linear, stationary time series of multidisciplinary dynamic systems, including mechanical, electrical, electro-mechanical, hydraulic and pneumatic systems; includes examples of advanced research in nonstationary time-series modeling and applications in manufacturing and other areas. Students complete a project on a topic of their choice. Prerequisite: MECH 350 and MECH 450 or consent of program director. MECH-655—Advanced Mechatronics Three Credit Hours Integrated use of mechanical, electrical, and computer systems for information processing and control of machines and devices. System modeling, electro- mechanics, sensors and actuators, basic electronics design, signal processing and conditioning, noise and its abatement, grounding and shielding, filters, and system interfacing techniques. Prerequisite: MECH 350 and MECH 450 or consent of program director. MECH-660—Advanced Design Three Credit Hours Creative decision-making processes for design. In-depth study of design in mechanical engineering. Quality functions, robust design, axiomatic design, and design for assembly. MECH-670—Applied Aerodynamics Three Credit Hours Applied Aerodynamics introduces the basic theories for analyzing the aerodynamic forces on a vehicle in flight. Topics include incompressible flow over airfoils and finite wings, laminar and turbulent boundary layers in airfoil analysis, and boundary layer transition. Prerequisites: MATH 231 and MECH 311 or consent of program director. CGC/EUGS Academic Catalog �MECH-697—Special Topics in Mechanical Engineering Three Credit Hours Special topics in mechanical engineering will be offered to graduate students occasionally when the interest of the students and the availability of an instructor dictate. The syllabus must be approved by the mechanical engineering faculty. Since the content of the course may change, a student may repeat this course for credit with the permission of the department head. Prerequisites: Consent of program director. ENGR-698—Engineering Internship Zero to Six Credit Hours This course gives engineering students real-world, practical application and experience to complement the classroom education they have already received. The student will pursue advanced knowledge and understanding by working for a company completing engineering requirements. The scope of activities is tailored to the educational focus of the student in consultation with the faculty advisor and company supervisor. Prerequisite: Department Head approval MECH-702—Theory of Elasticity Three Credit Hours Plane stress and plane strain; two-dimensional problems in rectangular and polar coordinates; strain energy methods; complex variables in two-dimensional problems; the general equations of three-dimensional elasticity. Prerequisites: MECH 604 (Advanced Mechanics of Materials) or consent of program director. MECH-703—Theory of Plasticity Three Credit Hours Stress and strain tensors; elastic stress-strain relations, criteria of yielding; plastic stress-strain relations; elastoplastic problems of spheres and cylinders; the plane elastoplastic problem; the slip-line field. Prerequisites: MECH 604 (Advanced Mechanics of Materials) or consent of program director. MECH-708—Mechanics of Composite Materials Three Credit Hours Analysis of stress, strain, and strength of fiber reinforced composite laminates and structures. Topics include laminated plate theory, stress analysis of orthotropic plates, damage mechanisms, fatigue, impact, thermal and environmental effects. Prerequisite: MECH 604 (Advanced Mechanics of Materials) or consent of program director. MECH-750—Introduction to Modern Control Engineering Three Credit Hours State variable methods, eigenvalues, and response modes; controllability, observability, and stability; calculus of variations; optimal control; control of regulator and tracking servomechanisms; Hamilton-Jacobi, dynamic programming; deterministic observers, Kalman filter; discrete and continuous time. Prerequisite: MECH 350 and MECH 450 or consent of program director. MECH-755—Nonlinear Control Engineering Three Credit Hours Characteristics of nonlinear systems; State space formulation; stability criteria; Liapunov functions; describing functions; signal stabilization; Popov and circle criteria for design; adaptive controlsystems. Prerequisite: MECH 350 and MECH 650 or consent of program director. MECH-771—Compressible Flow Three Credit Hours Compressible Flow combines aspects of classical thermodynamics and equilibrium mixtures with compressible fluid flow. Chemical thermodynamics and real gases are explored. One-dimensional flows through nozzles and diffusers are analyzed. Normal and oblique shock relations, Prandtl-Meyer flow, and method of characteristics are also introduced. Prerequisites: MATH 231 and MECH 611 or consent of program director. MECH-772—Computational Methods in Thermal Sciences Three Credit Hours Computational Methods in Thermal Sciences is an introduction to the field of Computational Fluid Dynamics (CFD). Finite difference methods for the solution of fluid dynamics and heat transfer problems are utilized. Students will gain a general understanding of numerical methods, computer programming, and fluid dynamics and heat transfer through project-based assignments. Finite volume methods are also introduced. Prerequisites: MATH 231, MECH 611, MATLAB experience or consent of program director. Physics (PHYS) PHYS-510—Engineering Applications in STEM Three Credit Hours The flight of heavier than air vehicles is a wonder and a marvelous application of the principles of physics. Turning these principles into technology which is safe and effective requires knowledge and understanding of these principles of physics which makes flight possible and a command of structured engineering design which makes useful applications possible. This course provides both an understanding of the physical principles of flight and an introduction to the engineering design process. Teachers involved in the STEM disciplines will find the design projects addressed in this course directly applicable as student design projects in their classes. Through these case studies your students can not only learn that the underlying physics in not that difficult but can also have fun implementing what they learn in the design projects. Political Science (PSCI) PSCI-500/CRMJ-500—Seminar in Social Science Three Credit Hours An interdisciplinary introduction to the social sciences with an emphasis on the perspectives and patterns of inquiry of several subfields. This course surveys the empirical and theoretical contributions of different social science disciplines in order to provide CGC/EUGS Academic Catalog 199 �a fundamental understanding of the dynamics of individual and group behavior. Topics include ethics, social science methodology, and the key criticisms of these methods. PSCI-501/CRMJ-501—Research Methods in Social Science Three Credit Hours An examination of methods in the scientific study of social phenomena with emphasis given to the systematic study of society and contemporary research problem in the social sciences, including research design, data collection, data analysis, and computer applications. PSCI-502—The American Federal System Three Credit Hours This course will examine the origins of and the relationships between the national government and the state and local governments. Topics covered will include the nature of the federal system and overviews of the functions and powers of the national and state and local governments. Particular attention will be given to an evaluation of the policy-making process through a study of one or more policy areas such as urban policy, welfare policy, and environmental policy. PSCI-503—The Politics of American Democracy: Political Behavior, Interest Groups, and Political Parties Three Credit Hours This course will examine the political process in the United States, including an analysis of public opinion, the mass media, political parties, interest groups, voting behavior, and elections. It will incorporate an introduction to the basic methods of data analysis in order to allow students to read and understand social science literature. PSCI-506—Legislative Process Three Credit Hours A study of the organizations and procedures of a legislative body with attention on its role in policy formation and its relationships with other parts of a political and governmental system. PSCI-507—American Presidency Three Credit Hours A study of the modern presidency with attention to its origin and its historical and constitutional development. Emphasis is placed on the examination of the various roles and functions of the President and on an analysis of presidents in action. PSCI-509—Urban Politics Three Credit Hours A survey of urban areas and their development with emphasis on the politics of U.S. urban and suburban areas. Topics explored through lectures, seminars and student-led discussions of the professional literature include types of urban governance; urban demographics; suburbanization and gentrification; “urban sprawl”; the development of professionalized city planning; public administration and finance; pluralist competition in city regimes; race and politics; economic development; issues of federalism; and city-county consolidation and state-city relations. 200 PSCI-510—Topics in Political Science Three Credit Hours Selected topics that fit the needs of students as well as the specialized knowledge of the faculty. Topics could range from stability and change in the American political system to the best way to attain security in a nuclear-armed world. PSCI-521—Advanced Placement: American Government Three Credit Hours This course reviews and examines the materials, methods, and approaches utilized in organizing and teaching the high school advanced placement course on American Government. Successful completion of the course satisfies the state requirement for certification to teach the advanced placement American Government Course. PSCI-555—Topics in Political Science Leadership Application Three Credit Hours Selected topics in political leadership application. Topics could range from leadership studies of the American presidency; U.S. foreign policy decision makers; or global leaders. This course satisfies the “leadership application” requirement for students in the leadership graduate certificate program. PSCI-561—Law and Legal Process Three Credit Hours A general survey of the American legal process (except for the criminal justice process) with emphasis on the nature and function of law, the organization of legal institutions (primarily the state and federal judiciaries), an introduction to civil law and the civil justice process, the roles of judges and lawyers, the judicial decision-making process, and the impact of court decisions. PSCI-562—East Asian Affairs Three Credit Hours A survey of contemporary political and economic issues within China, Japan, Taiwan, and the Koreas. This course examines the governmental and economic institutions within each country with emphasis on intra-regional relations; bilateral relations between the individual countries and with other states including the United States; and regional issues that impact Asia, the Pacific, and the globe. PSCI-563—South Asian Affairs Three Credit Hours A study of key countries in the region including India, Pakistan, Nepal, Afghanistan, and Sri Lanka, with an emphasis on issues of development and security concerns such as nuclear weapons development, territorial disputes, communal conflicts, and other forms of political violence. Attention is also paid to the great power aspirations of India and Pakistan and their relations with the United States. PSCI-564—US Foreign Policy Three Credit Hours This course will address two major topics: (1) the constitutional and structural foundations of the American foreign policymaking process, through a consideration of the presidency, executive institutions (the state department, department of defense, the intelligence community, and Congress, as well as the ongoing dynamic relations among these actors. The role and impact of other CGC/EUGS Academic Catalog �relevant actors in the foreign policy formation process (i.e., the media, interest groups, as well as that of public opinion will also be addressed. (2) The second no less important issue we will address is that of globalization on the choices and freedom of action the United States had enjoyed since the end of WW II. The emergence of a transformed geopolitical environment as well will be reviewed. the numerous challenges and obstacles to the spread and consolidation of democracy. Both domestic and international factors are important not only in promoting democracy but also in inhibiting its adoption. Finally, the course concludes with an overview of a number of regional and country-specific experiences/case studies related to the democratization process. Students will be guided in analyzing the new context of American foreign policy as follows: (a) engaging in individual and small group analysis and presentation on individual foreign policy cases, to wit., researching how impact of American foreign policy is interpreted by leaders and publics in selected countries; (b) looking at survey research to understand the shaping and role of American public opinion on the foreign policy process; and (3) cross-comparison of the views of various activist elite foreign policy influencers, and the manner in which these views enter the formal foreign policymaking process (for example, the cycling of key policymakers from government to think tanks, the media, and academic institutions. PSCI-569/INTL-569— National Security Policy Three Credit Hours Seminar which examines the components of United States security policy. Course discusses the roles and agencies involved in the development of national security policy. Consideration given factors, both internal and external, affecting national security. Students will be expected to complete a comprehensive final exam as well as submit a research paper on a topic derived from the course content. Students with relevant experiences (such as military or government service, may with the instructors permission utilize such documentable experience in their research paper. PSCI-565—International Politics Three Credit Hours By interlinking the study of international politics, global affairs, and geopolitics, this course aims to provide graduate students with a solid foundation for further study and work in the field. It applies the major theories, concepts, and debates in international politics to “real-world” events and issues to help students fully grasp the nature and relevance of this field of study. It intertwines readings and discussion with students’ own thinking to encourage critical thinking, analysis, research, and communication skills. PSCI-566—International Political Economy Three Credit Hours This course examines the relationship between economic and political behavior and the various ways in which domestic and international “agents” use political processes, institutions, and regimes to influence state policies and the international environment. In doing so, it analyses why and how politics and economics interact to shape the way we live. The course contains three parts. The first focuses on the major theoretical perspectives on political economy, including mercantilism, liberalism, and Marxism. The second examines some of the major components of the modern world economy: multilateral trade, domestic trade policy, international finance, and monetary policy and exchange rates. Finally, the course investigates current issues in international political economy, such as the North-South gap, the role of multinational corporations, and the effects of globalization. PSCI-567—Global Democracy Three Credit Hours This course looks at the question of democratic governance across the globe. It presents an understanding by the concept of democracy both theoretically and practically; a discussion of efforts to measure democracy in order to help differentiate between democracies and non-democracies; an exploration of the reasons behind the historical spread of democracy; and an investigation of PSCI-571—Comparative Politics Three Credit Hours This course introduces students to the core themes, ideological debates, and methodological approaches used in the field of comparative politics. In doing so, it encourages students to examine some of the questions of enduring interest to political scientists, including the origins and influence of the state, the causes and consequences of authoritarian and democratic forms of government. It also looks at variations within regime types and how they may affect the function of key political institutions and overall governance. As students engage with these questions, they will explore the interaction between economic, social, historical, and institutional factors in explaining political developments. Critical thinking and the ability to articulate clearly the strengths and weaknesses of different approaches are stressed throughout the course. PSCI-572—International Organization Three Credit Hours This course examines the development and growth of international organizations and their relationship between each other as well as their member states. It focuses on the internal dynamics of the organizations as well as their external manifestations in subregional, regional, and global policies and programs. The organizations covered in the course are the United Nations, the North Atlantic Treaty Organization, the African Union, and the Arab League. The emphasis behind each organization is its origins, growth, and change. The course reviews the establishment of the United Nations and the original attempts by member states to correct the failures of the League of Nations before following the political and economic development of the organization. The North Atlantic Treaty Organization is examined in terms of its origins and how the organization continued to modify its purpose and mission as international dynamics altered around it. This will be compared to the defunct South East Asian Treaty Organization with the purpose of understanding why the former succeeded and the later failed. The course covers how and why the African Union was conceived from the Organization of African Unity and the development and progression of its policies to form a continental customs union and common market through the work of regional economic commissions. The Arab League is examined in terms of its original purpose, how and why the organization decreased in effectiveness, the growth of sub- regional organizations to carry out its original purpose, and its recent resurgence as a single voice for its members. CGC/EUGS Academic Catalog 201 �PSCI-573—Politics of Economic Development (Service Learning) Three Credit Hours By combining academic work with hands-on experience as a volunteer, this course provides students an in-depth understanding of the economic development process. The course begins by examining the concept of development and the forces that influence economic development and growth in developing countries. With a focus on the relationships between the market, state, and civil society, it covers the various components of development that economists typically study, including economic growth, income inequality, poverty, population, urbanization, migration, education, health and nutrition, and the environment. Throughout the course, individual readings and assignments are selected with a view to students’ volunteer placements so they can apply the concepts covered in their onthe-ground work and share their experiences with others. PSCI-574—Global Issues Three Credit Hours The course will review the new context for state interaction and global order. The most significant question is whether the international community can weather the storm of new challenges and threats without a central gatekeeper, such as the United States. Globalization has also given other states (established and newly emerging powers) opportunities to exploit the inability of the United States to foment a new architecture of stability and order. Follower states have found opportunities (many derived from the expanding and deepening global trading system) to undermine American dominance. Also, some states have moved to establish regional political and security alliances that not only speak to their needs (counter-terrorism, immigration, and natural resource exploitation, for example) but also dilute the “traditional” influence of the United States in these matters. At the same time, there has been a proliferation of “non-state actors” who are able to capitalize on the measurable weakening of national authority and the hesitancy of nation-states to coherently identify, define, and deal with the new challenges. Students will review the impact of global issues from two perspectives: (1) challenges and (2) opportunities within the framework that the traditional role of states as “gatekeepers,” buffering and processing challenges to stability and order has been gradually been transformed. Throughout the course, student groups will take up several issues and proceed to analyze whether international institutions such as the United Nations, and regional and functional non-governmental organizations (NGOs) are in fact dysfunctional when confronted with the challenges of globalization. Student groups will also address the question of whether the Cold War origins and patterning of these NGOs are obstacles to the development of flexible and creative strategies. Finally, although it might be fairly argued that the traditionally conceived state’s influence and role has been diminished, it can also be proposed that the state system will not wither away quietly, and that states will engage in behavior necessary to protect and grow their influence—newly emerging states may resist the influence of older states, but the former seeks similar symbols of power and behave in ways to enhance their own economic and political power on the world stage. Students will be required to complete a comprehensive final exam and to submit a research paper that may be derived from one or more of the paradoxes and contradictions described above. 202 Students with relevant experiences in the private sector, government, military, or non-governmental organizations may, with the permission of the instructor use such experiences to shape their research paradigms. PSCI-575—US Foreign Policy Leadership Three Credit Hours This course examines the various principles and models of leadership and applies them to US Foreign Policy decision making with an emphasis on the leadership styles exhibited by different US presidents, secretaries of state, and national security advisers. The course covers leadership and decision making from the individual and group level perspectives and includes factors related to personal psychology, group dynamics, models of bureaucracy, evaluation of inputs, and interpretation/misinterpretation of information. The course applies these factors to a series of major US foreign policy decisions covering topics that include deploying the military, political negotiations, and economic bargaining. The case studies also range from those where a leadership decision must be made within hours or days to those where the decision required a year or more for formulation. In each case study, the leadership styles of the US president, secretary of state, and national security adviser (and in some cases the secretary of defense) are analyzed in terms of the principles and models of leadership and decision making. PSCI-576—International Law Three Credit Hours This course is an introduction to public international law for students of international relations. The primary purpose of this course is to enhance students’ understanding of the ways in which international law orders international politics. Why do sovereign states voluntarily forfeit maximum independence and agree to constrain their behavior in the international system? How and to what extent has international law been used in resolving conflicts between nations? How and to what extent has it facilitated the achievement of common goals? What is the relationship between international law and states’ foreign policies? Emphasis throughout the course is on the substantive rules of the law, the relationship between law and politics, and on the historical episodes that illustrate the issues. PSCI-577—Conflict Studies Three Credit Hours What causes war? What causes intergroup conflict short of war? Why do groups of people systematically kill other groups of people? What do we need to know to prevent conflict/war if possible, and prepare for it when necessary? Is it possible to prevent conflict/war (or prepare for it) if it is often caused by accidents, miscalculation, and misperception? With these questions in mind, this course will develop your ability to analyze the causes, conduct, and consequences of intergroup conflict and war. We will begin by exploring the consequences of war for personal, national, international, and global security. We will then examine theories about the causes of war and apply them to understand the occurrence of World War I, World War II, and the Cold War. Next, we will explore the conduct and consequences of these wars at the doctrinal, strategic, operational, and tactical levels. Finally, we will discuss contemporary issues in war, peace, and security, including the causes, conduct, and consequences of the war on terror and the war in Iraq, weapons proliferation, the future of military technology, the rise of new great powers, humanitarian intervention, and alternatives to war. During the course, you will CGC/EUGS Academic Catalog �develop critical reading skills by evaluating other scholars’ theories, arguments, and evidence. As will become apparent, there are numerous theories that attempt to explain what causes war and/or peace. You are encouraged to challenge these theories and arguments. PSCI-592—International Political Theory Three Credit Hours Major theoretical writing from the ancient Greeks to the present day with emphasis on a comparison of ideas and on the relationships between theories and contemporary problems. PSCI-662—Constitutional Law: Civil Rights and Liberties Three Credit Hours A study of the underlying and basic principles of the Constitution as reflected in the leading decisions of the United States Supreme Court with special attention directed to the Bill of Rights and the Thirteenth, Fourteenth, and Fifteenth Amendments. Project Management (PMGT) PMGT-633—Fundamentals of Agile Project Management Three Credit Hours This course explores agile-related practices, methodologies, and applications in development and operational project environments. Learning experiences and team projects focus on developing the knowledge, skills, abilities and attitudes considered essential in effectively managing teams in adaptive project environments. Topics of study include the development of an agile mindset, theoretical and practical applications of agile practices, the transition and integration of these practices with other project management methodologies, along with the stages of the agile development cycle. Students will apply tools and techniques in a learning environment that approximates adaptive project environments. ln addition, case studies will include applicable individual and organizational experiences with implementing agile methodologies. Prerequisite: None. Work experience is recommended. PMGT-650—Overview of Technical Project Management Three Credit Hours This course applies a systems engineering approach to project management and introduces the student to the entire lifecycle of technical projects as offered by Project Management Institute’s A Guide to the Project Management Body of Knowledge (PMBOK® Guide) and other resources. Practical assignments are combined with industry-accepted standards for the purpose of developing a logical framework for managing and leading technical projects. The five major process groups of Initiation, Planning, Executing, Monitoring and Controlling, and Closing are investigated in relationship with the ten knowledge areas of Integration, Scope, Time, Cost, Quality, Human Resources, Communication, Risk, Procurement and Stakeholder Management. Professional responsibility and ethics will receive particular emphasis. A Capstone Project requirement is a major component of this course and integrated into the other Technical Project Management (TPM) courses, PMGT 651, PMGT 652, and PMGT 653. A formal presentation of the completed TPM Capstone Project to industry, academic and public professionals will be required at the successful completion of the fourth TPM course. Prerequisite: None PMGT-651—Technical Project Planning and Scheduling Three Credit Hours This course explores the principles and applications of work breakdown structures (WBS); the Critical Path Method (CPM) and Program Evaluation and Review Technique (PERT); earned value management, critical chain scheduling and buffer management; definition and allocation of resources; resource leveling; and schedule compression. Course content includes realistic projects, case studies, MS Project computer applications, along with webbased management and technology tools. Each student will continue working on their Capstone Project started in PMGT-650. Prerequisite: PMGT-650; or instructor permission. PMGT-652—Applications of Quality Management Three Credit Hours This course investigates risk planning and the principles of quality management and their application in the technical project environment. The standards, tools, techniques and deliverables as related to the development and implementation of a comprehensive quality system will be explored. Topics related to ISO 9000, lean six sigma methodology, business process improvement, and risk planning and mitigation will be addressed. Each student will continue working on their Capstone Project started in PMGT-650. Prerequisite: PMGT-650 & PMGT-651 or instructor permission. PMGT-653—Technical Project Support and Operations Three Credit Hours This course is designed to provide students with knowledge and understanding of the activities necessary for the completion of a project, but not normally recognized as project activities. These activities include project plan development, human resources, communication, procurement, project closing, and stakeholder management. Each student will continue working on their Capstone Project started in PMGT-650, and if PMGT-651 and PMGT652 have been successfully completed, will formally present the completed project as part of this course. Prerequisite: PMGT-650, PMGT-651 and PMGT-652. PMGT-660—Overview of Technical Program Management Three Credit hours This course introduces the student to the complexities of technical program management, as offered by Project Management Institute’s (PMI) The Standard For Program Management, and other sources. The course provides an overview of the technical expertise, leadership and management skills, and cultural factors that generate success in management of today’s complex technical programs. An overview of the social, economic, political, media, and regulatory issues faced by program managers will be explored to enable an understanding of the complex issues that must be managed. The primary intent of this course is to expose students to the many challenging issues being faced internally and externally so that successful processes can be developed and pitfalls avoided. Key topics covered will include the need for effective processes and management agility, establishing a culture of communication, superior stakeholder engagement, and active executive support in program governance. Prerequisite: PMGT-650; or instructor permission. CGC/EUGS Academic Catalog 203 �PMGT-661—The Legal and Contractual Aspects of Program Management Three Credit hours This course provides an overview of legal and contractual issues that influence and impact technical program and project management decisions. An overview of the legal system and regulatory framework will be developed to facilitate an understanding of potential legal issues. Primary focus is placed upon understanding and avoiding pitfalls associated with the contracting process as it pertains to Engineering and Construction programs and large Government/Private Programs. Other topics include legal relationships between the Client, Prime Contractor and Design Professional; negligence and the Design Professional; Design Professional licensing and liability; the role of insurance and bonds in program management; personnel and labor issues; intellectual property; environmental liability in public and private construction; claims, arbitration, and dispute resolution options; and the ethical implications of decisions. Prerequisite: PMGT-650 PMGT-662—Program Development Strategies and Processes Three credit hours This course provides a detailed exposure to Technical Program Development; understanding of market needs, a sound business model, a well-defined financial strategy, and well-thought-out strategic goals. The course is designed to help the professional engineer, technical program manager, and all others who must come together as a working team, to better understand their respective roles and responsibilities in that process. Through case examples, analysis, and project planning tools, this course looks at the longer organizational view of program development. It will present proven ways to improve program development cycle times and to take advantage of new market opportunities. Students will learn how to develop and analyze Technical Requests for Proposal (RFPs) that are essential in today’s global economy. Key topics include program development, analysis tools, preparation/evaluation of RFPs, building on existing product lines, and product platform management. Prerequisite: PMGT 653 and PMGT 660; or instructor permission PMGT-671—Project Manager Leadership Development Three Credit Hours This course is designed to provide project management students with knowledge and understanding of proven concepts for the development of leadership skill essential to lead and manage technical project teams. It is intended for students who want to improve their knowledge in the area of technical project leadership and management responsibilities. Students will be exposed to the issues related to understanding the difference between leadership and management, the leadership behaviors unique to the best performing project managers, the casual influences that impact leadership development, and the importance of coaching, mentoring, and corporate culture. Course content will include the study of proven research results, case studies, guest speakers, individual study, and executive interviews. Prerequisite: PMGT-650 or instructor permission. PMGT-672—Applied Leadership Concepts Three credit hours This course is designed to provide project/program management professionals with advanced leadership skills. Areas covered in the course will include leadership challenges unique to leading without 204 formal authority, virtual project teams, executive leadership issues, conflict resolution, negotiations, and secession planning. Course content will include case studies, guest speakers, executive interviews, and team case studies. Prerequisites: PMGT-650 and PMGT-671 PMGT-680—System Engineering Management Fundamentals Three credit hours This course is an overview of system engineering practices and principles, with an emphasis on system life cycle processes and activities. Content is based on the International Council on Systems Engineering (INCOSE) System Engineering Handbook as well as other related texts and applicable industry standards. Students will participate in individual and team projects. Topics of study include System Engineering Concepts, the System of Systems (SOS), System Definition and Development, System Design Requirements, integration strategies, System Modeling, Project Planning, System Engineering Processes, leadership, and organizing to manage processes associated with complex technical systems. Prerequisites: None. PMGT-681—Requirements Development and Management Three credit hours This course is designed to build the knowledge and skills necessary to manage the translation of needs and priorities into a system of requirements and to develop derived requirements. These together form the basis of the engineering of complex technical and multidiscipline projects. Course topics will focus on managing the processes associated with the development of system requirements. The course will introduce concepts associated with the translation of user needs and priorities into basic functions and quantifiable performance requirements, along with how to analyze and improve upon the requirements in areas such as correctness, completeness, consistency, measurability and testability. Prerequisite: PMGT-680 or instructor permission. PMGT-682—System Verification and Validation Three credit hours This course is designed to build knowledge and performance competencies related to the verification and validation processes associated with ensuring the integrity of an evolving design solution. A comprehensive exploration of system verification and validation practices will be performed to provide a basis for applying technical modeling and simulation techniques and lifecycle phases. Course topics will include an examination of applicable industry standards and provide a broad understanding associated with relevant process areas. Prerequisite: PMGT-680 and PMGT-681 or instructor permission. PMGT-683—Systems Modeling and Integration Three credit hours This course provides an overview of how systems engineers employ models and simulations to implement the systems engineering process model. Conceptual understanding and practical skills in the application and integration of systems modeling and simulation will be addressed, in addition to model and simulation development and application to facilitate decision making. Principles and theoretical frameworks will be explored to provide the practical knowledge and skills associated with the application and integration of systems modeling and simulation within complex systems or technical organizations. Topics of study include CGC/EUGS Academic Catalog �process improvement, lean enterprise concepts, requirements allocation, and system optimization. Prerequisite: None. PMGT-684—Human System Integration Three credit hours This course examines the application of human system integration (HSI) theories and principles to understand human factors, safety engineering, and the limitations of the human. Emphasis will be placed on reducing life cycle costs and optimizing system performance through an understanding of the relationships between humans and technology in complex systems. Topics will focus on the design of interactive products to support the way people communicate and interact, including human factors, safety, rapid prototyping, mock-ups, habitability, survivability and team behavior. Prerequisites: None. PMGT-685—Decision and Risk Analysis Three credit hours This course makes a broad study of decision analysis tools and techniques used in technical and management decision making within a risk management context. Integration of sustainability with decision and risk analysis will be emphasized. Students will develop an industry standard Risk Management Strategy and a Decision Management Strategy. Topics of study include decision and alternative definition, analytical decision support, probability theory and statistics, decision framing, cognitive bias, risk planning and identification, risk analysis, risk breakdown structures, sensitivity and multi-attribute utility analysis and decision implementation. Prerequisites: None. PMGT-690—Independent Study Three credit hours This course is designed to complement classroom instruction by allowing for work on an advanced academic project under the direction of one or more of the faculty of the School of Engineering. Students will have the opportunity to relate their classroom experience to an investigation of advanced topics. Applicable efforts, activities, and topics will be approved through the Department of Engineering Leadership and Program Management. Prerequisites: PMGT-650 and instructor permission. Psychology (PSYC) PSYC-500—Human Growth and Development Three Credit Hours An analysis of the principles of human development with emphasis on the contributions of biological, social, psychological, and multicultural influences as applied to an understanding of cognitive, emotional, social, and physical development across the life-span. Particular emphasis will be given to the psychobiological nature and social context of development as well as cultural and ethnic variations impacting on developmental processes. PSYC-501—Principles of Behavior and Cognitive Change Three Credit Hours This course will provide a systematic review of key concepts and principles of contemporary behavior and social learning theory. This material serves as a backdrop for an examination of a functional analytic approach to behavioral assessment and cognitive-behavioral therapeutic interventions. The theoretical rationale and empirical basis of traditional and more recently developed cognitive-behavioral interventions will be reviewed. Examples of these interventions include exposure techniques, contingency management, child-parent training, social skills training, cognitive therapy interventions, motivational interviewing, acceptance and commitment therapy, mindfulness, and dialectical behavioral therapy. Prerequisites: Officially admitted into Clinical Counseling Program or School Psychology Program. PSYC-502—Psychological and Educational Exceptionalities: Children and Adolescents Three Credit Hours This course is an overview of child and adolescent educational and behavioral disorders. The course will focus on definition, etiology, epidemiology, diagnosis, and treatment/intervention. Overlap and distinguishing characteristics of educationally and psychiatrically defined disorders (e.g., DSM-V) will be emphasized. Prerequisites: Officially admitted into School Psychology Program. PSYC-503—Objective Assessment Three Credit Hours This course is critical to data collection in the School Psychology program’s data-based problem-solving model. It is an introduction to the administration, scoring, and interpretation of measures of intelligence and visual-motor abilities. The student will have practical experiences in the use of appropriate instruments. Each student must demonstrate proficiency with intervention planning within the problem-solving model. Prerequisite: Officially admitted into School Psychology Program. PSYC-504—Special Techniques in Assessment Three Credit Hours This course is critical to data collection in the School Psychology program’s data-based problem-solving model. It is an advanced assessment course building on skills learned in PSYC 503, where students gain practical experience with measures of cognitive functioning, academic achievement, adaptive behavior, and preschool assessment. Emphasis is on integrating information from all sources (i.e., problem analysis) into information utilized in intervention planning within the problem-solving model. Prerequisite: Objective Assessment (PSYC-503) PSYC-505—Personality, Social, and Emotional Assessment Three Credit Hours Students will have direct experiences in assessment and evaluation with a specific focus on multiple diagnostic (e.g., DSM-5) and classification (e.g., IDEA) systems. Emphasis will be on collecting and interpreting data/information on behavior tendencies and styles with special attention to school age children and youth. Students will gain practical experience in the use and interpretation of objective measures (e.g., rating scales), direct observation, and other data collection techniques to facilitate accurate classification/diagnosis. Practical experiences will be integrated with analysis of the extant literature relating to legal/ethical issues, CGC/EUGS Academic Catalog 205 �validity of data, and empirical findings. Focus will be on utilization of such information in a model that emphasizes data-based problem solving, planning and intervention at multiple levels across systems. Prerequisites: Objective Assessment (PSYC-503) and Special Techniques in Assessment (PSYC-504). PSYC-507—General Psychopathology Assessment and Differential Diagnosis Three Credit Hours A study of the major mental illnesses delineated in major diagnostic classification systems (e.g., DSM-5). The course will have a particular focus on differential and overlapping symptomatology within and across major classes of disorders. Models of assessment will be matched with specific symptom patterns. Continuity and overlap of normal and deviant behavior will be recognized. Additionally, students will examine the etiological and epidemiological factors in psychopathology. Prerequisites: Officially admitted into Clinical Counseling Program or School Psychology Program. PSYC-508—Counseling and Personalities Theories Three Credit Hours This course is designed to provide a balanced and systematic study of the major counseling and personality theories. The course will integrate personality theory and normal and abnormal personality with a particular emphasis on therapeutic application of the major theories of counseling intervention. Prerequisite: Completion of or concurrent enrollment in Human Growth and Development (PSYC-500) and officially admitted into Clinical Counseling Program or School Psychology Program. PSYC-512—Ethics, Roles, and Law Three Credit Hours This course will provide a survey of the field of school psychology. The role and function of the school psychologist, legal, ethical and professional issues in school psychology will be topics covered in this course. Field experiences, research methods and contemporary trends in school psychology will also be addressed. Students will be oriented to a data-based problem-solving model of school psychology that is empirically driven and intervention focused within an ecological framework. An important outcome for this course is to foster participant’s dispositions towards appreciating the diverse opportunities for school psychologists to positively impact communities, and to value implementing best practices as a school psychologist. Prerequisite: Officially admitted into School Psychology Program. PSYC-514—Ethics and Professional Issues in Counseling Three Credit Hours This course is designed to provide the Clinical Counseling student with a broad overview of professional issues related to counseling, including reference to current and historical role issues, licensure and professional development, and emphasis on matters of ethics and mental health law related to the counseling profession. Particular attention will be given to the examination of ethical principles and mental health law relevant to the potential conflicts/dilemmas arising in the course of counseling practice (e.g., suicide, homicide, role conflict, multiple relationships, etc.). Issues specific to service delivery to minorities and special populations will be addressed, as will possible ethical conflicts 206 arising within particular counseling modalities (e.g., marital and family counseling, group counseling). Prerequisite: Officially admitted into Clinical Counseling Program. PSYC-516—Psychological Resiliency for Tactical Athletes Three Credit Hours This course will provide students with foundational knowledge of psychology in the military and theoretical information on the interaction between physical and mental health as they relate to readiness and resiliency of military service members, veterans, law enforcement officers, firefighters, and other tactical personnel. This course will explore the meaning of readiness and resiliency, including the interconnectedness of mind, body, interpersonal, and spiritual fitness. PSYC-523—Statistics and Research Design Three Credit Hours Course will focus on descriptive and inferential statistics as tools for exploration of quantitative research methods. Students will develop competence in generating basic research designs to answer questions in schools, agencies, and practice. PSYC-525—Basic Counseling Techniques Three Credit Hours Course focuses on fundamental skills of interviewing, assessment, case conceptualization, and intervention. These preparatory skills are taught through role-play and other practical approaches. The course is practice-oriented and designed to assist the student in developing professional skills. The student will be involved in analyzing his or her own counseling style and performance. Prerequisites: Officially admitted into School Psychology Program and completion of all or concurrent registration in: Human Growth and Development (PSYC-500), Principles of Cognitive and Behavioral Change (PSYC-501), General Psychopathology (PSYC507), and Counseling and Personality Theories (PSYC-508). PSYC-526—Clinical Counseling: Basic Three Credit Hours Course focuses on fundamental skills of interviewing, assessment, case conceptualization, and intervention. These preparatory skills are taught through role-play and other practical approaches. The course is practice-oriented and designed to assist the student in developing professional skills. The student will be involved in analyzing his or her own counseling style and performance. Prerequisites: Officially admitted into Clinical Counseling Program and completion of all or concurrent registration in: Human Growth and Development (PSYC-500), Principles of Cognitive and Behavioral Change (PSYC-501), General Psychopathology (PSYC507), and Counseling and Personality Theories (PSYC-508). PSYC-540— Theories & Biology of Addiction Three Credit Hours The purpose of this course is to provide students with 1) a rich foundation of theories of addiction (such as the disease model), 2) a basic understanding of the biological bases of addiction, including brain functioning associated with specific substances, and 3) basic assessment skills. These will be used to help develop case conceptualization skills. Prerequisites: Human Growth and Development (PSYC-500), Principles of Cognitive and Behavioral Change (PSYC-501), and General Psychopathology (PSYC-507). CGC/EUGS Academic Catalog �PSYC-549—Foundations of Psychometrics Three Credit Hours This course is designed to prepare students to become intelligent users of assessment information within the clinical decision-making process. The primary focus is on understanding the philosophical and statistical properties of measurement instruments, developing an understanding of the advantages and limitations of assessment approaches, enhancing sensitivity to social and ethical issues in assessment, and using an integrative approach for applying the results of assessment to diagnosis and the clinical decision-making process. Students will also learn program evaluation models and quality improvement mechanism for school and mental health programs. Prerequisite: Officially admitted into Clinical Counseling Program or School Psychology Program. PSYC-553—Introduction to Family Dynamics Three Credit Hours This course is designed to serve as an introduction to the various schools of family therapy. Students will study the historical context and underlying pragmatic assumptions inherent in the diverse schools. Students will survey the major contributors to each theoretical perspective and examine techniques unique to each perspective. Prerequisite: Completion of or concurrent enrollment in Human Growth and Development (PSYC-500). PSYC-555—Special Topics in Psychology Three Credit Hours This course is designed to provide service providers and students with information and knowledge regarding contemporary psychological and social problems. Various topics will be offered as the need arises. This course varies across semesters. Students must obtain approval from their advisor to include this course as an elective. PSYC-557—Counseling and Psychotherapy for Couples Three Credit Hours This course is designed to provide an overview of the major theories of relationship psychotherapy and technical interventions utilized within the major approaches to couples counseling. The development aspects of family and couples counseling will be reviewed and special course topics will include spouse abuse, divorce mediation and adjustment, and ethical considerations. The training activities provided in this course will include diagnosis of family problems, assessment techniques, case presentations, enactments, and other experimental work. Video use and analysis are significant parts of the course. Prerequisite: Officially admitted into Clinical Counseling Program and Family Dynamics (PSYC-553). Prerequisite: Completion of or concurrent enrollment in Growth and Development (PSYC-500) and officially admitted into Clinical Counseling Program or School Psychology Program. PSYC-570—Social and Cognitive Foundations of Interpersonal Behavior Three Credit Hours This course presents a survey of the scientific study of social influence, emphasizing that a fundamental understanding of the basic forces affecting how individuals think and behave in social settings serves as a cornerstone of effective interpersonal behavior and sound leadership. PSYC-599—Thesis Three Credit Hours This course entails the completion of an applied research project. Toward this end, students will select one of three designated options and, in conjunction with a supervising departmental faculty member, formulate and address an original research question. The student’s research project will culminate in a presentation at a local, regional, or national psychology association meeting (or equivalent), or publication. This course will focus on data collection procedures, statistical analysis of data, methods of conducting program evaluation, and empirically-based decision making. Prerequisite: Officially admitted into Clinical Counseling Program or School Psychology Program and Completion of Statistics and Research Design (PSYC-523). PSYC-602—Social and Biological Basis of Child and Adolescent Behavior Three Credit Hours This course is an advanced course with a contemporary focus on the child and adolescent with particular attention to biological and social forces that shape development. Developmental processes will be examined through a review of current research. Part of the course will focus on cultural/technological forces (e.g., computers, television, video games) which are particularly important to today’s youth and which are important forces impacting on development. Prerequisite: Officially admitted into Clinical Counseling Program or School Psychology Program and Human Growth and Development (PSYC-500). PSYC-605—System Theory and Consultation: Prevention and Intervention Three Credit Hours This course is critical to the intervention stage of the School Psychology program’s data-based problem-solver model. School psychology students will develop skills in systems theory and intervention, consultation, and alternative delivery services to schools. Traditional test-and-place perceptions will be replaced with perceptions based on the principles of prevention, consultation, alternative intervention methods, and intervention progress monitoring. The course will cover systems theories and models of consultation to include instructional consultation, mental health consultation, and behavioral consultation. Interventions that promote positive school cultures will be examined across classroom, school, family, and community systems. Prerequisite: Officially admitted into School Psychology Program and Ethics, Roles and Law (PSYC-512). PSYC-561—Cultural Issues in Psychological Practice Three Credit Hours This course examines the influences of cultural, ethnic, minority, gender, socioeconomic, and other important group factors on psychological, educational and social development. Focus is on the development of aspects of multicultural competence. Students will learn about a variety of identity groups and engage in experiences that offer opportunities to shift focus from their own perspectives to that of people from different backgrounds. The course emphasizes ways that variations in experiences and perceptions of diverse individuals relate to psychological assessment and treatment. CGC/EUGS Academic Catalog 207 �Co-requisites: Practicum in School Psychology I (PSYC-615) and Practicum in Consultation and Intervention I (PSYC-617). Prerequisite: Students must have completed all core courses and passed comprehensive examination. PSYC-606—Academic Interventions Three Credit Hours This course is critical to the School Psychology program’s databased problem-solving model and emphasizes a multi-tiered model including primary, secondary, and tertiary prevention (e.g., Response to Intervention; RTI). It is an applied course for school psychologists-in-training designed to develop skills in designing, implementing, and evaluating evidence-based interventions that improve the academic achievement of primary and secondary school students. The course will cover curriculum-based assessment (CBA) and measurement (CBM), collaborative problem-solving, and analysis of students’ academic strengths and needs. Emphasis will be placed on linking assessment data to development of appropriate interventions designed to address specific needs in reading, writing, and mathematics. Co-requisites: Practicum in School Psychology I (PSYC-615) and Practicum in Consultation and Intervention I (PSYC-617). *This course addresses competencies that meet the requirements for Read to Succeed. PSYC-612—Reading Assessment and Intervention: A Neuropsychological Perspective Three Credit Hours Students will learn to evaluate the reading ability of children and youth using both qualitative and quantitative assessment techniques. This course will emphasize diagnosis leading to scientifically validated instructional interventions. Reading problems will be couched in a neuropsychological framework and will be consistent with the DSM and IDEA. Students will learn how to incorporate assessment data with existing psychological data on the person served to generate a more complete psychological profile. Students will also learn how to incorporate assessment data within a response to i nt erv ent i o n framewo r k t o dev elo p ev i denc e -b as ed readi ng i nt erv e nt i o ns . R e adi ng pro gr ams a nd methods of instruction used to prevent reading problems before they occur will also be reviewed. Co-requisites: Practicum in Consultation and Intervention: I and II (PSYC-616/618). *This course addresses competencies that meet the requirements for Read to Succeed. PSYC-607—Behavioral and Emotional Interventions Three Credit Hours This course is critical to the School Psychology program’s data-based problem-solving model. It is an applied course for school psychology students designed to develop skills in designing, implementing, and evaluating evidence-based interventions that improve the behavior and emotional well-being of primary and secondary school students. The course will cover behavioral principles and appropriate assessment techniques, including systematic observation of behavioral and functional behavioral assessment. Emphasis will be placed on linking assessment data to development of appropriate interventions designed to target specific needs related to internalizing and externalizing behaviors. Co-requisites: Practicum in School Psychology II (PSYC-616) and Practicum in Consultation and Intervention II (PSYC-618). PSYC-608 —Advanced Counseling Techniques for School Psychologists Three Credit Hours An applied course designed for school psychology students to further develop and cultivate their counseling skills, with particular emphasis on practices useful within school settings. Through didactic as well as experiential methods, the course builds off of content and skills learned in PSYC-525. Students will apply previously learned content, theories, and modalities to counseling practices that are useful for promoting mental health and psychological wellness among children and youth. Under the supervision of the course instructor as well as certified/licensed school psychologists, students will gain practical experiences in delivering counseling Techniques. Prerequisite: PSYC-525 PSYC-611—Clinical and Professional Issues in Counseling Three Credit Hours This course examines current issues in professional psychology with an emphasis on preparing students for field placement experiences, licensure, and clinical practice. Topics include: 1) licensure and professional development; 2) use of evidence-based practice, and 3) psychopharmacology for the non-physician. 208 PSYC-615/616 —Practicum in School Psychology: I and II Two Credit Hours each These practical courses are part of the final “capping off” of students before they begin professional school psychology internships. Applying the data-based problem-solving model, students will engage in the administration and scoring of traditional and alternative measures of intelligence, achievement, adaptive behavior, visualperceptual, and socio-emotional functioning that are commonly used by school psychologists. Students will apply data to problem analysis and recommend or implement appropriate interventions, monitor the effectiveness of the interventions, and adhere to standards of best practice in school psychology. Students will experience various roles frequently expected of school psychologists in public schools or affiliated agencies with supervision provided by practicing certified/licensed psychologists. Co-requisites: Practicum in Consultation and Intervention: I and II Course (PSYC-617/618) Prerequisites: Objective Assessment (PSYC-503), Special Techniques in Assessment (PSYC-504), and Personality, Social, and Emotional Assessment (PSYC-505). PSYC-617/618—Practicum in Consultation and Intervention: I and II One Credit Hour Each These practical courses involve the application of principles and theories of consultation and intervention through field-based experiences. Students will learn to employ empirically-based treatments and to evaluate innovative treatment programs applied to a variety of children and conditions. Intervention and prevention programs will target multiple levels within the placement site, including the individual student, classroom, school, and/or system. Demonstration of learning and skill will be exhibited in the development of case studies involving children experiencing academic and/or emotional difficulties. Through these case studies, students will combine the scientist-practitioner model with a databased problem solving approach to intervene with children in need of school psychology intervention. CGC/EUGS Academic Catalog �Co-requisites: Practicum in School Psychology: I and II (PSYC615/616). Prerequisites: Objective Assessment (PSYC-503), Special Techniques in Assessment (PSYC-504), and Personality, Social, and Emotional Assessment (PSYC-505). PSYC-620—Contemporary Issues in School Psychology Three Credit Hours This course provides an in-depth study of current issues and research in school psychology. Course content will cover contemporary issues in the field that impact the school psychologist’s ability to competently and effectively deliver services across multiple levels within the school system. In addition to other topics related to professional practice, the course will focus on school crisis prevention and response skills. Prerequisite: Officially admitted into School Psychology Program. PSYC-621/622—Internship in School Psychology: I and II Three Credit Hours Each A field placement in school psychology utilizing either a clinic setting (for no more than half the internship) and/or a public school setting in which the student works under the direct supervision of a certified school psychologist in conjunction with The Citadel Coordinator of School Psychology Practicum and Internships. Internship training represents the cumulative experience and the synthesis of all course work and practice. The goal is to prepare the intern for independent function as a school psychologist, i.e., data-based problem-solver, capable of providing a full range of services with a multi-culturally diverse client population. Students are required to complete 1200 clock hours (PSYC-621 and 622) of supervised internship experience. Prerequisite: Completion of all other course work for the Ed.S. degree (including thesis). PSYC-629—Practicum: Clinical Counseling Three Credit Hours This course is a super vised field experience for clinical counseling students who are at the end of their program. The practicum consists of 100 hours of work within a community agency. In addition to working with clients in the community, students experience individual and group supervision that emphasizes case conceptualization and the use of intervention strategies. The practicum course integrates previous course experiences with counseling skills. The student will complete a comprehensive case study integrating theory, research, and practical issues in the treatment of a client seen during the practicum experience. Prerequisites: Completion of all Clinical Counseling course work (may take electives with Practicum). PSYC-643— Advanced Clinical Counseling: Assessment Three Credit Hours This course integrates clinical assessment, case conceptualization, and treatment planning and evaluation. The emphasis on assessment highlights specific, focused procedures for common clinical problems. Interview methods, self-report instruments, and self-monitoring among others will be considered for their psychometric characteristics, clinical utility, and practicality. Case conceptualization will integrate the results of the assessment process with current conceptual and empirical literature on etiology and treatment. The course includes practical exercises in the assessment and conceptualization for the most common clinical problems. Prerequisite: Students must have completed all core courses and passed comprehensive examination. PSYC-644—Advanced Clinical Counseling: Intervention Three Credit Hours This course is designed to prepare clinical counseling students for the practicum experience. The student will implement and apply previous learning of theory, techniques, and understanding of the therapeutic process through experiential and didactic methods. The student will develop increased knowledge of the counseling process, including assessment, case conceptualization, diagnostics, and intervention strategies. The student will complete a comprehensive case study integrating theory, research, and practical issues in the “treatment” of a simulated client. Prerequisite: Students must have completed all core courses and passed comprehensive examination. PSYC-645—Advanced Clinical Counseling: Group Three Credit Hours This course provides students with an understanding of the role of the group counseling/psychotherapy modality in therapeutic settings. Focus is on the major components of group counseling/psychotherapy, including: client selection and preparation for group; attributes and behaviors of effective group counselors; group dynamics and group processes; stages of group development; therapeutic factors associated with groups; and methods/procedures used in group counseling/psychotherapy. Prerequisite: The student must have completed all core courses and passed comprehensive examination. PSYC-651/652—Internship: Clinical Counseling Three Credit Hours Each The internship is a supervised field experience consisting of 600 hours of work in a community agency. It involves continued refinement of counseling skills developed over the course of the student’s program. The student will complete and present a comprehensive case study integrating theory, research, and practical issues in the treatment of a client seen during the internship experience. Prerequisites: Completion of all prior course work (may take elective with Practicum). Note that permission of advisor is required during the semester prior to enrollment in the course. Registration is contingent upon advisor approval based upon successful completion of coursework and demonstration of ability to function in a professional role in the community. Prerequisite: Completion of all Clinical Counseling course work, including Practicum (may take elective with Internship). Sociology (SOCI) SOCI-501—Social Determinants of Modern Life Three Credit Hours This course explores some of the major determinants of group life such as social structure, socialization, stratification, the major social institutions, and social change. In addition, attention will center upon population dynamics and migration and the effects which they exert upon community life. CGC/EUGS Academic Catalog 209 �Spanish (SPAN) SPAN-20—Mexico Three Cedit Hours This is a panoramic course dedicated to an understanding of Mexico beginning with the Aztec and Mayan civilizations from before and after the conquest. The class will then focus on the colonial period, Mexican Independence (1810-1821), the nineteenth century, the Reforma, French occupation, the Porfiriato, Mexican Revolution, the Caudillismo, modern Mexico, Tlatelolco, twentieth and twenty first centuries, bilateral relations between the United States and Mexico and emigration to the United States. Some of the topics covered in the course will include, but are not limited to: Culture, politics, economics, literature, art, theater, cinema, religion, and gastronomy. SPAN-521—The Hispanic Presence in the United States Three Credit Hours This panoramic course contributes to an understanding of the cultural, political, social and economic condition of the Mexican Americans, Cuban Americans and Puerto Ricans. The course trajectory will begin with a study of the Southwestern United States covering the war with Mexico and the subsequent annexation of the Mexican territory. A close look at the linguistic and ethno-racial consciousness and how it pertains to the emerging Chicano literature will be discussed. Puerto Rico: An in-depth look at the Commonwealth status of Puerto Rico, independence versus statehood, the economic crisis from the sugar trade and emigration to the United States. The course will consider the notion of Newrican and the issues of identity throughout literature including Black Poetry. Cuba: The focus begins with the Cuban Revolution and the subsequent anti-Castro culture that dominates both Cuba and the Cuban community in Miami. The course will also discuss the social, political, economic and cultural impact of the Cuban emigration to Miami and in the wake of this movement we will discuss exile literature and the phenomenon of transculturation. SPAN-522—Culture and Literature of Spain Three Credit Hours A panoramic course covering the literature and culture from the Celtiberians to the Romans and from the Visigoths to the present day. Topics that will be discussed include the Islamic invasion of 711, the Reconquista, the Catholic Kings and the unification of Spain. The Golden Age of Spain from the perspective of hegemony and crisis. The course will also explore the culture and literature from the seventeenth to the nineteenth centuries, the Crisis of 98, the Spanish Civil War, the dictatorship of Francisco Franco (19391975) and democratic Spain (1982-2009). The course will examine Spain’s cultural and intellectual life from 1900-2000: The Generation of 1898 and 1927, culture under the rule of Franco, progressives and the resurgence of the liberal tradition. Cultural life during the period of transition to democracy will also be discussed and will include the Constitution of 1978 as well as the formation of Spain’s autonomous communities. Other areas of focus will be Spain and the European community, nationalism as it relates to the Basque Country, Galicia and Cataluña. The course will also explore the challenges of the family unit, women and childhood and conclude with a detailed look at Spain’s gypsies, new immigrants, pastimes and popular culture (tapas, celebrations, bullfights, sports, tertulias and mass media). 210 SPAN-523—Advanced and Contrastive Grammar Three Credit Hours A Comparison of grammatical structures of Spanish and English, which define the linguistic perspective specific to Spanish and with special reference to practical application in spoken and written communication and in various socio-cultural contexts. SPAN-524—Recent Trends in Teaching Spanish as a Second Language Three Credit Hours This course offers teaching strategies and learning practices for effectively delivering content and material in an engaging manner. It also covers the latest educational and language acquisition theories, in addition to the cultural aspects of teaching a new culture. SPAN-525—Spanish for the Professional Three Credit Hours Includes the study of health, legal vocabulary, business concepts, geographic context, and cultural context. Depends on the trend taught each semester (Business Spanish, Medical Spanish, Spanish for Legal Spanish, etc.). SPAN-550—Special Topics: Culture and Literature of South America Three Credit Hours Given the vastness of South America, the course is separated into three topics and will be taught in rotation each time the course is offered. (The course is repeatable and thus may be taken three times.) This will not cause duplication on transcripts as the title of each of the topics will be listed (e.g., Spanish 550 Special Topics: The Andean Countries). Listed below are the three topics: A. Colombia and Venezuela B. The Andean Countries (Ecuador, Peru and Bolivia) C. The Southern Cone (Argentina, Chile, Paraguay and Uruguay) Special Topic: Colombia and Venezuela: This is a panoramic course beginning with the conquest and independence of both Colombia and Venezuela and will continue through the formation as a republic until the present day. The topics will include the first civilizations, the conquest, the War of Independence, Simon Bolivar and the ideal of unification. The course will continue with the political, social and economic condition between the nineteenth and twenty-first centuries. In dealing with modern Colombia, we will dedicate specific attention to an exploration of violence, warfare, and the narco trade’s impact on national life as well as its influence on the international community. In Venezuela, special attention will be given to discuss the Caudillismo and the Llanero, the petroleum industry and the transformation of national life. The course will also discuss the positivist project of Guzmán Blanco, the dictatorial period, the Christian Democratic Project, militarism and Chavism as a unique phenomenon in Latin America. The previously mentioned topics will be also studied through the lens of literature, particularly in the evolution of the novel from the two country’s celebrated novelists: Rómulo Gallegos, José Eustacio Rivera and Gabriel García Méarquez among others. Special Topic: The Andean Countries (Ecuador, Peru and Bolivia): This is a panoramic course beginning with Peru by exploring the conquest, independence and gestation into the present-day republic. The primary focus will be the cultural legacy of the Incan CGC/EUGS Academic Catalog �Empire, the War of the Pacific, Haya de la Torre, and the ARPA and conclude with contemporary political currents. Bolivia will be the next region of discussion and will focus primarily on the political, cultural and economic history of the country. Specifically, the Chaco War, and the Revolutionary Nationalist Movement of 1952. We will discuss the current political trends with Alan García (Peru), Evo Morales (Bolivia) and Rafael Correa (Ecuador) as well as the production of literature from the Andean region. The course will survey authors from Ollantay to Inca Garcilaso and essayists from the nineteenth and twentieth centuries. We will examine the indigenous novel from Peru and Ecuador and the works of Mario Vargas Llosa, César Vallejo and other prominent Andean authors. current research, and techniques for assessing human physiological responses to exercise, physical training, and health-related physical fitness for a wide spectrum of populations will be studied, but with emphasis on tactical populations. Content will prepare students for professional certification as either a Certified Personal Trainer from the National Strength and Conditioning Association, American College of Sports Medicine, National Academy of Sports Medicine, or American Council on Exercise. Content for students entering the program with significant prior experience in human performance will prepare those students for the Certified Strength and Conditioning Specialist Certification from the National Strength and Conditioning Association. Special Topic: The Southern Cone: Argentina, Chile, Uruguay and Paraguay. This is a panoramic course that explores the conquest, independence and gestation into the present-day republics of the countries in the southern cone of South America. The course will emphasize the military dictatorships and the transition to the current neoliberal economies. The literature of Argentina will center on Romanticism with Esteban Echeverría, Domingo Faustino Sarmiento and José Hernandez. The study of Argentine literature will also include the Modernista Poetry of Alfonsina Storni and the new narrative with Jorge Luís Borges and Julio Cortázar. The literature of Chile will see epic poetry with Alonso de Ercilla as well as the Modernista and Vanguard poetry of Gabriel Mistral, Vicente Huidobro and Pablo Neruda. Attention will also be given to the novel of the Boom and Post Boom era with authors such as José Donoso and Isabel Allende. The literature of Uruguay and Paraguay will concentrate on the short stories of Horacio Quiroga, the Modernista poetry of Delmira Agustini and the novel with Augusto Roa Bastos. TAPR-610—Applied Exercise Physiology and Nutrition Three Credit Hours This course will provide students with an in-depth understanding of how exercise and nutrition affect the body’s physiological systems including, but not limited to the cardiovascular, endocrine, nervous, musculoskeletal, and respiratory systems. Additional attention will be paid to bioenergetics and the effects that extreme environmental factors such as heat, cold, and altitude have on physiological performance. Current nutritional theories and practices related to performance and proper recovery are also investigated. SPAN-560—Hispanic Service Learning/Internship Three Credit Hours Course emphasizes increasing fluency in comprehension, speaking, reading, and writing skills as well as understanding of cultural issues while performing service in a Spanish-speaking atmosphere. Students are required to spend several hours providing service for a community partner to improve their language skills and appreciation for the Latino community. Taught every semester such as José Donoso and Isabel Allende. The literature of Uruguay and Paraguay will concentrate on the short stories of Horacio Quiroga, the Modernista poetry of Delmira Agustini and the novel with Augusto Roa Bastos. SPAN-560–Hispanic Service Learning/Internship Three Credit Hours Course emphasizes increasing fluency in comprehension, speaking, reading, and writing skills as well as understanding of cultural issues while performing service in a Spanish-speaking atmosphere. Students are required to spend several hours providing service for a community partner to improve their language skills and appreciation for the Latino community. Taught every semester. Tactical Performance and Resiliency (TAPR) TAPR-640—Tactical Strength and Conditioning Three Credit Hours A study of fundamental concepts in bioenergetics, biomechanics, and cardiopulmonary and skeletal muscle function and adaptation, as it relates to the physical conditioning, training, and physical fitness of tactical personnel. Current research, and laboratory techniques for assessing human physiological responses to exercise and training, will be studied. Topics to be covered include but are not limited to: testing and evaluating tactical populations, nutrition for tactical populations, and physiological issues related to fire and recuse, law enforcement, and military personnel. This course will include a 10 hour practicum to help students directly apply concepts learned in a real-world setting. Content will prepare students for professional certification as a Tactical Strength and Conditioning Facilitator from the National Strength and Conditioning Association. Prerequisites: TAPR 601, TAPR 610 TAPR-699—Capstone Internship in Tactical Performance and Resiliency Three Credit Hours A supervised internship experience of at least 300 hours in a private or public sector host organization focused on performance and resiliency of tactical athletes. Students will actively participate in designing and/or delivering programs aimed at improving performance and resiliency for a single tactical athlete and/or groups of tactical athletes. This internship will provide the student with hands-on skills and knowledge for handling the nuances of training tactical athletes. Upon completion of the internship, students will present a comprehensive summary of their internship experience, and will be formally evaluated by the internship preceptor. Prerequisites: Students must have completed all required courses. TAPR-601—Introduction to Human Performance Three Credit Hours A study of fundamental concepts in human exercise physiology as applied to programs for improving human performance. Theories, CGC/EUGS Academic Catalog 211 �UNDERGRADUATE COURSE DESCRIPTIONS 212 CGC/EUGS Academic Catalog �Course Descriptions Descriptions of evening undergraduate courses are listed in this section. Consult the course schedules online to determine the course offerings in a particular term. Business Administration (BADM) BADM-110—Introduction to Business Analytics Three Credit Hours Learn how to apply computer software to assist in analyzing common business decisions, with an emphasis on advanced techniques in spreadsheet and database development and design. BADM-216—Communications in Business Three Credit Hours Required of business administration sophomores. A study of written and oral communication in organizations. Emphasis is given to communication theory including communication flows and barriers, as well as the psychology of communicating good, neutral, negative, and persuasive messages. The course also covers career planning, delivering professional presentations, electronic communications and writing formal reports. Prerequisites: English Composition & Lit I (ENGL-101) and English Composition & Lit II (ENGL 102) BADM-305—Legal and Ethical Environment of Business Three Credit Hours Required of all business administration juniors. An introduction to the legal system, with special emphasis on its relation to business. Students will contend with federal and state regulations as well as the common law to arrive at an understanding of the legality, ethics, and social responsibility of business decisions. Topics include an introduction to the judicial system, torts and product liability, administrative law and consumer protection, agency and partnership, contracts, the Constitution, criminal law, ethics, and fiduciary trust. Prerequisite: Junior or senior standing in business administration. BADM-309—Marketing Principles Three Credit Hours Required of all business administration juniors. Introduction to basic concepts and terminology in marketing: the process of developing marketing strategy, the role of marketing activities within the firm, external influences that affect the development of marketing strategy, and basic analytical tools appropriate to marketing decision-making. International and ethical issues in marketing are examined. Prerequisite: Principles of Microeconomics (BADM-202). BADM-310—Production & Operations Management Three Credit Hours Required of all business administration seniors. Operations management focuses on the systematic direction of the processes involved in the sourcing, production, and delivery of products and services. This course addresses managerial issues such as facility location and layout, service design, demand forecasting, production scheduling, project management, quality management (for example, lean, JIT, Six Sigma, TQM, etc.), inventory management, supply chain management, maintenance and reliability, and capacity management. Included are applications of decision models, statistical methods, or optimization techniques such as linear programming, queuing theory, simulation, or others. Prerequisites: Business Statistics (BADM-205) or Statistical Methods (STAT-160), Introduction to Managerial Accounting (BADM-212), and Microeconomics (BADM-202). BADM-320—International Business Three Credit Hours This course focuses on decisions in international business operations for small and large firms. Of particular interest are international business climate/culture, foreign exchange rates, international trade, overseas direct investment, and operations management. Students will incorporate case studies dealing with aspects of international business. Prerequisite: Sophomore standing in business administration. BADM-321—Business Finance Three Credit Hours Required of all business administration juniors. An introductory course combining both a description of the structure of business financing and a study of financial principles and practices, with special emphasis on their relation to managerial planning and control. Prerequisite: Introduction to Financial Accounting (BADM-211) BADM-323—Quality Management Three Credit Hours Students will develop an overall framework within which they can understand quality as a system. Content includes a look at the impact of the quality movement on our world during recent decades for both manufacturing and service organizations. The course focuses on management, leadership, organization, and tools needed to build and continuously improve quality and customer value throughout the supply chain. Included is a review of the contributions of those who are considered prime movers in the quality revolution, including Deming, Crosby, Juran, and Taguchi; a survey of current developments in the field; and practice in use of typical Quality Management techniques, tools, and processes including Lean, Six-Sigma, SPC, ISO 9000, business process improvement, QFD, and others. Prerequisite: Business Statistics I (BADM-205) or Statistical Methods (STAT-160) BADM-324—Purchasing and Materials Management Three Credit Hours The course introduces students to the critical role of purchasing in the supply chain. Topics may include the evolution of supply management and its strategic nature in world-class organizations; the supply manager’s responsibilities; the “boundary-spanning” nature of supply management; the purchasing process, objectives and responsibilities; supplier evaluation and selection; supplier quality and risk management; negotiation framework and planning; cost concepts (e.g., direct and indirect costs, fixed, step, and variable costs, and target costs) and cost analyses; “Make or Buy” decisions; developing in-country sources of supply versus “offshoring” decisions; ethical and professional standards expected among supply management professionals; and environmental CGC/EUGS Academic Catalog 213 �considerations in purchasing and materials management. Prerequisite: Business Statistics I (BADM-205) or Statistical Methods (STAT-160) BADM-326—Principles of Real Estate Three Credit Hours This course provides a personal and professional perspective of the legal, financial, and ethical rights and obligations of all parties in a real estate transaction. Topics include organizing, functioning, financing, marketing, brokering, appraising, and managing of real estate transactions. Prerequisite: Sophomore standing in business administration. BADM-327—Principled Entrepreneurship and the Free Enterprise System Three Credit Hours This course explores the role of entrepreneurship in the free enterprise system, how government policies affect entrepreneurial activity within the United States and globally, and the moral and ethical dimensions of principled entrepreneurship. This course focuses on using the tools of economics to understand the entrepreneurial process, including the role of profits and losses, discovery, and creative destruction. The course examines the legal forms of business organization and the challenges involved in opening a business and writing a business plan. Prerequisite: Junior standing in business administration. BADM-329—Project Management Three Credit Hours This course introduces students to the concepts and tools currently being used in the professional field of Project Management. Students will obtain a basic understanding of project management principles and practices, increase their ability to function effectively on a project team and as a project manager, and improve their ability to communicate effectively both orally and in writing. This course includes coverage of management in a wide range of project applications from concept through operations, planning, scheduling, controlling, economic analysis, quality, and customer satisfaction are stressed. The topics in this course cover essential concepts from the Project Management Institute’s A Guide to the Project Management Body of Knowledge (PMBOK). Prerequisites: Although there are no formal prerequisites, this course is designed for students who have taken courses in management and organizational behavior, introductory finance, and statistics. Students without these courses are likely to have to devote more time to topics briefly reviewed and may have to supplement their learning on their own for some topics. Prerequisite: Statistical Methods (STAT-160) BADM-332 Financial Markets and Institutions Three Credit Hours This course provides an overview of the key financial institutions (banks, insurance companies, mutual funds, government entities, etc.), markets (stock, bond and foreign exchange among others) and the wide array of financial instruments that are available to businesses and individuals. Particular attention will be paid to risk management and how the various markets and institutions interact with each other. Activities that take place in financial markets and institutions have a direct effect on personal wealth, the behavior of consumers and businesses, and the well-being of the overall economy. 214 BADM-338—Management and Organizational Behavior Three Credit Hours Required of business administration juniors. A study of the fundamental concepts of management and organizational behavior. Emphasis is placed on the study of human behavior, attitudes, and performance in organizations, and on the development of positive interpersonal relations. A major focus is on the managerial role of leader and decision-maker necessary for effective planning, organizing, influencing, and control of the organization. The dynamics and links among individuals, groups, and the national and international environment are analyzed to highlight the determinants of organizational effectiveness. Prerequisite: Junior standing in business administration. BADM-371—Leadership in Organizations Three Credit Hours Using a case approach as well as a significant experiential component, this course involves the application of leadership theory and practice covered in this class and in other classes in the interdisciplinary minor in Leadership Studies. The course draws from cases in business and other organizations to focus the student’s learning in both individual and team projects. Issues of motivation, persuasion, ethics, power, diversity, teams, etc. will all be explored. Guest speakers/leaders will also be an important component of the course. Prerequisite: Junior standing in business administration. BADM-404—Investments Three Credit Hours A survey course that introduces different types of securities, markets, transaction costs, security regulations, and taxes. The basic techniques for analyzing the potential returns and risks of individual securities and for combining them efficiently into portfolios are also studied. Prerequisite: Business Finance (BADM-321). BADM-405—Marketing Management Three Credit Hours A study of marketing planning and decision-making from the point of view of the marketing manager in a changing economic, social, and legal environment. Basic concepts and methods of analysis used in formulating product, distribution, promotion, and pricing strategy are studied. Prerequisite: Marketing Management (BADM-309). BADM-406 Professional Selling Three Credit Hours A study of the stages of the professional selling process, and the role of sales in today's marketing environment. Emphasis on learning adaptive selling techniques and developing effective interpersonal communications skills. Sales careers are examined. Prerequisite: Marketing Management (BADM-309). BADM-407—Money and Banking Three Credit Hours The nature and functions of money, the various monetary standards, the development of our monetary system, the factors affecting the value of money, methods and objectives of money and credit control, international exchange, and analysis of recent developments in money and credit. Prerequisite: Principles of Macroeconomics (BADM-201). CGC/EUGS Academic Catalog �BADM-409—Human Resource Management Three Credit Hours A contemporary course in the management of personnel as a resource concentrating on the historical, legal, social, economic, and ethical framework of labor relations with a focus on forecasting, planning, staffing, compensating, developing a career, labor relations, performance management, and control and evaluation of human resources. Prerequisite: Sophomore standing in business administration. BADM-413—International Marketing Three Credit Hours Introduction to global problems, cultural and ethical issues, and decision areas facing the marketing manager. Primary emphasis rests on the value of cross-cultural understanding and the need for careful adaptation of marketing efforts. Prerequisite: Marketing Principles (BADM-309). BADM-414—Consumer Behavior Three Credit Hours The study of behavioral science theories and related marketing models useful to managers in understanding consumers in the domestic and global marketplace. Prerequisite: Marketing Principles (BADM-309). BADM-417—Management Information Systems Three Credit Hours Information systems (IS) support the overall strategy of an organization in many ways. This course reviews the issues associated with managing and improving the IS function within an organization, including using IS to support decision making, manage the firm’s assets, and develop and support customers. Additional topics include the critical role of IS in an organization’s strategic plan, security issues, and the harnessing of technological advances for organizational growth. Prerequisite or Co-requisite: Computer Applications in Business (BADM-110) BADM-420—Management of Change Three Credit Hours This course uses knowledge and skills from the social sciences to develop strategies for achieving effective change within organizations. Implementation of these strategies to achieve more effective organizations is the core of this course. Topics include team building, process consultation, confrontation and the management of conflict, and technostructural change. Prerequisite: Management and Organizational Behavior (BADM338) BADM-421—Logistics Management Three Credit Hours Logistics is the part of supply chain management that plans, implements, and controls the efficient, effective forward and reverse flow and storage of goods, services, and related information between the point of origin and point of consumption in order to meet customers’ requirements (Council of Supply Chain Management Professionals, 2003). The Course covers the role and importance of the key logistics intermediaries that facilitate global trade. It describes the functions comprising logistics, describes how these functions interact, and explains how logistics can be managed as a system to reduce total cost. Prerequisite: Supply Chain Management (BADM-429) BADM-422—Strategic Management Three Credit Hours Required of all business administration seniors. A capstone course designed to give the student practice in integrating the numerous theory courses in all phases of business management. The student develops problem-solving and decision-making skills by assuming the role of top management in a simulated company and through the study of actual business cases. Prerequisites: Principles of Macroeconomics (BADM-201), Introduction to Managerial Accounting (BADM-212), Marketing Principles (BADM-309), Business Finance (BADM-321), and Management and Organizational Behavior (BADM-338). BADM-423—Personal Finance Three Credit Hours Personal Finance focuses on the application of basic financial tools and principles to the student’s personal life. Concepts and tools covered include: the financial planning process, liquidity management, debt management, asset management, and risk management. The course will also include retirement, education, and estate planning. Upon completion of this course, the student will be prepared to create and manage their own personal financial plan. Prerequisite: Junior standing in business administration. BADM-425—Small Business Management/Entrepreneurship Three Credit Hours This course covers the environment of small business, factors of success or failure, small business management tools, and sources of financing. Student teams prepare business plans for the start-up of a business. In some instances, the teams will work with local entrepreneurs in developing business plans. The course is supported by a multimedia business planning system. Prerequisite: Junior standing in business administration. BADM-428—Technology and Entrepreneurship Three Credit Hours Technology ventures are significantly changing the global competitive landscape. This course explores the intersection of technology and entrepreneurship, including both the development of new technology-based businesses and the use of technology in launching and marketing new businesses. Students will learn about models of technological change, models of new firm strategy development, and models of organizational strategy in high-tech start-ups. Topics include: matching new technologies and markets, making money from innovation, competition between technologies, strategies for competing against established incumbents, technology portfolio development, and theories of diffusion and adoption. Prerequisite: Junior standing in business administration. BADM-429—Supply Chain Management Three Credit Hours This course focuses on basic principles and essential concepts of supply chains and their effective operation and management. Topics may include methods of resource acquisition, contract management, procurement, production, packaging, shipping, warehousing, inventory placement, distribution, transportation, logistics planning, risk, quality, information technology, and CGC/EUGS Academic Catalog 215 �product support. Prerequisite: Business Statistics (BADM-205) or Statistical Methods (STAT-160) BADM-430–435—Seminar in Business Administration Three Credit Hours Junior or senior standing in business administration. These courses are designed to provide students of exceptional ability and background with the opportunity to explore a variety of advanced, business-oriented, analytical techniques. Specified topics covered within these courses will be offered at the discretion of the instructor and under the supervision of the department head. Prerequisite: approval of course instructor and department head. BADM-450—Internship Three Credit Hours Senior or Junior Standing. This course gives senior students realworld work experience to complement the classroom education they have already received. Interns will learn about the variety of issues faced by today’s firms and their managers, the kinds of information firms collect and use, and the development of solutions for business problems. Interns will spend ten to twelve hours each week working alongside a senior-level manager in a Charleston-area business. Prerequisite: Junior standing in business administration. BADM-490—Independent Study Three Credit Hours Approvals for enrollment during pre-registration from sponsoring professor and department head are required. This course may be taken by seniors desiring to engage in a scholarly research project of mutual interest to the student and the faculty member who directs the study. The project should culminate in a formal student research paper. Prerequisite: Junior or senior standing in business administration. Civil and Environmental Engineering (CIVL) CIVL-101—Engineering Drawing Two Credit Hours Required of all Civil and Environmental Engineering freshmen. Use and care of drawing instruments; proper weights and types of lines for clear-cut and complete graphical representation; auxiliary and sectional views; pictorial representation with emphasis on isometric drawing, dimensioning, development of a reasonable skill in lettering. A substantial portion of the course is taught using CAD software. Laboratory: Four hours CIVL-103—Introduction to Civil Engineering One Credit Hour Required of all Civil and Environmental Engineering freshmen. The engineering design process is demonstrated through use of practical problem-solving methods for public infrastructure and built environment projects. Course subjects include civil engineering career paths, ethical canons of the engineering profession, and requirements for professional licensure. Course assignments, conducted within a collaborative learning environment, focus on creative engineering solutions through technical analysis, teamwork, communication skills and professionalism. As a foundation for 216 sustained success in civil engineering, additional course topics include: lifelong learning, time management, community and professional service, and career development. Laboratory: Two hours CIVL-202—Statics Three Credit Hours Required of all Civil and Environmental Engineering sophomores. Scalar and vector solutions of problems in statics; resultants, reactions, and equilibrium of forces; analysis of simple trusses, friction; centroids and centers of gravity; and moments of inertia. Lecture: Three hours. Co-requisites: Analytic Geometry and Calculus I (MATH-131) and Physics with Calculus I and Lab (PHYS-221/271) CIVL-203—Dynamics Three Credit Hours Required of all Civil and Environmental Engineering juniors. Kinematics and Kinetics of particles or rigid bodies in plane motion with emphasis on the special cases of translation and rotation. The techniques of vector mathematics are employed. Lecture: Three hours Prerequisites: Statics (CIVL-202) with a grade of “C” or better. CIVL-205—Surveying Three Credit Hours Required of all Civil and Environmental Engineering sophomores. Linear measurements, leveling, compass and transit/theodolite, total stations theory of errors, latitudes and departures, areas, stadia, coordinate geometry, construction field control, legal aspects of land surveying, and public land surveys. Lecture: Three hours and Surveying Laboratory (CIVL-235). Co-requisites: Engineering Drawing (CIVL-101) or Introduction to Civil Engineering (CIVL-103). CIVL-208—Geospatial Representation Three Credit Hours Required of all Civil and Environmental Engineering sophomores. Study of geospatial representation applications, techniques, and methods that includes topographic mapping, map projections, reference datums, state plane coordinate systems, Global Positional Systems (GPS), Geographic Information Systems (GIS), and remote sensing. Lecture: Three hours. Prerequisites: Surveying (CIVL-205), Surveying Laboratory (CIVL235), and Analytic Geometry and Calculus I (MATH-131) or Honors Mathematics I (HONR-131). CIVL-210—Computer Application for Civil and Environmental Engineering Three Credit Hours Required of all Civil and Environmental Engineering sophomores. Instruction in computer applications to problems chosen from civil engineering fields. Development of computer-based methods for analyzing civil engineering systems. The class will address a range of related topics including algorithm development and implementation, professional and ethical aspects of computer applications, development of self-directed learning skills appropriate for civil engineering. Lecture: Three hours CGC/EUGS Academic Catalog �CIVL-235—Surveying Laboratory One Credit Hour Required of all Civil and Environmental Engineering sophomores. Application of principles obtained in CIVL-205 through actual field work. Horizontal control activities include distance measurements by tape and EDM, angular measurements by theodolite and total station; traversing; traverse closure computations; balancing computations; and preparation of boundary plat. Students will be introduced to the use of data collectors as part of their field work. Computer-aided applications and computer drafting are available. Laboratory: Two hours Co-requisite: Surveying (CIVL-205). CIVL-239—Geomatics Laboratory One Credit Hour Required of all Civil and Environmental Engineering sophomores. Preparation of topographic map, Geographic Positioning Systems mapping controls, Geographic Information System applications, and understanding the geometry and nomenclature of horizontal and vertical curves. Laboratory: Two hours Prerequisite: Surveying (CIVL-205) and Surveying Laboratory (CIVL235), Co-requisite: Geospatial Representation (CIVL-208), and Engineering Drawing (CIVL-101). CIVL-302—Highway Engineering Three Credit Hours Required of all Civil and Environmental Engineering juniors. Highway alignment, right-of-way and easements; earthwork and grading; road user benefits, traffic operations and capacity; design of intersections and interchanges; construction surveys; drainage design; highway materials, design of asphalt mixtures; pavement thickness design; and construction management, contracts, estimates and specifications. Preparation of plans and design documentation for a highway project including; horizontal alignment, vertical alignment, roadway cross-sections, storm water drainage, earthwork and mass diagram calculations, and construction materials. Lecture: Three hours Prerequisites: Transportation Engineering (CIVL-305); Co-requisite: Asphalt and Concrete Laboratory (CIVL-327). CIVL-304—Mechanics of Materials Three Credit Hours Required of all Civil and Environmental Engineering juniors. Elastic properties of structural materials; internal stresses and strains; principal stresses and strains including Mohr’s Circle; axial; torsion; flexure; shear; bolted joints; combined stresses; shear and moment diagrams; beam deflections. Supplemented by CIVL 307. Lecture: Three hours Prerequisite: Statics (CIVL-202) with a grade of “C” or better. CIVL-305—Transportation Engineering Three Credit Hours Required of all Civil and Environmental Engineering juniors. A study of technical, multimodal, and organizational interrelationships of United States transportation mobility systems focusing on policy, planning, capacity, operation, and design of land transportation, airport and seaport facilities. Topics include highway design, roadway safety, traffic engineering, travel forecasting, railroad alignment, public mass transit, airport layout, and harbor/ports. Lecture: Three hours Prerequisites: Introduction to Civil Engineering (CIVL-103), Engineering Drawing (CIVL-101), Geospatial Representation (CIVL-208), Geomatics Laboratory (CIVL-239). CIVL-307—Materials Laboratory One Credit Hour Required of all Civil and Environmental Engineering juniors. Laboratory supplement to CIVL-304. Introduction to the use of testing machines and equipment; strength and deformation measurements of ferrous and nonferrous metals, concrete, and wood; properties of materials as determined by results of tests in compression, tension, bending, torsion; behavior of columns; use of electric resistance strain gages; use of ASTM specifications and test procedures. Taken concurrently with or subsequent to CIVL-304. Laboratory: Two hours Prerequisite: English Composition (ENGL-102); prerequisites or Corequisites: Computer Application for Civil and Environmental Engineering (CIVL-210), Mechanics of Material (CIVL-304). CIVL-309—Structural Analysis Four Credit Hours Required of all Civil and Environmental Engineering juniors. Structural analysis of determinate and indeterminate beams and frames using classical, approximate, and computer-based methods. Lecture: Four hours Prerequisites: Mechanics of Materials (CIVL-304) with a grade of “C” or better and Analytic Geometry and Calculus II (MATH-132). CIVL-310—Statics and Mechanics of Materials for Non-Civil Engineers Three Credit Hours Vector solutions of problems in statics, resultants, reactions and equilibrium of forces. In addition, the brief study of mechanics of materials including stress and strain relationships and various types of loading on structural members. Lecture: Three hours Prerequisites: Analytic Geometry and Calculus II (MATH-132) and Physics with Calculus Lab (PHYS-221/271). CIVL-314—Engineering Economy Two Credit Hours Required of all Civil and Environmental Engineering juniors. Topics include the time value of money, equivalence, simple and compound interest, nominal and effective interest rates, present worth and capitalized cost evaluation, equivalent uniform annual worth evaluation, rate of return evaluation, benefit/cost ratio evaluation, depreciation, corporate and individual income tax, after-tax economic analysis, and engineering ethics as applied by practicing engineers. Lecture: Two hours CIVL-317—Professional Sustainability One Credit Hour Required of all Civil and Environmental Engineering juniors. The ethical cannons of the engineering profession require civil engineering graduates be well-rounded effective leaders in planning, design, and construction of public infrastructure and the CGC/EUGS Academic Catalog 217 �built-environment required to establish safe, healthy, equitable and vibrant communities. Course topics focus on preparing students to serve with distinction as technical leaders in addressing the needs of society and include: teamwork, public administration, communication, public policy, ethics, lifelong learning, attitudes, and leadership. Lecture: One hour Prerequisite: Junior standing in Civil and Environmental Engineering CIVL-320—Fluid Mechanics Three Credit Hours Required of all Civil and Environmental Engineering juniors. An introduction to fluid characteristics, properties, and the fundamentals of fluid statics, fluid dynamics, fluid flow, and fluid measurements. Hydraulic principles including pressurized pipe flow, and open channels are also covered. Classroom assignments include design problems and problem solving. Lecture: Three hours Prerequisite: Statics (CIVL-202) with a grade of “C” or better; Prerequisites or Co-requisites: Either Analytic Geometry & Calculus (MATH-231) or Applied Engineering Mathematics (MATH-234) CIVL-321—Hydrology and Hydraulics Three Credit Hours Required of all Civil and Environmental Engineering juniors. This course focuses on presentation and application of fundamental hydraulic and hydrology principles including hydrologic cycle; hydrograph development; flood routing; design of storm water systems and water distribution systems, pipe networks, pumping systems, flow through orifices, flumes & weirs, and design of hydraulic structures. Lecture: Three hours Prerequisite: Fluid Mechanics (CIVL-320) CIVL-322—Introduction to Environmental Engineering Three Credit Hours Introduction to water, air, solid and hazardous waste. Included are social and ethical considerations, legal and regulatory principles, risk analysis, the effect of pollutants in the environment, groundwater flow theory and application, and the engineering principles governing the generation and control of these pollutants. Lecture: Three hours Prerequisites: General Chemistry I (CHEM-151), General Chemistry I Laboratory (CHEM-161), Fluid Mechanics (CIVL-320), and either Analytic Geometry & Calculus (MATH-231) or Applied Engineering Mathematics (MATH-234). CIVL-327—Asphalt and Concrete Laboratory One Credit Hour Required of all Civil and Environmental Engineering juniors. Laboratory applications involving design, preparation, curing and testing of asphalt and Portland cement concrete. Includes testing for component properties, component selection and grading, material handling, mix design, blending, applicable standards and specifications, construction practices, quality control, specimen testing and safety. Marshall and Superpave mix design procedures and testing methods are used to conduct laboratory data collection and analysis. Emphasis is placed on professional laboratory report preparation. Lecture: Two hours 218 Prerequisite: Materials Laboratory (CIVL-307); Co-requisite: Highway Engineering (CIVL-302). CIVL-330—Measurements, Analysis and Modeling for CEE Systems Three Credit Hours In this course, students are introduced to several concepts and techniques essential to the modern civil engineer: Uncertainty and variability of physical systems; analysis of measurement systems; physical modeling and scaling techniques; mathematical and numerical modeling; and the impact of uncertainty on project economics. Both theory and application are presented with a very strong emphasis placed on hands-on exploration. The course requires students to employ their computer skills acquired in CIVL 210 for many assignments. Lecture: Three hours Prerequisite: Computer Application for Civil and Environmental Engineering (CIVL-210). CIVL-331—Probability and Statistics for Civil and Construction Engineering Three Credit Hours This course introduces engineering students to concepts and techniques necessary to organize and analyze technical data. Descriptive statistical measures and probability theory are combined to provide the basis for statistical decision-making techniques applicable to the practice of civil and construction engineering. Topics include data collection and presentation, measures of central tendency; measures of variability; basic probability laws and distributions; sampling theory, confidence intervals, hypothesis testing, analysis of variance, regression analysis, and process control. Prerequisite: (CIVL-210), minimum sophomore standing, or approval of Dept. Head. CIVL-402—Geotechnical Engineering Laboratory One Credit Hour Required of all Civil and Environmental Engineering seniors. Field and laboratory applications of typical methods for determining engineering properties of cohesive and granular soils. Experimental topics include specific gravity, particle size distribution, clay soil consistency, engineering classification, permeability, compaction, consolidation, in situ soil properties, soil boring and sampling techniques, and shear strength parameter determination using unconfined direct, triaxial, vane shear, and penetration apparatus. Laboratory: Two hours Prerequisite: Introduction to Geotechnical Engineering I (CIVL409); Co-requisite: Geotechnical Engineering I (CIVL-410). CIVL-404—Reinforced Concrete Design Three Credit Hours Required of all Civil and Environmental Engineering seniors. Design of reinforced concrete structures using strength design theory. Design of beams, columns, combined stress members, footings, and retaining walls. Comprehensive analysis and design of a building frame and foundation system. Special attention is given to the use of current specifications for design and construction. The use of computer programs to facilitate analysis and design during the comprehensive problem is encouraged. Lecture: Three hours Prerequisites: Structural Analysis (CIVL-309) CGC/EUGS Academic Catalog �CIVL-406—Steel Design Three Credit Hours Required of all Civil and Environmental Engineering seniors. Theory and design of steel structures using the load and resistance factor design method. Design of tension and compression members, beams, and columns. Computer solutions are utilized for design shears, moments, and axial loads. Lecture: Three hours Prerequisite: Structural Analysis (CIVL-309). CIVL-408—Water and Wastewater Systems Three Credit Hours Required of all Civil and Environmental Engineering seniors. Introduction to engineering design principles and practices including water use, quality standards for drinking water, water treatment systems, determining the quality of wastewater, design of sanitary sewers, quality criteria for surface waters, and wastewater treatment systems. Lecture: Three hours Prerequisites: Introduction to Environmental Engineering (CIVL322), General Chemistry II/General Chemistry Laboratory II (CHEM-152/162), Analytic Geometry & Calculus (MATH-231), and Applied Engineering Mathematics (MATH-234). CIVL-409—Introduction to Geotechnical Engineering Three Credit Hours Required of all Civil and Environmental Engineering Seniors. Introduces the student to the rudiments of theoretical soil mechanics. Topics include engineering uses of soils, laboratory and field determination of soil properties, determination of phase relationships, engineering soil classification, soil-water interaction and seepage flow mechanics, stress effects of loading on soils at depth, and consolidation, compaction, shear strength, and bearing capacity theory. Lecture: Three hours Prerequisites: Mechanics of Materials (CIVL-304) with a grade of “C” or better, Introduction to Environmental Engineering (CIVL322), Analytic Geometry & Calculus III (MATH-231), and Applied Engineering Mathematics I (MATH-234). CIVL-410—Geotechnical Engineering II Three Credit Hours Required of all Civil and Environmental Engineering seniors. An introductory course in geotechnical analysis and design. Topics include shallow foundations, spread footings, deep foundations, piles and caissons, lateral earth pressure for cohesive and cohesionless soils, slope stability analyses, subsurface investigations, and special topics including such subjects as soil stabilization methods, geotextile applications, liquefaction, etc. Lecture: Three hours Prerequisite: Introduction to Geotechnical Engineering (CIVL-409); Co-requisite: Geotechnical Engineering Laboratory (CIVL-402) CIVL-411 Engineering Management Three Credit Hours Application of management skills, methods, and techniques used to effectively perform engineering, design, and construction projects. Course topics include project scheduling, contract documents, multidisciplinary teams, public administration, communication, public policy, ethical responsibility, lifelong learning skills, and engineering leadership. Emphasis is placed on professional relationships between government agencies, owners, engineers, and contractors to achieve project requirements and produce engineering deliverables. Lecture: Three hours Prerequisite: Completion of all freshman and sophomore courses or approval of the department head. CIVL-412—Engineering Practice & Professional Licensure One Credit Hour Required of all Civil and Environmental Engineering seniors and Construction Engineering seniors. This class provides a review for the NCEES Fundamentals of Engineering Computer Based Exam. Prerequisite: Senior standing in civil and environmental engineering or construction engineering. CIVL-416—Modeling Civil Engineering Systems Three Credit Hours Modeling the behavior of a wide range of civil engineering systems using various analytical, computer-based, numerical, and experimental techniques. Introducing the concepts of probabilistic modeling using the Monte Carlo Analysis. Lecture: Three hours Prerequisites: Completion of required CIVL courses through the junior year or permission of the department head. CIVL-418—Fluid Mechanics Laboratory One Credit Hour Required of all Civil and Environmental Engineering seniors. Accomplishments of laboratory exercises and experiments to illustrate basic concepts of fluid mechanics and to validate empirical formulas used in hydraulic computations. Principal emphasis is on the phenomena associated with closed conduit and open channel flow of water, measurement of velocities, and flow rates and operational characteristics of pumps. A minimum of one experiment will involve the use of the computers to evaluate laboratory data. Laboratory: Two hours Prerequisite: Hydrology and Hydraulics (CIVL-321). CIVL-419—Environmental Engineering Laboratory One Credit Hour Required of all Civil and Environmental Engineering seniors. Accomplishment of chemical, physical, and microbiological determinations used in the examination of water and wastewater. Laboratory analysis to evaluate water quality will be performed, such as biochemical oxygen demand, suspended solids, pH, alkalinity, and others. A minimum of one laboratory experiment will involve the use of the computer to evaluate laboratory data. Laboratory: Two hours Prerequisite: Water and Wastewater Systems (CIVL-408). CIVL-421—Subdivision Planning and Design Three Credit Hours The elements of planning a subdivision including an introduction to planning, zoning, subdivision requirements, and review procedures; site development including the integrated design of roadways, storm drainage collection/retention/detention systems, sanitary sewer collection and transportation systems (pumping stations and force mains), potable water systems, and construction cost estimates and specification; and economic analysis with individual student participation in preliminary development of CGC/EUGS Academic Catalog 219 �single family, and multifamily projects on 20- to 25-acre tracts of land. Computer applications include use of spreadsheets and CAD. Lecture: Two hours; Laboratory: Two hours Prerequisites: Hydrology and Hydraulics (CIVL-321), Highway Engineering (CIVL-302); co-requisite: Water and Wastewater (CIVL-408). CIVL-432—Civil Engineering Design Capstone I Three Credit Hours Ethical canons of the engineering profession require civil engineering graduates to be well-rounded effective leaders in planning, design, and construction of public infrastructure and the built environment projects needed to establish safe, healthy, equitable, and vibrant communities. Students apply civil engineering principles to determine appropriate design solutions for a comprehensive engineering problem, using applicable analytical methods of professional practice, to address intradisciplinary projects in civil engineering incorporating structural, environmental, geotechnical, and/or transportation components. Prerequisites: Senior standing in civil and environmental engineering. Co-requisites: CIVL-404, CIVL-408, CIVL-410, CIVL-411 CIVL-433—Civil Engineering Design Capstone II Three Credit Hours Ethical canons of the engineering profession require civil engineering graduates to be well-rounded effective leaders in planning, design, and construction of public infrastructure and the built environment projects needed to establish safe, healthy, equitable, and vibrant communities. Students apply civil engineering principles to determine appropriate design solutions for a comprehensive engineering problem, using applicable analytical methods of professional practice, to address intradisciplinary projects in civil engineering incorporating structural, environmental, geotechnical, and/or transportation components. Prerequisites: CIVL-432 CIVL-450—Civil and Environmental Engineering Internship Three Credit Hours This course gives Civil and Environmental Engineering students real-world experience to complement the classroom education that they have previously received. Interns will learn about the variety of issues facing today’s practicing engineer. Interns will spend at least five hours each week working alongside senior-level managers in Charleston area engineering firms or engineering-related regulatory agencies coordinating these activities through the Department of Civil and Environmental Engineering. Prerequisite: Permission of Department Head. CIVL-453—Special Topics in Civil Engineering Variable (One to Three Credit Hours) Selected topics in civil engineering. The offering of this course will depend upon the interest of the student, the availability of an instructor, and the approval of the department Head. Since the content of the course may change, a student may repeat the course for credit with consent of the department head. Prerequisite: Permission of the Department Head 220 Construction Engineering (CONE) CONE-302—Engineering/Construction Law, Ethics Safety and Contracts Four Credit Hours Introduction to basic contract and tort issues and their application in the construction industry; delineation of the various types of contracts and remedies available to parties involved in a construction project; additional related topics including bidding, delays, mechanics liens, site conditions, warranties and the Uniform Commercial Code as it relates to the construction industry. Examine the application of OSHA 29CFR 1926 for the construction industry along with applicable state and federal construction safety laws pertaining to construction, altercations, or repair work at construction site. CONE-311—Resource Estimating Three Credit Hours Systems approach to determining required quantities of construction materials; quantification of various types of foundation systems, structural systems and building envelope systems using excerpts of contract documents from a variety of different building projects. CONE-312—Advanced Estimating Three Credit Hours Quantification and pricing of direct field costs and general condition costs from construction documents; the preparation of complete lump sum bid package ready for project execution; utilization of entire set of required contract documents. CONE-320—Engineering Materials and Methods w/ Lab Three Credit Hours Quantification and pricing of direct field costs and general condition costs from construction documents; the preparation of complete lump sum bid package ready for project execution; utilization of entire set of required contract documents. Prerequisite: CHE-151 C-orequisite: CIVL-304 CONE-330—Quality Management and Labor Relations Three Credit Hours Identify, explain and apply quality management techniques for construction engineering services, construction projects, and related deliverables through use of continuous improvement procedures, analytical tools and techniques focusing on resource allocation, workforce requirements, performance schedule, quality control, and total quality systems. Best practice principles in labor relations and management will be reviewed and evaluated including labor relations law, construction contracts, incentives and penalties, construction agreements and partnerships, collective bargaining, and unionized/nonunionized construction workforce considerations. CONE-340—Structural Analysis and Design Four Credit Hours Application of statics and strength of materials for construction of steel buildings, reinforced concrete structures, reinforced masonry structures, and timber structures with computer analysis and design of specific topics. Prerequisite: CIVL-304 CGC/EUGS Academic Catalog �CONE-350—Commercial Construction and Engineering Equipment Three Credit Hours Prepare students to enter the commercial construction sector through consideration of design, bidding/estimating, value engineering, contracts/negotiation, subcontractor relations, cost controls, management during construction, close out, postconstruction requirements and the engineering equipment used during horizontal and vertical construction. Co-requisite: CIVL-311 CONE-360— Soils and Foundations w/Lab Three Credit Hours Introduction to soil types found on construction projects; testing, properties and classification of soil; embankment control, dewatering, excavation, foundations, piers, and pilings. Co-requisite: CIVL-304 CONE-410—Project Scheduling Three Credit Hours An introduction to construction project scheduling covering concepts of project selection and scheduling, utilizing the estimate to predict the schedule, scheduling subcontracting, cost controls, project documentation, construction bonds, insurance, payments and the elements of close out. Prerequisite: CIVL-311 CONE-412—Engineering Practice and Professional Licensure for Construction Engineers One Credit Hour Required of all Construction Engineering seniors. This class provides a review for the NCEES Fundamentals of Engineering Computer Based Exam. Prerequisite: Senior standing in Construction Engineering. CONE-415—Project Management and Engineering Administration Three Credit Hours Project planning, cost controls, and construction related financial documents including: schedule of values, labor and operations cost reports, income statements, balance sheets and construction budgets; emphasis on the development of techniques required to ethically and effectively monitor the financial aspects of a construction project and manage engineering projects. Prerequisites: BADM-202, BADM-211 CONE-440—Construction Methods and Temporary Structural Design Three Credit Hours Common construction methods are introduced and building details are explored considering material applications and detailing in structural and non- structural building components and physical processes lying behind the design of a building’s envelope and interior. A set of prints and specifications will structure our discussion of the building process. Study of the materials, methods and techniques associated with temporary structures utilized in various construction operations, such as concrete formwork, scaffolding, falsework/shoring, cofferdams, underpinning, diaphragm/slurry walls, earth-retaining structures and construction dewatering systems. Prerequisite: CONE-340 CONE-450—Facilities Operations and Maintenance (BIM) Three Credit Hours Each facility has distinct operations, maintenance and capital project delivery needs. Leaders must leverage facility data created throughout the design and construction process and lifecycle to provide safe, healthy, effective and efficient work environments for their clients. The maintenance of this data will create greater efficiencies such as: having accurate as-built information to reduce the cost & time required for renovations; increasing customer satisfaction; and optimizing the operation and maintenance of our building systems to reduce energy usage. Building Information Modelling (BIM) is about ensuring teams have the relevant knowledge and capabilities to achieve best practice and effectively manage information across all stages of your construction projects. CONE-460—Mechanical and Electrical Systems Three Credit Hours Mechanical and electrical systems with a major emphasis on the estimate and installation, design and control of the electrical, heating, ventilation and cooling system, site planning and acoustical treatments. Prerequisites: PHYS-211/PHYS-277 CONE-470—Production Processes and Rapid Product Development w/Lab Three Credit Hours This course is an introduction to manufacturing processes and manufacturing systems including assembly, machining, injection molding, casting, thermoforming, and more. Emphasis on the physics and randomness and how they influence quality, rate, cost, and flexibility. Attention to the relationship between the process and the system, and the process and part design. Project (in small groups) requires fabrication (and some design) of a product using several different processes. Prerequisite: CONE-311 CONE-481—Construction Engineering Design Capstone I Three Credit Hours This course is the first in the Construction Engineering Design Capstone series and provides project definition, project planning, scheduling, and results in development of a feasible plan and presentation for a 35% complete major construction project, for selected or assigned project. Prerequisite: Senior standing in construction engineering Co-requisites: CONE-410, CONE-440 CONE-482—Construction Engineering Design Capstone II Three Credit Hours This course is the second in the Construction Engineering Design Capstone series that requires 3D modeling, quantity estimating, scheduling, risk analysis, preparation of project construction deliverables, and presentation of results for a major infrastructure or private development construction project as assigned, or approved, addressing design-build requirements. Use information from all previous courses to prepare construction engineering documents for a given project. Respond to project solicitations, Request for Proposal (RFP) announcements, or bid, and project addendums. Prerequisite: CONE-481 CGC/EUGS Academic Catalog 221 �Cooperative Experience (COOP) COOP-400—Cooperative Experience I Zero – Twelve Credit Hours The student, on an individual basis, pursues advanced understanding by working for a company. The scope of the activities is tailored to the educational focus of the student in consultation with his faculty advisor and the supervisor at the company. The student is required to provide weekly journaling, monthly supervisor evaluations, a final presentation, and a final report on the experience. LESSONS and LABS: No formal class, 0-12 credit hours. Department Head approval. Consultation with Department Faculty Advisor at least bi-weekly on individual work accomplished. Prerequisite: Junior or senior status with greater than 2.5 GPR. COOP-401—Cooperative Experience II Zero – Twelve Credit Hours The student, on an individual basis, pursues advanced understanding by working for a company. The scope of the activities is tailored to the educational focus of the student in consultation with his faculty advisor and the supervisor at the company. The student is required to provide weekly journaling, monthly supervisor evaluations, a final presentation, and a final report on the experience. LESSONS and LABS: No formal class. 0-12 credit hours. Department Head approval. Consultation with Department Faculty Advisor at least bi-weekly on individual work accomplished. Prerequisite: Junior or senior status with greater than 2.5 GPR. Criminal Justice (CRMJ) CRMJ-201—Introduction to Criminal Justice Three Credit Hours Prerequisite for all criminal justice courses (CRMJ-370-499) except CRMJ-202 for non-departmental majors. An introduction to the American criminal justice system, including the history and philosophy of law enforcement, the nature of crime in the United States, an introduction to the substantive criminal law, the nature and theory of the criminal justice process from arrest to corrections, and the roles of the major actors in that process (police, prosecutors, defense lawyers, judges, and corrections personnel). CRMJ-202—Criminology Three Credit Hours A study of the theories that seek to explain criminal behavior. CRMJ-330—Emergency Management Three Credit Hours This course examines the history and perspectives of the field, hazards concepts and taxonomies, all-hazards approach, phases of emergency management, risk assessment, risk communication, emergency management functions, sustainable development, best practices, the model EOC, the written and implemented disaster plan, attaining the CEM, IAEM, and forging intra- and intergovernment relationships. CRMJ-331—Cyber Investigations Three Credit Hours This course will introduce the student to the best practices for seizing and securing digital evidence and the complicated legal issues surrounding digital evidence within the area of Cyber-Crime 222 Investigation to include Cyber-Terrorism. The course will cover evidence and issues relative to file Meta-data for various types of electronic devices such as computer networks, cell phones, and electronics storage. Searches justified by exigent circumstances, search incident to arrest, and search warrant issues will also be covered. This course provides students interested in improving their investigative knowledge with an understanding of identifying, quantifying/qualifying, seizing, and protecting electronic information. The investigative process is studied from basic theoretical concepts to the application of the basic elements for prosecution of criminal cases. Included are several studies of electronic crime scene investigation, white collar crime, organized crime, and cyberterrorism. While this class focuses on cyber investigation practices and procedures in the United States, it offers a global perspective and will incorporate examples from different parts of the world. CRMJ-332—Comparative Homeland Security Three Credit Hours The term “homeland security” is a relatively recent addition to the policy and scholarly landscape. Having gained prominence after the terrorist attacks of 11 September 2001, the term is often assumed to be synonymous with the work of the US Department of Homeland Security (DHS) – itself a post-911 amalgamation of several federal agencies. The course critically reviews the rise of homeland security as a policy and scholarly concern after 911 and describes and explains homeland security policies, in the US and abroad, by considering their international attributes and by undertaking cross-national and cross-temporal analyses. The course is inter-disciplinary and draws on a range of fields within the social sciences. Students will be encouraged to integrate theory and evidence towards stronger analyses. CRMJ-333—Immigration and Security Three Credit Hours Immigration is defined as crossing the border of one of the world’s 220 nation states with the intent to stay. Technological improvements in the last 50 years have given rise to massive outflows of people from sending countries and have tested the capacity of receiving countries to absorb immigrants. This course examines security issues such as terrorism that might stem from countries’ inability to control borders and the separate issue of societal security. Special emphasis is given to Mexican immigration to the US. CRMJ-370—Police Systems & Practices Three Credit Hours An introduction to law enforcement in the United States, including a brief history of policing, contemporary trends in criminality, and current issues facing police administrators. Attention will also be given to the Fourth, Fifth, and Sixth Amendments to the U.S. Constitution and their implications for law enforcement. Prerequisite: CRMJ-201 CRMJ-371—Criminal Law Three Credit Hours This course examines the origin and general principles of criminal law, principles of criminal liability, and elements of offenses. Prerequisite: CRMJ-201 CGC/EUGS Academic Catalog �CRMJ-372—Critical Issues in Law Enforcement Three Credit Hours A critical analysis of contemporary issues in the law enforcement community, including the following: police stress, use of deadly force, police brutality, corruption, unionization, substance abuse by police officers, and other issues currently confronting law enforcement administrators and policymakers. Prerequisite: CRMJ-201 CRMJ-373—Criminal Evidence Three Credit Hours An introduction to the types of evidence, collection of evidence, the chain of custody, and procedures relating to its introduction into judicial proceedings. Special attention is given to Fourth Amendment constitutional issues. Prerequisite: CRMJ-201 CRMJ-375—Criminal Justice Agency Administration Three Credit Hours An introduction to criminal justice agency administration, including the following: the nature of criminal justice organizations, criminal justice personnel, group behavior in criminal justice organizations, and processes in criminal justice organizations. Prerequisite: CRMJ-201 CRMJ-380—Corrections Three Credit Hours An introduction to corrections, correctional theory, and correction policy through the in-depth study of key areas in corrections, including correctional history, systems, policy, treatment programs, prison life, community-based corrections. Prerequisite: CRMJ-201 CRMJ-381—Organized Crime Three Credit Hours An examination and analysis of organized crime, of controversies surrounding the phenomenon, and of efforts aimed at its control. Attention will be given to defining organized crime, to its development, and to various theories that seek to explain its existence. Other topics include the activities that constitute the business of organized crime, the relationship between organized crime and corruption of governmental officials, and the techniques used to control it. Prerequisite: CRMJ-201 CRMJ-382—Drugs and Crime Three Credit Hours An examination of drug use as it relates to addiction, social problems, crime, enforcement, and treatment. Issues involving domestic and international drug supply, demand, trafficking, and interdiction are studied. Prerequisite: CRMJ-201 CRMJ-383—Comparative Criminal Justice Systems Three Credit Hours An examination of the ideology, structure, and justice process of various criminal justice systems in the United States, Europe, Asia, Africa, the Middle East, and Latin America. The comparative study involves analysis of diverse social control, legal, police, court, correction, and juvenile systems from representative justice approaches around the world. Prerequisite: CRMJ-201 CRMJ 384—International Crime Three Credit Hours A study of transnational crime, criminals, and criminal organizations in a global context including an examination of international and national organizations, laws, and justice practices responsible for controlling multi-national criminal activity. Prerequisite: CRMJ-201 CRMJ-385—Juvenile Delinquency Three Credit Hours An introduction to delinquency, to the juvenile justice process from intake to disposition, to trends in the treatment of juvenile offenders, and to juvenile justice reform (decriminalization, diversion, deinstitutionalization, and due process). Prerequisite: CRMJ-201 CRMJ-386—Research Methods in Criminal Justice Three Credit Hours An introduction to research and to statistical methods, data bases, and computer applications in relation to the various fields of criminal justice. Special attention will be given to the problems associated with collection and analysis of criminal justice data. Prerequisite: CRMJ-201 CRMJ-387—Criminal Investigation Three Credit Hours An examination of the criminal investigation process that combines forensic applications with investigative procedures. Crime scene preservation, management, evidence collection, and process are included in the examination of the investigative process. Interrogation and interviewing techniques, as well as physical evidence used to investigate specific types of offenses, are studied. Prerequisite: CRMJ-201 CRMJ-388—White Collar Crime Three Credit Hours A study of “white collar” crime as a specific type of deviance. The course explores aspects of organizational, corporate, occupational, and governmental criminality and its detection, investigation, prosecution, and punishment. Prerequisite: CRMJ-201 CRMJ-389—Justice in Latin America Three Credit Hours Latin American countries have criminal justice institutions based on fundamental principles similar to those of US criminal justice institutions: due process, substantive criminal and criminal procedural law, basic organization into police, courts and corrections sectors, written constitutions, etc. Yet Latin American criminal justice institutions often in practice function very differently from those in the US. This course presents case studies on Latin American criminal justice institutions with topics including police reform in Bolivia; use of the National Guard in counter-narcotics in Puerto Rico; judicial police reform in Mexico; prosecutorial reform in Guatemala; and others. CRMJ-390—Victimology Three Credit Hours The scientific study of the extent, nature, and causes of criminal CGC/EUGS Academic Catalog 223 �victimization, its consequences for the persons involved and the reactions to such victimization by society, in particular the police and the criminal justice system. Additional areas of examination include history of victimology, legal recourse for crime, victims, and informal methods of addressing the needs of victims. Prerequisite: CRMJ-201 CRMJ-391—Criminalistics Three Credit Hours The application of science to the investigation of crime. Designed to acquaint non-science majors with the philosophy and methodology of dealing with physical evidence in criminal investigation. Prerequisite: CRMJ-201 CRMJ-392—Computer Crime Three Credit Hours An exploration of the current state of computer crime in the United States. The course traces the history of technological crime and identifies areas ripe for exploitation from technology savvy deviants. It also evaluates forensic practices and software in light of government legislation together with an analysis of emerging case law. The course also addresses guidelines for the development of computer forensic laboratories, the creation of computer crime task forces, and the search and seizure of electronic equipment. Prerequisite: CRMJ-201 CRMJ-393—Homicide Three Credit Hours This course is designed to teach students about the law enforcement, statistical, legal and psychological elements of homicide in the United States. Throughout the course we will explore theories and explanation for homicide, traditional murder, children/women who kill, and multiple victim killers. At the end of the semester, students will be responsible for teaching the class about an infamous serial killer. CRMJ-465—Special Topics in Criminal Justice Three Credit Hours An advanced seminar designed to examine in-depth selected topics in criminal justice. Prerequisite: CRMJ-201 CRMJ-470—Ethics Three Credit Hours This course seeks to examine the criminal justice system through an ethical lens, to identify ethical issues in practice and in theory, to explore ethical dilemmas, and to suggest how ethical issues and dilemmas faced by criminal justice professionals might be resolved. CRMJ-471—Psychology of Crime Three Credit Hours This course examines the role of psychology in contributing to our understanding of criminal behavior and criminal justice system processes. The course will review our current understanding of the criminal mind and the psychological explanations associated with the commission of violent crime, homicide, sexual assault, multiple murder, terrorism, property crime, and substance abuse. The course takes a close look at developmental risk factors and the biological origins of criminal behavior. Toward the end of the semester, the course discusses the use of psychological principles in police interrogations, the court process, and correctional 224 psychology. CRMJ-472—Crime Prevention Three Credit Hours This course will examine how to prevent crime from humanistic, structural, situational and environmental perspectives. A basic introduction to each of these schools of thought will be given. The main focus of this course will be examining the empirical research surrounding each method. CRMJ-498—Independent Study Three Credit Hours An independent research project resulting in a formal paper, this study must be approved by the department head in consultation with an appropriate member of the faculty who will supervise the project. Virtually any aspect of criminal justice may be investigated. Especially recommended for those considering graduate or professional study. Prerequisite: As determined by instructor, CRMJ-201 CRMJ-499—Internship Three Credit Hours Internships with government and other agencies are offered to combine academic training with professional experience. Prerequisite: Permission of director of internships, CRMJ-201 Education (EDUC) EDUC-101—Education in Modern Society Three Credit Hours Open to any interested student. An orientation to teaching as a profession and to the teacher-training program. Study and discussion on school organization and teachers’ roles and responsibilities; personal and professional guidance. Introduction to the learner-centered conceptual base of the department. A field experience component of ten hours is required. EDUC-202—Educational Psychology Three Credit Hours This course focuses on the dynamics of human learning and the psychological principles that serve as the foundation for educational practice. The general goal is to introduce students to the field of educational psychology and to teach them how to apply the concepts, theoretical principles, and research findings from the discipline of psychology to the planning and implementation of effective instructional strategies in the classroom. Major emphasis is placed on assisting the student in gaining a functional knowledge of the ideas explored. Moreover, through this course the college student who is preparing for employment in the field of education is acquainted with many facets of the teacher’s role as a decision maker in the teaching/learning process. Class discussions, activities, and a ten-hour field experience component focus on the connections between theory and practice and provide students with opportunities to apply psychological principles and solve practical problems. EDUC-206—Adolescent Development Three Credit Hours A survey of the basic principles and theories of human development with a focus on adolescents and their educational processes. The CGC/EUGS Academic Catalog �ten-hour field experience component is designed to interrelate college classroom learning with public school observations and activities. EDUC-301—Foundations in Reading Three Credit Hours A foundational course designed to develop competencies in teaching literacy skills. The content of this course examines the theoretical research and historical perspectives as related to reading education. Five components of a balanced literacy program will be examined and these components are based on research of the National Reading Panel. Approaches to reading will be examined as phonics; sight; linguistic; language experience approach; and the VAKT. Literacy educators and pioneers in reading education as Chall, Flesch, Fries, Allen, and Fernald will be discussed to provide background information from a historical prospective to assure that students will have a knowledge of foundations. A field experience component of ten hours is required. EDUC-306—Teaching Reading and Writing in the Middle and High School Three Credit Hours Three Credit Hours Designed to acquaint prospective middle school and high school teachers with reading practices geared to their students. The course will include a broad survey of the field of reading with attention given to some diagnostic procedures and the development of Reading Across the Curriculum programs for the middle school and high school levels. Different subject areas will be considered. Ten hours of field experiences in a public school are required. Prerequisites: Admission to Upper Level Study EDUC-312—Learners with Exceptionalities Three Credit Hours Learners with exceptionalities is designed to prepare prospective teachers to define and identify characteristics of students with exceptionalities and students at risk for school failure. Students will learn how to modify teaching methods and classroom management strategies to address the academic, social and emotional, and cognitive differences of students with special needs. Learners with exceptionalities is based on the premise that it is the teacher’s responsibility to meet the needs of every learner, typical or atypical. A field experience component of ten hours in the school is required. EDUC-401—Methods and Materials of Middle and High School Teaching Three Credit Hours Study of the aims, methods, and materials employed in middle and high school teaching; organization of subject matter; motivation and direction of learning; development of attitudes, appreciations, and ideals; classroom presentation of formal materials. The utilization of technology and the development and use of evaluative instruments in the total teaching- learning process will be emphasized. A field experience component of 20 hours is required. EDUC-402—Special Methods in Teaching Three Credit Hours Special techniques, theories, and materials in teaching in the content area of specialization in middle school (grades 5-8) and high school (grades 9-12). A field experience component of 20 hours is required. Prerequisites: Admission to Upper Level Study EDUC-499—Internship in Teaching Twelve Credit Hours A requirement for certification, observation and teaching in approved schools under approved supervising teachers, supervision by college instructor. Assignment only in major teaching field. This internship is a minimum of twelve weeks and contains a weekly seminar. All students provide their own transportation. Formal application for admission to the internship is required. Prerequisites: Refer to requirements for admission to internship. Electrical Engineering (ELEC) ELEC-106—Fundamentals of Electrical Engineering Three Credit Hours Required of electrical engineering freshmen. An introduction to the engineering profession, branches and functions of engineering, professional ethics, and the role of engineers in society. Fundamentals of engineering problem solving and the use of calculators and computers as tools to aid in problem solving. Includes subject areas common to most engineering disciplines such as the introduction to the engineering design process and teamwork through a design project, engineering laboratory skills, report writing, and engineering economics, but through the use of electrical engineering exemplars. Lecture: Three hours ELEC-201—Electric Circuit Analysis I Three Credit Hours Required of electrical engineering sophomores. Circuit elements; Kirchhoff ’s and Ohm’s Law and their application through a variety of circuit analysis techniques; operational amplifiers; and the transient response of simple circuits. The circuit analysis program SPICE is introduced. Co-requisites: MATH-131, PHYS-221/271 ELEC-202—Electric Circuit Analysis II Three Credit Hours Required of electrical engineering sophomores. Sinusoidal analysis and phasors; AC power; three-phase circuits; frequency response of simple circuits; the use of SPICE for ac circuit analysis. Lecture: Three hours Prerequisites: ELEC-201 with a grade of C or better or the successful completion of both ELEC-208 and ELEC-204 with grades of C or better. Co-requisites: MATH-132, PHYS-222/272 ELEC-204—Electrical Laboratory One Credit Hour Required of electrical engineering sophomores. An introduction to the experimental method in electrical engineering. Laboratory exercises are designed to supplement the material presented in ELEC-201 and ELEC-202. Laboratory: Two hours Prerequisites or co-requisite: Electric Circuit Analysis II (ELEC-202) or Elements of Electrical Engineering (ELEC-308) ELEC-206—Computer Applications for Electrical Engineers Three Credit Hours Required of electrical engineering sophomores. The computer is CGC/EUGS Academic Catalog 225 �presented as a tool for the solution of engineering problems. High level programming of computers; data manipulation, data plotting, and equation solving using application programs such as MATLAB. Lecture: Three hours ELEC 208 Principles of Electrical Engineering Three Credit Hours This course in electrical engineering for non-electrical engineering majors provides a foundation in basic circuit theory and analysis, power in circuits, and analog electronics. Theories and concepts presented in the course are illustrated through lecturers, practical applications, and laboratory work. Prerequisite or co-requisite: MATH 131; consent of department head is required for electrical engineering majors. Lecture: Two hours; Laboratory: Two hours ELEC-302—Electrical Machinery Laboratory One Credit Hour Required of electrical engineering juniors. A laboratory course to accompany ELEC-316. Laboratory: Two hours Prerequisite or co-requisite: Electromechanical Energy Conversion (ELEC-316) ELEC-306—Electronics I Three Credit Hours Required of all electrical engineering juniors. Characteristics of solid-state devices, theory and design of low-frequency amplifiers, transistor biasing and stabilization, design of multistage and feedback amplifiers utilizing bipolar and MOS devices. Lecture: Three hours Prerequisites: Electric Circuit Analysis II (ELEC-202), Electrical Laboratory (ELEC-204); Co-requisite: Electronics Laboratory (ELEC313). ELEC 307—Nuclear Engineering Three Credit Hours An introduction to the theory and application of nuclear energy. Topics include fission and the chain reaction; nuclear fuels; nuclear reactor principles, concepts, examples, construction, operation, and ecological impact; radiation hazards and shielding; and nuclear propulsion. Lecture: Three hours Prerequisites: Physics with Calculus II/Laboratory for Physics with Calculus II (PHYS-222/272). ELEC-308—Elements of Electrical Engineering Three Credit Hours Fundamental electrical concepts and units; basic laws of electrical circuits; equivalent circuits; DC and steady-state AC circuit analysis; and effective current, average power, and three-phase power. Lecture: Three hours Prerequisite: Analytic Geometry and Calculus I (MATH-131). ELEC-309—Signals and Systems Three Credit Hours Required of electrical engineering juniors. The study of continuous and discrete systems utilizing Laplace, Fourier, and z-transform theory. Lecture: Three hours Prerequisites: Electric Circuit Analysis (ELEC-202), Electrical 226 Laboratory (ELEC-204), Computer Applications for Electrical Engineers (ELEC-206). ELEC-311—Digital Logic and Circuits Three Credit Hours Required of electrical engineering juniors. Introduction to Boolean algebra; topics such as digital data coding and digital arithmetic. Design of combinational and sequential circuits; design implementing and testing of digital circuits using Field Programmable Gate Arrays. Employs VHDL and other industry standard design tools. Lecture: Three hours ELEC-312—Systems I Three Credit Hours Required of electrical engineering juniors. An introduction to feedback control systems, system representation, stability, root-locus and frequency response, and compensation. Lecture: Three hours Prerequisites: Signals and Systems (ELEC-309) ELEC-313—Electronics Laboratory One Credit Hour Required of electrical engineering juniors. Experimental studies coordinated with the subjects introduced in ELEC-306. Laboratory: Two hours Prerequisite: Electrical Laboratory (ELEC 204). Co-requisite: Electronics I (ELEC-306). ELEC-316—Electromechanical Energy Conversion Three Credit Hours Required of electrical engineering juniors. Analysis of transformers; fundamentals of electromechanical energy conversion; and study of DC, induction, and synchronous machines. Lecture: Three hours Prerequisite: Signals and Systems (ELEC-309), or consent of the department head; Prerequisite or Co-requisite: Electrical Machinery Laboratory (ELEC-302). ELEC-318—Electromagnetic Fields Three Credit Hours Required of electrical engineering juniors. Static electric and magnetic fields; Maxwell’s equations and their applications; Laplace’s equations; boundary value problems; time varying fields, and plane waves. Lecture: Three hours. Prerequisites: Electric Circuit Analysis (ELEC-202), Physics with Calculus II/Laboratory for Physics with Calculus II (PHYS222/272). Prerequisite or co-requisite: Applied Engineering Mathematics II (MATH-335). ELEC-330—Digital Systems Engineering Three Credit Hours Required of electrical engineering sophomores. Microcontroller fundamentals including architecture, assembly language programming, and interfacing. Applications of industrystandard microcontrollers in embedded systems. Employs software design tools, simulators, and hardware trainers. Lecture: Three hours CGC/EUGS Academic Catalog �Prerequisite: Digital Logic and Circuits (ELEC-311). ELEC-401—Electronics II Three Credit Hours Characteristics and applications of analog and digital circuits. Topics may include differential amplifiers, multistage amplifiers, power amplifiers, oscillators, filter circuits, and CMOS digital logic. Prerequisite: Electronics I (ELEC-306), and Electronics Laboratory (ELEC-313). ELEC-403—Electric Power Systems Three Credit Hours A study of electrical power generation, transmission, and distribution; symmetrical components, per-unit analysis, calculation of transmission-line parameters, and load flow. Lecture: Three hours. Prerequisites: Electromechanical Energy Conversion (ELEC-316), Prerequisites or co-requisite: Electromagnetic Fields (ELEC-318). ELEC-405—Electrical Measurements Three Credit Hours An introduction to modern electrical instrumentation and measurements. Topics include: measurement theory, analog and digital signal conditioning, noise, transducers, instrumentation system design, digital interfaces, and computer based instrumentation and measurements. Lecture: Three hours Prerequisite: Electronics Laboratory (ELEC-313). ELEC-407—Systems II Three Credit Hours A continuation of Systems I with primary emphasis on digital control systems. Topics include: state-variable analysis, simulation techniques, controllability, state-variable feedback, observability, and state estimator design. Lecture: Three hours Prerequisite: Systems I (ELEC-312). ELEC-412—Applied Probability and Statistics for Engineers Three Credit Hours Required for electrical engineering majors. Application of the theory of probability and statistics in modeling random phenomena and signals; in the calculation of system responses; and in making estimates, inferences and decisions in the presence of chance and uncertainty. Applications will be studied in areas such as communications, power systems, device modeling, measurements, reliability, and quality control. Lecture: Three hours Prerequisites: Analytic Geometry and Calculus III (MATH-231), Computer Applications for Electrical Engineers (ELEC-206). ELEC 413—Advanced Topics in Electrical Engineering Three Credit Hours Advanced topics in electrical engineering. Offered occasionally when the special interests of students and faculty coincide. The syllabus must be approved by the Electrical Engineering Faculty. Since the content of the course may change, a student may repeat this course for credit with the permission of the department head. Lecture: Three hours ELEC-414—System Simulation Three Credit Hours An introduction to system concepts, mathematical models of systems, and simulation methods applied to a broad range of systems. Design project required. Lecture: Three hours Prerequisite: Systems (ELEC-312). ELEC-416—Communications Engineering Three Credit Hours Principles of amplitude, frequency, and pulse modulation; signal flow and processing in communications systems; and analog and digital communication systems. Lecture: Three hours Prerequisites: Signals and Systems (ELEC-309) and Digital Logic and Circuits (ELEC-311), Co-requisite: Electronics 1 (ELEC-306) ELEC-418—Advanced Digital Systems Three Credit Hours Experience in advanced digital design techniques and exposure to the development tools used in the design of advanced digital systems. Topics include the design of digital systems using VHDL, industry standard FPGA devices and software, and microprocessor hardware components. Lecture: Three hours Prerequisite or co-requisite: Digital Systems Engineering (ELEC-330) or Computer Organization and Programming (CSCI-305). ELEC-419—Computer Network Architecture Three Credit Hours This course will cover network architecture and protocols. Included are transmission technologies, encoding/decoding schemes, packet switching, frame relay, ISDN, ATM and performance modeling techniques. Lecture: Three hours ELEC-421—Design I Three Credit Hours Required of electrical engineering seniors. Initiation, design, scheduling, documentation and reporting on a major design project. Normally accomplished by students working in small groups. All students will make written and oral presentations on their contribution to the project. Financial, legal, ethical, societal, regulatory, environmental, manufacturability, and quality issues will be discussed and will constrain the designs as appropriate. Lecture: One hour; Laboratory: Four hours. Prerequisites: Electrical Machinery Laboratory (ELEC-302), Electronics I (ELEC-306), Systems I (ELEC-312), Electronics Lab (ELEC 313), Electromechanical Energy Conversion (ELEC-316), Digital Systems Engineering (ELEC-330) and Electromagnetic Fields (ELEC-318) or consent of the department head. ELEC-422—Design II Three Credit Hours Required of all electrical engineering seniors. Continuation of the major design project begun in ELEC-421. Project implementation, documentation, and reporting. Normally to be accomplished by students working in the small groups formed in ELEC-421. The impact of the practical, societal, and governmental issues raised in ELEC-421 will be assessed. Each student will make written and oral presentations on their contributions to the project. A prototype CGC/EUGS Academic Catalog 227 �demonstration and presentation of final results in a symposium format is required. Lecture: One hour; Laboratory: Four hours Prerequisite: Design I (ELEC-421) taken the preceding semester. ELEC-423—Digital Signal Processing Three Credit Hours Introduction to the characteristics, design, and applications of discrete time systems using digital signal processors. Discrete time Fourier Transforms, FIR and IIR systems, and the design of FIR and IIR filters. Lecture: Three hours Prerequisite: Signals and Systems (ELEC-309), and Digital Systems Engineering (ELEC-330). ELEC-424—Solid-State Devices Three Credit Hours Basic principles governing the operation of solid-state devices are developed from fundamental concepts. P-N junction theory is developed and applied to the analysis of devices such as bipolar transistors, solar cells, detectors, and photo devices. The theory of field-effect devices is developed. Lecture: Three hours Prerequisites: Physics with Calculus II/Laboratory for Physics with Calculus II (PHYS-222/272), Applied Engineering Mathematics I (MATH-234), and Electronics I (ELEC-306). ELEC-425—Interference Control in Electronics Three Credit Hours An introduction to the control and measurement of interference between electronic devices. Analysis methods and practical design techniques to minimize both radiated and conducted emissions and susceptibility. Enhancing signal integrity in high- speed circuits and reducing crosstalk. Laboratory exercises and demonstrations will be used to reinforce the material. Lecture: Three hours Prerequisites: Signals and Systems (ELEC-309) and Electromagnetic Fields (ELEC-318). ELEC-426—Antennas and Propagation Three Credit Hours Transmission, radiation, and propagation of electromagnetic waves by means of transmission lines, waveguides, optical fibers, and antennas. Design project required. Lecture: Three hours Prerequisites: Electromagnetic Fields (ELEC-318). ELEC-427—Energy Systems Engineering Three Credit Hours An overview of current and emerging methods of energy conversion used to generate electricity and to support all methods of transportation. This basic look includes study of the thermodynamics, chemistry, flow and transport processes that apply to energy conversion with emphasis on sustainability, efficiency, environmental impact and performance. Systems utilizing fossil fuels, nuclear and renewable resources are studied. Study of energy storage and transmission is included as required to assess both stationary power generation and transportation energy needs. Lecture: Three hours Prerequisites: MATH 131and PHYS 221/271 228 ELEC-428—Computer Architecture Three Credit Hours Organization and design of computer system hardware. Provides the basic knowledge required for understanding and designing standard and advanced computer architectures. Topics include: instruction set architectures, ALU design and computer arithmetic, memory organization, cache and virtual memories, controller design, pipelining, and parallelism. Lecture: Three hours Prerequisite: Digital Systems Engineering (ELEC 330). ELEC-430—Independent Research in Electrical Engineering Three Credit Hours This course may be taken by a student wishing to engage in research of mutual interest to the student and to the faculty advisor who directs the study. The student is required to; define a problem, conduct a review of relevant literature, develop an original solution to the problem, perform analysis and design as necessary, and perform experiments or simulations to evaluate the solution. The student is required to consult the faculty advisor in-person at least once per week. The study will culminate in a formal written report, formatted in the style of a published conference-proceedings paper. Prerequisites: Junior or senior standing, and department head approval. ELEC-450—Electrical Engineering Internship Three Credit Hours The student on an individual basis, pursues advanced understanding by working for an electrical engineering company. The scope of the activities is tailored to the educational focus of the student in consultation with his faculty advisor and the supervisor of the company. The student is required to provide weekly journaling, monthly supervisor evaluations, a final presentation, and a final report on individual work accomplished. Evening Undergraduate Studies (EUGS) EUGS-101—Introduction to The Citadel Experience One Credit Hour This online course is required of all Evening Undergraduate Studies (EUGS) students and must be taken in their first semester enrolled at The Citadel. The course covers a wide range of activities and services on campus, and offers insight into academic proficiency through the use of self-administered assessment tools. The course also provides an overview of The Citadel’s three core values of honor, duty, and respect. Prerequisites: none Exercise Science (Exercise Science) EXSC-200—Motor Development and Motor Learning Three Credit Hours Instruction will focus on the study of sequential changes and characteristics of physical growth and development related to physical activity across the lifespan. Consideration of factors associated with individual differences in attaining motor proficiency during childhood, adolescence, and adulthood will be examined. A field experience component of a minimum of 5 hours is required. CGC/EUGS Academic Catalog �EXSC-305—Measurement and Evaluation Three Credit Hours A course including test selection and administration, analysis and interpretation of data for various cognitive, affective and psychomotor tests commonly associated with health, exercise, sport, and physical education. Health Education (HLED) EXSC-314—Biomechanical Kinesiology Three Credit Hours The anatomical and mechanical analysis of functional posture and motor performance for the purpose of improving teaching and coaching effectiveness. HLED-401—Nutrition Three Credit Hours A detailed study of primary nutrients essential to health with attention given to specific needs from infancy through adulthood. Current theories and practices related to physical and intellectual performances are also investigated. Contemporary topics are presented, including degenerative diseases, food-borne diseases, fad dieting, food additives, and health foods. EXSC-315—Strength and Conditioning I Three Credit Hours This course introduces students to the fundamental training principles used to enhance human performance. Acute and chronic responses to exercise training, as well as proper execution of training techniques will be studied in detail. EXSC-319—Physiology of Exercise I Three Credit Hours An in-depth study of effects of exercise upon components of physical fitness, including strength, muscular endurance, flexibility and cardiovascular-respiratory endurance. EXSC-320—Physiology of Exercise II Three Credit Hours This course will build upon the fundamentals of Physiology of Exercise I, developed during previous Health and Human Performance coursework. The purpose of this course is to provide a more in-depth examination of the major content areas of the exercise physiology discipline including, but not limited to, the following topics: cardiovascular adaptations to exercise training, skeletal muscle adaptations to training, exercise endocrinology, and environmental exercise physiology. EXSC-329—Physiology of Exercise I Lab One Credit Hour This course will provide the laboratory component associated with EXSC 319, Physiology of Exercise. EXSC-403—Exercise Testing and Prescription Three Credit Hours Instruction will focus on the principles of exercise testing and assessment of fitness. Focus will also be placed on the development of an exercise prescription to enhance fitness, improve health, and reduce risk factors in healthy and diseased populations, across the lifespan. EXSC-412—Strength and Conditioning II Three Credit Hours This course introduces students to the fundamental training principles used to enhance human performance. Acute and chronic responses to exercise training, as well as proper execution of training techniques will be studied in detail. HLED-302—Drug and Substance Abuse Three Credit Hours A study of characteristics of commonly abused drugs and substances and reasons for use and abuse. HLED-402—Sport Nutrition Three Credit Hours The course examines the interaction of sport and exercise and nutrition. The purpose of this course is to provide an in-depth examination of specific areas of nutrition as they relate to exercise and sport and include such topics as: bioenergetics, macro and micronutrients, water and temperature regulation, body weight regulation and body composition, and food drugs and supplements. Prerequisite: HLED 401 Intelligence (INTL) INTL-201—Introduction to Intelligence Three Credit Hours This course is a broad overview of the intelligence gathering and analysis as practiced by agencies of the United States government, to include its purpose, history, and potential benefits. The organizational makeup of the U.S. Intelligence Community (IC); the laws guidelines and ethics pertaining to intelligence collection; and employment/internship possibilities in the IC will also be presented. Finally, students will be given an introduction to analytical procedures and writing/briefing for policymakers. INTL-210—Homeland Security Three Credit Hours An introduction to various aspects of terrorism and homeland security as both affect the United States today. Much of the focus will be the problems and challenges stemming from 9/11 that create today’s world situation. To understand what is going on currently, the course will examine the historical context of both terrorism and national security as it relates to terrorism. INTL-301—Advanced Analytics I Three Credit Hours Students learn about the challenges inherent in analytics and methodologies used to overcome biases and present findings in a meaningful way. The course is designed to acquaint students with methods to maximize analytical rigor and provide policymakers with the intelligence necessary for them to make decisions under conditions of uncertainty and ambiguity. Emphasis is placed on working through case studies and developing writing and briefing skills. CGC/EUGS Academic Catalog 229 �Prerequisite: INTL 201 or permission of Instructor INTL-302 Advanced Analytics II Three Credit Hours Students continue to learn about the challenges inherent in analytics and methodologies used to overcome biases and present findings in a meaningful way. The course is designed to acquaint students with methods to maximize analytical rigor and provide policymakers with the intelligence necessary for them to make decisions under conditions of uncertainty and ambiguity. Emphasis is placed on working through case studies and developing writing and briefing skills. Prerequisite: INTL 301 or permission of Instructor INTL-310—Intelligence Collection Systems and Programs Three Credit Hours This is a seminar course addressing intelligence collection systems and programs. Particular emphasis will be placed on intelligence collection platforms, their limitations and capabilities, and how they are used in support of national intelligence requirements. The course will also focus on how these systems and programs are planned and executed. The seminar format will emphasize student participation in the form of presentations, papers, and related discussion. INTL-311—U.S. Intelligence Successes and Failures Three Credit Hours This course will examine a number of cases that aptly demonstrate the underlying operation, analytic and managerial “hows and whys” of U.S. intelligence success and failure. Reading material will include formal Congressional inquiries, declassified official “lessons learned”, unclassified articles by former practitioners, select media commentaries, and a few academic papers. The course will conclude with an examination of the various efforts at reform, some of which have fundamentally transformed the American Intelligence Community and others that have fallen short of effecting real change. Case studies will highlight and explore the various “Ingredients for Intelligence Success” including: effective management structures and organization, well-honed collection programs and skills, wellhoned analytic skills and analytic rigor, professional attentiveness and persistence, ingrained organizational cooperation, effective interagency communication and information sharing, sufficiently dedicated resources, and well-developed target understanding (via in-depth study.) INTL-401—Intelligence Support to Military Operations Three Credit Hours Since the days of Sun Tzu, intelligence collection and analysis has provided “decision advantage” to military commanders at both the tactical and strategic levels. In today’s complex battle space, good intelligence often spells the difference between victory and defeat. In this course, students will learn the importance of intelligence for the warfighter, the myriad collection techniques available today, and evolving doctrine as it relates to the collection and analysis of intelligence (e.g., the use of drones). INTL-402—The Military Instrument of Power Three Credit Hours A nation employs four instruments of power in order to achieve 230 its strategic ends—Diplomacy (Political), Information, Military, and Economic. Often referred to as the DIME, these instruments provide a nation’s national leadership with a variety of unique capabilities that, when properly synchronized with one another, can support a national strategy. The purpose of this course is to improve the student’s fluency of the military instrument of power. We will investigate the range of considerations for the employment of military power once the decision has been made to do so. Thus, the goal of this class is to appreciate the theory, capabilities, and limitations for the employment of the military instrument of power and the role played by strategic and operational intelligence in the planning for and employment of military force. INTL-464—Intelligence Internship Three Credit Hours This course gives Intelligence and Security Studies students’ realworld work experience to complement the classroom education that they have previously received. Interns will learn about the variety of issues facing today’s intelligence community. Interns will receive three credits for every 120 hours they have successfully completed. This course may be repeated once for a total of six credits. Prerequisite: Permission of Instructor INTL-465—Special Topics in Intelligence Three Credit Hours An advanced seminar designed to examine in-depth topics in intelligence and security studies. Leadership (LDRS) LDRS-371—Leadership in Organizations This course considers various theories of leadership and their role in critical organizational issues, including leader effectiveness, ethics, power, influence, politics, teamwork, motivation, creativity, innovation, communication, conflict, strategy, diversity, and leadership development. The course uses case studies and experiential components to provide hands-on learning and practice opportunities in business, political, and social justice contexts. Mechanical Engineering (MECH) MECH-101—Introduction to Mechanical Engineering One Credit Hour Required of all Mechanical Engineering freshmen. The engineering design process is demonstrated through use of practical problem-solving methods for mechanical projects. Course subjects include mechanical engineering career paths, ethical canons of the engineering profession, and requirements for professional licensure. Course assignments, conducted within a collaborative learning environment, focus on creative engineering solutions through technical analysis, teamwork, communication skills, and professionalism. As a foundation for sustained success in mechanical engineering, additional course topics include: lifelong learning, time management, community and professional service, and career development. Laboratory: Two hours CGC/EUGS Academic Catalog �MECH-102—Engineering Computer Applications Two Credit Hours Required of all Mechanical Engineering freshmen. Foundations of computing to include software tools and engineering processes for mechanical engineers. Topics may include: structured programming (MATLAB), graphical drawings and 2D and 3D modeling of parts and assemblies. Introduction to teaming and creativity. Laboratory: Four hours MECH-304—Engineering Materials w/Lab Three Credit Hours Course explores the relationships between microscopic structure and macroscopic properties of materials used in engineering applications. The origin of mechanical, electrical, thermal and optical properties is studied. Important material failure modes that occur under fatigue, elevated temperature, rapid loading and corrosive environments are explored. Emphasized is an understanding of the fundamental aspects of atomic and microstructural concepts for proper material selection, effects of processing on material properties, and enhancement of engineering properties. Materials under study include important metals and alloys as well as key nonmetallic materials such as polymers, ceramics, and composites. Laboratory exercises are integrated throughout the course to provide practical experience in making decisions concerning material composition and processing in order to optimize engineering properties. Experiences from the field are detailed to demonstrate applicability of concepts. Prerequisites: CIVL 304/307 and CHEM 151 or CHEM 140 MECH-310—Thermal – Fluid Systems I w/Lab Three Credit Hours Thermal-Fluid System I is an integrated study of fundamental topics in thermodynamics and fluid mechanics. The course introduces conservation principles for mass, energy, and linear momentum as well as the 2nd Law of Thermodynamics. Principles are applied to incompressible flows in pipes and turbomachinery, external flows and power generation systems. A control volume approach to analyze these systems is also introduced. Laboratory exercises are integrated into classroom work. Lecture: 2 hours. Laboratory: 2 hours. Prerequisites: MATH-132, PHYS-221, PHYS-271; Prerequisites or Co-requisites: MATH-231, CIVL-203 MECH-311—Thermal – Fluid Systems II w/Lab Three Credit Hours Thermal-Fluid Systems II continues the integrated study of fundamental topics in thermodynamics and fluid mechanics. The course applies conservation principles for mass, energy, and linear momentum as well as the 2nd Law of Thermodynamics. Principles are applied to power generation systems (Rankine, Otto, Diesel, and Brayton cycles), refrigeration cycles, air conditioning processes, internal pipe flows, and aerodynamics. Laboratory exercises are integrated into classroom work. This course includes completion of a comprehensive, out-of-class design problem. This design problem provides the opportunity for students to apply engineering science to the design of a comprehensive thermal-fluid system. Lecture: Two hours; Laboratory: Two hours. Prerequisite: MECH-310 with a grade of “C” or higher MECH-325—Computer Applications Three Credit Hours This course uses applied problems in engineering and mathematics to introduce Computer-Aided Drafting (CAD) and numerical problem-solving techniques. Covered topics include creation and editing of 3D parts and assemblies with appropriate design intent, configurations, equation-based modeling, finite element analysis, curve fitting and data analysis, numerical interpolation, integration, root finding, and linear algebraic system solutions. Lecture: Two hours; Laboratory: Two hours Prerequisites: MECH-102 MECH-330—Measurements and Instrumentation w/Lab Three Credit Hours Fundamentals of measurement systems in mechanical engineering including transducer operation, signal conditioning, data reduction, and presentation of results. Transducer and measurement system characteristics including resolution, sensitivity, loading, time response, and frequency response. Operating principles of basic instrumentation for measurement of mechanical quantities such as force, torque, pressure, velocities, accelerations, temperature, and flow. Topics include uncertainty analysis, data analysis, probability and statistics, calibration, data acquisition, presentation of results, and an introduction to experiment design. Lecture: Two hours; Laboratory: Two hours Prerequisites: ELEC-201 or ELEC-208 MECH-340—Manufacturing Processes Three Credit Hours This is an introductory course that examines the interactions between design and manufacturing from the designer’s point of view. The first portion of the class is devoted to safe, hands- on experience with manufacturing machines and equipment. Students will have an opportunity to work on civil and mechanical manufacturing machines that are common in machine, woodworking, and sheet metal shops such as a mill, lathe, grinder, belt sander, drill press, and band saw. Common manufacturing processes will be introduced and design guidelines will be developed for each process. The successful student will leave this class with an appreciation that a designer must consider the method of manufacture during the design process to ensure that a product is functional, economically viable, and safe. Basic principles of metal processing; applied mechanics of metal cutting and forming; cost analysis of manufacturing operations. Lecture: Two hours; Laboratory: Two hours Prerequisites: CIVL-304/307 MECH-345—Machine Design Three Credit Hours This course introduces mechanical engineering design as an iterative decision making process and fundamental engineering science applied to machine components. Analysis for the design and manufacture of basic mechanical elements and their role in the design of machines; introduction to failure theory, fatigue analysis, and energy methods for deflection analysis and their application of them to the design and analysis of machine elements; design of multi-component systems. Useful design techniques (such as modeling, CPM, optimization, probabilistic approaches, etc.) and factors influencing design (such as human factors, products liability, ethics, societal, economics, safety, etc.) are presented, discussed, and incorporated. Design against static failure and fatigue failure of CGC/EUGS Academic Catalog 231 �structural members and machine parts: design and selection of components including fasteners, welds (and welding techniques), shafts, springs, gears, bearings, and chain drives. The course culminates in a team-oriented process, design, and manufacture of a mechanical engineering product using the techniques, tools, machines, and equipment that were developed and taught throughout the course. Lecture: Three hours Prerequisites: CIVL-304 MECH-350—Modeling and Analysis of Dynamic Systems I Three Credit Hours This course covers dynamic modeling and control of linear systems through an overview of classical control theory as the foundation for control applications in electrical and mechanical systems. Topics include system modeling using Laplace transform, Root Locus, frequency domain, and state variable methods. Mathematical models are developed for electrical, mechanical, and other physical control systems. Control systems analysis and design techniques are studied within the context of how each system is physically controlled in practice. Lecture: Three hours Prerequisites: CIVL-203, Corequisite: MECH-330, MATH-234 MECH-351—Modeling and Analysis of Dynamic Systems II w/ Lab Three Credit Hours This course continues the integrated study of controls engineering. Topics include stability, steady state error, transient response, vibrations, sinusoidal frequency analysis, system modeling and design via frequency response methods, state space methods, and introduction to digital control. Laboratory exercises are integrated into classroom work. Lecture: Two hours; Laboratory: Two hours Prerequisite: MECH 350 MECH-365—Computational Methods in Engineering Three Credit Hours An introduction to numerical methods for engineers. Applications include: fluid mechanics, gas dynamics, heat and mass transfer, thermodynamics, vibrations, automatic control systems, and kinematics. Topics include: sources for errors in computing, mathematical bases of numerical methods, and implementation of numerical techniques using MATLAB. Lecture: Three hours. Prerequisite: MECH 102. Prerequisites or corequisite: MATH 234. MECH-404—Advanced Materials Three Credit Hours Fundamentals of deformation and fracture in metals, polymers, ceramics and composites with application to design. Emphasis on time-temperature dependence of polymers, brittle behavior of advanced ceramics, the fracture mechanics approach to high strength and critical application of design and composite behavior. Lecture: Three hours Prerequisite: MECH-304 with a grade of “C” or higher MECH-408—Composite Design Three Credit Hours Introduces materials and mechanics of composites with emphasis 232 on high performance polymer matrix composites. Topics include material selection, laminate analysis/design, design implications from manufacturing and joining methodology, and interpreting test results. A team design-built test project is required. Lecture: Three hours Prerequisite: MECH-304 with a grade of “C” or higher MECH-409—Composite Manufacturing w/Lab Three Credit Hours This course covers manufacturing fundamentals, manufacturing processes, composite fabrication and assembly, quality and inspection methods, repair, and required equipment. Topics include material selection, laminate analysis, manufacturing, joining, and testing. Lecture: Two hours; Laboratory: Two hours Prerequisite: MECH-304 with a grade of “C” or higher MECH-415—Heat Transfer Three Credit Hours The three modes of heat transfer (conduction, convection, and radiation) are studied in detail, and applications are made to various engineering components including plane walls, finned surfaces, and tube arrays. The principles of conduction and convection are used to study the design and operation of heat exchangers. Numerical methods are employed to study 2D conduction. Lecture: Three hours. Prerequisite: MATH 234, MECH 311. MECH-416—Mass and Energy Balances Three Credit Hours Introduction to mass and energy balances in single phase and multiphase, nonreactive and reactive systems. Course topics include an introduction to engineering calculations and process variables, use of computers in solving chemical engineering problems, fundamentals of material balances in single-phase and multi-phase systems, energy balances on nonreactive and reactive processes, applications of combined material and energy balances, balances on transient processes, introduction to chemical engineering unit operations, and a general introduction to the field of chemical engineering. Lecture: Three hours Prerequisite: CHEM-140 or 151 MECH-417—Renewable Energy Three Credit Hours Covers renewable energy sources such as solar heating and cooling, wind energy, biomass, and photovoltaic energy. Surveys the energy availability of these sources and life cycle cost and present value used to evaluate the system. Students will design a system which utilizes a renewable energy source and economically evaluate the system. Lecture: Three hours Prerequisites: MECH-310 MECH-418—Energy Conversion Systems w/Lab Three Credit Hours An overview and historical evolution of both classical and state- ofthe-art energy conversion technology. Advanced analysis of energy conversion hardware, air conditioning and refrigeration as well as fossil fuel combustion processes using concepts of energy. Major methods of direct energy conversion are covered, including CGC/EUGS Academic Catalog �thermoelectricity, photovoltaics, thermionics, magneto hydrodynamics, and fuel cells. Applications of the thermodynamic, heat transfer, and fluid flow principles to the modeling and design of thermal systems. These systems include pumps, fans, and heat and mass exchangers. The current state of national and world energy is presented and alternatives including renewable energy and a hydrogen economy are explored with reference to economic, political, environmental and technological factors. Lecture: Two hours; Laboratory: Two hours Prerequisite: MECH-415 with a grade of “C” or higher MECH-419—Mechanical Power Plants Three Credit Hours Students engage in the analysis, testing and evaluation of internal combustion engines and their subsystems with a view toward understanding the underlying principles which affect their design. Spark ignition and compression ignition engine systems are studied in detail. Steam, cogeneration and combined cycles are studied. Introduces the theory and issues related to the design of axial and radial flow turbines, compressors and pumps. Lecture: Three hours Prerequisite: MECH-311 MECH-420—Nuclear Reactor Analysis Three Credit Hours This course focuses on nuclear reactor systems, the release of nuclear energy in the reactor core, and its removal as heat for producing electric power. Specific topics emphasize reactor kinetics, heterogeneous reactors, control rods and shim, reactor poisons, heat transfer, and alternative energy systems. The fundamentals of transport theory and the solution to the transport equation using Monte Carlo N-Particle (MCNPX) transport code are introduced. Lecture: Three hours Prerequisites: MECH-415 MECH-425—Advanced Heat Transfer Three Credit Hours This course covers additional topics in conduction, convection and radiation heat transfer as well as mass transfer, phase change and numerical methods. Lecture: Three hours Prerequisite: MECH-415 with a grade of “C” or higher MECH-426—Air Conditioning Three Credit Hours Human comfort and the properties of air. Air conditioning in residences, public and industrial buildings using vapor compression and absorption units. Cooling loads, psychrometry, fans, duct sizing and layout, automatic control, and acoustic design considerations. Lecture: Three hours Prerequisite: MECH 311 MECH-430—Robotics Engineering w/Lab Three Credit Hours Interdisciplinary course in engineering systems applied to computer controlled devices. Topics include kinematics, control, operation, sensing, and design as applied to various types of industrial and other robots and programmable manipulators. A related project is required. Lecture: Two hours, Laboratory: Two hours Prerequisite: MECH-350 MECH-435—Finite Elements for Engineering Applications Three Credit Hours Emphasizes solving various one-dimensional, transient, non- linear problem statements including heat conduction, beam deflection, convection/diffusion (transport), gas dynamic shocks, and open channel flows. Assesses higher order bases, time stepping procedures, iterative solvers, and finite difference methodologies. Utilizes MATLAB for computational experiments Lecture: Three hours Prerequisites: CIVL-203, 304, MECH-310 MECH-440—Advanced Manufacturing Processes & Their Application Three Credit Hours This course examines major manufacturing processes, their capabilities, analysis, economics and manufacturing process selection. Computer programming is used for iterative methods in both analysis and design. Students will perform analysis in the fields of kinematics, mechanics, fluid mechanics, and heat transfer. The economics of process selection, batch size, and process flow are discussed. Process control methods are introduced. Lecture: Three hours Prerequisites: CIVL-203 & MECH-340 with a grade of “C” or higher MECH-445—Manufacturing Design w/Lab Three Credit Hours Applications of fundamentals of engineering mechanics in analysis and synthesis of machine components and systems to the manufacture of products from metals, polymers, ceramics, and composites. Use and management of computers in engineering for drafting, design management, documentation, and manufacturing. Covers drafting methods and standards, design data management, CNC operations, implementation, kinematics, control, operation, sensing, and design as applied to various types of industrial models. A related project is required. Lecture: Two hours; Laboratory: Two hours Prerequisite: MECH-345 and MECH-440 MECH-450—Mechatronics w/Lab Three Credit Hours Applications of microprocessors and microcontrollers and digital electronics to the design and utilization of embedded control systems in smart systems and products. Topics include Boolean logic and algebra, system hardware and software development, and interfacing for mechanical applications. Lecture: Two hours; Laboratory: Two hours Prerequisite: MECH-350 MECH-452—Digital Logic and Circuits w/Lab Three Credit Hours This course covers the analysis, design, simulation, and construction of digital logic circuits and systems. The material in this course provides the necessary tools to design digital hardware circuits such as digital clocks and locks, as well as computer hardware. The course begins with the study of binary and hexadecimal number systems, Boolean algebra, and their application to the design of combinational logic circuits. The first half of the course focuses on designs using small-scale integration (SSI) logic circuits, medium-scale integration (MSI) circuits, and programmable logic devices (PLDs) to implement combinational CGC/EUGS Academic Catalog 233 �logic functions. The second half of the course emphasizes sequential logic circuits like counters and sequence recognizers, and also covers memory systems. Laboratory work in this half of the course focuses on using very high speed integrated circuit hardware description language (VHDL) to simulate digital systems and to program those systems into PLDs. As a final project, student teams design, build, and test a digital logic system such as a programmable alarm clock, digital lock, or burglar alarm. Lecture: Two hours; Laboratory: Two hours. Prerequisite: ELEC-201 or ELEC-208 MECH-455—Advanced Mechatronics w/Lab Three Credit Hours A comprehensive course in the field of mechatronics. Mechatronics is the crossroads in engineering where mechanical engineering, electrical engineering, computer science, and controls engineering meet to create new and exciting real-world systems. Knowledge of mechanical and electrical components, controls theory, and design are integrated to solve actual physical design applications. Lecture: Two hours; Laboratory: Two hours Prerequisite: MECH-450 with a grade of “C” or higher MECH-460—Mechanical Engineering System Design Three Credit Hours This course provides experience in the integration of math, science, and engineering principles leading to a comprehensive engineering design project. Open-ended, client-based design problems emphasize a multidisciplinary approach to total system design providing multiple paths to a number of feasible and acceptable solutions which meet the stated performance requirements. Design teams are required to develop product specifications, generate alternatives through modeling, make practical engineering approximations to include probabilistic approaches, perform appropriate analysis to support the technical feasibility of the design, and make decisions leading to an optimal system design. System integration, reverse engineering/redesign projects, human factors engineering, products liability, ethics, safety, computer-aided design, maintainability, and fabrication techniques are addressed. This course provides an integrative experience in support of the overarching academic program goal. Lecture: Three hours Co-requisite: MECH-345 MECH-470—Introduction to Applied Aerodynamics Three Credit Hours The fundamental laws of fluid mechanics are used to develop the characteristic forces and moments generated by the flow about aerodynamic bodies. Physical properties of the standard atmosphere as well as lift, drag, and aerodynamic moments are studied for airfoils (2-D) and finite wings (3-D) in the subsonic and supersonic flow regimes. Students conduct computer simulations throughout the course to observe physics of actual flows. Lecture: Three hours Prerequisite: MECH 311 with a grade of “C” or higher rate, climb rate, etc. Piston-prop, turbo-prop, and jet aircraft are considered. The equations of motion are then analyzed to develop static stability criteria and investigate steady state control characteristics. Design constraints based on customer requirements, mission profiles, aircraft sizing, optimization, and presentation of performance capabilities are considered. Lecture: Three hours Prerequisite: MECH 470 MECH-476—Propulsion Systems Three Credit Hours Application of basic principles in the study of the performance characteristics of air and space vehicles to include the aerodynamics of steady one dimensional isentropic compressible flow. Shock waves, gas turbines, turbojet, turbofan, turboprop, turboshaft, ram jet, rocket, nuclear propulsion and space propulsion systems are discussed and compared. Lecture: Three hours Prerequisite: MECH 311 MECH-477—Vibration Engineering Three Credit Hours In this course students develop a foundation in the analysis and design of free and forced single and multi-degree of freedom systems. Applications include modeling, damping, resonance, force transmissibility, vibration absorbers, matrix formulation and modal analysis. Emphasis is placed on vibration examples from several engineering fields. Out-of-class design problems provide students with the opportunity to apply principles taught in the classroom to realistic problems encountered by practicing engineers. In-class demonstrations supplement the theory development. Lecture: Three hours Prerequisite: CIVL 203 MECH-478—Lightweight Structures Three Credit Hours Applies the principles of mechanics to the structural analysis of mechanical and aerospace components. Covers stress tensors, shear flow in open and closed sections, beam columns, asymmetrical bending, Castigliano’s theorem, statically indeterminate structures, thin walled pressure vessels, introduction to elasticity. Lecture: Three hours Prerequisite: CIVL-304/307 MECH-481—Senior Design I Three Credit Hours Design projects with industry. Students work in teams with three or four members on design projects furnished from external clients. The emphasis is on creating design solutions, with appropriate analyses, to meet stakeholders’ needs. In addition to regular meetings with their faculty advisors, the teams are expected to maintain close and continuous communications with their clients during the semester. The projects culminate in oral presentations and Interim Written Reports which are submitted to the clients. Lecture: Two hours; Laboratory: Two hours Prerequisite: MECH-345, MECH-460 MECH-475—Aircraft Performance and Static Stability Three Credit Hours The course applies the principles developed in applied MECH-482—Senior Design II aerodynamics to develop the equations of motion for a rigid aircraft Three Credit Hours in steady state level flight, maneuvering flight, and during takeoff The student teams continue their design solutions to a general and landing. These equations are analyzed to determine such problem furnished by an external client. Continuous and regular performance characteristics as maximum range, endurance, turning 234 CGC/EUGS Academic Catalog �communication with the outside clients is expected, as well as with the faculty advisors. During this semester the teams continue refining their solutions, complete the detail design, make oral presentations of the final design, and complete and submit the Final Written Report. Lecture: One hour, Laboratory: Four hours Prerequisite: MECH-481 (This course is a continuation of MECH481) MECH-497—Special Topics in Mechanical Engineering Three Credit Hours This course provides in-depth study of a special topic in engineering mechanics or mechanical engineering not offered elsewhere in the curriculum. Course content will be based on the special expertise of the Visiting Professor or a senior mechanical engineering faculty member. Lecture: Three hours Prerequisite: Department Head approval. MECH-498 — Mechanical Engineering Internship Three Credit Hours The student, on an individual basis, pursues advanced understanding by working for a mechanical engineering company. The scope of the activities is tailored to the educational focus of the student in consultation with the faculty advisor and the supervisor at the company. The student is required to provide weekly journaling, monthly supervisor evaluations, a final presentation, and a final report on the experience. LESSONS and LABS: No formal class. Consultation with Department Faculty Advisor at least once a week on individual work accomplished. Prerequisite: Department Head approval. MECH-499—Advanced Independent Study in Mechanical Three Credit Hours The student, on an individual or small group basis, pursues advanced study of a research topic in mechanical engineering. The scope of the course is tailored to the desires of the student in consultation with the faculty advisor. The student is required to define and analyze the problem, study the fundamentals involved, organize the approach, determine the procedure, achieve a solution, and submit a written report. LESSONS and LABS: No formal class. Consultation with Department Faculty Advisor at least once a week on individual work required. Prerequisite: Department Head approval. Other requirements as determined by Faculty Advisor. Physical Education (PHED) PHED-303—Accommodating Persons with Disabilities within Sport and Physical Activity Three Credit Hours A course to prepare students for accommodating persons with disabilities in situations involving access to facilities and equipment, physical fitness assessment and programming, sports participation and competition, and as a team member within various professional settings. Political Science (PSCI) PSCI-302—Urban Politics Three Credit Hours A study of mass participation in urban political affairs, political parties on local level, the municipal reform movement, and the alternative approaches to the study of local political systems. Emphasis placed on the problems of local government in metropolitan areas. PSCI-310—Domestic Terrorism Three Credit Hours A survey of the domestic terrorism landscape in the United States by examining groups involving local nationals that use or attempt to use extreme violence against purely domestic targets. The course explores how nationalistic, religion- political, ideological, and single-issue terrorist groups attempt to influence or coerce others into action they would not otherwise take. The course also explores law-enforcement measures aimed at countering the threat of domestic terrorism. PSCI-311—The Civil Rights Movement and American Politics Three Credit Hours Examination of the Civil Rights Movement from World War II to the present with special attention to the period from 1954 through 1965. The course will consider the impact of this critical period on American politics and political behavior during the decades since, down to the present. Key events, organizations, and personalities will be examined, and continuing issues such as affirmative action and racial typing will be discussed. PSCI-342—International Terrorism Three Credit Hours A study of international and transnational political violence, with some attention to the phenomenon of “state terrorism” (international repression) and its potential impact on the conduct of American foreign policy. Issues addressed include conceptualizing and defining terrorism, the structure of violent politics, the lessons and patterns from the history of contemporary political violence, state support for terrorism, and counterterrorism as a public policy problem. PSCI-361—Law and Legal Process Three Credit Hours This course serves as a general introduction to law, lawyers, judges, and the civil legal process. Through lectures, assigned reading, and class seminars, the course will broadly survey the American legal process, including the nature of law, judicial organization and the instruments of judicial power, civil proceedings and civil law, the work and training of lawyers, the recruitment of judges, and the nature of judicial decision- making. (Note: The criminal justice system is surveyed in CRMJ 201, Introduction to Criminal Justice.) PSCI-392—Political Theory Three Credit Hours Major theoretical writing from the ancient Greeks to the present day; emphasis on a comparison of ideas and on the relationships between theories and contemporary problems. CGC/EUGS Academic Catalog 235 �PSCI-401—Political Issues and Public Policy Three Credit Hours An introduction to political analysis through consideration of important contemporary American political issues as they relate to public policy; attention given to specific issues as well as the policy process (formulation, implementation, and evaluation of policy). PSCI-461—Issues in Contemporary Constitutional Law Three Credit Hours. A study of selected cases and issues in U.S. constitutional law relating to contemporary controversies in American law and politics. The specific issues and cases studied may vary from semester to semester. PSCI-462—Constitutional Law: Civil Right and Liberties Three Credit Hours Required of political science seniors. A study of the underlying and basic principles of the Constitution as reflected in the leading decisions of the United States Supreme Court with special attention directed to the Bill of Rights and the Thirteenth, Fourteenth, and Fifteenth Amendments. PSCI-492—Special Topics in Political Science: Modern Ideologies Three Credit Hours The course’s primary objective is to gain familiarity with and understanding of the nature and role of political ideologies and to understand the potential of these political ideas for 21st century politics. In addition to the major political ideologies of the 19th and 20th centuries -- liberalism, conservatism, fascism, socialism, and communism – the course will examine the contemporary appeal of environmentalism and feminism to ascertain whether they are, in fact, operating as ideologies in today’s politics. The course will also look at Political Islam as a powerful political force today. SOCI-202—Social Problems Three Credit Hours The study of the social construction of social problems as well as their impact on society. Also included the analysis of deviant behavior and those factors affecting the disorganization of small groups, complex organizations, and societies. SOCI-301—Cults Three Credit Hours An examination and analysis of alternative religious ideologies and groups. Attention will be given to defining and explaining cults, and a historical analysis of the phenomenon will be undertaken. A sociological examination of their impact on social norms and ideologies will be discussed; government reactions to cults and cult activities will also be addressed. SOCI-304—Minority Group Relations Three Credit Hours An examination of the substantive issues in the study of majorityminority group relations and social processes, and the cultural orientations which are associated with these issues. SOCI-433—Special Topics in Sociology Three Credit Hours Selected special topics or problems in the general area of sociology and social problems; offered periodically as the special interests of faculty and students permit. SOCI-498—Independent Study Three Credit Hours An independent study project resulting in a formal paper; this study must be approved by the department head in consultation with an appropriate member of the Sociology faculty who will supervise the project. Especially recommended for those considering graduate or professional study. Psychology (PSYC) PSYC-319—Psychological Resiliency Three Credit Hours This course will provide students with foundational knowledge of psychology in the military and theoretical information on the interaction between physical and mental health as they relate to readiness and resiliency of military service members, veterans, law enforcement officers, firefighters, and other tactical personnel. This course will explore the meaning of readiness and resiliency, including the interconnectedness of mind, body, interpersonal, and spiritual fitness. Sociology (SOCI) SOCI-201—Introduction to Sociology Three Credit Hours The scientific study of principles and comparisons in society and cults, and a historical analysis of the phenomenon will be undertaken. A sociological examination of their impact on social norms and ideologies will be discussed; government reactions to cults and cult activities will also be addressed. 236 Tactical Strength and Conditioning (TSAC) TSAC-200—Instructional Aspects of Teaching & Coaching Three Credit Hours This course is designed to discuss theories of coaching philosophy and instruction in athletic performance settings. Content related to coaching philosophy includes coaching style, character development, and communication strategies. Additionally, instructional aspects of coaching include environmental arrangements, task presentation, content development, and feedback. Practical applications of these principles to athletic populations using open and closed motor skills will be included. TSAC-201—Anatomy and Physiology for Health and Human Performance Three Credit Hours This course provides foundational understanding of concepts in human anatomy and physiology as they relate the human body’s adaptations to exercise. Specific content areas covered in this class include introductions to muscular and skeletal anatomy and physiology, functional anatomy, biomechanics, bioenergetics, and medical terminology. CGC/EUGS Academic Catalog �TSAC-301—Tactical Strength and Conditioning Three Credit Hours A study of fundamental concepts in bioenergetics, biomechanics, and cardiopulmonary and skeletal muscle function and adaptation, as it relates to the physical conditioning, training, and physical fitness of tactical personnel. Current research, and laboratory techniques for assessing human physiological responses to exercise and training, will be studied and applied to tactical athletes. Topics to be covered include but are not limited to: testing and evaluating tactical populations, nutrition for tactical populations, and physiological issues related to fire and rescue, law enforcement, and military personnel. TSAC-302—Care and Prevention of Injuries for Tactical Athletes Three Credit Hours This class will provide discussion, demonstration, and application of skills and procedures used in athletic training for preventing training-related injuries commonly associated with tactical athletes. Specifically, focus will be placed on caring for and preventing training-related injuries seen in basic combat training. TSAC-395—Directed Field Experience in Tactical Strength and Conditioning Three Credit Hours A 100 hour controlled exposure to professional experiences in the field of tactical strength and conditioning. The primary purpose of this course is to provide a field-based learning experience where the student shadows and assists a professional working with tactical athletes in either a military installation, or private or public civilian environment. TSAC-495—Internship in Tactical Strength and Conditioning Three Credit Hours A requirement for graduation is observation of and involvement in the physical conditioning of tactical athletes under an approved supervisor and supervision by the college instructor. This supervised internship experience must be at least 300 hours and must take place in a private or public sector host organization focused on strength and conditioning of tactical athletes. Students will actively participate in designing and delivering strength and conditioning programs aimed at improving physical readiness of a single tactical athlete and/or groups of tactical athletes. This internship will provide the student with hands-on skills and knowledge for handling the nuances of training tactical athletes. Upon completion of the internship, students will present a comprehensive summary of their internship experience, and will be formally evaluated by the internship supervisor and the college instructor. CGC/EUGS Academic Catalog 237 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Academic Catalogs of The Citadel, 1908-2023 Subject The topic of the resource Citadel, the Military College of South Carolina -- Curricula Universities and colleges -- Curricula -- Catalogs Universities and colleges -- South Carolina Creator An entity primarily responsible for making the resource Citadel, the Military College of South Carolina Publisher An entity responsible for making the resource available The Citadel Archives & Museum Rights Information about rights held in and over the resource Materials in The Citadel Archives & Museum Digital Collections are intended for educational and research use. The user assumes all responsibility for identifying and satisfying any claimants of copyright. For more information contact The Citadel Archives & Museum, The Citadel, The Military College of South Carolina, Charleston, South Carolina, 29409. Language A language of the resource English Description An account of the resource The Citadel’s academic catalogs provide yearly information on the faculty, staff, administrators, tuition, admission criteria and course offerings. This collection dates back to 1908. For similar institutional information before 1908, The Citadel’s Official Registers may be consulted. Source A related resource from which the described resource is derived RC7 Date A point or period of time associated with an event in the lifecycle of the resource 1908-2019 Relation A related resource Academic Catalogs of The Citadel Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context https://citadeldigitalarchives.omeka.net/collections/show/5 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Charleston (S.C.) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Catalog of The Citadel Graduate College, 2019-2020 Subject The topic of the resource Citadel, the Military College of South Carolina Citadel, the Military College of South Carolina -- Curricula Universities and colleges -- Curricula -- Catalogs Description An account of the resource The Citadel Graduate College was founded in 1968 as the College of Graduate and Professional Studies. Catalogs include information on graduate degree programs, courses, accreditation, and policies. Creator An entity primarily responsible for making the resource Citadel, the Military College of South Carolina Source A related resource from which the described resource is derived RC7 Publisher An entity responsible for making the resource available The Citadel Archives & Museum Date A point or period of time associated with an event in the lifecycle of the resource 2019 2020 Rights Information about rights held in and over the resource Materials in The Citadel Archives & Museum Digital Collections are intended for educational and research use. The user assumes all responsibility for identifying and satisfying any claimants of copyright. For more information contact The Citadel Archives & Museum, The Citadel, The Military College of South Carolina, Charleston, South Carolina, 29409. Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Charleston (S.C.) Identifier An unambiguous reference to the resource within a given context https://citadeldigitalarchives.omeka.net/items/show/1448 https://d1y502jg6fpugt.cloudfront.net/39779/archive/files/5b336df7c134b0fc74979d33a2713562.pdf?Expires=1790208000&Signature=UPcYt6fKbvrNq%7EOAHXVHTGFOpwVrbIla1B5xASM1nfO596JdFc9nC1jZb6kJxLBknS2d4UTHesxqNNaD%7Erk3ZYO%7EQW63n0%7Eyq0emSJmey0LXopE-rQl6HD4EERhW4-au02PowtPMnRpy55poxP9-tcdMqtqFd3S4u9jt6J8IrMIqJ1YcDpG01s5OhagoBysRoO3h2PAS074V1BP3YM2UEiJLtbhK9pI8eXNNVO01qFIXTw1sbUFkGvv3xxTMdrI7gpiTNpq08rTiEk5k5E3pLFYWw-vkTIh-e4Oor7w%7EHjzy4rp3V72%7E7q-CCeWNfHjZYUgPi1EL3xaiou4zj6cwRg__&Key-Pair-Id=K6UGZS9ZTDSZM 724f7463082c01281eb58e44e5c042b4 PDF Text Text noitacudE etaudarG golataC ni ecnellecxE fo sraeY 05 gnitarbeleC golataC cimeda ced d mA golataC cimeciacA acA 9102-8102 9102-8102 9102-8102 �The Citadel Graduate College (CGC) 171 Moultrie Street Charleston, SC 29409 (843) 953-5089 www.citadel.edu/graduatecollege www.citadel.edu/eveningundergraduatestudies Please refer to the CGC website for frequently called numbers, schedule of courses, term dates, fees, and other important information. 2 CGC/EUGS Academic Catalog �Table of Contents Listing of Graduate Programs 4 Listing of Graduate Certificate Programs 5 Listing of Undergraduate Programs 5 President’s Message 6 Board of Visitors 6 The Citadel’s Statement of Vision, Core Values, and Mission 7 The Citadel’s Graduate College’s Mission/Purpose 8 Accreditation 8 Academic Calendar 9 Admission and Enrollment Policies 10 Expenses and Financial Aid 15 Academic Regulations and Procedures 19 Students Services 26 Specific Policies and Procedures for Evening/Online Undergraduate Programs 27 Graduate Degree Programs 33 Graduate Certificate Programs 94 Evening/Online Undergraduate Degree Programs 122 Graduate Course Descriptions 148 Undergraduate Course Descriptions 196 CGC/EUGS Academic Catalog 3 �Degree MBA Graduate Degree Programs Program Coordinator Tommy and Victoria Baker School of Business Master of Business Administration Dr. Jeremy Bennett Mr. Tim Kniseley Email Page jbennet5@citadel.edu tknisele@citadel.edu 35 jaltick@citadel.edu 38 dgreenbu@citadel.edu jeff.davis@citadel.edu robert.barsanti@citadel.edu rrabb@citadel.edu 40 42 44 46 hutchissonj@citadel.edu knappk@citadel.edu cjensen1@citadel.edu tenneys1@citadel.edu terry.mays@citadel.edu genelle.sawyer@citadel.edu tim.hanchon@citadel.edu 49 51 53 55 56 58 61 paul.nolan@citadel.edu paul.nolan@citadel.edu mv@citadel.edu csole@citadel.edu harry.davakos@citadel.edu 64 65 66 67 69 tammy.graham@citadel.edu johnsonk1@citadel.edu thompsont@citadel.edu rrobins4@citadel.edu grenierk@citadel.edu tammy.graham@citadel.edu thompsont@citadel.edu rrobins4@citadel.edu johnsonk1@citadel.edu grenierk@citadel.edu bottt1@citadel.edu gilagan@citadel.edu obermana1@citadel.edu williamsg@citadel.edu lwestber@citadel.edu kent.murray@citadel.edu thompsonr3@citadel.edu jalbert@citadel.edu robin.jocius@citadel.edu lwestber@citadel.edu kent.murray@citadel.edu thompsonr3@citadel.edu 74 Department of Leadership Studies M.S. Master of Science in Leadership Dr. John Altick M.S. M.S. M.S. M.S. Master of Science in Project Management Master of Science in Civil Engineering Master of Science in Electrical Engineering Master of Science in Mechanical Engineering School of Engineering Dr. David Greenburg Dr. William Davis Dr. Robert Barsanti Dr. Robert Rabb School of Humanities and Social Science M.A. M.A. M.A. M.A. M.A. M.A. Ed.S. Master of Arts in English Master of Arts in History Master of Arts in Intelligence and Security Studies Master of Arts in International Politics and Military Affairs Master of Arts in Social Science Master of Arts in Psychology: Clinical Counseling Specialist in Education in School Psychology M.A. M.A. M.S. M.S. M.A. Master of Arts in Biology Accelerated Master of Arts in Biology Master of Science in Computer and Information Sciences Master of Science in Health, Exercise, & Sport Science Master of Arts in Sport Management Dr. James Hutchisson Dr. Keith Knapp Dr. Carl Jensen Dr. Sarah Tenney Dr. Terry Mays Dr. Genelle Sawyer Dr. Timothy Hanchon Swain Family School of Science and Mathematics Dr. Paul Nolan Dr. Paul Nolan Dr. Mike Verdicchio Dr. Christopher Sole Dr. Harry Davakos Zucker Family School of Education MAT Master of Arts in Teaching – Secondary Education Biology English Mathematics Social Studies MAT MAT M.Ed. Master of Arts in Teaching – Middle Grades English Mathematics Science Social Studies Master of Arts in Teaching – Physical Education Master of Education in Counselor Education – Elementary, Secondary, or Student Affairs & College Counseling M.Ed. M.Ed. M.Ed. Ed.S. 4 Master of Education in Educational Leadership – Elementary or Secondary School Administration and Supervision Master of Education in Interdisciplinary STEM Education Master of Education in Literacy Education Specialist in Educational Leadership – School Superintendent Dr. Tammy Graham Dr. Kristy Johnson Dr. Tom Thompson Dr. Richard Robinson Dr. Katherine Grenier Dr. Tammy Graham Dr. Tom Thompson Dr. Richard Robinson Dr. Kristy Johnson Dr. Katherine Grenier Dr. Timothy Bott Dr. Guy Ilagan Dr. Aaron Oberman Dr. George Williams Dr. Lee Westberry Dr. Kent Murray Dr. Rodney Thompson Dr. Jennifer Albert Dr. Robin Jocius Dr. Lee Westberry Dr. Kent Murray Dr. Rodney Thompson CGC/EUGS Academic Catalog 77 80 82 86 89 90 92 �Degree Program Graduate Certificate Programs Coordinator Cert. Cert. Cert. Cert. Cert. Cert. Cert. Cert. Graduate Certificate in Aeronautical Engineering Graduate Certificate in Built Environment and Public Health Graduate Certificate in Composites Engineering Graduate Certificate in Computer Engineering Graduate Certificate in Cybersecurity Graduate Certificate in Environmental Studies Graduate Certificate in Geotechnical Engineering Graduate Certificate in Hispanic Studies Cert. Cert. Cert. Cert. Cert. Cert. Cert. Cert. Cert. Cert. Cert. Cert. Graduate Certificate in History and Teaching Content Graduate Certificate in Homeland Security Graduate Certificate in Information Systems Graduate Certificate in Intelligence Analysis Graduate Certificate in Leadership Graduate Certificate in Literacy Education Graduate Certificate in Manufacturing Engineering Graduate Certificate in Mechatronics Engineering Graduate Certificate in Military Leadership Graduate Certificate in Power and Energy Engineering Graduate Certificate in Software Engineering Graduate Certificate in Sport Management – Sport Sales & Marketing Graduate Certificate in Structural Engineering Graduate Certificate in Student Affairs Graduate Certificate in Systems Engineering Management Graduate Certificate in Technical Program Management Graduate Certificate in Technical Project Management Graduate Certificate in Transportation Engineering Cert. Cert. Cert. Cert. Cert. Cert. Email Page Dr. Robert Rabb Dr. William Davis Dr. Robert Rabb Dr. Robert Barsanti Dr. Mike Verdicchio Dr. Paul Nolan Dr. William Davis Dr. Silvia RocaMartinez Dr. Keith Knapp Dr. Carl Jensen Dr. Mike Verdicchio Dr. Carl Jensen Dr. John Altick Dr. Robin Jocius Dr. Robert Rabb Dr. Robert Rabb Dr. John Altick Dr. Robert Rabb Dr. Mike Verdicchio Dr. Harry Davakos rrabb@citadel.edu jeff.davis@citadel.edu rrabb@citadel.edu robert.barsanti@citadel.edu mv@citadel.edu paul.nolan@citadel.edu jeff.davis@citadel.edu srocamar@citadel.edu 95 96 97 98 99 100 101 102 knappk@citadel.edu cjensen1@citadel.edu mv@citadel.edu cjensen1@citadel.edu jaltick@citadel.edu robin.jocius@citadel.edu rrabb@citadel.edu rrabb@citadel.edu jaltick@citadel.edu rrabb@citadel.edu mv@citadel.edu harry.davakos@citadel.edu 103 104 105 106 108 109 110 111 112 113 114 115 Dr. William Davis Dr. Aaron Oberman Dr. David Greenburg Dr. David Greenburg Dr. David Greenburg Dr. William Davis jeff.davis@citadel.edu obermana1@citadel.edu dgreenbu@citadel.edu dgreenbu@citadel.edu dgreenbu@citadel.edu jeff.davis@citadel.edu 116 117 118 119 120 121 lmaza@citadel.edu cjensen1@citadel.edu collinsb1@citadel.edu jbennet5@citadel.edu tknisele@citadel.edu ajoseph1@citadel.edu tammy.graham@citadel.edu jeff.davis@citadel.edu jeff.davis@citadel.edu robert.barsanti@citadel.edu rrabb@citadel.edu 123 125 127 129 Evening/Online Undergraduate Degree Programs B.A. B.A. B.A. B.S. Bachelor of Arts in Criminal Justice Bachelor of Arts in Intelligence and Security Studies Bachelor of Arts in Political Science Bachelor of Science in Business Administration B.S. B.S. B.S. B.S. B.S. B.S. Bachelor of Science in Nursing Bachelor of Science in Social Studies Education Bachelor of Science in Civil Engineering Bachelor of Science in Construction Engineering Bachelor of Science in Electrical Engineering Bachelor of Science in Mechanical Engineering Ms. Lindey Maza Dr. Carl Jensen Mr. Brad Collins Dr. Jeremy Bennett Mr. Tim Kniseley Dr. Amy Joseph Dr. Tammy Graham Dr. William Davis Dr. Williams Davis Dr. Robert Barsanti Dr. Robert Rabb CGC/EUGS Academic Catalog 131 133 135 138 141 145 5 �Welcome to The Citadel Graduate College, where we extend our mission to educate and develop principled leaders for all walks of life to those seeking further study to become leaders in their chosen fields. We take great pride in our distinguished faculty and excellent academics that combine to offer a unique learning environment. You will find that our students - your friends, neighbors and colleagues - have chosen the CGC because they know it will equip them for the challenges they will face as they advance in their careers. We hope you will join the ranks of more than 9,000 CGC alumni for whom a graduate degree from The Citadel was a stepping stone to continued growth and success. General Glenn M. Walters, USMC, ’79 President Board of Visitors Pursuant to S.C. Code Ann Section 59-121-10, the Board of Visitors is composed of the Governor, the Adjutant General, the State Superintendent of Education (who are members ex-officio), and eleven others who are graduates of the College. Seven of these members are elected by joint vote of the General Assembly, three are elected by such means and methods as may be determined by The Citadel Alumni Association, and one is appointed by the Governor. Additionally, the Board currently has three Emeritus Members. Emeritus Members are former Board members who served at least eighteen years, and were voted as such because of their significant contribution to the governance of the College. The 2018-2019 Board of Visitors, listed in order of seniority, are: Colonel Fred L. Price, Jr., ’75, Chair Colonel Myron C. Harrington, Jr., USMC (Retired), ’60, Vice Chair Colonel Allison Dean Love, CGC, ‘93 Colonel Dylan W. Goff, ‘02 Colonel Peter M. McCoy, Sr., ’74 Colonel L.E. “Gene” Pinson, ‘72 Colonel Greg A. Lapointe, ‘85 Colonel Stanley L. Myers, Sr., ‘98 Colonel John C. Dominick, USAF (Retired), ‘71 Colonel Jamie A. Khan, ‘00 The Honorable Henry D. McMaster, Governor of the State of South Carolina, Ex Officio Major General Robert E. Livingston, Jr., SC State Adjutant General, Ex Officio The Honorable Molly M. Spearman, SC State Superintendent of Education, Ex Officio Colonel Leonard C. Fulghum, Jr., ’51, Chairman Emeritus Colonel William E. Jenkinson III, ’68, Member Emeritus Colonel Douglas A. Snyder, ’82, Member Emeritus 6 CGC/EUGS Academic Catalog �The Citadel’s Statement of Vision, Core Values, and Mission Statement of Vision Achieving excellence in the education and development of principled leaders Core Values Honor: First and foremost honor includes adherence to the Honor Code of The Citadel. A Citadel student “will not lie, cheat or steal, nor tolerate those who do.” The commitment to honor extends beyond the gates of The Citadel and is a life-long obligation to moral and ethical behavior. In addition, honor includes integrity; “doing the right thing when no one is watching.” Finally, honorable behavior includes exercising the moral courage to “do the right thing when everyone is watching.” The Honor Code is the foundation of our academic enterprise. Duty: First and foremost duty means to accept and accomplish the responsibilities assigned to me. At The Citadel, my primary duty is to perform academically and then to perform as a member of The Citadel and the campus community. I accept the consequences associated with my performance and actions. Once I have held myself accountable for my actions, then I will hold others accountable for their actions. Finally, duty means that others can depend on me to complete my assignments and to assist them with their assignments. Duty is also a call to serve others before self. Respect: First and foremost respect means to treat other people with dignity and worth – the way you want others to treat you. Respect for others eliminates any form of prejudice, discrimination, or harassment (including but not limited to rank, position, age, race, color, gender, sexual orientation, national origin, religion, physical attributes, etc.). In addition, respect for others means to respect the positions of those in authority which include faculty, staff, administrators, active duty personnel, and the leadership of The Citadel. Finally, respect includes a healthy respect for one’s self. Mission As a higher education institution, The Citadel’s mission is to educate and develop our students to become principled leaders in all walks of life by instilling the core values of The Citadel in a disciplined and intellectually challenging environment. A unique feature of this environment for the South Carolina Corps of Cadets is the sense of camaraderie produced through teamwork and service to others while following a military lifestyle. The Citadel strives to produce graduates who have insight into issues, ideas, and values that are of importance to society. It is equally important that Citadel graduates are capable of both critical and creative thinking, have effective communication skills, can apply abstract concepts to concrete situations, and possess the methodological skills needed to gather and analyze information. Throughout its history, The Citadel’s primary purpose has been to educate undergraduates as members of the South Carolina Corps of Cadets and to prepare them for post-graduate positions of leadership through academic programs of recognized excellence supported by the best features of a military environment. The cadet lifestyle provides a structured environment that supports growth and development of each student’s intellect, discipline, physical fitness, and moral and ethical values. The four pillars which define The Citadel experience for cadets consist of these four developmental dimensions. A complementary purpose of The Citadel, realized through The Citadel Graduate College, is to provide the citizens of the Lowcountry and the State of South Carolina opportunities for professional development by offering a broad range of educational programs of recognized excellence at both the graduate and undergraduate levels. These programs are designed to accommodate the needs of non-traditional students seeking traditional and demanding academic challenges. Institutional Characteristics. The Citadel is a coeducational, comprehensive, public, four-year institution whose primary undergraduate student body consists of approximately 2,000 members of the Corps of Cadets, all of whom reside on campus. The primary service area for these students is regional, with approximately half of each freshman class coming from South Carolina. The Citadel, however, does draw undergraduate students from all parts of the United States and many foreign countries. The college offers a wide range of baccalaureate degree programs (Bachelor of Arts, Bachelor of Science, Bachelor of Science in Business Administration, Bachelor of Science in Civil Engineering, and Bachelor of Science in Electrical Engineering) in the humanities, social and natural sciences, business administration, engineering, and education. These academic programs prepare graduates of the Corps of Cadets for a variety of careers; about half of these graduates enter business and the professions, a third or more enter the military and government service, and the remainder go directly into graduate and professional study. Many graduates choose to pursue professional or graduate degrees later in their careers. Through its undergraduate and graduate programs, The Citadel Graduate College serves a degree-seeking population of approximately 1,200. The primary service area is the South Carolina Lowcountry. The Citadel Graduate College offers seven baccalaureate degree programs (Bachelor of Science in Business Administration, Bachelor of Science in Civil Engineering, Bachelor of Science in Electrical Engineering, Bachelor of Science in Mechanical Engineering, Bachelor of Arts in Social Studies Education, Bachelor of Arts in Political Science, and Bachelor of Arts in Criminal Justice), seven graduate degree programs (Master of Arts, Master of Science, Master of Arts in Education, Master of Arts in Teaching, Master of Education, Master of Business Administration, and Specialist in Education) and several graduate certificate programs. Meeting the needs of the South Carolina Lowcountry in terms of instruction, public service, and research, including such initiatives as cooperative programs with other educational institutions, is an important part of The Citadel’s mission. Together, the Corps of Cadets and The Citadel Graduate College enroll approximately 3,200 students, about three-fourths of whom come from South Carolina. In its educational programs, The Citadel acknowledges and endorses the teacher-scholar ideal, recognizing that the excellence of all of its academic programs is dependent upon the quality of its faculty. This ideal is pursued through teaching and lecturing, researching, writing, publishing, and public service. The Citadel’s faculty also address audiences beyond the college by sharing their knowledge with other scholars and with the public. CGC/EUGS Academic Catalog 7 �The Citadel Graduate College’s Mission/Purpose An important component of a positive educational experience for students involves an intentional effort to meet their needs and offer service that underscores The Citadel Graduate College’s commitment to principled leadership. • Service: Creating a culture that values service, fosters mutual respect, and makes the student’s needs the most important priority; implementing new technologies that enhance our services; and providing timely, efficient, and accurate information to all requests. Performance: By ensuring a quality educational experience through administrative oversight of programs and the regular review of policies and procedures; conducting analysis of existing data and generating reports to identify patterns and trends within the Graduate College; creating research opportunities for students and faculty; and assisting departments with implementing creative delivery methods of academic programs. Integration: By providing welcoming and rewarding experiences, graduate students and evening undergraduates, both past and present, feel a part of the larger Citadel community and play an important and significant role on campus. • • Accreditation The Citadel is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award baccalaureate, masters, and specialist in education degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404679-4500 for questions about the accreditation of The Citadel. Normal inquiries about the institution, such as admission requirements, financial aid, educational programs, etc., should be addressed directly to The Citadel and not to the Commission’s office. The Commission should be contacted only if there is evidence that appears to support a significant non-compliance with a requirement or standard. Programs for the preparation of teachers at the bachelor’s and master’s levels, school counselors at the master’s level, school psychologists at the specialist degree level, and school principals and superintendents at the master’s and specialist degree levels, are accredited by the Council for Accreditation of Educator Preparation (CAEP). The head of the Department of Education in the Zucker Family School of Education serves as the Director of Teacher Education. The Tommy and Victoria Baker School of Business Administration is accredited by the Association for the Advancement of Collegiate Schools of Business (AACSB) International. The Clinical Counseling program is accredited by the Masters in Psychology and Counseling Accreditation Council. The Computer Science programs as well as the Civil, Electrical, and Mechanical Engineering programs are accredited by the Engineering Accreditation Commission of ABET, www.abet.org. The School Counseling Programs that offer a Master of Education in Counselor Education (Elementary or Secondary School Counseling Certification) are fully accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The School Psychology Program is fully accredited by the National Association of School Psychologists. 8 CGC/EUGS Academic Catalog �Full Fall Semester Date 8/15/18 8/20/18 8/21/18 8/27/18 9/3/18 9/3/18 9/21/18 10/16/18 10/24/18 10/22/18 11/5/18 11/19/18 11/26/18 12/3/18 Graduate Second Nine Weeks Session Description Payment for Fall 2018 classes due in the Treasurer's Office (by 4:00pm). Fall 2018 CGC classes begin for full semester. College of Charleston Fall 2018 classes begin. Date 10/11/18 Description Second 9 Weeks classes begin 10/17/18 Last day to Add or Drop a Second 9 Weeks class Last day to withdraw from Second 9 Weeks courses with a "W" College of Charleston last day to add or drop a full semester class. Labor Day Holiday - No CGC classes. 12/6/18 CGC - Last day to add or drop Fall 2018 Full Semester courses and receive a refund. Deadline for filing applications for degree and certificate completion in the Registrar's Office. CGC - last day to withdraw with a grade of "W" from a Full Semester course. College of Charleston - last day to withdraw with a grade of "W". Eligible currently enrolled students may begin registering at midnight for Spring 2019 and Summer 2019 classes. All students may begin registering for Spring 2019 and Summer 2019 classes. CGC Fall break begins. CGC classes resume. 12/3/18 12/4/18 12/10/18 Last day of classes for CGC. Last day to resolve graduate incomplete grades from previous semester. Last day of CofC classes. CGC exams begin. CGC exams end. 12/21/18 The Citadel closes for the holidays. 11/8/18 Last day of Second 9 Weeks classes Full Spring Semester Date Description 1/7/19 Spring 2019 CGC classes begin for full semester. 1/21/19 2/26/19 Martin Luther King Jr. Holiday – no CGC classes. Last day to add or drop a course, or change sections. Last day to withdraw with a grade of “W”. 3/8/19 Spring break begins after last class. 3/18/19 3/25/19 Classes resume. Currently enrolled students begin registration for Fall 2019. All students begin registration for Fall 2019. 1/21/19 4/1/19 4/22/19 4/23-4/29 4/30/19 5/2/19 Classes end. Final exams. Deadline for removal of incomplete grades from Fall 2018 semester. Graduating students’ grade due by 10:00am. Remaining grades due by 10:00am. 5/4/19 CGC Graduation. Summer Break begins. 5/1/19 Graduate First Nine Weeks Session Date 8/9/18 Description First 9 Weeks classes begin. 8/15/18 Last day to add/drop a First 9 Weeks class. 9/7/18 Last day to withdraw from First 9 Weeks courses with a "W". Last day of First 9 Weeks classes. 10/4/18 CGC/EUGS Academic Catalog 9 �Purpose of the CGC Catalog Admission and Enrollment Policies This catalog should not be construed as the basis of a contract between a student and The Citadel. Every effort is made to provide information in the catalog that is accurate at the time the catalog is prepared. However, information on regulations, policies, fees, curricula, courses, and other matters is subject to change at any time during the period for which the catalog is in effect. Application and Admissions The application process at The Citadel Graduate College (CGC) is a two-part process that occurs simultaneously. The applicant must be accepted into the CGC and the program to which he/she seeks a degree. Requirements for acceptance into the CGC include: Each program of study shall be governed by the program requirements in effect on the date of enrollment. If a student withdraws from the college or fails to maintain enrollment for one year and subsequently returns, the requirements in effect at the time of return will prevail. Any exception to policies in this catalog, purported to have been made verbally to a student by an official of the college, are null and void unless documented with a signed statement from the college official authorized to make the exception. • This catalog is not an unchangeable contract but an announcement of the current policies. Implicit in each student’s matriculation at The Citadel is an unwritten agreement to comply with the institution’s rules and regulations, which The Citadel may modify to ensure the quality of its academic programs. When graduation requirements are changed, every effort will be made to insure that the new requirements can be met by the student’s original expected graduation date. Nonetheless, each student is expected to read and be aware of the policies and procedures contained in the catalog in order to assure that admissions, registration, and graduation procedures are being followed. The college cannot assume responsibility for a student who does not comply with policy or procedure. Upon receipt of an application, each applicant is sent an email acknowledging the application. The applicant can log into the application portal to view a list of required supplemental items at any time. • • Completion of the online graduate application along with the nonrefundable application fee. Submission of an official transcript reflecting the highest degree earned from a regionally accredited college or university. Additional transcripts may be required depending on undergraduate course requirements by program. Other supplemental items, which may include official test scores (GMAT, GRE or MAT; see program requirements for acceptable test and test scores), as required by the program. The requirements for acceptance into specific programs and degrees are described in this catalog for each program/degree. If accepted, official copies of all admissions documents must be sent directly to the CGC office, and admission test scores (if required) must be current within five years of application. Full acceptance is not granted until both the CGC and program requirements are met. After acceptance by the program, any non- U.S. citizen must be cleared for registration by The International Office. The TOEFL test is required of any applicant whose native language is not English, unless granted an exception. Upon acceptance, a letter is sent to the student identifying their faculty advisor. Students are encouraged to schedule an appointment with them. While each program has its own set of admissions requirements, ultimate authority to admit a student rests with the provost or designee. Normally departments and programs have the authority to determine admissions criteria and the provost intervenes only in unusual or extraordinary circumstances. However the decision by the provost as the chief academic officer for the college is final. Legal Presence and Residency The State of South Carolina requires all state colleges and universities to verify each student’s legal presence in the United States. Prior to starting classes, each student will be required to submit a photocopy of their birth certificate or valid U.S. passport. Drop/Add and Withdrawals Formal notice of intent to drop or withdraw from any class is necessary in all cases. The dates for dropping and withdrawing are listed in the term calendar at http://www.my.citadel.edu/root/registrar-important-dates. To drop 10 CGC/EUGS Academic Catalog �or add a course from the course schedule or to change sections within a course, a student must drop/add through Lesesne Gateway. Approval to drop a course and receive a refund after the published drop date is granted only under extenuating circumstances (i.e. death in immediate family, serious medical issues, deployment). After the drop period, students who choose to withdraw must complete a withdrawal form available in the Registrar’s Office or online. was earned must be on file with the Graduate College. Approval is granted by the student’s department, contingent upon Citadel policy. Only courses with a “B” or higher are acceptable for transfer from regionally accredited colleges and universities (e.g. Southern Association of Colleges, North Central Association of Colleges and Schools, etc.). Undergraduate students should refer to the undergraduate section of the catalog for transfer credit information. Course withdrawal means a student is withdrawing from a course after the refund date has passed. A grade of “W” will appear on the student transcript. The “W” does not affect the student’s grade point average (GPA). Ceasing to attend a course does not constitute an official drop or withdrawal from the course. Any withdrawal request that occurs after the published withdrawal date must have a written justification for the late request to accompany the withdrawal form. Late withdrawal requests will be approved on a case-by-case basis by both the academic dean and the Graduate College. Veteran’s Status as a Student on The Citadel Campus This policy prescribes rules and regulations related to veteran students on campus. It defines the types of veteran students, the policies related to student status (cadet vs. non-cadet), as well as enrollment requirements, registration, and commencement exercise attendance. Definitions: Joint Degree Programs The Citadel participates in joint graduate degree and certificate programs with the College of Charleston in Computer Science, English, History, and Middle School Education. Students routinely take courses at both institutions. Citadel students will register for all their Computer Science, English, History, or Education courses at The Citadel, even when a particular course may be offered at the College of Charleston. Students who have declared a home institution must complete at least 33% of their coursework at that institution. More specific information is available on our webpage, www.citadel.edu/root/graduatecollege-prospective-students/jointprograms. Orientation All students are encouraged to visit the Orientation webpage to become familiar with the student services available to them. The webpage is www.citadel.edu/root/graduatecollege-currentstudents/orientation. Registration Registration is conducted online through Lesesne Gateway. Students may not attend class until they are fully registered. Completed registrations will be honored on a first-come, firstserved basis. Any changes in registration must be made prior to the end of the term’s Drop/Add period. Information concerning class times and important registration dates can be found for each academic term online at http://www.citadel.edu/root/registrarcourses. Transcripts and Transfer Credit Graduate students applying for transfer credit will use the “Transfer Credit for Graduate Programs” form located online at http://www.my.citadel.edu/root/registrar-forms. The form will be submitted to the Registrar’s Office through the student’s advisor and department head with a copy of the course description from the catalog of the originating institution and the course syllabus. An official copy of the transcript for the institution where the credit Citadel Cadet Veteran: A cadet serving in the National Guard or reserve component of one of the Armed Services who is called to active federal duty other than for training, while a member of the Corps of Cadets can return to The Citadel as a veteran day student as long as the former cadet receives a DD-214 indicating an Honorable Discharge from active duty. If the candidate has completed four semesters as a cadet, he/she will be eligible to receive the cadet ring and diploma once academic requirements are met. Citadel Non-Cadet Veteran Day Student: Veterans who provide evidence with a DD-214 (honorable discharge) from one of the Armed Services indicating a minimum of 90 consecutive days of full-time federal active service, other than active duty for training, may be eligible to apply to our daytime program as full- time degree-seeking students. That application would be made through our Office of Admissions. These veterans are civilians and are not subject to the personal requirements specific to the Corps of Cadets. They will not be subject to the RPED or ROTC requirements. Furthermore, they must not have a record of conviction for a criminal offense showing poor moral character. Active Duty Student: Other day veteran students with different military affiliations enrolled at The Citadel include: MECEP, STA21, AECP, and Green to Gold students, who are full-time day students. Evening Undergraduate Veteran Student: This group of Veterans declare their degree completion program of study through The Citadel Graduate College. To be classified as an Evening Undergraduate Veteran student, applicants must provide evidence with a DD-214 (honorable discharge) from one of the Armed Services indicating a minimum of 90 consecutive days of full-time federal active service, other than active duty for training. This application is completed through the Graduate College office. These veterans are civilians and are not subject to the personal requirements specific to the Corps of Cadets. The will not be subject to the RPED or ROTC requirements. Furthermore, they must not have a record of conviction for a criminal offense showing poor moral character. CGC/EUGS Academic Catalog 11 �All Veteran students must declare either the day/cadet or Evening Undergraduate Studies programs when they begin taking classes at The Citadel. Veterans who declare themselves day students must follow the South Carolina Corps of Cadets general education requirements and attend the day program commencement ceremony. Veterans who declare their status as evening students must meet Evening Undergraduate Studies general education requirements and attend The Citadel Graduate College commencement exercises. Veterans may change their official student status once in their time as a student at The Citadel. Exceptions to this rule must be approved by the Associate Provost for Academic Affairs. Veteran students may enroll in day or evening classes and will receive priority registration. Admission Policy (Graduate Students) The Citadel Graduate College seeks to enroll students whose motivation and educational backgrounds demonstrate a strong potential for success in the academic program of their choice. Specific entrance requirements are detailed in other sections of this catalog, but every applicant for a graduate degree must submit to the CGC office: 1. An application with a non-refundable fee; 2. Official transcripts reflecting the highest degree earned from a regionally accredited college or university. Unofficial copies can be used for application review purposes. Official copies are required at the time of admission. 3. An official TOEFL score if English is not the native language. The minimum acceptable score of 550 paper-based, 213 computer-based, or 79 internet-based; 4. Additional documentation may be requested for verification of U.S. Citizenship. Admission and Student Categories Graduate students may be admitted to CGC in one of the below categories. Degree seeking - A graduate student is classified as degree seeking if he/she holds a bachelor’s degree or an advanced degree, all admission requirements are met and the student has been admitted to a degree program. To obtain this classification a student must: 1. Complete the graduate application along with the nonrefundable application fee. 2. Submit an official transcript reflecting the highest degree earned from a regionally accredited college or university. Additional transcripts may be required depending on undergraduate course requirements by program. Unofficial copies can be used for application review purposes. Official copies are required at the time of admission. 3. Submit an official TOEFL score if native language is not English. The minimum acceptable score is 550 paper-based, 213 computer-based, or 79 internet-based. 4. Additional admission requirements for specific programs are outlined in the information provided for each degree program. Non-degree seeking - A graduate student is classified as nondegree seeking if he/she holds a bachelor’s degree or an advanced degree but who, at the time of the application, does not plan to 12 pursue a degree. This category authorizes the student to take no more than 8 hours total for which he/she has the prerequisites. It does not imply admission to a degree program. Persons admitted to the non-degree student status who later wish to become degree seeking must file an application for the desired program and comply with the requirements stated above in “Degree Seeking.” Program requirements will dictate the number of hours in nondegree status that will be accepted into any program. No student shall register beyond 8 hours without being fully accepted into a degree program. Exception requests must be made in writing and will be approved by The Citadel Graduate College and academic dean on a case-by-case basis. To obtain non-degree classification the student must: 1. Complete the graduate application along with the non refundable application fee. 2. Submit an unofficial transcript reflecting the highest degree earned from a regionally accredited college or university. Additional transcripts may be required depending on undergraduate course requirements by program. 3. Graduate transient students who wish to enroll in course work for transfer to another institution must present an unofficial transcript at the time of application. This transcript can be used as evidence they have met any course prerequisites. Senior Citizens - South Carolina Senior citizens, those who are age 60 and over and legal residents of the state, who wish to take courses at The Citadel Graduate College are eligible to enroll as a degree-seeking or non-degree seeking student on a space available basis. If a student wishes to pursue a degree, they must submit an application for the program of study and follow the appropriate admissions protocol. Up to 12 credit hours taken as a non-degree seeking student may be transferred into the program. Proof of age (SC Driver’s License) is required at the time of application. Registration for classes as a senior citizen is allowed on a space available basis—the timeline for registration is the Monday prior to the start of each semester. Additionally, permission from the instructor may be needed to take a course as a non-degree student. Students are encouraged to request this permission ahead of time and forward the approval in writing to the Registrar’s Office at registrar@citadel.edu. International Students - An international student who applies to a graduate program at The Citadel must complete the following requirements before enrolling in classes: 1. Have completed a degree equivalent to an American baccalaureate degree. 2. Have his/her academic credentials officially evaluated with a course-by-course evaluation by a member of the National Association of Credential Evaluation Services (NACES) and sent directly from that organization to the CGC office. Unofficial copies can be used for application review purposes. Official copies are required at the time of admission. 3. Meet all the admission criteria for the desired graduate degree program. 4. Provide completed CGC Immigration Request form. 5. Submit an official TOEFL score if native language is not English. The minimum acceptable score is 550 paper-based, 213 computer-based, or 79 internet-based. *Applicants may be exempted from the TOEFL requirement if the applicant has a minimum of 2 years of course study, with a 3.0 or higher GPA, from an institution accredited by a regional accrediting association in the United States, or the CGC/EUGS Academic Catalog �6. 7. international equivalent from a university of recognized standing in a country in which all instruction is provided in English. Therefore, applicants with completed coursework from the U.S., Australia, Canada (except Quebec), New Zealand, Singapore, and the United Kingdom (England, Scotland, Ireland, Wales) may be eligible for an exemption. All exemption requests must be made in writing to The Citadel Graduate College and be accompanied by the domestic transcripts showing the minimum requirements for a waiver have been met. Other exceptions may be considered on a case by case basis with written justification and supporting documentation submitted to The Citadel Graduate College for review. If applying for a student visa or transferring a student visa from another institution, must provide evidence of ability to meet all financial obligations while in graduate study at The Citadel by completing the Certification of Finances form prior to enrolling in courses. International students may not register before full acceptance into a degree program and clearance from the International Student Director. Evening Undergraduate Students - Please refer to the Evening Undergraduate Programs Procedure section. Provisional Status - Applicants who do not meet the minimum GPA and/or test score required by their program’s admission criteria may be allowed to pursue coursework as a provisionally admitted student. The purpose of the provisional status is to monitor and support the students’ academic success. Provisional status requires meeting specific academic standards in coursework. Refer to the degree program for provisional requirements. Conditional Status – Applicants who are unable to produce official copies of their transcripts, test scores, or other official documents at the time of their application may be admitted on conditional acceptance. The purpose of the conditional acceptance is to give the student additional time for the official documents to be received by the CGC office. Applicants must be able to produce unofficial copies of these documents for review prior to being accepted on conditional status. Documents must be legible and include important identifying information (applicant name and institution/testing agency name. If unofficial document is a transcript, it must also include a course-by-course listing with credit hours and grades earned, cumulative GPA, degree earned, and date degree conferred (unless pending in your final semester of coursework). Official copies are required at time of admission. Admission Test For any graduate programs that require submission of an official admissions test score, the test must be current within five years of the application. See the appropriate program for the type of test(s) required. All programs have the option of waiving test scores for students. Applicants for some graduate programs in The Citadel Graduate College who possess a master’s or doctorate degree from a regionally accredited institution may be eligible to waive the requirement to supply an admissions test score. The applicant must send the written waiver request and transcript from a regionally accredited institution, showing a conferred Master’s or higher degree, directly to the Graduate College. If required by the program, The Graduate College will forward the request and transcripts to the academic program director who will communicate the acceptance or denial of the waiver in writing. Advisement and the Planned Program Upon acceptance into a degree program, a student is assigned an advisor in the area of academic concentration. It is the student’s responsibility to confer with this advisor at an early date and at periodic intervals to assure appropriate course selection and awareness of degree requirements. Degree candidates in some programs must file an official program of study. This program of study will be developed in consultation with the student’s advisor and approved by the appropriate Dean or Department Head. This program of study is filed in the CGC office and will be used in the degree audit process. It is a joint responsibility of the advisor and student to maintain the program of study in a current state. Modifications in a program of study can be accomplished with the written approval of the appropriate Dean or Department Head. Students who wish to select a new major or degree program must file an application and fee, meet all admission requirements of the new major or degree program, and be accepted into the new major or degree program before registration in the new program can occur. Audit Policy A student may elect to audit a course for no credit. Permission to audit must be obtained from the school/department offering the course and a form must be submitted. Students must possess an undergraduate degree from a regionally accredited college or university to audit a graduate level course. Students cannot switch from credit to audit status, or vice versa, after two class meetings. Auditors must apply and be accepted as a non-degree seeking student and are permitted to register for a class on a “space available” basis. The audit fee is the same as the regular credit hour fee. Students must be registered in the class they wish to audit. Course Load The minimum semester hour load for students wishing to be classified as full-time graduate students is nine (9) semester hours. The semester hour load for students wishing to be classified as parttime graduate students is 4.5 semester hours. Students holding Citadel graduate assistantships will be considered as full time if they are taking at least six (6) semester hours. If a student is enrolled in Maymester and two summer sessions, a maximum of five courses (15 credit hours, but 17 credit hours including lab courses) may be taken. The maximum load allowed in Maymester is one course; the maximum load allowed in each summer session is two courses, regardless of how many terms are offered or whether the course is face-to-face or online. Maymester and Summer School The Citadel’s Maymester and Summer School is a component of the CGC which has the responsibility for the coordination and administration of all aspects of The Citadel’s graduate and undergraduate summer school programs. CGC/EUGS Academic Catalog 13 �All Maymester and Summer School students are ultimately the academic and administrative responsibility of the Provost. Students residing in the barracks, regardless of academic status are the disciplinary responsibility of the commandant, all other non- cadet students remain as stated above. Undergraduate transient admission to Maymester and Summer School does not constitute admission to the regular academic session of The Citadel. Pass-Fail Courses For certain courses, such as internships, practica, workshops, professional development courses, etc., a grade of pass or fail may be appropriate. Students taking courses of this nature need to discuss such arrangements with their advisor. Quality points will not be awarded for pass or fail work, and performance that is barely adequate (C+ or below) will not receive credit. Readmission Policy Transient Students Undergraduate transient students seeking initial admission to Maymester and Summer School at The Citadel must complete an application and pay the application fee. High school or college transcripts are required for enrollment in Maymester or Summer School. Rising high school seniors may be admitted on the basis of written recommendations from their high school guidance counselor or principal and may enroll in a maximum of two freshman level courses. Citadel undergraduate day students who are still active students and have already enrolled at The Citadel should contact the Registrar’s office for registration information and assistance. Undergraduate day program students who are beginning in the upcoming fall semester and wish to take summer courses should contact CGC for application and registration assistance. When cadets enroll in summer courses or graduate courses, they are required to adhere to the rules and policies outlined in the honor code regarding behavior, class performance, and academic standards. Undergraduate students seeking admission into evening undergraduate programs should refer to requirements outlined in each academic section of this catalog. Graduate students enrolled in Maymester and Summer School must go through the admissions procedure outlined in the CGC catalog. Admission to the program and enrollment in courses are governed by the policies outlined for the program to which the student applies. Students enrolled in graduate courses are classified as “Graduate Students.” Registration for all students, graduate and undergraduate, enrolled in Maymester or Summer School at The Citadel must be conducted online via Lesesne Gateway. Course Substitution Course substitutions in degree programs can only be authorized by the approval of the Head of the Department and Dean of the School. Forms to initiate this procedure are available in the Registrar’s office or online. English Fluency Policy In accordance with the laws of South Carolina, The Citadel ensures the English fluency of its teaching faculty. Should a student challenge the English fluency of a member of the faculty, standard procedures for student academic grievances will be followed. If a review committee is called for, the native language of one of the faculty members will not be English. 14 In exceptional and extraordinary circumstances, a graduate student can petition their academic school dean for reinstatement through a letter of appeal, but the granting of such appeals would be considered unusual and rare. The readmission policy for CGC undergraduate students requires a waiting period of one semester, not including summer sessions. A readmission application must be submitted through the Registrar’s Office and an interview by the Associate Provost of Academic Affairs is required. Registration Registration is not completed until all fees are paid. Students may not attend class until they are fully registered. Knowingly attending class without paying is an integrity violation and will result in dismissal from the college. Any changes in registration must be made prior to the end of the term’s Add/Drop period. All fees are due by published calendar dates. Transfer Credit The Citadel Graduate College does permit up to 12 hours of transfer credit from other accredited higher education institutions and from military education and training recommended for credit by the American Council on Education. No more than 12 hours may be transferred from other accredited colleges or universities (e.g. Southern Association of Colleges, North Central Association of Colleges and Schools, etc.). Exceptions may be granted by the Associate Provost for Planning, Assessment, and Evaluation & Dean of Enrollment Management. Only graduate credit hours in which grades of “B” or higher have been earned are transferable. Some programs allow fewer hours of transfer credit. Students should check the requirements for specific programs for the maximum number of credit hours that may be transferred into his or her program at The Citadel. To be transferred, credit hours must have been earned within six years of the date of admission to The Citadel. Students who desire to take a course at another institution for transfer while enrolled in CGC must obtain prior approval from their department head. Acceptance of transfer credits within the aforegoing rules is the prerogative of the academic department or school. Ordinarily, course work accepted for transfer must parallel course work available at The Citadel. However, where the head of the major department or Dean of the school feels that graduate course work not equivalent to courses at The Citadel will enhance the program, up to six semester hours of such credit may be acceptable. These will be part of the maximum allowable transfer hours for that program. CGC/EUGS Academic Catalog �Online Course Policy The Citadel is currently authorized and licensed to operate in select states. At this time, The Citadel is only accepting online applications from students who reside in approved states, as defined by the National Council for State Authorization Reciprocity Agreement. The Citadel is actively working to verify authorization in the remaining states. Please refer to The Citadel website for state authorization updates. Expenses & Financial Aid Fee Payment The Citadel Treasurer’s Office is responsible for the collection of monies due to The Citadel. All fees are due and payable at the time of registration. If fees are not paid by the date on the term calendar, the student may be dropped from registered classes. Checks should be made payable to The Citadel and mailed to 171 Moultrie Street, Charleston, SC 29409. Fees may also be paid online with Visa, Mastercard, Discover or American Express. Electronic check payments are available at no charge. Deferred payment plans may be arranged in advance of a semester through the Citadel Tuition Payment Plan. Forms are available on the Treasurer’s webpage at www.citadel.edu/treasurer. The Citadel reserves the right to adjust fees at any time to meet the current cost of operation. Fee schedules are published each semester on The Citadel’s web page. All correspondence concerning fees, payments, and status of accounts should be directed to the Treasurer’s office. Financial Aid and Scholarships The Office of Financial Aid and Scholarships administers student loan applications, grants, scholarships, and work-study programs. The office is located in Bond Hall, Room 138, and staff can be reached at (843) 953-5187 or by email at financial_aid@citadel. edu. Forms and Deadlines To apply for financial aid at The Citadel, all students should file a Free Application for Federal Student Aid (FAFSA) online at fafsa. ed.gov as soon as possible after October 1 each year. Additional information may be requested by the Office of Financial Aid and Scholarships. Students are responsible for checking their Lesesne Gateway accounts, completing all requested paperwork, and meeting financial aid requirements in a timely manner. Funds are limited, so late applications are considered for aid only if resources are still available. FAFSA Priority Deadline Dates Academic year (fall and spring) October 31 Fall only October 31 Spring only October 1 Summer April 1 Applicants who have not completed all financial aid paperwork by June 30 should not expect to receive notification of awards prior to the beginning of fall semester. These applicants should be prepared to pay for their tuition, fees, and other costs by established fee payment deadlines. Students are reimbursed if subsequently determined to be eligible for financial aid. CGC/EUGS Academic Catalog 15 �6. Determining Financial Need The amount of financial aid is based on the FAFSA form the applicant files after October 1 each year. This form solicits information about the family’s current financial situation and produces an “expected family contribution” (EFC). Adjusted gross income data from tax forms are used, along with current asset information to determine family resources. Allowances are made for federal and state taxes, social security, employment (when both parents work), unusual medical and dental expenses, and family size. Other factors considered include any unusual expenses and the number of family members in college. In its simplest definition, financial need is the difference between what a student will pay to attend college and the expected family contribution, as determined by the need analysis. If costs exceed the amount of family contribution, then the applicant has “demonstrated” financial need. Dependent or Independent Status Federal student aid programs are based on the premise that parents have the primary responsibility of financing their children’s education. However, independent students are not required to submit parental data. Students who fall into at least one of the following categories are considered independent: • He/she is at least 24 years old by Dec 31 of the academic year. • He/she is a graduate student. • He/she is married. • He/she is currently serving on active duty in the U.S. Armed Forces for purposes other than training. • He/she is a veteran of the U.S. Armed Forces. • He/she has children (or other dependents) and will provide more than half of their support. • He/she was in foster care or deemed a dependent or ward of the court. • He/she was an emancipated minor or in legal guardianship as determined by a court. • He/she is determined to be an unaccompanied youth who is homeless or self-supporting and at risk of being homeless. Federal Eligibility Requirements Any student who is accepted for admission is eligible to request financial assistance. However, there are several general eligibility requirements a student must meet to receive federal financial aid: 1. A student must be admitted to The Citadel as a regular or provisional student. 2. A student must be a U.S. citizen, or a national or permanent resident. 3. A student may not receive aid if he or she is in default at any institution on any Federal Student Loan Program. 4. Students must be enrolled at least half-time. This is defined as 4.5 hours/semester for graduate students and six (6) hours/semester for undergraduate students. The only exception to this rule will be internships and practicums, which, given their somewhat unique composition and requirements, qualify a student for half-time status. This definition of half-time status is important to be eligible for financial aid and to qualify for in-school deferment on prior federal student loans. 5. A student may not receive aid if he or she owes a repayment at any institution on a Pell Grant, Supplemental Grant, or State Student Incentive Grant. 16 7. A student must have the minimum grade point ratio and must make satisfactory academic progress (SAP) toward a degree to continue to receive federal financial aid. A graduate certificate student is not eligible for federal financial aid. Types of Financial Aid Please visit http://www.citadel.edu/finaid for detailed information about the various financial aid programs offered. Satisfactory Academic Progress (SAP) for Financial Aid Recipients In compliance with regulations governing federal and/or state financial aid programs, The Citadel is required to monitor each student to be certain that he or she is maintaining Satisfactory Academic Progress (SAP) in his or her course of study. SAP standards are separate from The Citadel’s academic policies and are reviewed annually at the end of each spring semester. How the Policy Works Students who fail to meet published SAP standards will be ineligible to receive federal or state financial aid funds. However, those students failing to meet the minimum standards, as prescribed in this policy, may appeal their status by following outlined conditions. Academic Year The academic year for SAP determination is comprised of the fall, spring, and summer terms. Minimum Standards Unsatisfactory academic progress is defined as a failure to meet at least one of the following standards: Undergraduate Students 1. Academic Progression a. Full-time students (enrolled in at least 12 hours/ semester) must earn 24 credits hours in an academic year. Full-time students enrolled in one semester are considered to be meeting progression standards by earning at least 12 hours. b. Part-time students (enrolled in less than 12 hours/ semester) must earn at least 66% of credit hours attempted in an academic year. 2. GPA – A student’s GPA must meet the required minimum for their grade level according to The Citadel’s academic policies for continuance. a. 1.3 with < 39 attempted hours b. 1.5 with 40 – 69 attempted hours c. 1.7 with 70 – 99 attempted hours d. 2.0 with > 99 attempted hours 3. Attempted credit hours cannot exceed 207 hours (more than 150% of program length). Graduate Students 1. Academic Progression a. Full-time students (enrolled in at least 9 hours/semester) must earn 18 credit hours in an academic year. Full-time students enrolled in one semester are considered to be meeting progression standards by earning at least 9 hours. CGC/EUGS Academic Catalog �b. 2. 3. Part-time students (enrolled in 4.5 hours/semester) must earn at least 66% of credit hours attempted in an academic year. GPA – A student must earn at least a 3.0 grade point average. Attempted credit hours cannot exceed 150% of the student’s program length. SAP Appeal Students who have not met SAP have the opportunity to complete an appeal to regain eligibility for federal aid. Completion of this process does not guarantee reinstatement of federal financial aid. Students are responsible for full payment of tuition/fees regardless of financial aid status. It is also the student’s responsibility to be aware of and to meet all fee payment and financial aid deadlines. The SAP Appeal form is available on the Office of Financial Aid & Scholarship’s webpage on The Citadel website at citadel.edu. The SAP Appeal must include: 1. A completed SAP Appeal Form and Academic Improvement Plan approved by the Academic Support Center and signed by both the advisor and the student, and 2. A letter written by the student that defines why the student failed to make SAP and what has changed that enables the student to meet SAP at the next evaluation. If a student fails to either regain regular SAP eligibility after one semester or meet the conditions of the Academic Improvement Plan, the student is ineligible to receive federal financial aid (Title IV aid). Appeal Deadlines Completed appeal forms must be turned in two weeks before the end of the term for which the appeal is filed. Grades Only letter grades are given to evaluate a student’s progress. The following definitions of letter grades are applicable: “A” Superior “B” Very Good “C” Satisfactory; Acceptable “D” Marginal; Passing “F” Unsatisfactory “P” Grade assigned in pass/fail courses that do not carry credit hours to designate passing performance “S” Grade assigned in pass/fail courses that carry credit hours to designate that a grade of “A”, “B” or “C” has been earned and credit has been awarded “U” Grade assigned in pass/fail courses and in ENGL 101 to designate that a grade of “D” or “F” has been earned and no credit has been awarded “W” Withdrawal from a course prior to the official deadline “I” An Incomplete is awarded when course requirements have been very nearly met but for authorized reasons (illness, injury, family emergency, etc.) cannot be completed during the current semester. “IP” Grade assigned for courses in which requirements are not expected to be met in one academic term. The grade of “IP” must be removed after two full semesters, or the “IP” becomes an “F.” The summer session will not be considered a semester in this case. Under extenuating circumstances, an extension may be awarded by the Associate Provost for Academic Affairs with the recommendation of the instructor. The removal of the “IP” is the responsibility of the student. Students may not enroll in a course in which they currently have an “IP.” Students who are enrolled in audit courses will not receive financial aid for these courses. Students can access midterm progress and semester grade reports online by using BANNER Self-Service through the Lesesne Gateway portal. Taking or Repeating Courses to Improve the GPA/Grade Replacement The regulatory definition for full-time enrollment status (for undergraduates) has been revised to allow a student to retake (one time only per previously passed course) any previously passed course. For this purpose, passed means any grade higher than an “F,” regardless of any school or program policy requiring a higher qualitative grade or measure to have been considered to have passed the course. This retaken class may be counted towards a student’s enrollment status, and the student may be awarded Title IV aid for the enrollment status based on inclusion of the class. A student may be repeatedly paid for repeatedly failing the same course (normal SAP policy still applies to such cases), and if a student withdraws before completing the course that he or she is being paid Title IV funds for retaking, then that is not counted as his or her one allowed retake for that course. However, if a student passed a class once, then is repaid for retaking it, and fails the second time, that failure counts as their paid retake, and the student may not be paid for retaking the class a third time. Transfer Credits When evaluating SAP, a student’s transfer credits, accepted by The Citadel toward completion of the student’s degree program, will count as both credit hours attempted and hours earned. Change of Major Students that have changed majors and earn more than the maximum allowable number of credit hours toward graduation will be required to submit an SAP Appeal. Second Degrees Students that are completing a second degree will be required to submit an SAP Appeal to explain the reason behind earning more than 150% of allowable credit hours. Financial Aid Funds Covered By SAP Standards • Federal Pell Grant • Federal Supplemental Educational Opportunity Grant (SEOG) • Federal Work Study • Federal Direct Loan, subsidized and unsubsidized • Federal Direct PLUS Loan • Federal Direct Graduate PLUS Loan • South Carolina Teachers Loan • South Carolina Career Changers Loan • South Carolina Palmetto Fellows Scholarship • South Carolina LIFE Scholarship • South Carolina Need-Based Grant • Other federal/state programs as required • Some Private Educational Loans (as required by the lender) CGC/EUGS Academic Catalog 17 �Financial Aid Refund and Repayment Policy Refunds Refunds will be returned to the programs from which the student received aid. The Higher Education Act of 1998, Public Law 105244, substantially changed the way funds paid toward a student’s education are managed should the student, as a recipient of federal financial aid, withdraw from school. If a student who was awarded financial aid withdraws from school, he/she is eligible for the “institutionally-determined refund” that remains after the immediate repayments of the financial aid award to the Office of Financial Aid & Scholarships. This policy also applies to students on whose behalf a parent has borrowed a Title IV loan. Refunds are returned to the programs that awarded the student aid. In the case of federal financial aid, a statutory schedule is used to determine the amount of federal financial aid that has been earned based on the period the student was in attendance. Up through the 60% point, in each payment period of enrollment, a pro rata schedule is used to determine how much federal financial aid the student will receive. After the 60% point, in the payment period of enrollment, a student has earned 100% of the federal funds awarded for the period. The percentage earned will be calculated based on the following schedule: Week 1 6 percent • other classes, or Does not receive funds for the period in question. (Students whose parents received a PLUS Loan are considered to have received funds and so are covered for the refund and repayment requirements.) Repayments If a student’s non-instructional educational expenses (allowances as prescribed below) incurred up to the time of withdrawal exceed the amount of cash disbursement, the student does not owe a repayment. If cash disbursed exceeds the non-instructional costs of education incurred up to the time of withdrawal, the student does owe a repayment. This repayment is the difference between costs incurred and the actual cash refund received. Non-instructional expenses are determined by calculating the percentage of room, board, books, supplies, travel, and personal expenses incurred during the portion of the term a student is enrolled. Off-campus board and personal expenses are prorated on a weekly basis. There is no proration of on-campus room charges. A percentage of books, supplies, and travel costs is allowed based on length of enrollment. Student Aid Accounts to be Refunded and Repaid Once the amounts to be refunded and/or repaid are determined, the aid programs from which the student received funds will be reimbursed in the following order: 1. Federal Direct/Stafford loans 2. Federal Perkins loans 3. Federal PLUS loans received on behalf of the student 4. Federal Pell Grants 5. Federal SEOG Grants 6. Other Title IV programs 7. Other federal, state, private, or institutional student financial assistance received by the student for which refunds are required 8. The student Week 2 12 percent Week 3 18 percent Week 4 25 percent Week 5 31 percent Week 6 37 percent Week 7 43 percent Week 8 50 percent Week 9 56 percent Other Assistance Week 10 60 percent Week 11-16 100 percent Vocational Rehabilitation Scholarships: This program provides for education and training if the student has a physical or mental disability that is a substantial handicap to employment and if there exists reasonable expectation that vocational rehabilitation services may lead to gainful employment. Additional information is available through the Department of Vocational Rehabilitation in the student’s home state. For example, if a student has received $1,000 in Federal Financial Aid and withdraws within the first week of classes, that student will receive 6 percent ($60) of the aid award applied to total charges. The remaining $940 will be returned to the Federal Financial Aid programs in the following order: 1. Unsubsidized Student Loans 2. Subsidized Student Loans 3. Perkins Loans 4. PLUS Loans/Graduate PLUS Loans 5. Federal Grants 6. Other Assistance under Title IV The refund and repayment provisions mandated by the federal government for federal aid recipients apply when a student receives financial aid funds and withdraws, drops out, takes an unapproved leave of absence, fails to return from an approved leave of absence, is expelled, or otherwise fails to complete the period of enrollment for which he or she was charged. The refund and repayment requirements DO NOT APPLY to a student who: • Withdraws, drops out, or is expelled before his or her first day of class, or • Withdraws from some classes, but continues to be enrolled in 18 College Budget Plans: The Citadel Tuition Payment Plan (CTPP) allows families to finance the cost of Tuition, Auxiliary Fees (Housing/Room/Board) and OneCard. The plan is offered as a service to the student, allowing the student to finance education and related costs over the period of a semester. To calculate the amount to include in the plan, students should subtract financial aid and any scholarships from their balance- and only place their uncovered expenses in the payment pan. There is a $50 enrollment fee per term. The plan is for 5 equal payments. Enrollment deadlines can be found on the Treasurer’s web page at www.citadel.edu\treasurer. Veterans Services: Services are administered under the umbrella of student financial aid at The Citadel. Veteran services are intended to meet the needs of students receiving benefits under the following programs: • Ch. 30—Montgomery GI Bill—Active Duty, Veterans CGC/EUGS Academic Catalog �• • • • Ch. 31—Vocational Rehabilitation Ch. 33—Post 9-11 GI Bill Ch. 35—Dependents’ Educational Assistance Program Ch. 1606—Montgomery GI Bill—Selected Reserve Due to the complexity of VA educational benefits, students are encouraged to contact The Citadel’s Veterans Services Office well in advance of the beginning of the semester. Students who have already applied for benefits should submit a copy of their Department of Veterans Affairs Certificate Eligibility. In compliance with federal regulations, students are required to follow guidelines set by the Department of Veterans Affairs. VA Certification Policies and Procedures can be found on The Citadel’s website under Veterans Services. Staff can be reached at 843-9539824 or email at va_benefits@citadel.edu. Refunds No fees are refunded after the published drop deadline. This date is usually following two class meetings and is published in the term calendar at http://www.my.citadel.edu/root/registrar-importantdates. To obtain the appropriate refund, a student must drop the course via Lesesne Gateway. The Citadel Graduate College may authorize a refund for extenuating circumstances after the scheduled refund date if a formal appeal is made in writing. Extenuating circumstances are defined as a death in immediate family, serious medical issues, or military deployment. Registration, technology, infrastructure, and application fees are not refundable. Academic Regulations and Procedures Application for Resident Status for Tuition and Fee Purposes Any student or prospective student who is uncertain about payment of in-state tuition and fees has the responsibility of securing a ruling from The Citadel by providing all relevant information on special application forms. These forms can be obtained from the Office of the Registrar, Bond Hall, Room 173, or online at http://www.citadel.edu/registrar/forms/. Completed forms must be returned to that office at least four to six weeks prior to registration for any semester or summer term for which the student is attempting to qualify for in-state tuition and fee rate. Requirements for Graduation In addition to the program requirements, the following requirements must be met for graduation. The Citadel Principled Leadership Seminar The Citadel Principled Leadership Seminar is an online professional development seminar in which graduate students at The Citadel learn about principled leadership and the institution’s core values – honor, duty, and respect. Participants focus on what it means to be a member of The Citadel community, and the application of core values as a guiding feature of one’s place in life and in leadership within an organization. Beginning Fall 2013, all degree-seeking students entering The Citadel Graduate College are required to register for and complete The Citadel Principled Leadership Seminar. Beginning in Fall 2017, all graduate degree-seeking and certificate students entering The Citadel Graduate College are required to register for and complete The Citadel Principled Leadership Seminar. The seminar is taught by The Citadel’s Department of Leadership Studies. Students must register for the seminar via Lesesne Gateway and complete the course during their first semester of enrollment. Darkness to Light Training The Citadel is the first college in the country to enter into an agreement with the Darkness to Light Foundation for campus- wide training for all faculty, staff, and students on child sexual abuse. This “Stewards of Children” training program assists the college in creating policies and programs to protect children and provides faculty, staff, and students with insight into how to recognize potential problems and the appropriate ways to respond should a concern be raised about a child. The Citadel’s goal is 100% compliance, meaning all faculty, staff, and students will be required to either participate in the training or demonstrate proof that they received it elsewhere. Beginning in Fall 2014, all non-cadet students (day veteran, active duty, graduate students including those enrolled in graduate certificates and all evening undergraduate students) who enroll in Citadel course(s) are required to successfully complete D2L CGC/EUGS Academic Catalog 19 �training in their first semester on campus. Students who have completed D2L training in the last five years need only provide a copy of their certificate of completion by uploading it through the Principled Leadership Seminar course – LDRS 500. An online version of the course is available for all CGC students. Please contact the CGC office for more information. Students who do not complete the training will not be allowed to register for the next semester until proof of completion is presented to the CGC office. Dress Code Policy for Veteran Students and Fifth-Year Students All veteran students and fifth year cadets are expected to be cleanly and neatly dressed. This is particularly important as they serve as role models for other students on campus. Proper dress is business casual clothing (e.g., khaki pants or denim jeans and a collared shirt/polo shirt for males and slacks/skirt and blouse for females). Jeans that are frayed, patched, or contain holes are unacceptable. Additionally, shoes must be worn at all times. Specific types of clothing (e.g., frayed or torn jeans, jean shorts, running shorts, PT shorts, cut-off shorts, warm-up clothes, bathing suits, beach coverups, tank tops, halter tops, tube tops, flip flop shoes, etc.) are not proper attire for the classroom, library, or other academic areas. During the summer sessions, Faculty and staff follow a more relaxed dress code, and a similar approach to the dress code will apply to students. Additional Dress Code requirements apply primarily to cadets with Day Student Status: 1. Regulations pertaining to body piercing and tattoos are the same as those for members of the Corps of Cadets. 2. A broken uniform is unattractive anywhere, but it is especially unsuited for a military college campus or classroom. Portions of cadet uniforms are not, therefore, to be worn by non-cadets or cadets with Day Student Status. 3. Students’ hair (males and females) will be neatly trimmed and styled, as will mustaches and sideburns, if applicable. 4. Students will wear business attire when members of the Corps of Cadets are required to appear in full dress or white uniforms. For students who violate these dress code rules, and who are not in compliance with minimal standards for personal appearance, the following protocols will apply: 1. For a first offense, a student will be required, upon direction of a campus authority, to leave campus until such discrepancies are corrected. 2. For a second offense, a student who fails to adhere to the dress code policy will be required to meet with the Associate Provost and Dean of The Citadel Graduate College shortly after the violation occurs. In this meeting, the student will be educated on the policy and asked to sign a formal, written agreement of future compliance with the dress code. The Associate Provost has the option of applying additional sanctions should it be deemed necessary to gain compliance. 3. Additional violations of the dress code will result in progressively punitive measures and will include a formal statement of compliance by the student agreeing to adhere to the dress code policy. 20 The Citadel Non-Cadet Honor Code Honor Code Statement: It is the responsibility of all community members to promote, abide by, and enforce the following honor code: “A Citadel non-cadet student (e.g. graduate, evening undergraduate, or veteran) does not lie, cheat, steal, nor tolerate those who do.” It is the responsibility of all Citadel community members to promote, abide by, and enforce the following honor code. Every non-cadet student (which includes evening undergraduates, graduate students, day veterans, fifth-year students, and all active duty students) must uphold the honor code as well as The Citadel’s Core Values of Honor, Duty, and Respect. Each student is required to represent him or herself honestly in all college business matters and on all documents. Each student does his or her own work and refrains from any form of academic dishonesty, including plagiarism and cheating. In personal conduct, each student acts in a professional and ethical manner and refrains from any form of disrespectful behavior to any other member of The Citadel community. In addition to students enrolled in degree programs and certificates, or as part of a joint program with other institutions, this honor code is also applicable to transient students and cadets who enroll in courses during the summer. This honor code will go into effect for all new students beginning Fall 2015. An awareness campaign will commence in Spring 2015 and information about the non-cadet honor code will be posted on the Graduate College website and the website for the Office of Military and Veterans Affairs, as well as included as part of the orientation packets for new students. Cadets will be made aware of the honor code as it relates to summer terms through communication with the Office of Academic Affairs and the Commandant’s Office. Definition of Terms: In general, four types of conduct fall under the honor code: lying, cheating, stealing, and the toleration of those who engage in any of these activities. 1) Lying. Defined as any attempt to deceive, falsify, or misrepresent the truth in any matter involving college business. This includes but is not limited to matters involving academic standing, participation in courses, financial information, or any false statements to faculty, staff, administrators, or university officials. 2) Cheating. Defined as taking or attempting to take, or otherwise procure intellectual property in an unauthorized manner; selling, giving, lending, or furnishing to any unauthorized person by a student enrolled in that course, material which can be shown to contain the questions or answers to any exam from any course offered at The Citadel. Academic Dishonesty also includes plagiarism, including fabricating, forging, or falsifying laboratory results or reports, or using work from other courses or from previous assignments for a current class. The term cheating includes, but is not limited to: 1) the use of sources beyond those authorized by the instructor for written assignments; 2) the use of any unauthorized assistance in taking exams or quizzes; 3) the unauthorized acquisition of tests or other CGC/EUGS Academic Catalog �academic material belonging to a faculty or staff member or a student. The term plagiarism includes, but is not limited to, the use of published or unpublished work of another person without full and clear acknowledgement. It also includes the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic material. 3) Stealing. Defined as taking without authority, personal, government, or college property. 4) Toleration. Defined as the failure to report a case of lying, cheating, or stealing as defined above to the proper Honor Council authorities. Honor Council Composition: Faculty: Six members; one from each Academic School and one from the Library. Honor Council members are appointed by Graduate Council and serve three-year terms. Students: Two members appointed by The Citadel Student Government Association. Chair: A faculty member elected by members of the Council. Calls meetings, ensures procedures are followed, and is non-voting but casts the deciding vote in the event of a tie. Training of Honor Council Members: All members are required to participate in a workshop/training seminar on Citadel Honor Code and procedures. Note: this training should be similar in nature to what cadet honor court members receive on procedures and content. Procedures: Any student, faculty member, or administrator may charge a student with an honor code violation. All accused students participating in Honor Council hearings are guaranteed the following rights during a hearing: 1. The right to a representative. In all college hearings and boards in which a student faces suspension, dismissal or expulsion, the student may be represented by up to two student representatives. Representatives must be students in the same academic program as the student facing disciplinary action, i.e., graduate students or evening undergraduate students may not serve as representatives for cadets, nor may cadets serve as representatives for graduate or evening undergraduate students. Representatives may participate in the board or hearing, including speaking directly to the board or hearing officer and questioning witnesses. 2. The right to question all witnesses. In cases where the complainant is an alleged victim, accommodations may be made. 3. The right to present evidence and call witnesses. 4. The right to decline making any statements or answering questions. In doing so, the Council may draw inferences, either positively or negatively, from such a refusal. 5. The right to an audio copy of the hearing upon written request. 6. The right to appeal the decision of the Honor Council. Honor Council Hearing Procedural Guidelines: All student conduct hearings shall be conducted according to the following guidelines except as provided below: 1. 2. Hearings will be conducted in private. The complainant, accused student, and their representatives, if any, shall be allowed to attend the entire portion of the hearing at which information is received (excluding deliberations). Admission of any other person to the hearing shall be at the discretion of the Honor Council Chair. 3. In hearings involving more than one accused student, the Honor Council Chair, at his or her discretion, may permit the hearings concerning each student to be conducted either separately or jointly. 4. The complainant and the accused student have the right to be assisted by a representative of his or her choosing. Representatives must be students in the same academic program as the student facing disciplinary action, i.e., graduate students or evening undergraduate students may not serve as representatives for cadets, nor may cadets serve as representatives for graduate or evening undergraduate students. Representatives may participate in the board or hearing, including speaking directly to the board or hearing officer and questioning witnesses. 5. The complainant and the accused student may arrange for witnesses to present pertinent information to the hearing. Witnesses will provide information to and answer questions from the Honor Council. 6. Pertinent records, exhibits, and written statements may be accepted as information for consideration during the hearing at the discretion of the Honor Council Chair. 7. All procedural questions are subject to the final decision of the Honor Council Chair. 8. After the portion of the hearing concludes in which all pertinent information has been received, the Honor Council shall determine whether the accused student is in violation of the Non-Cadet Honor Code. 9. The determination shall be made on the basis of a preponderance of the evidence--whether it is more likely than not that the accused student violated the Honor Code. Formal rules or process, procedure, and/or technical rules of evidence, such as those applied in criminal or civil court, are not used in these proceedings. 10. There shall be a single audio recording of all student conduct hearings (not including deliberations). Deliberations should not be recorded. The record shall be the property of The Citadel. If an accused student, with notice, does not appear for a hearing, the information in support of the charges shall be presented and considered even if the accused student is not present. Hearing Protocol: I. Introductions of the participants in the hearing II. Chair or Administrator reviews hearing process and procedures III. Chair or Administrator confirms charges and statements of responsibility IV. Complainant/university calls witnesses A. Complainant asks questions of witnesses B. Board/Administrator asks questions of witnesses C. Accused student asks questions of witnesses D. All parties have opportunity to ask any additional questions V. Accused student calls witnesses A. Accused student asks questions of witnesses B. Board/Administrator asks questions of witnesses C. Complainant asks questions of witnesses VI. All parties have opportunity to ask any additional questions to CGC/EUGS Academic Catalog 21 �accused student and/or complainant VII. Deliberations by Board - Student will be notified of the decision in writing via university e-mail, with a hardcopy sent by registered mail, within three business days. Range of Sanctions: Note: This list is not exhaustive and may be modified to meet particular circumstances in any given case. All sanctions become a part of student’s official record. Final appeals of Honor Council rulings are made to the President. The procedure for appeals is found in the campus policies and procedures manual. 1. 2. 3. 4. 5. 6. 7. 8. Expulsion—Permanent forced withdrawal from The Citadel. Although this may be imposed as a first offense for serious cases, it is usually imposed after other disciplinary methods have not achieved desired results. In all cases in which expulsion is appropriate, the Associate Provost and Dean of the Graduate College will submit documentation and findings to the President of the college for final disposition. The President may elect, at his discretion, to impose another penalty. The student will be notified of the President’s decision, and that decision is final. A student’s suspension or expulsion will be noted on his or her transcripts. Dismissal—Forced withdrawal from The Citadel for two semesters. Suspension—Forced withdrawal from The Citadel for one semester. In instances of both dismissal and suspension, students may not visit campus or participate in any campusrelated activities. An exception to this rule is if the student is seeking clarification of his or her academic record and a physical visit to campus is required. Reprimand—Written notice to student that behavior was unacceptable and that further issues could result in suspension or expulsion. Restriction—Loss of privileges including but not limited to parking on campus, access to university facilities, etc. Course Withdrawal—From the course in which the offense occurred. Grade Change—Only for cases involving academic integrity. Such a sanction must be approved by the Provost or the Associate Provost and Dean of the Graduate College. Restitution—Reimbursement for physical damages or loss of property. Appeals: Grounds. An appeal does not provide a second forum in which to present the case. Appeals deal only with how a decision has been reached and not with the decision itself. The following are the exclusive grounds for all disciplinary and academic appeals: 1. 2. That the hearing officer or board failed to provide due process; That significant information has been discovered since the board or hearing, which would probably change the result, but which could not, in the exercise of due diligence, have been presented to the board or hearing. A review by the President is not considered an entitlement but is within the scope of authority of the President. This is the final appeal at the institution and if applicable, all imposed sanctions are implemented after the President issues his decision. Academic Standards All students are expected to maintain high academic standards. In addition to the grade point average requirements for satisfying 22 degree standards, the following policies set minimum guidelines for all graduate programs. Specific programs may establish more rigorous criteria for satisfactory progress. Students should carefully study the sections of this catalog pertinent to their degree program for statements about expectations, which may exceed these minimal criteria. Any grade of “C” (ie. “C”, “C+”) is a warning that the individual is not performing at the level expected of graduate students; a grade of “F” is a clear statement of inadequate performance. Either a “C” or “F” grade calls into question the expectation of reasonable progress toward the degree. In order to maintain appropriate academic quality, the following policy applies to students enrolled at The Citadel: 1. 2. 3. If a student receives a grade of “F” in a graduate course, regardless of his or her status, the student will be terminated from the program. The student may appeal in writing to his or her Dean for reinstatement. If the student is granted reinstatement status before the end of the drop/add period for the next academic term, he or she may register for that term. If a student receives seven (7) or more credit hours of graduate course work with a grade of “C”or “C+” regardless of his or her status, the student will be terminated from the program. The student may appeal in writing to his or her Dean for reinstatement in the program. If a student is granted reinstatement status before the end of the drop/add period for the next academic term, he or she may register for that term. Any student admitted to a graduate program who has earned or attempted twelve (12) hours of graduate credit must have a cumulative GPR of 3.0 or higher to continue in the program. If a student’s GPR falls below a 3.0 any time after the completion of twelve (12) hours of graduate credit, the student must improve his/her GPR to a minimum 3.0 by the time he/she has completed nine (9) additional graduate credit hours. If the student achieves a minimum 3.0 while completing these nine (9) additional graduate credit hours, the standard of maintaining a 3.0 GPR begins again. Some programs have stricter program requirements. Check with your program advisor for the standards for your program. Students who have been terminated from their program may appeal in writing to his or her Dean for reinstatement. If the student is granted reinstatement status before the end of the drop/add period for the next academic term, he or she may register for that term. Generally, a student can expect to receive a decision on an appeal within 2 weeks or 10 working days. Students are encouraged to provide a courtesy copy of grievances and appeals to the Assistant Dean of the CGC for record. Catalog of Record The catalog bearing the number of the academic year in which the student enters The Citadel will be his or her catalog of record for academic program requirements. Class Attendance Regular attendance is required of all CGC students, and the attendance record maintained by the instructor is official. In case of absences due to illness or other circumstances beyond their control, students should notify the instructor as soon as possible. A student CGC/EUGS Academic Catalog �who misses more than 20% of the scheduled class meetings may be awarded a grade of “F” for excessive absences. Comprehensive Examinations The Citadel graduate programs vary in their exit requirements. While all degree programs require at least a 3.0 cumulative GPR (3.25 for Ed.S.) for graduation, some have an exit examination or exit project requirement. It is the student’s responsibility to be aware of these standards. Confidentiality of Student Records The Citadel maintains and discloses information from student records in accordance with the provisions of the “Family Educational Rights and Privacy Act of 1974” (FERPA), as amended. This law requires that educational institutions maintain the confidentiality of student educational records. The Citadel accords its students all rights under the law. FERPA coverage applies to all educational records that contain a student’s name, social security number, or other personally identifiable information, in whatever medium, to include electronic form. No one outside of The Citadel shall have access to nor will the institution disclose any information from a student’s educational records without the written consent of the student except in compliance with the provisions of Federal and State law. Educational records may be disclosed to personnel within the institution who have a legitimate educational interest, to parents of students who are dependents as defined by IRS standards, to persons or organizations providing students financial aid, to accrediting agencies carrying out their accreditation function, to persons in compliance with a judicial order, or in an emergency, to persons in order to protect the health or safety of the student or others. Within The Citadel community, only those members, individually or collectively, acting in the student’s educational interests are allowed access to student educational records. These members include the Board of Visitors, Faculty, and personnel in the Offices of the President, Provost and Dean of the College, Associate Provost, Dean of The Citadel Graduate College, Registrar, and Vice President for Finance and Business Affairs. Directory information about a student may be disclosed at the discretion of The Citadel without the consent of the student unless the student has notified the Registrar within two weeks of the beginning of the academic year (fall semester) that the student refuses to allow the disclosure of such information. Any student desiring to keep directory information confidential must give notice at the beginning of each academic year and the notice is valid only for that year. Degree and Certification Requirements Specific requirements are detailed in the appropriate sections of the catalog. The general requirements include completing all specific program requirements and coursework while maintaining at least a “B” (3.0) GPA. Students should check the specific requirements of the program in which they are enrolled. State certification requirements are determined by external agencies over which The Citadel has no control. It is the student’s responsibility to meet these requirements, which are subject to legislative change. Advisors will assist students in staying current with these requirements and adjusting programs of study to reflect any change. Earning a Second Master’s Degree The College permits a student to earn a second Citadel master’s degree in a different program as long as no more than twelve credit hours in common course requirements are applied to the second master’s degree. General Conduct Policy for Students Responsibility for professional conduct rests with students as adult individuals and as members of The Citadel community. CGC students are expected to conduct themselves as responsible adults. All members of the campus community are expected to use reasonable judgement in all aspects of campus life and activity and to show due concern for the welfare and rights of others. Students are expected to adhere to all federal, state, and local laws. The Citadel protects freedom of action and speech, so long as the exercise of this freedom is not of an inflammatory or demeaning nature and does not interfere with the operation of the College. The Citadel’s Conduct Policy prohibits the possession of drugs, destruction of property, making false statements of emergency situations, physical or verbal abuse, or harassment of any sort. Students who violate the rules and regulations of The Citadel are subject to expulsion or lesser sanctions. These rules and regulations are published in “Regulations for Non-Cadet Students for Fall and Spring Semester And All Students, Including Cadets, for Maymester or Summer School,” which can be found online at: http://www.citadel.edu/root/images/ BOV/Policies/03-provost/3107-regulations-for-non-cadets.pdf. The Provost or his designee is responsible for administering the disciplinary conduct code for CGC students unless they reside in the barracks during Maymester and Summer School, in which case the commandant is responsible for discipline. Grades Course Cancellation It occasionally becomes necessary to cancel a course. The Citadel reserves the right to cancel any course for which there is insufficient enrollment. This cancellation may be done without notice. Students affected by a course cancellation will receive due consideration and notification by the department offering the course. If no other satisfactory arrangements can be made, the student will receive a complete refund of all fees paid. Only letter grades are given to evaluate a student’s progress. No numerical symbol or percentage is fixed or assigned to the equivalent of any grade. A: A grade of “A” represents work of a high quality. Four quality points are awarded for each credit hour. B+: A grade of “B+” represents above average quality work. Three and one-half quality points are awarded for each credit hour. B: A grade of “B” indicates average graduate work. Three quality CGC/EUGS Academic Catalog 23 �points are awarded for each credit hour. C+: A grade of “C+” indicates below average graduate work and is an unsatisfactory grade. Two and one-half quality points are awarded for each credit hour. C: A grade of “C” is unsatisfactory. Two quality points are awarded for each credit hour. P: A grade of “P” indicates work of acceptable, graduate- level quality. While it signifies work of “A” or “B” level, it carries no quality points and is awarded only for designated courses such as workshops, internships, etc. F: A grade of “F” indicates that the minimum requirements have not been met. No quality points are awarded. I: A grade of “I” represents work of satisfactory quality incomplete for authorized reasons. (See section below.) W: A grade of “W” represents withdrawal from a course prior to the scheduled withdrawal deadline. No quality points are associated with the “W”, and there is no academic penalty for the student. IP: A grade of “IP” assigned for courses in which requirements are not expected to be met in one academic term. The grade of “IP” must be removed after two full semesters, or the “IP” becomes an “F.” The summer session will not be considered a semester in this case. Under extenuating circumstances, an extension may be awarded by the Associate Provost for Academic Affairs with the recommendation of the instructor. The removal of the “IP” is the responsibility of the student. Students may not enroll in a course in which they currently have an “IP.” Grade of “I” Incomplete “I” grades must be made up during the term following the recording of the grade. A grade of “I” received in the fall term must be made up by the end of the following spring term. A grade of “I” received in either the spring or summer term must be made up by the end of the following fall term. An extension of time not to exceed one additional term may be authorized for extenuating circumstances by the appropriate dean. Grades not made up within the authorized time limit will convert to a grade of “F,” and such courses will be included in calculating the GPR. Cumulative Grade-Point Ratio In addition to completing all specific program requirements, in order to remain in good academic standing, The Citadel Graduate College requires students to maintain a 3.0 GPA. Failure to maintain this GPA results in dismissal from that program. Should a student be enrolled in multiple programs or certificates, a cumulative GPA is not sufficiently accurate in determining a student’s academic standing. In such cases, the standard used to determine their eligibility is the student’s GPA in that particular program, not their cumulative GPA. Graduation The Citadel Graduate College is committed to making the graduation/ commencement experience a special one for its students. The following policy outlines the procedures for applying to graduate and participation in the annual CGC commencement ceremony. It is each student’s responsibility to apply to graduate. There are three graduation dates each calendar year. There is a May 24 graduation date at the end of the Spring period of instruction, an August graduation date at the end of the Summer period of instruction, and a December graduation date at the end of the Fall semester period of instruction. There is one commencement ceremony each calendar year, in May, following the Spring semester. Graduation 1. Applications for graduation are available on Lesesne Gateway, via the Student Tab. Failure to apply by the deadline incurs a late fee, may delay receipt of the diploma, and may prevent the student from participating in the commencement ceremony. 2. The graduation date is the term in which the student completes all requirements. An incomplete grade is a delay in the completion of a requirement, and the posting of the final grade determines the completion of that requirement. 3. Do not select a graduation date until you plan to meet all requirements by that date as applications are processed and diplomas are ordered based on your graduation application. If the graduation date submitted is not met, a new application will be required along with applicable fee, and the diploma will need to be reordered. 4. To be recommended for a degree, students must meet all admission requirements and satisfactorily complete the program requirements and non-program requirements for the degree. Students must be free from all financial indebtedness to The Citadel. 5. Students may apply for graduation and participate in commencement during the academic year in which they are completing their degree requirements. Participation in the CGC Commencement Ceremony 1. Students must indicate on their application for graduation they intend to participate in commencement ceremonies. If a student does not confirm intent, they will not be permitted to participate in the ceremony. 2. All grade-point average (GPA) requirements have been met. That is, the cumulative and major grade-point averages for undergraduate students must be at least 2.000. The cumulative grade-point averages for graduate students must be at least 3.000. 3. Evening undergraduate students must be no more than 15 credit hours short of meeting degree requirements. Graduate students must be no more than 9 credit hours short of meeting degree requirements. 4. Students must properly wear official regalia for the commencement ceremony. 5. Students who complete all coursework and degree requirements during the summer session following that year’s commencement exercises may participate in that ceremony or can decide to participate in the commencement ceremony the following year. 6. In some cases, students have completed their program requirements but are unable to participate in the commencement ceremony during the year they intended to graduate (e.g. military deployment, career relocation, or illness). In such cases, students may apply to graduate and participate in the next year’s commencement ceremony. Students exceeding this one year of eligibility will not be allowed to participate in the CGC commencement ceremony. 7. Students who have earned a second master’s degree within the same academic year will be recognized for both programs of CGC/EUGS Academic Catalog �8. study. Parents and grandparents who are either graduates of the Corps of Cadets, the Veterans Program, or The Citadel Graduate College may present diplomas to their sons or daughters at the CGC commencement ceremony. The graduate must provide the CGC with their full name, relationship, and graduation year before the stated deadline and for approval. Intellectual Property Policy Preamble The Citadel has among its primary purposes teaching, research, and the expansion and dissemination of knowledge. Products of these endeavors include the development and use of intellectual property. It is the policy of the College that its faculty, staff, and students carry out their scholarly work in an open and free atmosphere that encourages publication and creation of such works without constraint but consistent with applicable laws and College policy. This policy will be in accord with the guidelines and criteria published in The American Association of University Professors’ “Statement of Copyright” (Policy Documents and Reports. Ninth Edition, 2001, or subsequent editions). Intellectual Property Ownership of intellectual property will reside with the originator, whether a member of the faculty, staff, or a student, unless: (a) the property is created at the specific direction of the College; or (b) the originator has made exceptional use of College resources in creating it. At the time when the work is directed by the College or at the time when the College makes exceptional resources available to the originator of intellectual property, the Provost and the originator will together determine ownership and will negotiate a written agreement concerning that property. These determinations will be made on a case-by-case basis. Nondiscrimination Policy The Citadel is committed to providing equal opportunities to men and women students in all campus programs, including intercollegiate athletics, in order to make The Citadel the best coeducational college in America. This commitment requires that no discrimination shall occur in our admissions policies, academic programs or services, as well as employment practices on the basis of sex, race, color, religion or national origin. This policy is in accordance with Title IX of the Educational Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act of 1990 as amended. Inquiries concerning the application of Title IX and other nondiscrimination laws may be referred to The Citadel’s Affirmative Action Officer and Title IX Coordinator, Bond Hall, Room 369, 171 Moultrie Street, Charleston, South Carolina, 29409, 843-953-6989, or the Assistant Secretary of Education, Civil Rights Division, US Department of Education, Washington, DC 20201-2516. Repeating a Course Courses may be repeated only under the following circumstances: • • • • • No courses may be repeated once a grade of “B” or higher has been earned. If a class in which a “C+” or “C” was earned is repeated, it may be repeated only one time. If a course is repeated, the last grade of record is used to determine whether course requirements for graduation have been met. The hours may be used only once toward graduation. All courses, previously passed or repeated, will be figured in the student’s GPR. No grade previously recorded is removed from the transcript. Satisfactory Progress and Length of Academic Program Unless otherwise stated, students are expected to complete all degree requirements within a six (6) year period from the time of registration for the first graduate course in that program. Students enrolled in the Ed.S. in School Psychology program have seven (7) years to complete the degree. Students enrolled in the M.A. in Psychology: Clinical Counseling degree program have a five (5) year limit. Requests for an extension must be initiated by the student to the appropriate Department Head, who is responsible for notifying the student of the decision. Department Heads will forward recommendations through the program extension form, provided by the Office of the Registrar, to their appropriate academic dean. Extension approvals must be on file in the Registrar’s office prior to application for graduation. If an extension is granted, a probationary extension for one year is authorized. At the completion of that year, an additional extension may be authorized (if necessary) contingent upon the student having made adequate progress. “Adequate Progress” is defined as completing graduate work in two of the three semesters (summer session counting as a semester) of the year of probation. An average grade of “B” (3.0) for that year is also required. At all levels, the department or school will be responsible for oversight of student progress and initiation of action related to unsatisfactory progress. It is the student’s responsibility to be aware of courses that will not meet graduation time lines for satisfactory progress. Advisors should assist students with this calculation. Student Academic Grievances The academic grievance process of the college is reserved for the most serious alleged offenses. These matters deal not with differences of opinion, but with violations of due process; denial of individual rights; or unequal treatment/ discrimination based on sex, race, color, or national origin. Students who feel that they have an academic grievance are directed first to confer with the instructor or other individual(s) involved. Where this does not result in satisfaction or if this step is not feasible, the student should present the grievance in writing to the lowest appropriate level not involved in the grievance, department head or Dean. If the student does not receive a response within a reasonable period of time, normally considered two weeks, a copy of the written grievance may be provided to the next higher academic level not previously involved in the grievance, i.e. the department head or the school Dean, with a request for assistance in resolving the grievance. A final appeal for satisfaction may be made to the Provost. The purpose of this process is to permit each level of the CGC/EUGS Academic Catalog 25 �academic level of authority to have the opportunity to resolve the grievance satisfactorily. The Graduate College does not process academic matters. However, students are encouraged to provide a courtesy copy of grievances and appeals to the Assistant Dean of the CGC for record. The CGC will monitor time lines and processes for compliance with procedure and will inform the appropriate level of the academic authority if procedure is not followed. Registrar’s Office. An official college transcript is one that is sent directly from The Citadel to the requestor. It bears the college seal, along with a date and official signature. Most colleges require the official record. Transcripts sent from other colleges to The Citadel become the property of The Citadel and cannot be issued to the student as a third party. Leave of Absence Policy Student Appeal of Grade A student who wishes to appeal the final grade assigned in a course must first confer with the instructor of the course in which the grade was received. If this does not result in satisfaction, the student should contact the appropriate department head or Dean who will review the matter. The faculty member and the student are both obligated to provide requested relevant information to the department head or Dean. The department head or Dean will present his/her findings to the student within ten working days of being contacted. If this does not result in satisfaction, the student should contact the Provost. If deemed appropriate, the Provost will appoint a hearing board of three faculty members, with one designated as chair, and a student in good standing of the same student type as the appellant. This board shall have the authority to request testimony, hear witnesses, and study records and materials. The board shall forward its findings and recommendations to the Provost, who shall decide the case. The decision of the Provost is final. Student Responsibility The College and departments establish certain academic requirements that must be met before a degree is granted. Advisors, department heads, and Deans are available to help the student understand and arrange to meet these requirements, but the student is responsible for fulfilling them. If, at the end of a student’s course of study, the requirements for graduation have not been satisfied, the degree will not be granted. For this reason, it is important for each student to be acquainted with all academic, financial, and administrative requirements within the prescribed deadlines and time limits. Dining Coward Hall (The Citadel Dining Hall)—The price of meals for students living in the barracks is included in room and board fees. All other students, graduate or undergraduate, may obtain noon meal tickets for the established fee indicated in the online “Summer Schedule of Classes.” Meal tickets for three meals a day (breakfast and lunch only on Fridays, no meals on Saturdays or Sunday) are also available to all interested students not living in the barracks. Individual meal tickets will not be sold. All students may purchase snacks and light meals in the food court in Mark Clark Hall. Transcript A transcript is a confidential document and is released only when students make a request online at www.citadel.edu/root/registrartranscripts. The transcript fee is based on the method of delivery. Transcripts can be sent electronically, mailed, or picked up in the 26 There are many reasons why graduate and evening undergraduate students could miss courses in a given academic year. These include medical reasons, military deployment, temporary changes in job status, or other reasons. In an effort to better identify students in these situations, along with providing a mechanism that grants a respite from the time limits for degree completion, a leave of absence policy has been created. This policy also excludes students who have not enrolled in courses in a given semester. Since they will be recognized as “on leave,” these students will not be included in the list of students eligible to be contacted by Graduate College staff. The following outlines the parameters of The Citadel Graduate College’s Leave of Absence Policy. Leave Of Absence Request Students who intend to take a pause from enrolling in courses for up to three semesters in a given academic year can communicate this to the Office of the Registrar through an online web form, available at http://www.citadel.edu/registrar-forms. Students may request a leave of absence for up to three semesters in an academic year (including summer, which constitutes a single term). Students with an approved leave of absence need not reapply for admission to the Graduate College unless the leave extends beyond three semesters in a given academic year. In such cases, they must request to reactivate their student record for their program of study using the form available on the Registrar’s Office webpage mentioned above. A leave of absence request should normally occur prior to the drop/add date. If the student’s request is made after these deadlines, a reasonable and compelling explanation for the delay must accompany the request. In such cases, supporting documentation (e.g. medical, mental health, deployment, temporary job transfer) should be provided with the request. The decision to grant the leave of absence is at the discretion of the Associate Provost and Dean of the Graduate College. Students who request a leave of absence after the drop/add date during the semester may be responsible for at least a portion of the tuition for the classes in which they are enrolled. In such cases, students should consult with the Treasurer’s Office as well as the Office of Financial Aid to determine if their time away from campus impacts their student loan eligibility. Student Services Academic Support Center The Citadel’s Academic Support Center provides a wide range of academic support services. Included among these are the enhancement of writing, mathematical, and reading skills; the general improvement of academic performance in all subject areas; and an emphasis on retention throughout The Citadel’s academic community. Cadets and non-cadets have access to the Center. In CGC/EUGS Academic Catalog �addition to individual and small-group tutorials held in the Center, the staff conducts requested workshops for both graduate and undergraduate classes. In all of its activities, the Center strives to assure that its efforts are consistent not only with the mission statement of The Citadel, but also with the objectives of the academic departments and specific graduate programs. Although there may be an occasional exceptional situation in which it is appropriate to restrict the nature of the assistance that may be offered by the Center (e.g., because of specific program accreditation issues that might impact, say, a particular assignment), all students are encouraged to take advantage of the resources offered by the Academic Support Center. CGC Class Ring All CGC students graduating from degree programs are eligible for the CGC Class ring. CGC students may order their ring upon completion of all but the final two semesters of coursework/ internship and must possess an overall 2.0 GPA for undergraduate students or 3.0 GPA for graduate students. To place a class ring order, contact the Alumni Center at (843) 953-7698. The Alumni Center will verify eligibility with the CGC office. Housing Housing in barracks is available to any student enrolled in classes at The Citadel during Maymester or Summer School. However, it is not mandatory for any student to live on campus during Maymester and Summer School. The online “Schedule of Summer Classes” provides information on the cost of living in barracks housing. Parking Ample and secure parking is available on campus for all Maymester and Summer School students. All automobiles parked within The Citadel gates are required to have a parking tag. The tags are obtained in person in the Public Safety Office after paying the fee in the Treasurer’s Office or by paying the fees in the public safety office. The fee for the parking tag is published in the “Schedule of Classes” online at www.citadel.edu. Very limited parking is available for motorcycles on a first-come, first-served basis just outside the Hagood gate at the end of Huger Street. All motorcycles must have a Citadel parking tag. Two and three wheeled motorized vehicles may not be operated on campus. Recreation Campus recreational facilities are available to students enrolled in classes. These facilities include the Deas Hall weight room, racquetball courts, swimming pool, gymnasium, tennis courts, track, boating center, and The Citadel Beach House located on the Isle of Palms. Students must show The Citadel identification card to use these facilities. Student Identification Cards Maymester and Summer School students attending on-campus courses may obtain a Citadel identification card. The identification cards are obtained in Bond 244. This card is necessary for using The Citadel and area consortium libraries. Specific Policies and Procedures for Evening/Online Undergraduate Programs All other CGC policies and procedures apply. The Citadel Evening Undergraduate Studies (EUGS) program serves the distinctive needs of adult and non-traditional students who are attempting to complete a four-year degree and/or further their professional development. The EUGS program offers ten undergraduate degrees: Bachelor of Arts in Criminal Justice; Bachelor of Arts in Intelligence and Security Studies; Bachelor of Arts in Political Science; Bachelor of Arts in Social Studies Education; Bachelor of Science in Business Administration; Bachelor of Science in Civil Engineering; Bachelor of Science in Construction Engineering; Bachelor of Science in Electrical Engineering; Bachelor of Science in Mechanical Engineering; Bachelor of Science in Nursing. In each of the undergraduate degree programs, a minimum of 36 of the total required credit hours must be taken at The Citadel. Credits gained through AP, CLEP, or any other “testing out” process may not be counted among those 36 credit hours. Acceptability of transfer credits is governed by the policy described under the Transfer Credits section below. Fall, spring, and summer course schedules are available online. Information on programs, classes, and fees can also be obtained from the CGC office or online. Information on financial aid is available online through the Office of Financial Aid and Scholarships or by phone at (843) 953-5187. 2 plus 2 Program/Degree Completion Students who wish to earn a degree from The Citadel Evening Undergraduate Studies (EUGS) program begin their coursework at another institution and complete their degree at The Citadel. Prerequisite courses (typically freshman and sophomore level courses) are taken at regionally accredited colleges and universities and transferred to The Citadel. The EUGS program at The Citadel offers the upper-level (junior and senior level) courses, and many general education courses, which enable students to complete the program and receive a baccalaureate degree from The Citadel. All students must have at least 24 hours of college credit transferred to The Citadel prior to taking any courses at The Citadel. Academic Classifications Undergraduate students’ academic classification is based strictly on earned credit hours. The table below reflects the required number of earned credit hours for each designated academic classification. CGC/EUGS Academic Catalog 27 �Credits Earned 0 – 14 15 – 29 30 – 44 45 – 59 60 – 74 75 – 89 90 – 114 115 and above Academic Classification First Semester Freshman Second Semester Freshman First Semester Sophomore Second Semester Sophomore First Semester Junior Second Semester Junior First Semester Senior Second Semester Senior Academic classification is used by the Office of Financial Aid to determine loan eligibility. Academic Criteria for Continuance In order to be eligible to continue at The Citadel, a student must meet minimum standards regarding hours earned at The Citadel or properly transferred from another accredited institution, and an acceptable cumulative grade-point ratio must be maintained. Fulltime students, those taking at least 12 credit hours each semester, must earn at least 24 semester hours each two-semester period. Part-time students must have passed at least 50 percent of the coursework attempted in the two previous semesters and included summer sessions. If a previously passed course is repeated, the hours may be used only once toward meeting requirements for hours passed. The student must also meet the grade-point ratio (GPR) requirement for the appropriate category of credit hours of record as listed in the table below. In determining the category for credit hours of record, hours transferred into The Citadel from other institutions are included as credit hours of record. The column “Quality Hours Plus Transfer Hours” includes: 1. All credit attempted for which a grade of “A,” “B,” “C,” “D,” or “F” was received at The Citadel, 2. Course work transferred from other colleges, and 3. Courses taken on a Pass-Fail basis. Quality Hours Grade-Point Ratio Grade-Point Ratio Plus Transfer & for Continuance for Continuance Pass/Fail Hours (on probation) (without probation) 0-39 1.100 1.300 40-69 1.400 1.600 70-99 1.700 1.800 100 & above 1.900 2.000 This table shows the minimum academic progress students must make toward attaining the minimum acceptable overall grade-point ratio of 2.000 as they approach the total number of hours required in the course of study of their selected major. For the purpose of determining academic probation, criteria for continuance, dean’s list, graduation, and other academic matters, grade-point ratios will not be rounded. Admission Policy The CGC permits participation by evening undergraduate students in non-degree status as well as those who are pursuing an undergraduate degree. Students must have completed 24 credit hours and maintained a minimum 2.0 GPA to be considered for admission. Every applicant for a bachelor’s degree must submit the following to the CGC office: 1. 2. 3. 4. Conditional Status: Applicants who are unable to produce official copies of their transcripts, test scores, or other official documents at the time of their application may be admitted on conditional acceptance. The purpose of the conditional acceptance is to give the student additional time for the official documents to be received by the CGC office. Applicants must be able to produce unofficial copies of these documents for review prior to being accepted on conditional status. Applicants will be admitted on conditional status for one semester until their official documents are received by the CGC office. Readmission Policy A student who is discharged for academic reasons for the first time may apply for readmission after being out of school for one semester. Summer school does not constitute a semester in this instance. Students who are discharged for academic or disciplinary reasons may not, during the period of discharge, take courses for transfer to The Citadel. The deadline for the receipt of an application for readmission for Maymester and summer School is March 1st, for the spring term is October 1st, and for the fall term is June 1st. Non-degree seeking undergraduate students are those who do not intend to become degree seeking students. While these students are allowed to take undergraduate courses at The Citadel under the following conditions, they cannot use these courses as a way of circumventing standard CGC admissions policy through the EUGS program. 1. 2. 3. 4. 28 Completed evening undergraduate application. Official transcripts sent directly from all regionally accredited colleges attended. An official TOEFL score if English is not the native language. Additional documentation may be requested for verification of U.S. citizenship. Students who provide documentation of having graduated from an accredited high school or having completed the General Education Development (GED) examination may register for up to 15 credit hours of course work for personal or professional development only. South Carolina residents over the age of 60 who meet degree or non-degree admissions requirements may register for courses on a space-available basis with no credit hours fee charged. All other fees must be paid. High school seniors may be permitted to register for a maximum of two courses and the associated labs in the CGC under specialized programs, such as the Citadel’s Teacher Cadet Program on the basis of written recommendation from their high school guidance counselor or principal. Undergraduate transient students who wish to enroll in course work for transfer to another institution may be asked to present evidence they have met any course prerequisites. CGC/EUGS Academic Catalog �5. A cadet who has been expelled from The Citadel is not eligible to attend any class at The Citadel—day, evening, or summer. A cadet who has been suspended or dismissed is not eligible to attend any class at The Citadel—day, evening, or summer— until accepted for readmission to the College. Catalog of Record The catalog bearing the number of the academic year in which undergraduate students enter The Citadel will be their catalog of record for matters of academic policy. When a student is readmitted after an absence of at least three academic semesters (summer sessions will not be considered as semesters for this purpose), the catalog bearing the number of the academic year in which the student is readmitted will be the catalog of record for matters of academic policy and graduation requirements. EUGS 101 Introduction to The Citadel Experience All EUGS students must complete EUGS 101 in their first semester at The Citadel. This one-credit-hour online introductory course provides an overview of services offered by The Citadel as well as an overview of The Citadel’s three core values of honor, duty, and respect. All students are also encouraged to visit the Orientation webpage to become familiar with all the services available to them. The webpage is: www.citadel.edu/root/graduatecollege-currentstudents/orientation. College Level Examination Program Through College Level Equivalency Program (CLEP) Subject Examinations, undergraduate students are permitted to earn college course credits for knowledge they have gained in certain subject areas prior to beginning their college experience. Not all CLEP examinations are accepted by The Citadel. Therefore, the student must obtain prior approval through the Office of the Registrar. CLEP credits may be earned under the following conditions: 1. The score earned must meet or exceed the current minimum score recommended by CLEP for that subject area exam. 2. The amount of credit will be determined by the scope of the material measured. 3. Because of the laboratory experience is such an integral part of the Core Curriculum Science Requirement, credit for only the lecture portion of a science course may be earned through CLEP. The lab portions must be earned through a laboratory course. 4. Completing any portion of a requirement through CLEP must be approved by the head of the Department of Modern Languages. A complete listing of courses for which credit may be awarded through CLEP is available in the Office of the Registrar. Combining Courses Courses may be combined to meet a maximum of one general elective credit requirement under the following circumstances: 1. The courses to be combined must all be offered by the same 2. 3. department and must be related in some way. The department head or Dean for the program in which the student is majoring must provide a recommendation and rationale for combining courses. The Dean responsible for the academic program in which the student is majoring must grant final approval for the combining of courses. Course Overload Policy A maximum course load of 22 credit hours may be approved for either fall or spring semester. Overload (18-22 credit hours) requests must be made in writing to the academic dean. Dean’s List and Gold Star Certificates Effective Fall 2015, EUGS students who distinguish themselves academically will be formally recognized by the College. Full-time students who earn a 3.2 GPA or higher each semester (Fall or Spring) in courses at The Citadel will earn Dean’s List designation. Similarly, those who earn a 3.7 GPA or higher each semester in courses taken at The Citadel will be recognized with a Gold Star Certificate. Definitions Elective refers to a course that is required for graduation and may be any three-credit course offered by the College. Approved Elective refers to a course that must be selected from a list of courses provided by the individual school or department. Non-Departmental Elective refers to a course that is required for graduation and must be taken outside the major department. Students are encouraged to study areas outside their major to ensure as broad an education as is practical. Students are reminded that it is expected that all coursework in the first two years of these programs be taken at other regionally accredited institutions and transferred to The Citadel. Courses at the 100- or 200-level will rarely be offered through CGC in a fall or spring semester. Some courses may be available in Maymester or Summer School at The Citadel. Grades Only letter grades are given to evaluate an undergraduate student’s progress. The following definitions of letter grades are applicable: a. “A” represents superior attainment on the part of the student. b. “B” represents work that is clearly above the average, but not superior. c. “C” represents average attainment on the basic standards set for the course. d. “D” represents minimum attainment of the basic standards. e. “F” represents failure. f. “W” represents withdrawal from a course prior to the official deadline which is indicated in the college calendar and is no earlier than the Wednesday following the midterm grading period. Beyond that point, students will receive the grade of “F” should they fail to complete the course or complete it CGC/EUGS Academic Catalog 29 �g. h. unsuccessfully. Under extenuating circumstances, the grade of “W” may be awarded after the established deadline to withdraw from a course. Such an action is taken only upon the recommendation of the instructor and requires the concurrence of the Dean responsible for the student’s academic program. Supporting evidence is the responsibility of the student and must be submitted in writing to the responsible Dean. “I” The notation of “I” (for Incomplete) is used in instances when course requirements have been very nearly met but for authorized reasons (illness, injury, family emergency, etc.) cannot be completed during the current semester. To be eligible for the grade of “I,” students’ work must be satisfactory at the time they are forced to terminate participation in the course. Unsatisfactory work will result in a failing grade. The grade of “I” must be cleared during the next semester in residence or within one year, whichever comes first, or the “I” becomes an “F.” The summer session will not be considered a semester in this case. Students may not officially enroll in a course in which they currently have an “I.” An extension of time due to extenuating circumstances may be authorized by the Dean responsible for academic program upon the recommendation of the instructor. The removal of the incomplete is the responsibility of the student. The grade of “IP” is assigned for courses in which requirements are not expected to be met in one academic term. “IP” The grade of “IP” must be removed in the next full semester, or the “IP” becomes an “F”. The summer session will not be considered a semester in this case. Under extenuating circumstances, an extension may be awarded by the CGC Dean of Enrollment Management with the recommendation of the instructor. The removal of the “IP” is the responsibility of the student. Students may not enroll in a course in which they currently have an “IP”. Should a student fail to complete a semester or summer session for any reason, the grade in each course in which the student is then enrolled shall be determined by the individual faculty member. No numerical symbol, bracket, or percentage is assigned the equivalent of any grade. Arbitrary distribution of grades according to some formula or curve is not permitted. However, by means of departmental supervision and consultation between instructors, every effort is made to obtain consistent standards within the department. Students are expected to use proper grammar in all their course work, whether written or oral. Proper usage is expected at the college level and is required by all professors. Any change of grade deemed necessary by the faculty member concerned must be based on instructor error and made within one month after the beginning of the next semester in attendance following the recording of the grade. In no case will a grade be changed after one month into the second semester after it was awarded. The summer session will not be considered a semester in this case. After grades in a course have been submitted to the Registrar’s Office, every request for a change of grade must be approved by the department head and the Dean responsible for the academic program. Grade reports are available at the end of each semester and summer session. 30 Grade-Point Ratio Computation In computing the undergraduate grade-point ratio, grades are weighted as follows: Grade Quality-Points Per Semester Hour A 4 B 3 C 2 D 1 F, I, W 0 The grade-point ratio for any semester is determined by dividing the total number of quality points earned by the total number of hours for which the following grades were received: A, B, C, D, or F. The cumulative grade-point ratio on which graduation, academic probation, and academic discharge are based is determined by dividing the number of quality points earned at The Citadel by the number of quality hours attempted at The Citadel. The number of quality hours for this purpose includes all credit hours attempted at The Citadel for which the following grades were received: A, B, C, D, or F. The number of quality points earned includes all quality points associated with quality hours earned at The Citadel. The Citadel does not award plus and minus grades for the undergraduate programs. Taking or Repeating Courses to Improve the GPA A student may not take or repeat a course which is taught at a lower level than or serves as a prerequisite for a course which the student has already completed. Courses may be repeated under the following conditions: 1. No course may be repeated once a grade of “B” or higher has been earned. 2. If a course is repeated, the last grade of record is used to determine whether course requirements for graduation have been met. 3. If a previously passed course is repeated, the hours may be used only once toward meeting requirements for total hours passed. 4. When courses are repeated under the conditions described above, the original course grade will be replaced by the newer grade when calculating students’ Grade Point Averages (GPA’s), quality hours, and earned credit hours. Both the old and new grades will appear on students’ transcripts, but only the newer grade will be used in calculating GPA’s. 5. The maximum number of hours for which Grade Replacement will be allowed over the course of a student’s undergraduate career is 16. If a student repeats more than 16 hours of credit, both the old and the new grade will be used to calculate the student’s Grade Point Average (GPA), quality hours, and earned credit hours. 6. For the purpose of determining graduation honors (e.g., cum laude, etc.), both the old grade and the new grade will be used in making the GPA calculation to determine honors eligibility. CGC/EUGS Academic Catalog �Academic Forgiveness Any undergraduate student who has been separated from The Citadel for 48 or more consecutive months is eligible to apply for Academic Forgiveness. Upon readmission, a student seeking to apply for Academic Forgiveness must first complete 24 hours at The Citadel with a Grade Point Average (GPA) of 2.0 or higher on those 24 hours in order to apply for Academic Forgiveness. To apply for Academic Forgiveness, a readmitted student who has met the minimum GPA requirement on 24 hours must make a formal written request for an academic “fresh start” and must meet in person with the Associate Provost for Academic Affairs to discuss that application. If a student is granted Academic Forgiveness, then all previous coursework completed at The Citadel will be treated as transfer credit (i.e., as pass/fail coursework) for the purpose of computing the student’s cumulative Citadel GPA; in addition, courses which the student previously passed at The Citadel with a grade of “D” will continue to be counted in the student’s total earned hours and will not have to be repeated. All previous grades will remain on the student’s permanent record, but they will not be computed in the student’s GPA. The transcript will contain this notation: “Academic Forgiveness was granted as of (date of readmission); grades earned at The Citadel prior to this date are not included in this student’s GPA calculation.” Students who have been granted Academic Forgiveness will not be eligible to receive graduation honors (e.g., cum laude, etc.). To ensure that courses taken away from The Citadel will be accepted for transfer, students must obtain written, prior approval through the Office of the Registrar. All transfer credits are provisional. If an academic unit determines within a reasonable period of time after classes begin that the student is not prepared to take a course for which the course transferred is a prerequisite, the allowance of credit is withdrawn, and the student must take the prerequisite course at The Citadel. Transfer Students An undergraduate student may be accepted into evening undergraduate degree-seeking status in the CGC under one of the following conditions: Pass-Fail Evening Undergraduate students with cumulative grade-point ratios of 2.0 or higher may elect to take elective courses on a Pass- Fail option. Normally, no more than one course may be taken under this option each semester. A student may take the Pass-Fail option only on courses which meet elective requirements. Students may not change their decision to take a course on the Pass-Fail basis after the first two weeks of the term. Courses completed on the Pass-Fail option carry graduation credit, but quality points are not awarded. These courses are not included in grade point ratio computations. Instructors report grades as usual, A through F. The Registrar’s Office translates grades as follows: • • • (e.g. Southern Association of Colleges, North Central Association of Colleges and Schools, etc.) will be considered for transfer. However, the Dean responsible for the academic program in which the student is majoring may accept for transfer to meet General Elective credits courses that are not offered by The Citadel but which are considered to be worthy of credit as electives and in which grades of “C” or higher have been earned. The respective department heads or Deans, as appropriate, are responsible for considering all transfer courses that are comparable to courses offered by The Citadel. Course work taken at another college and accepted for transfer by The Citadel need not be applicable to a student’s major. Courses transferred from another college will not be noted in the student’s grade-point ratio at The Citadel. Transcripts sent from other colleges to The Citadel become the property of The Citadel and cannot be issued to the student or a third party. The grades of “A” through “C” as “S” (satisfactory, pass-for credit) The grades of “D” or “F” as “U” (unsatisfactory, fail-no credit) Students desiring to take a course on the Pass-Fail option should contact the Registrar’s Office. 1. 2. Requirements for Graduation For graduation, an undergraduate student must complete one of the departmental major courses of study stated in the catalog of record and must achieve a minimum cumulative grade-point ratio of 2.0 and a minimum grade point ratio of 2.0 in all coursework in the major. Transfer Credits 3. Normally, only courses which are comparable in content and credit hours to specific courses offered by The Citadel and in which grades of “C” or better have been earned at an accredited institution The Citadel and several South Carolina technical colleges have articulated agreements that permit students to complete the first two years of study in engineering, business administration, criminal justice, political science, or Social Studies education. These credits are transferred to The Citadel, where a student can complete the final two years for a Bachelor of Arts Degree in Criminal Justice, Political Science or Social Studies Education; or a Bachelor of Science Degree in Business Administration, Civil Engineering, Electrical Engineering, or Mechanical Engineering. A student needs to submit an application and official transcript from one of the partnering technical colleges with a minimum of 24 credit hours in order to be admitted to The Citadel through The CGC. Details of the 2+2 programs are available online. These programs are outlined in this catalog under their respective departments. Applicants may be admitted into degree-seeking status if they have transfer credit from other regionally accredited institutions that meet the requirements of the first two years of the degree program they wish to pursue. The student must provide official transcripts from all other colleges attended. Upon completion of the first 24 semester hours with a grade point ratio of at least 2.0, the student may be admitted to degree-seeking status in the selected major upon review by the academic department. If this minimum grade point ratio is not achieved within the first 24 semester hours, admission will be denied and participation in The CGC will be terminated. After acceptance by the program, any non-U.S. citizen must be cleared for registration by the International Student Coordinator. An official TOEFL score is required of any applicant for whom English is not the native language. CGC/EUGS Academic Catalog 31 �Academic Probation Undergraduate students are placed on academic probation for any semester when their cumulative grade-point ratio based on courses taken at The Citadel fails to meet requirements for continuance without probation as outlined in the Academic Criteria for Continuance table. Students will be removed from academic probation after the semester their cumulative grade- point ratio meets the requirements of the table. Students on academic probation are not making satisfactory progress, and restrictions, such as limiting the number of credit hours in which they may enroll, may be enforced. Cadets and Evening Undergraduate Studies (EUGS) In some instances, students may decide to transfer from the South Carolina Corps of Cadets (SCCC) to the Evening Undergraduate Studies (EUGS) program. If a cadet is in good academic standing and is not serving a suspension or dismissal from the SCCC for disciplinary or honor issues, he or she may simply apply to the EUGS program through The Citadel Graduate College. In such cases, a review of the cadet’s transcripts will be made by the respective academic advisor, who will also explain the differences between the two programs, including a different class ring, diploma, and participation in the Graduate College commencement ceremony. The Registrar’s Office will amend the degree audit to reflect the differences in general education and major requirements. If a cadet has been suspended or dismissed from the SCCC for academic reasons and wishes to apply to an EUGS program of study after serving the imposed punishment, the student is required to meet with the Associate Provost of Academic Affairs who will, if appropriate, create an academic improvement plan that the student agrees to follow as a condition of reinstatement to The Citadel. If a cadet is suspended or dismissed from the SCCC for non-academic reasons, admission into an EUGS program of study after serving the imposed punishment is contingent upon completing the criteria, if any, for reinstatement outlined in his or her special order. A copy of the special order, along with documented evidence of completion of the stipulations, should be presented to the Associate Provost and Dean of the Graduate College, who will determine if all the conditions for reinstatement have been met. Although transfer from the SCCC into the EUGS is usually permanent, a former cadet in good standing in EUGS may petition to be readmitted to the SCCC. The student seeking reinstatement in the SCCC must make written application to the Associate Provost for Academic Affairs, explaining the reason for the proposed transfer. The student must meet all criteria for readmission, and, if granted approval by the Associate Provost for Academic Affairs to return to the SCCC, must follow the readmission process as put forth in the SCCC catalog. If a cadet has been expelled or resigned from the SCCC for any reason, he or she is not eligible to return to The Citadel in any program. 32 CGC/EUGS Academic Catalog �GRADUATE DEGREE PROGRAMS CGC/EUGS Academic Catalog 33 �TOMMY AND VICTORIA BAKER SCHOOL OF BUSINESS 34 MASTER OF BUSINESS ADMINISTRATION CGC/EUGS Academic Catalog �Admission Requirements Master of Business Administration Tommy and Victoria Baker School of Business, 843-953-5056 www.citadel.edu/mba Jeremy Bennett, Ph.D. MBA Program Director jbennet5@citadel.edu 1. 2. 3. Tim Kniseley, M.Ed., 843-953-5257 MBA Advisor tknisele@citadel.edu 4. Mission Statement 5. The mission of the Tommy and Victoria Baker School of Business is to educate and develop leaders of principle to serve a global community. Completion of the online graduate application along with the non-refundable application fee. Submission of official transcripts from all previously attended colleges and universities. Student must be able to demonstrate an earned undergraduate degree from a regionally accredited institution with a competitive grade point average. A degree in business is not required for admission. Submission of official scores from a valid (5 years old or less) Graduate Management Admissions Test (GMAT) or Graduate Record Examination (GRE). A waiver may be considered for applicants who already hold a graduate degree. MCAT or PCAT scores are acceptable for MD and PharmD applicants. Submission of a resume detailing previous work experience. Submission of two letters of recommendation from someone familiar with your academic and/or professional work. Professors, supervisors, and military personnel are acceptable references. Admission Requirements Program Requirements Requirements for admission to the program conform to the general regulations of The Citadel Graduate College (CGC) and the accreditation standards of the Association to Advance Collegiate Schools of Business (AACSB). Admission decisions are based on a holistic review of standardized test score performance, previous scholastic performance, professional experience, and professional recommendations. An undergraduate degree in business is not a requirement for admission. Applicants can be admitted to begin Fall, Spring, or Summer semester. Students are expected to complete all degree requirements within six years from the term of admission into the MBA program. Provisional Admission: Applicants may be admitted provisionally if their GPA and/or GMAT/GRE score does not meet the minimum standard for admission. Students admitted provisionally are limited to take two courses and must receive a grade of “B” or better in each course to continue in the MBA program. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Admission Denied: Applicants denied admission may petition for reconsideration in writing to the MBA Program Director. Application Deadlines Applicants who submit material to the CGC office by the deadline will be considered for admission to the MBA program. Admission Term: Materials Due: Fall BADM-719 Information Technology Management BADM-728 Accounting for Executives BADM-731 Quantitative Methods for Operations Management BADM-734 Case Studies in Finance BADM-735 Ethical Leadership and Org. Behavior BADM-737 Strategic Marketing MBA CAPSTONE COURSE* *This course should be taken in the student’s final semester. November 15th Summer BADM-702 MBA Essentials I BADM-703 MBA Essentials II BADM-705 The Framework of Business July 15th Spring Admitted students, who do not hold an undergraduate degree in business from a regionally accredited institution or who have not completed undergraduate business courses, will be required to complete essential courses. These courses are preparation for nonbusiness majors and provide foundation competencies prior to enrolling in graduate level MBA courses. All essential courses must be completed within the first year of admission. April 15th CGC/EUGS Academic Catalog 35 �ELECTIVE COURSES (Choose 2 courses, 6 credit hours) BADM-713 or LDRS-723 Communications for Leadership BADM-716 Legal and Ethical Decision Making BADM-726 Financial Statement Analysis BADM-750 Lecture in Business Administration BADM-751 Lecture in Accounting BADM-752 Lecture in Economics BADM-753 Lecture in Finance BADM-754 Lecture in Management BADM-755 Lecture in Marketing BADM-756 Financial Modeling BADM-757 Personal Finance BADM-762 Negotiation Strategies BADM-764 Entrepreneurship BADM-766 or LDRS 766 Human Resource Development BADM-768 Human Resource Management BADM-772 International Management BADM-774 International Business BADM-776 International Marketing BADM-778 Investments BADM-782 Advanced Topics in Information Technology BADM-784 Business and Economic Forecasting BADM-786 Contemporary Accounting and Advanced Problems BADM-788 Consumer Behavior BADM-790 Production/Operations Strategies for Manufacturing and Service Industries BADM-792 Financial Markets and Institutions BADM-795 Independent Study TOTAL PROGRAM REQUIREMENTS: 36 Credit Hours Descriptions of courses are listed in the last section of this catalog. Course Load: Students are limited to nine credit hours in the Fall and Spring semesters. Summer terms are restricted to six credit hours per term, except provisional students who are limited to three credit hours per summer term. Students may request in writing to take additional credit hours. Requests must be sent to the MBA Program Director. Course Availability: All core courses are available each semester. Elective courses are not offered on a regular schedule. Courses are taught in the evening and online. Students are encouraged to register early. Once a class is full, students may place themselves on the waitlist and will be notified by email upon space availability. Transfer Credit: A maximum of six credit hours from a regionally accredited institution may be approved for transfer credit (except Capstone), provided: (1) the course is determined to be equivalent to one of the advanced or elective courses at The Citadel, (2) a grade of “B” or better was received in the course, and (3) credit was earned within the five years of admission into the MBA program at The Citadel. Grading: All students are subject to the Academic Standards section under Policy Information of The Citadel Graduate College catalog. 36 CGC/EUGS Academic Catalog �DEPARTMENT OF LEADERSHIP STUDIES MASTER OF SCIENCE IN LEADERSHIP CGC/EUGS Academic Catalog 37 �Master of Science in Leadership GPA of 3.50, the student is considered fully admitted. Admission tests must be current within five (5) years of application and official score sent directly to the CGC office at the request of the student. Department of Leadership Studies 843-953-8401 www.citadel.edu/root/ms-leadership leadership@citadel.edu Faith Rivers James, J.D. Associate Provost for Leadership, Department Head & Professor of Leadership friversjames@citadel.edu Dr. John Altick Leadership Studies Advisor jaltick@citadel.edu The Master of Science in Leadership is a 36 credit-hour program consisting of the following requirements: The mission of The Citadel’s Master of Science in Leadership program is to enhance the ability of students from any academic background and level of professional experience to perform effectively as principled leaders in their present or future leadership roles. The program utilizes a holistic approach achieved through interdisciplinary and integrated courses to engage students in comprehensive learning about leadership in applied contexts. Designed for those seeking initial leadership positions or career progression in one’s current employment, the curriculum allows students to tailor the focus of their study toward individual and career interests. Admission Requirements 2. 3. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Program Requirements Mission Statement 1. **The testing requirement can be waived if an individual has successfully completed 9 hours in the Leadership Certificate or Military Leadership Certificate. Successful completion requires a 3.0 GPA average with no course grades below C+. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript reflecting the highest degree earned from a regionally accredited college or university. Submission of official Graduate Record Examination (GRE) or the Miller Analogies Test (MAT) score. The minimum for the GRE is a verbal and quantitative combination of 290. The minimum for the MAT is a score of 396.* Admission test must have been taken within the last five years.** Students accepted into the Master of Science in Leadership program will be automatically enrolled into the Graduate Certificate in Leadership. 1. Research Methods (six hours) PSCI-500 Seminar in Social Science, and one selected methods course: PSCI-501 Research Methods in Social Science or EDUC-512 Data Collection and Analysis 2. Human Behavior (six hours) PSYC-500 Human Growth and Development PSYC-570 Social and Cognitive Foundations of Interpersonal Behavior 3. Leadership (24 hours) LDRS-710 Ethics, Values and Principled Leadership LDRS-711 Leading Change: Organization Development and Transformation* LDRS-712 Leading Teams: Coaching, Culture, Diversity, and Globalization LDRS-714 Strategic Leadership, Vision, Mission and Contemporary Issues* LDRS-715 Leadership Capstone Project LDRS-722 or BADM-722 Leadership in Organizations: Principles and Practices LDRS-723 or BADM-713 Communications for Leadership LDRS-766 or BADM-766 Human Resource Development *LDRS 722/BADM 722 is a prerequisite for these courses. 4. Electives (optional; three hours) LDRS-716 Independent Study in Leadership Total: Thirty-six (36) hours *Students who fail to meet the minimum score requirement may be provisionally accepted into the M.S. degree program provided all other admission requirements have been met. Students who score between 283-289 on the GRE or 380-395 on the MAT may apply for provisional status. Upon completion of the first eight hours of degree coursework, with a minimum 38 Descriptions of courses are listed in the last section of this catalog. CGC/EUGS Academic Catalog �SCHOOL OF ENGINEERING MASTER OF SCIENCE  PROJECT MANAGEMENT  CIVIL ENGINEERING  ELECTRICAL ENGINEERING  MECHANICAL ENGINEERING CGC/EUGS Academic Catalog 39 �Master of Science in Project Management School of Engineering 843-953-9811 www.citadel.edu/root/pmgt-admission Dr. David Greenburg, dgreenbu@citadel.edu Mission Statement The mission of The Citadel’s Master of Science in Project Management degree program is to equip a diverse professional student population with the applied knowledge, principled leadership, and management skills needed to effectively lead an organization’s implementation of projects and multi-disciplinary initiatives. For non-degree seeking professionals wanting to take graduate- level courses to fulfill professional practice requirements: 1. Completion of the online graduate application along with the non-refundable application fee 2. Submission of an official transcript of the baccalaureate degree from a regionally accredited college or university. 3. Submission of resume detailing previous work experience 4. Permission of department is required GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Program Requirements Admission Requirements The Master of Science in Project Management is conferred upon those candidates who successfully complete an approved program of study consisting of 30 semester hours of graduate credit as delineated below. Applicants will be admitted to the Master of Science in Project Management (MSPM) degree program on the basis of professional and scholastic achievement, along with their aptitude for graduate study and experience. Anyone holding a bachelor’s degree from a regionally accredited college or university is eligible for consideration. A technical or engineering background is not a requirement for admission. Students are expected to complete all degree requirements within a six-year period from the time of registration in their first graduate course at The Citadel. Any transfer credit must have been earned within six years prior to admission into The Citadel MSPM program and must be approved by the department head. No transfer credit will be accepted for core courses. Any prerequisites for applicable courses must be met. All material must be received by the CGC office on or before the following dates to assure consideration to the MSPM degree program during the applicable semester. Admission Term: Materials Due: Fall August 1 Spring December 1 Summer April 1 For degree-seeking students: 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree and any graduate degrees from a regionally accredited college or university. 3. Submission of resume detailing work experience or permission from Department Head. 4. Submission of two letters of recommendation. 5. Submission of a one-page letter of intent that provides concise, complete answers to the following questions. a. How has your experience prepared you for MSPM graduate courses? b. How will your knowledge, skills, and attitude contribute to the MSPM learning community? c. What do you hope to gain from the MSPM graduate program? Students enrolled in the MSPM will automatically be enrolled in the Graduate Certificate in Technical Project Management (TPM). 40 All degree candidates must: 1. Complete four core Technical Project Management (TPM) courses for a total of 12 hours: PMGT-650 Overview of Technical Project Management PMGT-651 Technical Project Planning and Scheduling PMGT-652 Applications of Quality Management PMGT-653 Technical Project Support and Operations 2. Complete two core Leadership courses for a total of 6 hours. Courses include: PMGT-671 Project Manager Leadership Development PMGT-672 Applied Leadership Concepts 3. Complete a plan of study totaling 12 hours of elective courses taken from the following areas. Elective courses can be taken in multiple areas of study or from one area of study. Areas of Study • Technical Program Management PMGT-660 Overview of Technical Program Management PMGT-661 The Legal and Contractual Aspects of Program Management PMGT-662 Program Development Strategies and Processes PMGT-685 Decision and Risk Analysis • Systems Engineering Management PMGT-680 Systems Engineering Management Fundamentals PMGT-681 Requirements Development and Management PMGT-682 System Verification and Validation PMGT-683 Systems Modeling and Integration PMGT-684 Human System Integration PMGT-685 Decision and Risk Analysis CGC/EUGS Academic Catalog �• Organizational Leadership BADM-713 or LDRS 723 Communication for Leadership BADM-722 or LDRS 722 Leadership in Organizations BADM-606 Foundations of Quantitative Methods and Operations Management PMGT-690 Independent Study PSYC-500 Human Growth and Development PSYC-523 Statistics and Research Design PSYC-570 Social and Cognitive Foundations of Interpersonal Behavior • Civil and Environmental Engineering CIVL-502 Sustainability CIVL-504 Designing for Natural and Man Made Hazards CIVL-506 Geographic Information Systems CIVL-508 Monitoring of Civil Engineering Infrastructure CIVL-575 Traffic Engineering Operations CIVL-576 Roadway Geometric Design CIVL-602 Water Quality Modeling and Management CIVL-604 Aquatic Chemistry CIVL-608 Structural Load and Systems CIVL-610 Wood Design CIVL-612 Urban Transportation Planning CIVL-614 Ground Improvement CIVL-616 Deep Foundations CIVL-640 Urban Mobility Infrastructure Policy and Planning CIVL-642 Public Health, Physical Activity, and Design of the Built Environment CIVL-650 Special Graduate Topics in Civil Engineering CIVL-655 Masonry Structural Design CIVL-657 Intermediate and Matrix Structural Analysis CIVL-711 Design of Masonry, Wood, and Cold Formed Steel Structure CIVL-712 Design of Coastal Structures and Bridges CIVL-713 Design of Civil Engineering Systems for Natural and Manmade Hazards CIVL-714 Advanced Steel Design CIVL-715 Advanced Reinforced Concrete Design CIVL-716 Prestressed Concrete CILV-718 Matrix and Finite Element Analysis CIVL-719 Elastic Stability of Structures CIVL-720 Dynamic Analysis of Structures CIVL-721 Earthquake Engineering for Structural Engineers CIVL-730 Geotechnical Earthquake Engineering CIVL-731 Geo-environmental Engineering CIVL-732 Advanced Soil Mechanics CIVL-733 Advanced Foundation Design CIVL-734 Soil Behavior CIVL-740 Transportation Safety Engineering CIVL-741 Travel Demand Forecasting • Electrical and Computer Engineering ELEC-605 Advanced Power Systems ELEC-615 Spectral Analysis ELEC-625 RF Systems ELEC-635 Adaptive Signal Processing ELEC-645 Data Communication Networks ELEC-655 Digital Communications ELEC-665 Fundamentals of Advanced Energy Conversion ELEC-675 Computer Architecture ELEC-685 Digital Control System • Mechanical Engineering MECH-604 Advanced Mechanics of Materials MECH-605 Materials and Process Selection MECH-606 Fatigue and Fracture MECH-611 Advanced Fluid Mechanics MECH-615 Applied Heat Transfer MECH-617 Advanced Topics in Renewable Energy Systems MECH-618 Energy Sources, Technology, and Policy MECH-619 Power Systems Engineering MECH-625 Computer-Aided Design and Analysis MECH-631 Advanced Engineering Mathematics MECH-635 Computer-Aided Design and Analysis Laboratory MECH-640 Manufacturing Process and Design MECH-645 Machine Design MECH-660 Advanced Design MECH-650 Modeling, Analysis, and Control Systems MECH-655 Advanced Mechatronics MECH-670 Applied Aerodynamics MECH-702 Theory of Elasticity MECH-703 Theory of Plasticity MECH-708 Mechanics of Composite Materials MECH-711 Compressible Flow MECH-722 Computational Methods in Thermal Sciences MECH-750 Introduction to Modern Control Engineering MECH-755 Nonlinear Control Engineering Total Credit Hours: 30 Descriptions of courses are listed in the last section of this catalog. Transfer Credit: A maximum of two courses (6 credit hours) may be transferred in from an accredited college or university. (except for PMGT 650, PMGT 651, PMGT 652, PMGT 653, PMGT 671, and PMGT 672), provided: (1) grades of “B” or better were received in the courses being considered; (2) credit was earned within six years prior to admission into The Citadel MSPM program; and (3) each course has been approved by the department head. Transfer Credit from The Citadel: A maximum of 12 hours may be transferred from another Citadel graduate degree program where appropriate, provided that core degree requirements are met. Grading: All students are subject to the Academic Standards section under Policy Information of The Citadel Graduate College catalog. Requirements for Graduation: The degree of Master of Science in Project Management may be conferred upon those students who successfully complete the 30 hours of graduate coursework as specified above with a grade-point ratio (GPR) of 3.0 or better on hours earned at The Citadel. Completion of more than 30 credit hours of advanced graduate coursework will only be allowed for professional development, and may not be used to increase GPR to the 3.0 required for graduation. CGC/EUGS Academic Catalog 41 �Master of Science in Civil Engineering School of Engineering, 843-953-5083 www.citadel.edu/root/cee-graduate-programs/masterof-science-civil-engineering For non-degree seeking professionals wanting to take graduate-level courses to fulfill professional practice requirements: 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree an ABET accredited engineering program or approved alternative. 3. Permission of department is required. Dr. William J. Davis, P.E. Jeff.davis@citadel.edu Program Requirements Mission Statement The mission of The Citadel’s Master of Science in Civil Engineering program is to provide a student-centered learning environment focused on advanced applied engineering techniques and professional skills development for principled leaders in the engineering community through a rigorous curriculum, emphasizing practical engineering concepts, strong professional values, and a disciplined work ethic. Admission Requirements Applicants will be admitted to the Master of Science in Civil Engineering (MSCE) degree program on the basis of professional and scholastic achievement, along with their aptitude for graduate study. Other qualities appropriate to graduate study are also considered. Anyone holding a bachelor’s degree from an ABET accredited college or university is eligible for consideration. Other technical bachelor’s degrees will be considered on a case-by-case basis. Provisional Admission: Applicants may be admitted provisionally if their GPA does not meet minimum requirements. Students admitted provisionally are limited to take two civil engineering courses and must receive a grade of “B” or better in each engineering course to continue in the program. All material must be received by the CGC office on or before the following dates to assure consideration to the MSCE degree program during the applicable semester. Admission Term: Fall Summer Spring Materials Due: July 20 April 15 December 1 For degree-seeking students: 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree from an ABET accredited engineering program or approved alternative. 3. Submission of two letters of recommendation. 42 The Master of Science in Civil Engineering is conferred upon those candidates who successfully complete an approved program of study consisting of 30 semester hours of graduate credit as delineated below. Students are expected to complete all degree requirements within a six-year period from the time of registration in their first graduate course at The Citadel. Any transfer credit must have been earned within six years prior to admission into The Citadel MSCE program. Any prerequisites for applicable courses must be met. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 COURSE REQUIREMENTS All degree candidates must: 1. File a plan of study outlining the intended areas of interest and listing the top four corresponding courses of interest 2. Complete at least six courses (18 hours) from the civil engineering areas of study below. 3. Complete four courses (12 hours) in technical or nontechnical classes listed below. Other electives will be considered on a case-by-case basis with approval from the department head. Civil Engineering Areas of Study • Geotechnical Engineering CIVL 730 Geotechnical Earthquake Engineering CIVL 731 Geo-environmental Engineering CIVL 732 Advanced Soil Mechanics CIVL 733 Advanced Foundations Design CIVL 734 Soil Behavior • Structural Engineering CIVL 504 Designing for Natural and Manmade Hazards CIVL 608 Structural Loads and Systems CIVL 610 Wood Design CIVL 655 Masonry Structural Design CIVL 657 Indeterminate and Matrix Structural Analysis CIVL 711 Design of Masonry, Wood & Cold Formed Steel Structures CIVL 712 Design of Coastal Structures and Bridges CIVL 713 Design of Civil Engineering Systems for Natural & Manmade Hazards CIVL 714 Advanced Steel Design CIVL 715 Advanced Reinforced Concrete Design CIVL 716 Analysis & Design of Prestressed Concrete CGC/EUGS Academic Catalog �Matrix & Finite Element Analysis Members CIVL 719 Elastic Stability of Structures CIVL 720 Dynamic Analysis of Structures CIVL 721 Earthquake Engineering for Structural Engineers • Transportation Engineering CIVL 506 Geographic Information Systems CIVL 575 Traffic Engineering Operations CIVL 576 Roadway Geometric Design CIVL 612 Urban Transportation Planning CIVL 640 Urban Mobility Infrastructure Policy & Planning CIVL 642 Public Health, Physical Activity, & Design of the Built Environment CIVL 740 Transportation Safety Engineering CIVL 741 Travel Demand Forecasting CIVL 718 Course / Certificate Availability: The courses/ certificates will be offered based on student preferences/ overall demand indicated in your plan of study to be submitted after acceptance. Students should be aware course/ certificate offerings will be based on minimum class size enrollment. The Civil and Environmental Engineering Department will continually monitor student interest to expedite completion of your program of study. Transfer Credit from The Citadel: A maximum of 12 hours may be transferred from one Citadel graduate degree program where appropriate, provided that core degree requirements are met. Grading: All students are subject to the Academic Standards section under Policy Information of The Citadel Graduate College catalog. Non-Technical Electives • Business Administration BADM 604 Foundations of Economics BADM 609 Foundation of Management & Organization BADM 713 or LDRS 723 Communication for Leadership BADM 716 Legal & Ethical Environment for Decision Makers BADM 722 or LDRS 722 Leadership in Organizations • Engineering Leadership and Program Management PMGT 650 Overview of Tech Project Management PMGT 651 Technical Project Planning & Scheduling PMGT 652 Applications in Quality Management PMGT 653 Tech Project Support & Operations PMGT 661 The Legal & Contractual Aspects of Program Management PMGT 671 Project Manager Leadership Development PMGT 672 Applied Leadership Concepts • Leadership LDRS 710 Ethics, Values and Principled Leadership LDRS 711 Leading Change: Organization Development and Transformation LDRS 712 Leading Teams: Coaching, Culture, Diversity, & Globalization LDRS 713 Leadership Self-Appraisal, Development & Critical Thinking LDRS 714 Strategic Leadership, Vision, Mission & Contemporary Issues Requirements for Graduation: The degree of Master of Science in Civil Engineering may be conferred upon those students who successfully complete the 30 hours of graduate coursework as specified above with a grade-point ratio (GPR) of 3.0 or better on hours earned at The Citadel. Completion of more than 30 credit hours of advanced graduate coursework will only be allowed for professional development, and may not be used to increase GPR to the 3.0 required for graduation. Transfer Credit: A maximum of two courses (6 credit hours) may be transferred in from a regionally accredited college or university, provided: (1) grades of “B” or better were received in the courses being considered, (2) credit was earned within six years prior to admission into The Citadel MSCE program, and (3) each course has been approved by the department head. A maximum of five courses (15 credit hours) may be transferred in from Clemson University, provided: (1) grades of “B” or better were received in the courses being considered, (2) credit was earned within six years prior to admission into The Citadel MSCE program, and (3) each course has been approved by the department head. CGC/EUGS Academic Catalog 43 �Program Requirements Master of Science in Electrical Engineering Department of Electrical and Computer Engineering 843-953-5057 http://www.citadel.edu/root/ece Students are expected to complete all degree requirements within a six-year period from the time of registration in their first graduate course at The Citadel. Any transfer credit must have been earned within six years prior to admission into The Citadel MSEE program. Any prerequisites for applicable courses must be met. Dr. Robert J. Barsanti, robert.barsanti@citadel.edu Mission Statement The Master of Science in Electrical Engineering program is designed for students seeking advanced engineering techniques and professional development skills in the field of electrical engineering. Our goal is to provide both recent graduates and professionals in the engineering community with a rigorous curriculum containing theoretical and practical engineering concepts for building additional expertise in a high-paced technological society. Admission Requirements Applicants will be admitted to the Master of Science in Electrical Engineering (MSEE) degree program on the basis of professional and scholastic achievement, along with their aptitude for graduate study. Other qualities appropriate to graduate study are also considered. Anyone holding a bachelor’s degree from an ABET accredited college or university is eligible for consideration. Other technical bachelor’s degrees will be considered on a case-by-case basis. For degree seeking students: 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree from an ABET accredited engineering program or approved alternative. 3. Submission of official copy of Graduate Record Examination (GRE) score. Admission test must have been taken within the last five years. The GRE requirement can be waived if applicant has a previously earned master’s degree. 4. Submission of two letters of recommendation. For non-degree seeking students: 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree from an ABET accredited engineering program or approved alternative. 3. Permission of the department head or program manager. 44 The Master of Science in Electrical Engineering is conferred upon those candidates who successfully complete an approved program of study consisting of 30 semester hours of graduate credit as delineated below. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 GRADUATION REQUIREMENTS (Course Requirements) All degree candidates must: 1. Complete a total of 30 credit hours of course work. 2. Complete the four electrical and computer engineering core courses (12 hours). 3. Complete six courses (18 hours) of elective courses. At least two electives (six hours) must be chosen from the electrical and computer engineering department. The remainder (up to four courses) may be selected from other technical (ME, or CE) or non-technical courses listed below. Other electives will be considered on a case-by-case basis with approval from the department head. CORE COURSES (12 credit hours) Computer Engineering ELEC 635 Advanced Signal Processing ELEC 645 Data Communications Networks ELEC 655 Digital Communications ELEC 675 Computer Architecture ELECTIVES (at least six credit hours) ELEC 605 Advanced Power Systems ELEC 615 Spectral Analysis ELEC 625 RF Systems ELEC 650 Special Topics in Electrical Engineering ELEC 665 Advanced Energy Systems Engineering ELEC 685 Digital Control Systems NON-TECHNICAL ELECTIVES (no more than 12 credit hours) Business Administration BADM 604 Foundations of Economics BADM 609 Foundation of Management and Organization BADM 713 or LDRS 723 Communication for Leadership BADM 716 Legal and Ethical Environment for Decision Makers BADM 722 or LDRS 722 Leadership in Organizations CGC/EUGS Academic Catalog �Engineering Leadership and Program Management PMGT 650 Overview of Tech Project Management PMGT 651 Technical Project Planning & Scheduling PMGT 652 Applications in Quality Management PMGT 653 Tech Project Support & Operations PMGT 661 The Legal and Contractual Aspects of Program Management PMGT 671 Project Manager Leadership Development PMGT 672 Applied Leadership Concepts PMGT 680 Systems Engineering Management Fundamentals PMGT 681 Requirements Development and Management PMGT 682 System Verification and Validation PMGT 683 Systems Modeling and Integration PMGT 684 Human System Integration PMGT 685 Decision and Risk Analysis Leadership LDRS 711 LDRS 712 LDRS 713 LDRS 714 Requirements for Graduation: The degree of Master of Science in Electrical Engineering may be conferred upon those students who successfully complete the 30 hours of graduate coursework as specified above with a grade-point ratio (GPR) of 3.0 or better on hours earned at The Citadel. Completion of more than 30 credit hours of advanced graduate coursework will only be allowed for professional development, and may not be used to increase GPR to the 3.0 required for graduation. Leading Change: Organization Development and Transformation Leading Teams: Coaching, Culture, Diversity, and Globalization Leadership Self-Appraisal, Development & Critical Thinking Strategic Leadership, Vision, Mission & Contemporary Issues Transfer Credit: A maximum of two courses (six credit hours) may be transferred in from a regionally accredited college or university, provided: (1) grades of “B” or better were received in the courses being considered, (2) credit was earned within six years prior to admission into The Citadel MSEE program, and (3) each course has been approved by the department head. A maximum of five courses (15 credit hours) may be transferred in from Clemson University, provided: (1) grades of “B” or better were received in the courses being considered, (2) credit was earned within six years prior to admission into The Citadel MSEE program, and (3) each course has been approved by the department head. Course Availability: The courses will be offered based on student preferences and overall demand indicated in your plan of study to be submitted after acceptance. Students should be aware course offerings will be based on minimum class size enrollment. The Electrical and Computer Engineering Department will continually monitor student interest to expedite completion of your program of study. Transfer Credit from The Citadel: A maximum of 12 hours may be transferred from one Citadel graduate degree program where appropriate, provided that core degree requirements are met. Grading: All students are subject to the Academic Standards section under Policy Information of The Citadel Graduate College catalog. CGC/EUGS Academic Catalog 45 �Master of Science in Mechanical Engineering Department of Mechanical Engineering 843-953-5057 www.citadel.edu/root/me-graduate-programs/master-ofscience-mechanical-engineering Dr. Robert J. Rabb, P.E. rrabb@citadel.edu Mission Statement The mission of The Citadel’s Master of Science in Mechanical Engineering program is to provide a student-centered learning environment focused on advanced applied engineering techniques and professional skills development for principled leaders in the engineering community through a rigorous curriculum, emphasizing practical engineering concepts, strong professional values, and a disciplined work ethic. Admission Requirements Applicants will be admitted to the Master of Science in Mechanical Engineering (MSME) degree program on the basis of professional and scholastic achievement, along with their aptitude for graduate study. Other qualities appropriate to graduate study are also considered. Anyone holding a bachelor’s degree from an ABET accredited college or university is eligible for consideration. Other technical bachelor’s degrees will be considered on a case-by-case basis. Provisional Admission: Applicants may be admitted provisionally if their GPA does not meet minimum requirements. Students admitted provisionally are limited to take two mechanical engineering courses and must receive a grade of “B” or better in each engineering course to continue in the program. All material must be received by the CGC office on or before the following dates to assure consideration to the MSME degree program during the applicable semester. Admission Term: July 20 Spring December 1 Summer April 15 For non-degree seeking professionals wanting to take graduatelevel courses to fulfill professional practice requirements: 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree an ABET accredited engineering program or approved alternative. 3. Permission of department is required. Program Requirements The Master of Science in Mechanical Engineering is conferred upon those candidates who successfully complete an approved program of study consisting of 30 semester hours of graduate credit as delineated below. Students are expected to complete all degree requirements within a six-year period from the time of registration in their first graduate course at The Citadel. Any transfer credit must have been earned within six years prior to admission into The Citadel MSME program. Any prerequisites for applicable courses must be met. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Graduation Requirements (Course Requirements) 1. 2. 3. File a plan of study outlining the intended areas of interest and listing the top four corresponding courses of interest. Complete at least six courses (18 hours) from the mechanical engineering areas of study below. Complete four courses (12 hours) in technical or non-technical classes listed below. Other electives will be considered on a case-by-case basis with approval from the department head. Materials Due: Fall For degree-seeking students: 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree from an ABET accredited engineering program or approved alternative. 3. Submission of official copy of Graduate Record Examination (GRE). Admission test must have been taken within the last five years. 4. Submission of two letters of recommendation. 46 CORE COURSES • Composites Engineering MECH 604 Advanced Mechanics of Materials MECH 605 Materials and Process Selection MECH 606 Fatigue and Fracture MECH 702 Theory of Elasticity MECH 703 Theory of Plasticity MECH 708 Mechanics of Composite Materials • Aeronautical Engineering MECH 631 Advanced Engineering Mathematics MECH 611 Advanced Fluid Mechanics MECH 670 Applied Aerodynamics MECH 771 Compressible Flow MECH 772 Computational Methods in Thermal Sciences CGC/EUGS Academic Catalog �• Manufacturing Engineering MECH 625 Computer-Aided Design and Analysis MECH 635 Computer-Aided Design and Analysis Laboratory MECH 640 Manufacturing Process and Design MECH 645 Machine Design MECH 660 Advanced Design Course / Certificate Availability: The courses / certificates will be offered based on student preferences/ overall demand indicated in your plan of study to be submitted after acceptance. Students should be aware course / certificate offerings will be based on minimum class size enrollment. The Mechanical Engineering Program will continually monitor student interest to expedite completion of your program of study. • Power and Energy MECH 615 Applied Heat Transfer MECH 617 Advanced Topics in Renewable Energy Systems MECH 618 Energy Sources, Technology, and Policy MECH 619 Power Systems Engineering *Students who have been admitted to the MSME with an approved focus area (Composites, Aeronautical, Manufacturing, Power and Energy, or Mechatronics) need to apply for the respective Engineering Graduate Certificate (application fee will not be required for those already admitted to the MSME program). • Mechatronics Engineering MECH 650 Modeling, Analysis, and Control Systems MECH 655 Advanced Mechatronics MECH 750 Introduction to Modern Control Engineering MECH 755 Nonlinear Control Engineering NON-TECHNICAL ELECTIVES • Business Administration BADM 604 Foundations of Economics BADM 609 Foundation of Management and Organization BADM 713 or LDRS 723 Communication for Leadership BADM 716 Legal and Ethical Environment for Decision Makers BADM 722 or LDRS 722 Leadership in Organizations • Grading: All students are subject to the Academic Standards section under Policy Information of The Citadel Graduate College catalog. Requirements for Graduation: The degree of Master of Science in Mechanical Engineering may be conferred upon those students who successfully complete the 30 hours of graduate coursework as specified above with a grade-point ratio (GPR) of 3.0 or better on hours earned at The Citadel. Completion of more than 30 credit hours of advanced graduate coursework will only be allowed for professional development, and may not be used to increase GPR to the 3.0 required for graduation. Engineering Leadership and Program Management PMGT 650 Overview of Tech Project Management PMGT 651 Technical Project Planning & Scheduling PMGT 652 Applications in Quality Management PMGT 653 Tech Project Support & Operations PMGT 661 The Legal and Contractual Aspects of Program Management PMGT 671 Project Manager Leadership Development PMGT 672 Applied Leadership Concepts • Transfer Credit from The Citadel: A maximum of 12 hours may be transferred from one Citadel graduate degree program where appropriate, provided that core degree requirements are met. Leadership LDRS 710 Ethics, Values and Principled Leadership LDRS 711 Leading Change: Organization Development and Transformation LDRS 712 Leading Teams: Coaching, Culture, Diversity, and Globalization LDRS 713 Leadership Self-Appraisal, Development and Critical Thinking LDRS 714 Strategic Leadership, Vision, Mission and Contemporary Issues Transfer Credit: A maximum of two courses (six credit hours) may be transferred in from a regionally accredited college or university, provided: (1) grades of “B” or better were received in the courses being considered, (2) credit was earned within six years prior to admission into The Citadel MSME program, and (3) each course has been approved by the department head. A maximum of five courses (15 credit hours) may be transferred in from Clemson University, provided: (1) grades of “B” or better were received in the courses being considered, (2) credit was earned within six years prior to admission into The Citadel MSME program, and (3) each course has been approved by the department head. CGC/EUGS Academic Catalog 47 �SCHOOL OF MASTER OF ARTS HUMANITIES AND SOCIAL SCIENCE 48  ENGLISH  HISTORY  INTELLIGENCE AND SECURITY STUDIES  INTERNATIONAL POLITICS AND MILITARY AFFAIRS  SOCIAL SCIENCE  PSYCHOLOGY: CLINICAL COUNSELING  SPECIALIST IN EDUCATION IN SCHOOL PSYCHOLOGY CGC/EUGS Academic Catalog �Master of Arts in English nine semester hours with a minimum GPA of 3.25 the student will be eligible for degree-seeking status. Department of English 843-953-5068 www.citadel.edu/root/english Application Deadlines The Joint Program Committee will consider completed applications for the regular degree program on the following dates: Dr. James M. Hutchisson, hutchissonj@citadel.edu Admission Requirements 1. 2. 3. 4. 5. 6. 7. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript reflecting the highest degree earned from a regionally accredited college or university. Applicants are expected to have a cumulative undergraduate grade point average of at least 2.5 and 3.0 in the major. Submission official Graduate Record Examination (GRE) or the Miller Analogies Test (MAT) score. (Applicants who do not have an undergraduate degree in English are also required to take the GRE advanced test in literature.) Applicants are expected to have a composite GRE verbal and quantitative score of at least 300 and a 4 on the writing assessment section. Those taking the MAT should have a score of at least 400. * Admission test must have been taken within the last five years. Submission of at least two signed letters of recommendation, preferably from former professors. Each reference should be as specific as possible in addressing the applicant’s academic ability, motivation, and ability to complete a graduate degree. Submission of a two-page statement about educational goals and interest in a graduate program in English. Submission of a writing sample that demonstrates an ability to perform literary analysis and conduct research. Typically this requirement can be met by submitting a research paper prepared for an advanced undergraduate English course. *An applicant who does not meet the minimum GPA and/ or test score expectations or who does not have sufficient undergraduate background in English may be allowed to pursue course work as a provisional student. Upon completing May 1st Spring The Citadel and the College of Charleston offer a joint Master of Arts degree in English. The 36 hour program, with a thesis option, provides advanced course work in British literature, American literature, English language, and composition and rhetoric. The program is designed to attract qualified holders of the baccalaureate degree, whether recent college graduates, English teachers, or others interested in pursuing graduate studies in English. A Joint Program Committee, comprised of faculty members from each institution, oversees admissions, course scheduling, comprehensive examinations, degree certification, and other matters related to the management of the program. Diplomas and other official documents indicate that the program is a joint endeavor and include the names of both institutions. Materials Due: Fall Mission Statement Admission Term: November 1st Summer April 1st Applications will be considered year round for non-degree students. Program Requirements The Master of Arts is conferred upon those candidates who successfully complete an approved program of study consisting of at least 36 semester hours of graduate credit with a cumulative GPA of 3.0. Specific requirements are listed below: Thesis Option: • British Literature before 1800, six hours • British Literature after 1800, six hours • American Literature, six hours • Seminar (English 700, 703, 704 or 705), three hours • English 511 (Intro to Graduate English Studies), three hours • Electives, nine hours • Thesis and Oral Defense of Thesis, six hours • Final Portfolio Non-thesis Option: Same as above, except that the thesis is omitted and the number of elective hours is sixteen. Notes: • At least twelve hours must be taken at each campus. • English 700, 703, 704, and 705 can each satisfy the seminar requirement and may also be used to satisfy a core requirement in British or American literature, depending on the topic. • Electives will normally be graduate courses in English. Other courses will be considered on a case-by-case basis by the Joint Program Committee. • No more than nine hours of English 698 (three), 699 (three), and 701 (six) in any combination may count toward the required 36 hours. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 COURSES ENGL-500 ENGL-501 ENGL-502 ENGL-504 ENGL-505 CGC/EUGS Academic Catalog Old and Middle English Literature Chaucer Shakespeare Poetry and Prose of the English Renaissance Milton 49 �ENGL-506 Restoration and Eighteenth Century Drama ENGL-507 Poetry and Prose of the Restoration and Eighteenth Century ENGL-509 Romantic Literature ENGL-510 Victorian Literature ENGL-511 Introduction to Graduate Studies in English ENGL-512 Southern Literature ENGL-517, 518 Special Topics in Literature ENGL-520 A Survey of World Literature I ENGL-521 A Survey of World Literature II ENGL-522 Colonial and Revolutionary American Literature ENGL-523 Nineteenth-Century American Literature I— Romanticism ENGL-524 Nineteenth-Century American Literature II— Realism ENGL-525 Eighteenth Century British Novel ENGL-526 Victorian Novel ENGL-527 British Fiction: 1900 to 1945 ENGL-528 American Fiction: 1900 to 1945 ENGL-529 American Fiction: 1945 to the Present ENGL-531 British Poetry: 1900 to Present ENGL-532 American Poetry: 1900 to Present ENGL-533 British Drama: 1900 to Present ENGL-534 American Drama: 1900 to Present ENGL-535 African American Literature ENGL-537 Contemporary British Fiction ENGL-550,551 Special Topics in Composition or Language ENGL-552 Adolescent Literature ENGL-553 Modern English Grammar ENGL-554 History of the English Language ENGL-555 Literary Criticism ENGL-556 Theory and Practice of Teaching Composition ENGL-558 Technical and Professional Writing ENGL-559 History and Theory of Rhetoric ENGL-560 Film Studies ENGL-562 Workshop in Advanced Composition ENGL-564 Teaching with Technology ENGL-573 Special Topics in African American Literature ENGL-574 Special Topic in English Literature Before 1800 ENGL-575 Special Topics in English Literature After 1800 ENGL-576 Special Topics in American Literature ENGL-595 Methods and Materials for English Language Arts ENGL-698 Tutorial ENGL-699 Independent Study ENGL-700 Seminar ENGL-701 Thesis ENGL-702 Internship ENGL-703 Seminar in English Literature Before 1800 ENGL-704 Seminar in English Literature After 1800 ENGL-705 Seminar in American Literature Descriptions of courses are listed in the last section of this catalog. 50 CGC/EUGS Academic Catalog �Master of Arts in History Department of History 843-953-5073 www.citadel.edu/root/history-masters-program Dr. Keith Knapp, Director knappk@citadel.edu Mission Statement The Citadel and the College of Charleston offer a joint Master of Arts Degree in History, providing each student with advanced specialized work in one of the following areas: United States history, European history, or Asian/African/ Latin American history. The program has a special emphasis on the history of the American South, the South Carolina Lowcountry, and the Atlantic World. The program serves the needs of those interested in pursuing graduate studies in history. Teachers who complete the program have a greater command of the literature of a particular field. Others are prepared to do doctoral work or pursue other advanced degrees, enter the field of public history, or seek employment opportunities which require advanced training in the humanities. The management of the program is vested in a Joint Program Committee composed of representatives of the two history departments. The directorship rotates between the two institutions. Diplomas and other documents will indicate that the program is a joint endeavor and will include the names of both institutions. Admission Requirements 1. 2. 3. 4. 5. 6. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript reflecting the highest degree earned from a regionally accredited college or university. Submission of official copy of the Graduate Record Examination (GRE) score. Applicants are expected to have a GRE verbal score exceeding 152. Admission test must have been taken within the last five years. Applicants are expected to have a cumulative undergraduate grade point average of at least 2.5 and a 3.0 in the major. They are also expected to have 15 hours of history course work beyond the initial survey.* Submission of three signed letters of recommendation, normally from former professors. Each reference should be as specific as possible in analyzing the applicant’s potential for success in the program. References should address the student’s ability to design, conduct, and present research without direct supervision, the ability to analyze complex data and issues, and the ability to write effectively. Submission of evidence of ability to conduct research and present findings. A term paper, honors thesis, or critical essay from a graduate or upper-level course taken in college will suffice. The evidence of writing should reflect the ability to conceptualize a research theme, conduct research to support an argument, and reach a justified conclusion. The paper should demonstrate an ability to handle documentation of evidence. *An applicant who fails to meet the GPA and course history requirements may be allowed to pursue course work as a provisional student only upon application to the Joint Program Committee. Upon completion of nine semester hours, with no more than three hours in independent study (HIST-770) and a minimum GPA of 3.25, the student may be admitted unconditionally. The student must make this request in writing to the Joint Program Committee. There is no guarantee that courses taken in a non-degree status will be credited towards a degree once a student gains provisional or regular admission. Coursework taken to meet admission prerequisites will not count towards degree requirements. Application Deadlines The Admissions Committee will consider complete applications for the program on the following dates: Admission Term: Materials Due: Fall and Summer March 1st Spring October 1st Program Requirements In consultation with an advisor, each degree candidate will develop a plan of study which includes course work at both institutions. The plan of study must be submitted to the Program Director upon completion of the first six hours or the first semester of graduate work. In addition to lectures and examinations, graduate courses demand wide reading, thorough research, and advanced historical writing. Only graduate students admitted to the M.A. program will be automatically enrolled, but non-degree students and exceptional undergraduates—upper division majors in history and related disciplines—may be enrolled in 500-level courses. For this, however, they will need permission from the instructor and are expected to have a minimum GPA of 3.4 in history courses. No more than two 500-level courses may be taken by an undergraduate. 600and 700-level courses are for M.A. program students exclusively. Work expected of juniors and seniors will not be as great as that expected of the graduate students. The qualitative expectations remain the same for all students. The Master of Arts in History is conferred upon those candidates who successfully complete an approved program of study consisting of a minimum of 33 semester hours of graduate credit with a cumulative GPA of 3.0. CGC/EUGS Academic Catalog 51 �The distribution of courses follows this general scheme:  Major concentration: 18 hours  Minor concentration: 6 hours  Historiography: 3 hours  Third concentration: 3 hours*  Electives: 3 hours** *All students must take at least three hours in each concentration offered by the program (US, Europe, World). **In history or a related discipline in the humanities or social sciences. Students must obtain prior approval from their campus program director to take a non-history elective. A specific number of courses must be distributed between both institutions. The program offers two tracks, according to students’ career goals: 1. Thesis track students must take one research seminar, HIST-801 and HIST-802, and successfully defend their thesis. 2. Non-thesis track students must take one research seminar, preferably within their area of concentration, and a comprehensive exam in their major field. All students are encouraged to attain proficiency in a foreign language. There is no formal requirement for all students in the program to demonstrate language proficiency at a certain level. However, depending upon the program, a candidate may be required by the advisor to demonstrate mastery of an appropriate foreign language, indicated by the satisfactory use of source material or literature in the relevant foreign language in seminar or research work. Concentration in African American Studies Students who elect this option must meet all the normal requirements by the master’s degree. In addition, they must complete one of the two courses of study below and all courses must meet the approval of the graduate program director. Thesis Option: • 6 hours in African American oriented history • 3 approved hours in another discipline • 6 hours in an African American oriented thesis Non-Thesis Option: • 9 hours in African American oriented history • 3 approved hours in another discipline • 3 hours in African American oriented independent study or similar (i.e., research seminar) Three hours of independent study on an African American topic may be included as part of the nine hours of course work. COURSES (Non-degree, MAT, and exceptional undergraduate students may enroll in 500 level courses only, space permitting.) HIST-502 Colonial America and the American Revolution to 1789 HIST-504 Civil War and Reconstruction HIST-506 The U.S. in the Twentieth Century HIST-521 The American South HIST-522 South Carolina History HIST-523 Afro-American History HIST-532 Ancient Greece HIST-533 Ancient Rome HIST-535 Medieval Europe HIST-537 Renaissance and Reformation HIST-541 Enlightenment and French Revolution HIST-542 Nineteenth-Century Europe HIST-543 Twentieth-Century Europe HIST-545 History of Modern Russia HIST-551 Women in the Western World HIST-562 Colonial Latin America HIST-563 Modern Latin America HIST-572 Precolonial Africa HIST-573 Modern Africa HIST-577 Modern Middle East HIST-582 China to 1800 HIST-583 Modern China HIST-586 Japan to 1800 HIST-587 Modern Japan HIST-590 Special Topics in U.S. History HIST-591 Special Topics in European History HIST-592 Special Topics in Latin American Asian/African History HIST-593 Special Topics in Peace, War, and Diplomacy HIST-610 Special Topics in U.S. History HIST-620 Special Topics in Lowcountry Studies HIST-630 Special Topics in Peace, War, and Diplomacy HIST-640 Special Topics in European History HIST-650 Special Topics in British History HIST-670 Special Topics in Asian/African/ Latin American HIST-691 Historiography HIST-710 Research Seminar in U.S. History HIST-720 Research Seminar in Lowcountry Studies HIST-740 Research Seminar in European History HIST-760 Research Seminar in Asian/ African/ Latin American History HIST-770 Independent Study in History HIST-801-802 Master’s Thesis Descriptions of courses are listed in the last section of this catalog. GRADUATION R EQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 52 CGC/EUGS Academic Catalog �Master of Arts in Intelligence and Security Studies Department of Intelligence and Security Studies 843-953-6886 http://www.citadel.edu/root/intelligence-and-securitystudies-graduate-programs/master-of-arts Admission Requirements 1. 2. 3. Dr. Carl Jensen, cjensen1@citadel.edu 4. Mission Statement The Master of Arts (MA) degree program in Intelligence and Security Studies (ISS) prepares students to enhance national security through intelligence and homeland security leadership. Best practices for intelligence collection and analysis and national security combined with current theory, research, and experience give students the background necessary to cultivate critical thinking, concise writing, and effective briefing. By introducing applicable management principles and policy analysis, the program fosters the leadership skills to successfully address security and intelligence challenges facing the United States. Unlike traditional graduate programs that take a theoretical and conceptual track in preparing students for further academic research, The Citadel's ISS program combines theory and practice to provide the real-world skills necessary to enter and advance in the public and private intelligence arenas. This program is entirely online to provide maximum flexibility for students, and at the same time allow the ISS program to attract instruction from intelligence professionals located around the world. By combining current theory, research, and experience, the program offers an intellectually rigorous course of study that emphasizes key skills related to analytical writing and research, critical thinking, and general international and domestic subject matter expertise. In addition, the master's program offers two concentrations, both of which lead to a certificate in addition to the MA degree. The courses in both of these concentrations count as electives for the MA degree in Intelligence and Security Studies.  The Cybersecurity concentration is offered jointly by The Citadel’s Department of Cyber and Computer Sciences and the Department of Computer Science at the College of Charleston;  The Leadership concentration is offered by the Department of Leadership Studies. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 • Intelligence and Security Studies Student Portfolio and oral evaluation. 5. 6. Completion of the online graduate application along with the non-refundable application fee. Submission of official transcripts from all previously attended colleges and universities. Students must be able to demonstrate an earned undergraduate degree from a regionally accredited institution with a competitive grade point average. Submission of a writing sample that demonstrates strong critical thinking and communication skills. Typically this can be met by submitting a research paper prepared for an advanced undergraduate or graduate course. Submission of official scores from a valid (within five years) Millers Analogies Test (MAT) or Graduate Record Examination (GRE). This requirement may be waived for students who are non-residents of the United States or who already hold a graduate degree. Resume Students who wish to enroll in the cybersecurity concentration must meet additional admissions requirements as established by the Department of Cyber and Computer Sciences. Application Deadlines The Admissions Committee will consider complete applications for the program on the following dates: Admission Term: Materials Due: Summer April 15 Fall July 15 Spring November 29 Program Requirements Required Core Courses (12 credit hours): CRMJ-568/INTL-568/PSCI-568—International and Domestic Terrorism INTL-570 – Homeland Security INTL-580 – Introduction to Intelligence INTL-581 – Intelligence Research and Analysis Degree Electives: Foundation Courses (8 electives/24 credit hours required from this list -OR- 4 electives/12 credit hours required from this list for Cybersecurity concentration students-OR- 3 electives/9 credit hours required from this list for Leadership concentration students): BADM-722 or LDRS 722 – Leadership in Organizations CRMJ-501/PSCI-501 – Research Methods in Social Science CRMJ-510 – Topics in Criminal Justice CRMJ-515/INTL-515/PSCI-515 – Topics in Homeland Security CRMJ-555/PSCI-555 – Leadership Application Course in Criminal Justice CRMJ-562 – Comparative Criminal Justice Systems CRMJ-583 – Transnational Organized Crime HIST-591– Stalin and Stalinism INTL-560 – Intelligence and Homeland Security Administration INTL-569/PSCI-569 – National Security Policy INTL-572 – Legal and Ethical Dimensions of Intelligence and Homeland Security CGC/EUGS Academic Catalog 53 �INTL-582 – Intelligence Theory Application INTL-585– Topics in Intelligence INTL-600 – Intelligence Internship INTL-601 – Homeland Security Internship LDRS-750 – Evolution of Military Leadership Thought LDRS-751 – Survey of US Military Leaders LDRS-752 – Survey of World Military Leaders LDRS-753 – Strategic & Contemporary Military Leadership Issues PSCI-564 – US Foreign Relations PSCI-565 – International Politics PSCI-566 – International Political Economy PSCI-571– Comparative Politics PSCI-572 – International Organization PSCI-573– International Political Theory PSCI-575 – US Foreign Policy Leadership PSCI-576– International Law Cybersecurity Concentration (12 credit hours) CSCI-614 – Advanced Operating Systems CSCI-631 – Principles of Computer Security CSCI-632 – Data Communications and Network CSCI-641 – Advanced Cybersecurity Leadership Concentration (5 required courses/15 credit hours required for Leadership concentration students only) Leadership Concentration (15 credit hours) Required Courses (6 credit hours) LDRS-722 or BADM-722 – Leadership in Organizations PSYC-570 – Social and Cognitive Foundations of Interpersonal Behavior Leadership Electives (6 credit hours) Choose two (2) of the following: LDRS 710 – Ethics, Values, & Principled Leadership* LDRS 711 – Leading Change: Organization Development and Transformation* LDRS 712 – Leading Teams: Coaching, Culture, Diversity, and Globalization* LDRS 723 or BADM 713 – Communications for Leadership PSYC 500 – Human Growth and Development Application of Leadership (3 credit hours) Choose one (1) of the following: LDRS-710 – Ethics, Values, and Principled Leadership LDRS-711 – Leading Change: Organization Development and Transformation* LDRS-714 – Strategic Leadership, Vision, Mission, and com LDRS-723 or BADM 713 – Communications for Leadership *LDRS-722/BADM-722 is a prerequisite for these courses. Total Required Courses: 36 credit hours Descriptions of courses are listed in the last section of this catalog. 54 CGC/EUGS Academic Catalog �Master of Arts in International Politics and Military Affairs Department of Political Science 843-953-5069 www.citadel.edu/root/international-politics-militaryaffairs Dr. Sarah Tenney Sharman: tenneys1@citadel.edu Mission Statement The Master of Arts in International Politics and Military Affairs at The Citadel is designed to meet the needs of the US military and federal governmental agencies as well as international governmental and non-governmental organizations, multinational business enterprises, and others interested in gaining greater knowledge about the field of international politics. This program is designed to prepare international affairs professionals who wish to gain a broad understanding of the increasingly complex political, economic, and social issues that transcend national boundaries. It offers students an opportunity to expand their knowledge of the theoretical and policy issues affected by international politics and culture, the ideas and values that influence the behavior of state and non-state actors, and the leadership principles needed to wrestle with everyday political and organizational life. It is designed to help students hone the critical thinking, analytical, leadership, and communication skills needed to successfully foster transnational relationships in an increasingly globalized environment. Unlike ‘traditional’ graduate programs that tend to take a highly theoretical and conceptual track in preparing students for further academic research, The Citadel’s master’s program would take a ‘nuts-and-bolts’ approach to develop international affairs professionals with the practical skills needed to pursue careers as military officers, policy analysts, foreign service officers, international civil servants, and business leaders as well as positions related to economic development, nation building, and humanitarian affairs. Admission Requirements 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree or the highest degree earned from a regionally accredited college or university. 3. Provide a written statement of purpose setting forth your intentions, goals, and preparation for graduate study. 4. All applicants must successfully complete either the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT). 5. Provide at least two academic letters of recommendation that address the student’s ability to undertake coursework at the graduate level. 6. All non-native English speakers must complete the TOEFL exam. The minimum for the GRE is a verbal and quantitative combination of 290. The minimum for the MAT is a score of 396. Students who score between 283-289 on the GRE or 380-395 on the MAT may apply for provisional status. Upon completion of the first six hours of degree coursework, with a minimum GPA of 3.50, the student will be fully admitted. Admission tests must be current within five (5) years of application, and official scores must be sent directly to the CGC office at the request of the student. Admission to the Master of Arts in International Politics and Military Affairs program is a competitive process. The college has a right and responsibility to accept the best qualified persons, taking into account candidates’ scholastic and professional achievement along with their aptitude for graduate study and experience. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Program Requirements Required Core (two classes, three hours each) PSCI-500 Seminar in Social Science PSCI-501 Research Methods in Social Science *NOTE: These six hours must be included in the first 12 hours taken in the program. Electives (10 classes, three hours each) CRMJ 581 / INTL 581 Intelligence Research and Analysis LDRS 712 Leading Teams, Coaching, Culture, Diversity and Globalization PSCI 510 Special Topics in Political Science * PSCI 562 East Asian Affairs PSCI 563 South Asian Affairs PSCI 564 US Foreign Policy PSCI 565 International Politics PSCI 566 International Political Economy PSCI 567 Global Democracy PSCI 569 National Security Policy PSCI 571 Comparative Politics PSCI 572 International Organization PSCI 573 Politics of Economic Development PSCI 574 Global Issues PSCI 575 US Foreign Policy Leadership PSCI 576 International Law PSCI 577 Conflict Studies PSCI 592 International Political Theory *Must be pre-approved by the degree program director Total: Thirty-six (36) hours Descriptions of courses are listed in the last section of this catalog. In addition to the course requirements, the program offers two tracks, according to students’ career goals: 1. 2. Thesis track - students must submit a thesis presenting original research on a topic in the field. Non-thesis track - students must complete a guided internship within their area of concentration and present a reflection paper on their experience. CGC/EUGS Academic Catalog 55 �Master of Arts in Social Science Department of Political Science 843-953-5069 www.citadel.edu/root/mass Dr. Terry Mays: terry.mays@citadel.edu Mission Statement The degree is designed to allow students to advance their knowledge of the social sciences through an interdisciplinary study of political science, criminal justice, sociology, anthropology, psychology, leadership, and related disciplines. This program offers students the opportunity to acquire a broad interdisciplinary background in the social sciences and includes a familiarization with the perspectives, processes, and methods used in the study of social phenomena. Designed for students and professionals from all walks of life, the program allows one to tailor the emphasis of the course of study to fit a variety of individual and career interests. Admission Requirements 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript reflecting the highest degree earned from a regionally accredited college or university. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Program of Study The Master of Arts in Social Science (MASS) is a 36 credit hour program consisting of the following requirements: REQUIRED CORE COURSES (six hours) PSCI-500/ CRMJ-500 Seminar in Social Science * PSCI-501/ CRMJ-501 Research Methods in Social Science * *NOTE: these six hours must be included in the first 12 hours taken in the program. CLUSTER A: FOUNDATION COURSES (15 hours) Students should select five courses from the political science, criminal justice, intelligence, sociology, or anthropology courses the School of Humanities and Social Science offers and are listed in the Cluster A box. . PSCI-502 The American Federal System PSCI-503 The Politics of American Democracy: Political Behavior, Interest Groups, and Political Parties PSCI-506 Legislative Process PSCI-507 American Presidency 56 PSCI-509 Urban Politics PSCI-510 Topics in Political Science PSCI-521 Advanced Placement: American Government PSCI-555 Topics in Political Science Leadership Application PSCI-561 Law and Legal Process PSCI-564 U.S. Foreign Relations PSCI-565 International Politics PSCI-566 International Political Economy PSCI-567 Global Democracy PSCI-568 International and Domestic Terrorism PSCI-569/CRMJ-569 National Security Policy PSCI-570 The Civil Rights Movement PSCI-571 Comparative Politics PSCI-572 International Organization PSCI-573 International Political Theory PSCI-574 Global Issues PSCI-575 US Foreign Policy Leadership PSCI-576 International Law PSCI-577 Conflict Studies PSCI-662 Constitutional Law: Civil Rights and Liberties CRMJ-510 Topics in Criminal Justice CRMJ-515/PSCI-515 Topics in Homeland Security CRMJ-555 Leadership Application Course in Criminal Justice CRMJ-560 Homeland Security and Criminal Justice Administration CRMJ-561 Drugs and Crime CRMJ-562 Comparative Criminal Justice Systems CRMJ-563 Criminal Evidence CRMJ-564 Juvenile Justice CRMJ-565 Corrections CRMJ-568/PSCI 568 International and Domestic Terrorism CRMJ-570 Homeland Security CRMJ-572 Ethics and Integrity in Homeland Security CRMJ-581 Intelligence Research and Analysis CRMJ-582 Intelligence Theory Application CRMJ-583 Transnational Organized Crime CRMJ-585 Topics in Intelligence INTL-560 Intelligence and Homeland Security Administration INTL-570 Homeland Security INTL-572 Legal and Ethical Dimensions of Intelligence and Homeland Security INTL-580 Introduction to Intelligence INTL-581 Intelligence Research and Analysis INTL-582 Intelligence Theory Application INTL-585 Topics in Intelligence SOCI-501 Social Determinants of Modern Life ANTH-501 Physical and Cultural Adaptations ANTH-505 Special Topics in Anthropology CLUSTER B: ELECTIVE COURSES (15 hours) Students should select five courses from those listed in this cluster, three of which must be Psychology graduate courses (9 hours). Options for the other two electives are listed below. PSYC-500 *PSYC-501 *PSYC-507 *PSYC-508 CGC/EUGS Academic Catalog Human Growth and Development Principles of Cognitive & Behavioral Change General Psychopathology Counseling and Personality Theories �PSYC-553 *PSYC-555 *PSYC-561 PSYC-570 Introduction to Family Dynamics Special Topics in Psychology Cultural Issues in Psychological Practice Social and Cognitive Foundations of Interpersonal Behavior *With Instructor Permission Only BADM-704 Foundations of Economics BADM-713/LDRS-723 Communication for Leadership EDUC-500 Foundations of American Education EDUC-561 Counseling Diverse Populations EDUC-600 Professional Negotiations ENGL-512 Southern Literature ENGL-520 Survey of World Literature I ENGL-521 Survey of World Literature II ENGL-535 African-American Literature ENGL-558 Technical and Professional Writing GEOG-511 World Geography Any 500 level History course EXCEPT: HIST-560 History of Non-Western World (MAT only) HIST-594 Historiography for Social Science Teachers (MAT only) HESS-502 Drug and Substance Abuse HESS-503 Human Sexuality HESS-504 Public Health LDRS-712 Leading Teams: Coaching, Culture, Diversity, and Globalization LDRS-714 Strategic Leadership, Vision, Mission and Contemporary Issues Online Completion of the MASS Degree It is possible to complete the MASS degree partially or entirely online. Students wanting to complete the entire MASS degree online should do the following: 1. Complete the core courses (PSCI/CRMJ 500 and CRMJ 501) online. 2. Complete five PSCI, CRMJ, INTL, ANTH, or SOCI online courses for the Cluster A. 3. Complete three PSYC online courses and two of the approved online courses in the other departments for the Cluster B or the online courses for the simultaneous graduate certificate in Leadership as discussed in the Graduate Certificate in Leadership option in the previous section. Online courses offered each semester or summer term are listed in the CGC schedule of courses. It is important to coordinate online course selection with the MASS adviser before enrolling each term to ensure remaining on schedule for graduation. Total: Thirty six (36) hours Descriptions of courses are listed in the last section of this catalog. MASS with Graduate Certificates in Leadership and/or Homeland Security Students accepted for the MASS degree program may enroll in the Graduate Certificate in Leadership and/or the Graduate Certificate in Homeland Security programs. Each certificate involves a separate application and acceptance. Students dual enrolled in the MASS degree and Graduate Certificate in Leadership may apply the five required courses for the certificate as the Cluster B of the MASS degree. Students dual enrolled in the MASS degree and Graduate Certificate in Homeland Security may apply the five required courses for the certificate as the Cluster A of the MASS degree. Students dual enrolled in the MASS degree and Graduate Certificate in Homeland Security and Graduate Certificate in Leadership may apply the five required courses for the former certificate as the Cluster A of the MASS degree and the five required courses for the latter certificate as the Cluster B. If a student is dual enrolled for the MASS degree and a Graduate level certificate and then opts to drop out of the certificate program, the Cluster requirement(s) revert to that of stand-alone MASS degree program. See Graduate Certificate in Leadership and Graduate Certificate in Homeland Security for details. CGC/EUGS Academic Catalog 57 �Department of Psychology Graduate Programs The Department of Psychology offers two graduate psychology programs, one in Clinical Counseling (M.A. only) and the other in School Psychology (Ed.S.). The two programs share 24 credit hours. These courses reflect the Department’s recognition that all branches of psychology revolve around a common knowledge base with specializations being an extension beyond that base. The Department of Psychology espouses a philosophical perspective of training and practice that stresses an empirical and applied approach to addressing psychosocial problems of clients. Most faculty members are engaged in clinical practice, research efforts, or both. Faculty members’ activities are guided by a scientist-practitioner model, which emphasizes a scholarly approach to applications of psychology. The Clinical Counseling program offers graduate education at the master’s degree level for those interested in becoming professional counselors in community agencies, including college counseling centers, hospitals, mental health, and social services agencies. The program is accredited by the State Department of Education in South Carolina and the Masters in Psychology and Counseling Accreditation Council (MPCAC), and it is a member of the Council of Applied Masters Programs in Psychology (CAMPP). Students enrolled in the Clinical Counseling program work to achieve a Master of Arts in Psychology degree by completing a total of 57 credit hours. The program includes 30 credit hours of core courses, 12 hours of advanced courses, 3 credit hours in Alcohol and Substance Abuse Counseling, 3 credit hours in Career Counseling, and 9 hours of fieldwork. Fieldwork is completed in agencies throughout the tri-county area and involves a 150-hour practicum and 600- hour internship. Students completing the Clinical Counseling program meet the educational requirements for licensure as Professional Counselors in South Carolina. The School Psychology program is built around the model of the data-based problem-solver at the individual, organizational, and systems levels in schools, with an emphasis on the efficacy of outcomes for clients served. The program involves 75-semester hours of credit, and it leads to the Education Specialist (Ed.S.) degree and certification as a “School Psychologist II” in South Carolina and National Certification as a School Psychologist. The School Psychology program is fully accredited by the National Association of School Psychologists (NASP). Students can apply for the award of a Master of Arts in Psychology degree after completing 39 semester hours from the School Psychology Program of Studies and receiving the approval of the Director of the School Psychology program and the Head of the Department of Psychology. PSYC-599, Thesis, MUST be completed as part of those 39 hours. It should be noted that students are not eligible for certification as a school psychologist at the Masters level (i.e., this is not a terminal degree). Information regarding both of these programs can be found on The Citadel’s Psychology Department website at www.citadel.edu/psychology/graduate.html. 58 Master of Arts in Psychology: Clinical Counseling Department of Psychology 843-953-5320 http://www.citadel.edu/root/psychology Dr. Genelle Sawyer: genelle.sawyer@citadel.edu Mission Statement The mission of the Master of Arts in Psychology: Clinical Counseling program at The Citadel is to prepare students to become scholarly practitioners of psychosocial counseling in community agencies, including college counseling centers, hospitals, mental health centers, and social services agencies. The program emphasizes the application of theories of human development, psychopathology, and behavior change to psychosocial problems of a diverse population of individuals and families seeking mental health services in the community. The program’s model blends didactic and experiential training to facilitate students’ ability to utilize an empirical approach to assessment, goal development, intervention, and evaluation of services for a wide range of individuals and families experiencing a variety of psychosocial difficulties. It is the expectation of the program that students will be trained to be competent and ethical professional service providers who will apply a scholarly perspective as well as compassion and caring to their work. Admission Requirements Admission to the Clinical Counseling Program is based on a competitive review of all application materials. 1. 2. 3. 4. 5. Completion of the online graduate application along with the non-refundable application fee Submission of an official transcript of the baccalaureate degree directly from each regionally accredited college or university. Applicants are expected to have a grade point average of 3.0 (or graduate grade point average of 3.0) and 12 credit hours in psychology. A score of 600 on the GRE Subject Examination in Psychology is acceptable in lieu of the credit hour requirement. Submission of official Graduate Record Examination (GRE) or Millers Analogy Test (MAT) score. A minimum score of 297 (minimum of 150 on the verbal reasoning and 147 on the quantitative reasoning section) is required for the GRE or a score of 410 or higher on the MAT. Admission test must have been taken within the last five years. Submission of a completed Admissions Questionnaire Submission of two letters of recommendation Students requesting a transfer from another Master’s program must provide documentation of a GRE or MAT score (copies are acceptable) in order to complete requirements for application to the program. CGC/EUGS Academic Catalog �Required Program for Clinical Counseling Students Application Deadlines The Admissions Committee will consider complete applications for the program on the following dates: Admission Term: Materials Due: Summer/Fall March 1 Spring October 1 Program Requirements The Master of Arts in Psychology: Clinical Counseling curriculum provides instruction in the theory and practice of counseling from a psychological perspective. The curriculum consists of a total of 57 credit hours, including 30 credit hours of core courses, a three credit hour course in Alcohol and Substance Abuse Counseling, a three credit hour course in Career Counseling, 12 hours of advanced courses, and nine hours of fieldwork. Fieldwork is completed in agencies throughout the tricounty area and involves a 150-hour practicum and 600-hour internship. Students who successfully complete this program meet the educational requirements for professional licensure as a Professional Counselor in South Carolina. The program addresses the development of counseling skills in a variety of treatment modalities, including individual, family and group. While some graduates have sought and gained admission to doctoral programs, the program is designed as a terminal master’s degree program. The program is a member of the Council of Applied Master’s Programs in Psychology (CAMPP) and is accredited by the Masters in Psychology and Counseling Accreditation Council (MPCAC). Students must abide by the Ethical Principles of Psychologists and Code of Conduct of the American Psychological Association throughout their enrollment. The M.A. degree will be conferred on students who have successfully completed the requirements of the program with a minimum GPA of 3.0. All students must successfully complete a comprehensive examination after completing their ten core courses (see below) and must complete a written and oral presentation of a case study for a panel of faculty members as part of the internship requirement in order to complete the program. Students must complete all course requirements within a 5-year period from the date of initial enrollment. No more than 8 hours of graduate credit taken as a non-degree seeking student will be applied toward program requirements. CORE COURSES PSYC-500 Human Growth and Development PSYC-501 Principles of Cognitive and Behavioral Change PSYC-507 General Psychopathology: Assessment and Differential Diagnosis PSYC-508 Counseling and Personality Theories PSYC-514 Ethics and Mental Health Law PSYC-523 Statistics and Research Design PSYC-526 Clinical Counseling: Basic PSYC-549 Foundations of Psychometrics PSYC-553 Introduction to Family Dynamics PSYC-561 Cultural Issues in Psychological Practice OTHER REQUIRED COURSES PSYC-540 Alcohol and Substance Abuse Counseling EDUC-550 Career Counseling Students completing the Clinical Counseling curriculum must successfully complete a comprehensive examination to be permitted to take the following Advanced Courses: ADVANCED COURSES PSYC-611 Clinical and Professional Issues in Counseling PSYC-629 Practicum: Clinical Counseling PSYC-643 Contemporary Psychological Assessment and Psychotherapy PSYC-644 Clinical Counseling: Advanced PSYC-645 Clinical Counseling: Group PSYC-651 Internship I PSYC-652 Internship II ELECTIVES PSYC-557 Counseling & Psychotherapy for Couples PSYC-602 Social and Biological Basis of Child and Adolescent Behavior PSYC-603 Affective and Cognitive Interventions: Child/Adolescent PHED-511 Special Topics: Sports Psychology Descriptions of courses are listed in the last section of this catalog. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 CGC/EUGS Academic Catalog 59 �Field Placement Requirements Clinical Counseling students complete one 150-hour practicum and one 600-hour internship providing clinical services in a community agency subsequent to successful completion of PSYC-643, PSYC-644, and PSYC-645. Field placement opportunities are available in many agencies within the tri-county area. Field placement sites may require a background check prior to beginning training. Students who have completed graduate work elsewhere but who desire admission to one of the Clinical Counseling practicum/internships for licensure or professional development reasons must receive formal approval by the Clinical Counseling Committee. Additionally, such students will be required to take the following four courses at The Citadel prior to admission to practicum: PSYC-507 PSYC-643 PSYC-644 PSYC-645 General Psychopathology: Assessment and Differential Diagnosis Contemporary Psychological Assessment and Psychotherapy Clinical Counseling: Advanced Clinical Counseling: Group The Citadel has adopted this policy because of its ethical responsibilities to practicum agencies, the clients of the agencies, and to the students. Without this background of experience with students, The Citadel is not in a viable position to attest to the student’s readiness for the practicum/internship placement. 60 CGC/EUGS Academic Catalog �Program Requirements Specialist in Education in School Psychology GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Department of Psychology 843-953-5320 www.citadel.edu/root/psychology The Ed.S. degree in School Psychology consists of 75 semester hours with four interacting components. Dr. Timothy A. Hanchon: tim.hanchon@citadel.edu Mission Statement The mission of the Specialist in Education (Ed.S.) program in School Psychology is to prepare students to become scientistpractitioners. This model sees the school psychologist as a databased problem solver at the individual, group, and systems levels. The concept includes the interaction of the student in the classroom, the school system, the family, and the community. The Ed.S. degree emphasizes application of psychological principles, knowledge, and skills in relating to the process and problems of education. The program is approved by the South Carolina Department of Education, and graduates are eligible for certification at the School Psychologist Level II in South Carolina. The program is also approved by the National Association of School Psychologists (NASP, 2003). Admission Requirements Admission to the School Psychology Program is based on a competitive review of application materials. 1. 2. 3. 4. 5. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript reflecting the highest degree earned from a regionally accredited college or university. Minimum requirements for consideration include an overall undergraduate grade point average of 3.0 (or graduate grade point average of 3.0) Submission of official Graduate Record Examination (GRE) or Miller Analogies Test (MAT) score. Minimum score of at least 297 (minimum of 150 on the verbal reasoning and 147 on the quantitative reasoning section) is required on the GRE or a score of at least 410 on The Miller Analogies Test (MAT). Admission test must have been taken within the last five years. Submission of a completed Admissions Questionnaire. Submission of two letters of recommendation. Application Deadline The Admissions Committee will consider complete applications for the program on the following date: Admission Term: Materials Due: Summer/Fall March 1 CORE COURSES Focus on psychological foundations with emphasis on the role, functions, and scope of the profession of school psychology (27 hours). PSYC-500 PSYC-501 PSYC-507 PSYC-508 PSYC-512 PSYC-523 PSYC-525 PSYC-549 PSYC-561 Human Growth and Development Principles of Behavior and Cognitive Change General Psychopathology: Assessment & Differential Diagnosis Counseling and Personality Theories Ethics, Roles, & Law Statistics & Research Design Basic Counseling Techniques Foundations of Psychometrics Cultural Issues in Psychological Practice ADVANCED COURSES Applied courses with emphasis on the knowledge and skills more specific to educational settings (33 hours) PSYC-502 PSYC-503 PSYC-504 PSYC-505 PSYC-602 PSYC-605 PSYC-606 PSYC-607 PSYC-608 PSYC-612 PSYC-620 Psychological & Educational Exceptionalities: Child/Adolescent Objective Assessment Special Techniques in Assessment Personality, Social, & Emotional Assessment Social & Biological Basis of Child and Adolescent Behavior Systems Theory & Consultation: Prevention and Intervention* Educational Interventions* Behavioral and Emotional Interventions* Advanced Counseling Techniques for School Psychologists Reading Assessment and Interventions Contemporary Issues in School Psychology *Course taught in conjunction with Practicum in Consultation. Students are required to complete a consultation project in the public schools. DATA-BASED PROBLEM SOLVING Courses critical to functioning as a data-based problem-solver which provide supervised, hands-on training in assessment and intervention skills within school settings (12 hours) Prerequisite: Students cannot begin this block of courses until they have officially been admitted into the School Psychology Program and completed all prerequisites. CGC/EUGS Academic Catalog 61 �Program Sequence PSYC-615 Practicum in School Psychology I PSYC-616 Practicum in School Psychology II PSYC-617 Consultation & Intervention Practicum I PSYC-618 Consultation & Intervention Practicum II PSYC-621 Internship in School Psychology I PSYC-622 Internship in School Psychology II *NOTE: PSYC 615/617 & 616/618 are co-requisites SCIENTIST PRACTITIONER Experience as a scientist practitioner in gathering, analyzing, and interpreting data (three hours) PSYC-599 Thesis (must be completed prior to award of the M.A.) Students in the School Psychology program who successfully complete the 75 semester hours and other Program requirements (see School Psychology Program Handbook) are awarded the Ed.S. degree. Students must complete all course requirements within a 4-year period from the date of initial enrollment. Internship requirements must be completed within 2 years of the completion of course work or 6 years from date of initial enrollment. Students may apply for a Master of Arts in Psychology degree after completion of 39 semester hours from the School Psychology Program of Studies, 3 of which must include PSYC 599 (Thesis). No more than 8 hours of graduate credit taken as a non-degreeseeking student will be applied toward program requirements. Field-Based Placement Requirements School Psychology students must complete all course work before placement in an internship setting (including Thesis). Students are required to spend a minimum of 1200 clock hours in a supervised internship and complete these hours within 2 years. To meet South Carolina certification requirements, students who plan to complete an internship must apply through the South Carolina Department of Education (SCDOE) for an internship certificate (Level I certification). To meet these requirements, internship candidates must submit an Application for Internship, Teacher Certification Application, SCDOE required fees, a copy of their social security card, and fingerprints for FBI/SLED background check to the Internship Coordinator of School Psychology for submission to the South Carolina Office of Educator Certification. PSYC 503, 504, 505, and 615/616 must be taken in the prescribed sequence, with each course building on the preceding one incrementally. The intervention courses (PSYC-605, 606, 607, 608, 612, and 617/618) must be taken concurrently with PSYC- 615/616 (Practicum in School Psychology I/II) to allow for further practical experience with intervention skills within the schools. Please note that ALL full-time school psychology students must be enrolled in PSYC 503 during their first Fall semester in order to avoid an extension of their course work by one year. Descriptions of courses are listed in the last section of this catalog. Attendance Policy The Catalog of The Citadel Graduate College delineates a general policy regarding class attendance. Students are expected to be familiar with this general attendance policy. Unless stated differently in course syllabi, this general policy is in effect and course instructors can fail a student who misses more than 20% of classes. The graduate program in School Psychology is, by its nature, an applied practitioner program leading to anticipated passing scores on the PRAXIS II and certification as a practicing School Psychologist in South Carolina. A number of the courses are designed to facilitate the acquisition of hands-on experiences with various diagnostic, evaluation, and intervention techniques where skill acquisition is based on instructor demonstrations and modeling, guided individual and group practice and participation by the student, role playing, and group activities, such as simulations, that build the necessary foundations for the acquisition of the basic skills necessary to the practice of the profession of School Psychology. In these courses, a strict absence policy has been adopted to ensure that learning experiences are not compromised. Specifically, those courses that fall under this absence policy are as follows: PSYC-503, PSYC-504, PSYC- 505, PSYC-512, PSYC 612, PSYC615/616, PSYC-617/618, PSYC-605, PSYC-606, PSYC-607, PSYC-608, PSYC-621, and PSYC-622. Students enrolled in these classes are advised to consult their syllabus and instructor for more specific details. Other field-based experiences may require a criminal background check prior to field placement. 62 CGC/EUGS Academic Catalog �SWAIN FAMILY SCHOOL OF SCIENCE AND MATHEMATICS MASTER OF ARTS  BIOLOGY  ACCELERATED BIOLOGY  SPORT MANAGEMENT MASTER OF SCIENCE  COMPUTER AND INFORMATION SCIENCES  HEALTH, EXERCISE, & SPORT SCIENCE CGC/EUGS Academic Catalog 63 �Master of Arts in Biology Program Requirements Department of Biology 843-953-5203 www.citadel.edu/root/biology The Master of Arts in Biology program requires a minimum of eight graduate level courses totaling at least 32 credit hours. At least 20 credit hours must be in biology courses chosen from the list below. With the approval of the graduate advisor, students in the M.A. in Biology program may apply up to 12 credit hours in allied areas toward their graduation requirements. These allied areas may include, but are not limited to, education, chemistry, geology, psychology, and physics. Students admitted to the program are not required to have an undergraduate major in biology, however it is assumed that students have had at least eight hours in college level biology courses. Prospective students who do not have the recommended eight hours in undergraduate biology must confer with the department head or graduate advisor prior to beginning the program. All students must meet with the graduate advisor prior to beginning their course of study. Dr. Paul Nolan, 843-953-7076 paul.nolan@citadel.edu Mission Statement The Master of Arts in Biology degree is designed to advance the knowledge of students in a variety of biological disciplines. The purpose of this degree is to offer certified secondary school teachers, business people and other professionals the opportunity to advance their knowledge in the rapidly expanding discipline of biology. For teachers, the degree enhances their ability to teach a variety of courses within the discipline. For other professionals, the program allows individuals to construct a program for professional advancement in their field. Admission Requirements 1. 2. 3. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript reflecting the highest degree earned from a regionally accredited college or university. Submission of official Graduate Record Examination (GRE) or the Miller Analogies Test (MAT) score. Minimum acceptable score for the GRE is a verbal and quantitative combination of 290. The minimum for the MAT is a raw score of 396.* Admission test must have been taken within the last five years. *Students who score between 283 and 289 on the GRE or between 380 and 395 on the MAT may be provisionally accepted into the MA degree program provided all other admission requirements have been met. A student with provisional status who completes the first eight hours of degree coursework with a 3.50 GPA will be classified as regulardegree seeking status. Students who score 282 or below on the GRE or 379 or below on the MAT will not be admitted. **Environmental Studies graduate certificate students who have successfully completed 9 graduate hours may apply to waive the testing requirement for admission to the Master of Arts in Biology program. Successful completion requires a minimum 3.0 GPA with no course grades below B-. Courses BIOL-502—Comparative Vertebrate Anatomy BIOL-505—Biometry BIOL-506—Ecology BIOL-508—Genetics BIOL-509—Marine Biology BIOL-510—Vertebrate Natural History BIOL-512—Descriptive Histology BIOL-518—Ornithology BIOL-519—Economic Botany BIOL-526—Freshwater Biology BIOL-532—Developmental Biology BIOL-601—Evolution of Animals BIOL-602—Morphological Survey of the Plant Kingdom BIOL-603—General Physiology BIOL-604—Marine Invertebrates BIOL-605—Laboratory Methods in Biology BIOL-606—Field Methods in Biology BIOL-607—Microbiology BIOL-609—Seminar in Environmental Studies BIOL-610—Special Topics in Biology BIOL-611—Graduate Research BIOL-612—Cell and Molecular Biology BIOL-621—Aquatic Toxicology BIOL-624—Molecular Genetics and Recombinant DNA: BIOL-625—Tropical Rainforest and Reef Ecology BIOL-631—Environmental Physiology Total Credit Hours: 32 Descriptions of courses are listed in the last section of this catalog. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 64 CGC/EUGS Academic Catalog �Program Requirements Accelerated Master of Arts in Biology Department of Biology 843-953-5203 www.citadel.edu/root/biology Dr. Paul Nolan, 843-953-7076 paul.nolan@citadel.edu Mission Statement The Accelerated Master of Arts in Biology program is designed to provide Citadel undergraduate students an accelerated route to obtain a Master’s degree in Biology. The purpose of this program is to offer advanced undergraduate students the opportunity to begin taking graduate-level courses during their senior year, and have those courses be applied toward an M.A. in Biology degree. After earning a Bachelor’s degree, students in this program will continue their graduate coursework until completing the requirements for the M.A. in Biology program. It is expected that students in this program will complete the requirements for both the Bachelor’s degree and the Master’s degree in a total of five years. Undergraduates in this program will acquire a broader and deeper education in modern biology through additional advanced coursework. An advanced degree in Biology can provide employment opportunities that the Bachelor’s degree alone cannot provide. This program will also provide students looking to strengthen their application credentials to professional schools, including medical and dental schools, an opportunity to pursue an advanced degree in an accelerated timeframe. Admission Requirements The program is available to Citadel undergraduate students majoring in any discipline as long as they have successfully completed a minimum of eight credit hours in biology coursework. Students interested in this program should apply during their junior or senior year. However, students are encouraged to apply by the end of their junior year to help ensure that they have the full subsequent year, including the summer, to begin taking courses for graduate credit. This program is not available to undergraduates enrolled at other institutions, or who those have completed a Bachelor’s degree or advanced degree at another institution. 1. Complete and return an online application form along with the non-refundable application fee to The Citadel Graduate College. 2. Applicants are expected to have a cumulative undergraduate GPA of 3.5 or higher. 3. Senior (1A) classification Program requirements for the Accelerated Master of Arts in Biology are identical to that of the Master of Arts in Biology program. A student enrolled in the Accelerated Master’s Program can register for up to two graduate level courses during the summer and one graduate level course during each of the fall and spring semesters. Undergraduate students enrolled in graduate classes will be held to The Citadel Graduate College policies in those classes, including academic standards, grades, and attendance. Cadets in graduate classes will continue to be subject to the honor system as prescribed by “The Honor Manual of the South Carolina Corps of Cadets.” Following successful completion of the requirements for the Bachelor’s degree, students would be classified as graduate students by The Citadel Graduate College and follow all of their policies and procedures. At the discretion of the graduate program director and the student’s undergraduate major dean/department head, the student may have up to two courses, or eight credit hours, waived from their undergraduate major degree requirements for completing graduate level courses with a grade of B or higher. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Courses BIOL-502—Comparative Vertebrate Anatomy BIOL-505—Biometry BIOL-506—Ecology BIOL-508—Genetics BIOL-509—Marine Biology BIOL-510—Vertebrate Natural History BIOL-512—Descriptive Histology BIOL-518—Ornithology BIOL-519—Economic Botany BIOL-526—Freshwater Biology BIOL-532—Developmental Biology BIOL-601—Evolution of Animals BIOL-602—Morphological Survey of the Plant Kingdom BIOL-603—General Physiology BIOL-604—Marine Invertebrates BIOL-605—Laboratory Methods in Biology BIOL-606—Field Methods in Biology BIOL-607—Microbiology BIOL-609—Seminar in Environmental Studies BIOL-610—Special Topics in Biology BIOL-611—Graduate Research BIOL-612—Cell and Molecular Biology BIOL-621—Aquatic Toxicology BIOL-624—Molecular Genetics and Recombinant DNA: BIOL-625—Tropical Rainforest and Reef Ecology BIOL-631—Environmental Physiology Total Credit Hours: 32 Descriptions of courses are listed in the last section of this catalog. CGC/EUGS Academic Catalog 65 �Master of Science in Computer and Information Sciences Department of Cyber and Computer Sciences 843-953-5048 http://www.my.citadel.edu/root/ccs Dr. John Moore, Jr., Interim Department Head 843-953-7883, john.moore@citadel.edu Dr. Mike Verdicchio, Program Director 843-953-6987, mv@citadel.edu Mission The Master of Science in Computer and Information Sciences is designed to offer professionals an opportunity to attain an advanced degree in the computer science field while upgrading their skills and knowledge. The Computer and Information Sciences program is a joint program with the College of Charleston. Admission Requirements 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college and university. 3. Applicants are expected to have an undergraduate grade point average of at least 3.0. 4. Submission of official Graduate Record Examination (GRE) score. Minimum combined score of 300 on the verbal and quantitative sections of the general test (minimum of 1000 under the old grading system) and a minimum score of 4.0 on the writing assessment is required. Admission test must have been taken within the last five years. 5. Approval from the Program Director or Department Head before registering for any graduate Computer and Information Sciences (CSCI) courses. 6. Competency, demonstrated through coursework, approved work experience, or a program administrated competency exam, in the areas of basic Computer Architecture, Objectoriented Programming, Discrete Mathematics, and Data Structures. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Degree Requirements The Master of Science in Computer and Information Sciences degree is conferred upon those candidates who successfully complete an approved program of study consisting of a minimum of 33 semester hours of graduate credit (of which no more than nine may be transfer credit) with a cumulative GPA of 3.0. All degree candidates must: 66 1. Complete the following four core courses for a total of 12 hours. CSCI-601 Data Modeling and Database Design CSCI-602 Foundations of Software Engineering CSCI-603 Object-Oriented Design Patterns CSCI-604 Distributed Computer Systems Architecture 2. Declare an area of specialization from among Computer Science, Cybersecurity, Information Systems, or Software Engineering, and complete four courses in that area (12 credit hours). • Degree candidates in the Computer Science specialization must complete four courses from the courses numbered 612, 614, 616, 618, 638, 674, or 690 when approved by the department head or program director. Three of the four courses must be from the courses numbered 612, 614, 616, or 618. CSCI-612 Advanced Computer Organization CSCI-614 Advanced Operating Systems CSCI-616 Automata CSCI-618 Programming Languages CSCI-638 Advanced Topics in Database Systems CSCI-674 Introduction to Computer Graphics • Degree candidates in the Cybersecurity specialization must complete the following four courses: 614, 631, 632, and 641. CSCI-614 Advance Operating Systems CSCI-631 Principles of Computer Security CSCI-632 Data Communications and Networking CSCI-641 Advanced Cybersecurity • Degree candidates in the Information Systems specialization must complete four courses from the courses numbered 631, 632, 634, 636, 638, 659, 672, or 690 when approved by the department head or program director. Two of the courses must be 631 and 632. CSCI-631 Principles of Computer Security CSCI-632 Data Communications and Networking CSCI-634 Project Change and Management CSCI-636 Information Technology Policy, Strategy, and Governance CSCI-638 Advanced Topics in Database Systems CSCI-659 Service-Oriented Computing CSCI-672 Human-Computer Interaction • Degree candidates in the Software Engineering specialization must complete four courses from the courses numbered 634, 654, 656, 657, 658, 659, 672, or 690 when approved by the department head or program director. One of these courses must be 656 and another of the courses must be chosen from 654 and 658. CSCI-634 Project Change and Management CSCI-654 Software Requirements Analysis and Specifications CSCI-656 Software Systems Design and Implementation CSCI-657 Embedded Systems Design CSCI-658 Software Testing and Maintenance CSCI-659 Service-Oriented Computing CSCI-672 Human-Computer Interaction 3. Complete one of the following three options (nine hours). • CSCI-699 Research thesis (six hours) plus one elective. • CSCI-698 Project Thesis (three hours) plus two electives. • Three electives (nine hours). ENGR 650, Overview of Technical Project Management, may be substituted for CSCI 634 in satisfying degree requirements for the M.S. in Computer and Information Science. Descriptions of courses are listed in the last section of this catalog. CGC/EUGS Academic Catalog �Department of Health & Human Performance Mission Statement The goals of the M.S. in Health, Exercise, & Sport Science and M.A. in Sport Management are to provide an exemplary educational environment and experiences leading to advanced skills, knowledge, and attitudes within domains of human movement; healthful living; individual growth and development; and management and administration of sport, exercise, and recreation programs. These programs provide scholarly approaches to the study of professions in health science, exercise science, sport science, human performance, sport administration, sport marketing, and promotions of sport and related organizations. These advanced degree programs prepare graduates for leadership positions including those within the sport and recreation industry, college and university sports, intramurals, recreation, sport club programs, resort programming, wellness and fitness industries, human performance laboratories, health and physical performance organizations, and health, sport, and athletic administration. Master of Science in Health, Exercise & Sport Science Department of Health & Human Performance www.citadel.edu/root/hess-programs/ graduate/master-of-science-health-exercise-sportscience Dr. Christopher J. Sole, Program Director 843-953-6386, csole@citadel.edu Admission Requirements 1. 2. 3. 4. 5. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript reflecting the highest degree earned from a regionally accredited college or university. Submission of official Miller Analogies Test (MAT) or Graduate Record Examination (GRE) scores.* Admission test must have been taken within the last five years. Submission of three signed letters of recommendation. These may be from faculty members of the applicant’s undergraduate institution and/or from associates in business, government, education, or military service. Submission of a resume detailing previous work experiences. *Minimum acceptable score for the MAT is 396. Minimal acceptable GRE score is a combined verbal and quantitative score of 290. Applicants who score between 283 and 289 on the GRE may apply for provisional status provided all other requirements have been met. A student with provisional status who completes 6 graduate semester hours in one semester and maintains a 3.5 grade point ratio will be classified as a regular degree-seeking student. Program Requirements The program consists of thirty-nine (39) or forty-two (42) semester credit hours depending on course selection. Either twenty-one (21) or twenty-four (24) hours are derived from seven (7) or eight (8) required core courses. The balance of hours (18) may be taken from approved health, exercise, and sport science electives and a maximum of three (3) hours of free electives. Within the broad scope of courses offered, each program of study is individually structured to accommodate the needs and interests of the student while assuring mastery of the disciplines of health science, exercise science, and sport science. Each student enrolled in this program is expected to integrate components of research, apply contemporary technological and/or computer expertise, and practice effective oral and written communications skills through each phase of the program. During the last semester of program work, each student is required to take a written and oral exit competency examination. Questions for the written phase are drawn from coursework completed by each student in the Department of Health, Exercise, & Sport Science. CGC/EUGS Academic Catalog 67 �After the written exam is evaluated, each student may undergo an oral investigation consisting of questions selected by members of the departmental faculty. Any student who does not satisfactorily complete the exit competency examination may be required to take additional courses or accomplish individualized study to strengthen identified areas. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 HESS-560 Research Techniques & Methods of Analyzing Research in Health, Exercise, & Sport Science II * ** HESS-554 Analysis of Sport Skills & Techniques * HESS-540 is a prerequisite or co-requisite for this course ** This course or an equivalent course may be required if a student chooses the thesis option *** HESS-506 is a prerequisite for this course **** HESS-501 is a prerequisite for this course Core Course Requirements  Depending upon program emphasis, seven (7) or eight (8) courses within the curriculum are designated “Core Courses” are required for each student: HESS-501 Nutrition HESS-505 Motor Development and Motor Learning HESS-506 Applied Exercise Physiology HESS-510 Biomechanics of Sport Techniques HESS-540 Research Techniques & Methods of Analyzing Research in Health, Exercise, & Sport Science I HESS-560 Research Techniques & Methods of Analyzing Research in Health, Exercise, & Sport Science II HESS-507 Special Problems in Health, Exercise, & Sport Science * or HESS-542 Practicum in Health, Exercise, & Sport Science * or HESS-598 Thesis I in Health, Exercise, & Sport Science (3) * HESS-599 Thesis II in Health, Exercise, & Sport Science (3) *  Opportunities exist for development of specialized programs of study emphasizing Health Science, Exercise Science, or Sport Science. Common threads of effective written and oral communication skills, research methodology, applied contemporary technology and computer expertise, collaboration and cooperation with other disciplines, and reflective learning will be incorporated within each course in the Master of Science curriculum. Total program hours: 39 or 42 (21/24 core hours + 18 elective) Descriptions of courses are listed in the last section of this catalog. * HESS-540 is a prerequisite or co-requisite for this course Approved Electives Each student is required to choose a minimum of six (6) courses (18 hours) from the following list of approved elective courses. HESS-502 Drug & Substance Abuse HESS-504 Public Health HESS-508 Epidemiology HESS-511 Special Topics in Health, Exercise, & Sport Science (Exercise Science) HESS-523 Administration and Leadership of Exercise and Sport Organizations HESS-534 Accommodating Persons with Disabilities in Sport & Physical Activity HESS-541 Current and Future Trends in Health, Exercise, & Sport Science HESS-543 Consumer Health HESS-544 Exercise Testing & Assessment HESS-545 Nutrition for Exercise, Sport, & Physical Activity **** HESS-546 Environmental Physiology *** HESS-547 Techniques of Conditioning for Sport & Physical Fitness HESS-548 Psychology of Sport & Motivation 68 CGC/EUGS Academic Catalog �Master of Arts in Sport Management Department of Health & Human Performance www.citadel.edu/root/hess-programs/ graduate/master-of-arts-sport-management Dr. Harry Davakos, Program Director 843-953-5060, harry.davakos@citadel.edu Admission Requirements 1. Contact the Director of Graduate Studies for the Department of Health, Exercise, and Sport Science. 2. Completion of the online graduate application along with the non-refundable application fee. 3. Submission of an official transcript of the baccalaureate degree directly from a regionally accredited college or university. 4. Submission of official Miller Analogies Test (MAT) or the Graduate Record Examination (GRE) score. Minimum acceptable score for the MAT is 396. Minimal acceptable GRE score is a combined verbal and quantitative score of 290.* Admissions test must have been taken within the last five years. 5. Submission of three signed letters of recommendation. These may be from faculty members of the applicant’s undergraduate institution and/or from associates in business, government, education, or military service. 6. Submission of a resume detailing previous work experiences. *Applicants who score between 380 and 395 on the MAT or between 283 and 289 on the GRE may apply for provisional status provided all other requirements have been met. A student with provisional status who completes 6 graduate semester hours in one semester and maintains a 3.5 grade point ratio will be classified as a regular degree-seeking student. Under circumstances, such as extensive work in the field of Sport Management (at least 6 years), an applicant can be admitted in the program without MAT or GRE scores. Students accepted to the Master of Arts Sport Management program will automatically be enrolled in the Graduate Certificate in Sport Management. See certificate section of the catalog for more information. the program. One of the required components of the program is the Internship, which requires the student to spend 500 hours at an environment that is related to the future goals of the student, and which provides “hands-on” training for the field of choice. During the last semester of program work, graduating students are required to present and defend a Professional Portfolio that includes academic as well as professional and other artifacts, as per demands by the M.A. in Sport Management degree program. Requirements for said Portfolio will be communicated to the student after acceptance in the program. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 CORE COURSES (7 courses, 24 credit hours) HESS-518 Sport Marketing (3) HESS-521 The Art of Selling in Sport (3) HESS-523 Administration & Leadership of Exercise & Sport Organizations (3) HESS-538 Internship in Sport Management (6) ~ HESS-539 Sport Public Relations & Promotions (3) HESS-556 Sport Finance (3) OR HESS-557 Economics of Sport (3) HESS-559 Research in Sport Management (3) ELECTIVE COURSES (Choose 5 courses, 15 credit hours) HESS-507 Special Problems in HESS (3) * HESS-511 Special Topics in HESS (3) HESS-513 Sport Facility & Event Management (3) HESS-520 Special Topics in Sport Management (3) * HESS-529 Special Problems in Sport Management (3) * HESS-530 Practicum in Sport Management (3) ~ HESS-541 Current & Future Trends in HESS (3) * HESS-542 Practicum in HESS (3) ~ * HESS-548 Psychology of Sport & Motivation (3) HESS-549 Sociological & Cultural Aspects of Sport (3) HESS-552 Fundraising of Sport Organizations (3) HESS-553 Sport Communication (3) HESS-555 Legal Aspects of Sport (3) HESS-556 Sport Finance (3) HESS-557 Economics of Sport (3) HESS-558 Advertising in Sport (3) Program Requirements The program consists of thirty-nine (39) semester credit hours. Twenty four (24) hours are derived from seven (7) required core courses. The balance of hours (15) may be taken from approved health, exercise, and sport science electives and a maximum of three (3) hours of free electives. Within the broad scope of courses offered, each program of study is individually structured to accommodate needs and interests of the student while assuring mastery of the discipline of sport management. Each student enrolled in this program is expected to integrate components of research, apply contemporary technological and/or computer expertise, and practice effective oral and written communications skills through each phase of ~ Minimum of 20 credit hours need to be completed prior to enrollment. * HESS-540 OR HESS-559 is a prerequisite or co-requisite. TOTAL PROGRAM HOURS: 39 (24 core hours + 15 elective hours) Descriptions of courses are listed in the last section of this catalog . CGC/EUGS Academic Catalog 69 �ZUCKER FAMILY SCHOOL OF EDUCATION MASTER OF ARTS IN TEACHING  SECONDARY EDUCATION  MIDDLE GRADES  PHYSICAL EDUCATION MASTER OF EDUCATION  COUNSELOR EDUCATION  EDUCATIONAL LEADERSHIP  INTERDISCIPLINARY STEM EDUCATION  LITERACY EDUCATION  SPECIALIST IN EDUCATIONAL LEADERSHIP 70 CGC/EUGS Academic Catalog �ZUCKER FAMILY SCHOOL OF EDUCATION Graduate Programs The purpose of the graduate programs of the Zucker Family School of Education is to serve the people of the Lowcountry, the state of South Carolina, and the Southeast by providing high quality programs in the areas of professional education and school counseling. The School offers programs to prepare school teachers, school counselors, literacy teachers, literacy coaches, and educational administrators. The Citadel has been involved in the preparation of teachers since the creation of the School of Education and Psychology in 1929. In 1954, the School of Education was approved as a separate department. Master’s degree programs for teachers and Master’s degree programs for prospective counselors were authorized in 1968. Master’s degree programs for school administrators were authorized in 1970. The Educational Specialist degree in educational administration was approved in 1975, and the Educational Specialist degree in School Psychology was approved in 1980. Prior to 1974, the South Carolina State Department of Education (SCDE) approved The Citadel’s Educator Preparation programs. In 1974, all professional education programs offered by The Citadel were initially accredited by the National Council for Accreditation of Teacher Education (NCATE). Both state-approved program status and national accreditation have been continuous since they were initially granted. The most recent SCDE, Commission on Higher Education (CHE), and NCATE/CAEP program reviews, conducted in the spring of 2013, resulted in continuing program accreditation approval. The Council for Accreditation of Counseling and Related Educational Programs (CACREP) granted accreditation in July 2005 to the School Counseling Programs which offers a Master of Education in Counselor Education. Statement of Philosophy The philosophy of the Zucker Family School of Education at The Citadel is based on five fundamental propositions. These propositions serve to orient the mission and conceptual base of the School, guide the actions and value system of the faculty, shape the curricula of the various programs, and provide to its faculty their sense of purpose and meaning for teaching, scholarship, and professional service. These five propositions are: 1. The faculty is committed to promoting education for all individuals to the fullest extent possible. With the implementation of appropriate teaching and assessment strategies, a fundamental guiding belief is that all students, though having unique learning styles and experiences, are capable of learning. 2. It is the educator’s responsibility, with the aid of appropriate resources and support, to establish a mutually respectful environment where effective learning occurs for all students. 3. Education is a systematic effort to facilitate the knowledge, skills, attitudes, and values necessary for the student to function in a diverse society. 4. The faculty is committed to upholding the highest professional standards in all situations in which they model these standards to students through their teaching, research, and service endeavors. 5. The faculty is committed to an open interchange of ideas wherein the perspectives of all are valued. The School’s Conceptual Model The Citadel’s Professional Education Unit prepares principled educational leaders to be knowledgeable, reflective, and ethical professionals. Candidates completing our programs are committed to ensuring that all students succeed in a learner- centered environment. Rationale: • Society is in need of principled educational professionals committed to ensuring all students learn; • All children and young adults require high quality educational experiences that enable them to compete and prosper in the global economy; and • Such high quality educational experiences require a transformed educational system focused on fostering twenty– first century knowledge and skills in all children and young adults. The Citadel’s Professional Education Unit is committed to the simultaneous transformation of the preparation of educational leaders and of the places where they work. Specifically, The Citadel’s Professional Education Unit seeks to develop principled educational leaders who: • Have mastered their subject matter and are skilled in using it to foster student learning; • Know the self who educates (Parker J. Palmer) and integrate this self-knowledge with content knowledge, knowledge of students, and in the context of becoming professional change agents committed to using this knowledge and skill to ensure that all students succeed in a learner-centered environment; and • Exemplify the highest ethical standards by modeling respect for all human beings and valuing diversity as an essential component of an effective learner-centered environment. Through our initial program for teacher candidates for P-12 schools and our advanced programs for professional educators in P-20 schools, The Citadel’s Professional Educational Unit shapes cadets and graduate students into principled educational leaders capable of and committed to transforming our schools into learning communities where all succeed. CGC/EUGS Academic Catalog 71 �The Citadel’s Professional Educational Unit has identified 15 performance indicators for candidates to demonstrate that they are principled educational leaders who are knowledgeable, reflective, and ethical professionals: Knowledgeable Principled Educational Leaders... 1. Have mastered the subject matter of their field of professional study and practice; 2. Utilize the knowledge gained from developmental and learning theories to establish and implement an educational program that is varied, creative, and nurturing; 3. Model instructional and leadership theories of best practice; 4. Integrate appropriate technology to enhance learning; 5. Demonstrate a commitment to lifelong learning; Reflective Principled Educational Leaders... 1. Develop and describe their philosophy of education and reflect upon its impact in the teaching and learning environment; 2. Develop and manage meaningful educational experiences that address the needs of all learners with respect for their individual and cultural experiences; 3. Construct, foster, and maintain a learner-centered environment in which all learners contribute and are actively engaged; 4. Apply their understanding of both context and research to plan, structure, facilitate, and monitor effective teaching and learning in the context of continual assessment; and 5. Reexamine their practice by reflectively and critically asking questions and seeking answers. Ethical Principled Educational Leaders... 1. Demonstrate commitment to a safe, supportive, learning environment; 2. Embrace and adhere to appropriate professional codes of ethics; 3. Value diversity and exhibit a caring, fair, and respectful attitude and respect toward all cultures; 4. Establish rapport with students, families, colleagues, and communities; 5. Meet obligations on time, dress professionally, and use language appropriately. of Science and Mathematics, and of The Citadel Graduate College. Beginning in September 2006, the Professional Education Board meets monthly during each academic year. The School’s Website The Zucker Family School of Education has a diverse faculty with a wide array of teaching and research interests. Additional information on these interests, as well as other departmental highlights, initiatives and activities, can be viewed online: www.citadel.edu/education. Admission Test Policy Admission tests are required for all MAT and Counselor Education degree programs. The minimum acceptable score for admission for degree programs is a score of 396 on the Miller Analogies Test (MAT) or 290 (combined score on verbal and quantitative sections) on the Graduate Record Examination (GRE). Provisional Status – Applicants for all MAT and Counselor Education degree programs who score between 380 and 395 on the MAT or between 283 and 289 on the GRE may apply for provisional status. A student accepted provisionally will have completed all admission requirements and will have been reviewed by the respective department. Once admitted the student must complete six semester hours and maintain a 3.50 GPA and then will be classified as degree-seeking status (see respective programs for additional requirements). Students who score 379 or below on the MAT or 282 or below on the GRE will not be admitted. Admission tests must be current within five (5) years of application and official score sent directly to the CGC office at the request of the student. Requesting a Waiver - Applicants for all MAT and Counselor Education degree programs who possess a master’s degree or doctorate degree from a regionally accredited institution may request permission to waive the requirement to supply an admissions test score. An applicant must request the waiver in writing at the time of application from the appropriate academic program director. The Professional Education Board LiveText Account To facilitate the college-wide mission of preparing principled leaders for professional education, The Citadel established the Professional Education Board (PEB). The Citadel PEB’s primary focus is to foster academic environments that promote the development of principled leaders for the education profession and to facilitate the continuing improvement of professional education programs across the institution. In pursuing these goals, the PEB will concentrate on communication, assessment, and governance issues. The Citadel’s Dean of the Zucker Family School of Education chairs the Board, which is comprised of representatives from all of The Citadel’s professional education constituencies, including faculty, staff, students, and our P-12 colleagues. PEB members are appointed by the Dean of the School of Education in collaboration with the Deans of Humanities and Social Science, Zucker Family School of Education degree-seeking students (and those approved for certification only in counseling or educational leadership programs) must purchase a LiveText account at The Citadel’s Bookstore. LiveText makes it possible for education students to have secure access to their portfolios and other important materials. Through LiveText, faculty members and administrators collect data, generate reports from the data, and use this information to make informed program and unit decisions. 72 CGC/EUGS Academic Catalog �Appeals Process Education students who have extenuating circumstances may request to appeal policies by writing to the School’s Admission, Retention, and Certification committees. Appeal letters should be addressed to the Dean of the School, who will direct it to either the Initial Programs Committee or the Advanced Programs Committee for recommendation. The committees’ recommendations regarding appeals will be forwarded to the Dean of the School for final action. Transfer Credit No more than 12 hours may be transferred from other regionally accredited colleges or universities (e.g. Southern Association of Colleges, North Central Association of Colleges and Schools, etc.). Only graduate credit hours in which grades of “B” or higher have been earned are transferable. Some programs allow fewer hours of transfer credit. Students should check the requirements for specific programs for the maximum number of credit hours that may be transferred into his or her program at The Citadel. Please refer to CGC policy section for complete transfer credit details. CGC/EUGS Academic Catalog 73 �Master of Arts in Teaching (MAT) Secondary Education (Grades 7-12) • • • • Biology English Mathematics Social Studies Admission Requirements 1. 2. 3. Zucker Family School of Education 843-953-5097 schoolofeducation@citadel.edu www.citadel.edu/root/teacher-education 4. 5. Content Area Advisors: Biology: Dr. Kristy Johnson, johnsonk1@citadel.edu English: Dr. Tom Thompson, thompsont@citadel.edu Mathematics: Dr. Richard Robinson, rrobins4@citadel.edu Social Studies: Dr. Katherine Grenier, grenierk@citadel.edu Program Requirements Education Advisors: Dr. Christopher Dague, cdague@citadel.edu Dr. Tammy Graham, Program Coordinator, tammy.graham@citadel.edu Dr. Stephenie Hewett, stephenie.hewett@citadel.edu Dr. Renee Jefferson, renee.jefferson@citadel.edu Program Field Experiences, Internships and Support Services: Dr. Tom Reilly, reillyt1@citadel.edu Mission Statement The Master of Arts in Teaching (MAT) program is designed for students seeking initial teacher certification in the fields of Biology and General Science, English Language Arts, Mathematics, Physical Education, or Social Studies. The program shares the philosophy and conceptual base of the Zucker Family School of Education: Preparing Principled Educational Leaders who are knowledgeable, reflective, and ethical. In addition, students must demonstrate an understanding of essential knowledge and its application to the classroom through field experiences and a professional internship. Some of those areas of knowledge include human development, education foundations and research, as well as an understanding of the academic content the student proposes to teach. 74 Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college and university. Applicants are expected to have a 2.5 cumulative undergraduate grade point average. Submission of the official Graduate Record Examination (GRE) or the Miller Analogies Test (MAT) scores. GRE minimum acceptable score is a verbal and quantitative combination of 290. MAT minimum is a raw score of 396. Admission test must have been taken within the last five (5) years. See page 72 for provisional status information. Completion of a program of study with content and education advisors upon acceptance. Registration cannot take place until program of study is complete. The program assumes a substantial undergraduate preparation in the proposed certification area. It is the responsibility of the student, and a requirement of the degree program, to submit official transcripts of previous academic work to the program advisors via The CGC office. Through a dual advisement system that includes content and education faculty, transcripts will be evaluated and a program of study will be developed for each student. Additional undergraduate course work may be required. The program of study will include work in professional education and a content field. At the outset, it should be recognized that programs of study are highly individualized based on the prior preparation of the teacher candidate, and hours for completion vary among students. Prior to the internship in teaching, the teacher candidate must: • Apply for the internship no later than two semesters prior to the Student Teaching Internship. • Successfully complete all required field experiences – a minimum of 75 hours prior to the student teaching internship. • Complete the teacher certification application via this website, https://ed.sc.gov/educators/teaching-in-southcarolina/aspiring-educators/applying-for-certification/, with state- required fees, social security card copy, and fingerprints for FBI/SLED background check. • Be cleared by the South Carolina State Department of Education. • Successfully complete the Praxis II Content Specialty Exam. Candidates are encouraged to take the specialty exam two semesters prior to beginning the internship. A passing score, using South Carolina standards (www.ets.org/praxis /prxsc.html), must be achieved prior to placement in the Professional Internship. • The Praxis II Principles of Learning and Teaching (PLT) pedagogy exam is required prior to the issuance of an initial certificate. Candidates are encouraged to take the PLT exam upon completion of the following education courses: EDUC 500, EDUC 514, and 536. • Negative TB test prior to the internship. • MAT interns must successfully pass Red Cross Blood Borne Pathogens training prior to internship. CGC/EUGS Academic Catalog �• • MAT PE candidates must provide proof of current American Red Cross certification in First Aid and CPR prior to internship. Successfully complete 60 consecutive full days during the student teaching internship. Successful completion of the approved program will qualify the student for a South Carolina teaching certificate/license in their chosen discipline and appropriate grade level(s). Co-requisite: PSYC 500 - Human Growth and Development (or verifiable undergraduate preparation in psychology). Core Education Requirements It is recommended that the following courses be taken prior to any other professional education courses. Courses in the content field may be taken prior to or concurrent with this required core. (For Physical Education, see specific Professional Education Courses listed under that section.) Candidates should consult with their education advisor for course sequencing. 1. 2. 3. 4. 5. EDUC-500 Foundations of American Education or EDUC-522 Critical Educational Issues in a Multicultural Society (if student has prior Education coursework) EDUC-514 The Exceptional Child in the School EDUC-536 Educational Psychology EDUC-512 Data Collection and Analysis EDUC-588 Foundations of Literacy Professional Education Methods Course Requirements The professional requirement courses should be taken after the Core Education Courses have been completed. Content courses may be taken prior to or in conjunction with all of these courses except the Professional Internship. The student must recognize that the Professional Internship requires that a minimum of 60 full days be spent in the school. During the Internship, it will not be possible for the student to take any additional courses or be employed. • • • EDUC-501 Methods and Materials of Middle and High School Teaching EDUC-592 Content Area Reading and Writing EDUC-520 Professional Internship Content Area Preparation Requirements Transcripts will be evaluated against the following list of required courses in the possible certification areas of the MAT program. Guidelines from the South Carolina State Department of Education, NASPE, NCSS, NCTE, NCTM, NMSA, and NSTA are used to determine courses for each program which students have taken in either graduate or undergraduate levels. Each student is assigned an advisor from the School of Education and from the respective Content Area that he or she has chosen. Both advisors examine transcripts and develop a program of study for the student. To be eligible for the Student Teaching Professional Internship, program completion, and recommendation for licensure, in addition to education courses, students must have taken all of the content area courses below. Further, it is the responsibility of the teacher candidates to make sure that they have credit for prerequisites for each required course. In the event that all of the following have been taken prior to matriculation into this program, the content area advisor will recommend additional graduate work in the content field for program completion. Field Experiences and Clinical Practice/Internship Semester Expectations As is expected for all South Carolina graduate teacher preparation programs, candidates in this program will spend a minimum of 75 hours in school settings prior to their internship semester participating in activities that range from focused observation to assisting small groups to teaching whole classes. These preinternship experiences are an integral part of the core education courses. During the internship semester, teacher candidates in this program will spend 60 full days in a High School setting with content area certified teachers who are ADEPT trained. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Master of Arts in Teaching – Biology (Grades 7-12) Note: Along with required Education Courses listed above, completion of this degree program includes a minimum of 2 Graduate level Science courses from transcript analysis as well as Biology Methods – BIOL 605, 606, or 609. Expected Science Content Area Required Courses: • Behavior of Organisms and their Relationship to Social Systems (one course): ANTH-201, ANTH-202, or ANTH-501 • Biology Survey with lab (two courses): BIOL-101 with BIOL 111 and BIOL-102 with BIOL-112 or BIOL-130 with BIOL 140 and BIOL-131 and BIOL-141 • Chemistry with lab (two courses): CHEM-103 with CHEM-113 and CHEM-104 with CHEM-114 or CHEM-151 with CHEM-161 and CHEM-152 with CHEM-162 • Geology with lab (one course): EART-201 or EDUC-587Introduction to Earth Science for Teachers • Introduction to Physics with lab (one course required, two recommended) PHYS-203 and PHYS-253 or PHYS-204 and PHYS-254 or PHYS-221and PHYS-271 or PHYS-222 and PHYS-272 • Cell Biology with lab (one course): BIOL-205 or BIOL-612 • Ecology with lab (one course): BIOL-406 or BIOL-506 • Evolution (one course): BIOL-208 or BIOL-601 • Genetics with lab (one course): BIOL-204 or BIOL-308 or BIOL-508 • Anatomy/Physiology with lab (one course): BIOL-403 or BIOL-317 with BIOL-327 or BIOL-318 with BIOL-328 or BIOL-502 or BIOL-603 • Microbiology with lab (one course): BIOL-290 or BIOL-607 • Biology Methods (one course): BIOL-605 Laboratory Methods in Biology or BIOL-606 Field Methods in Biology or BIOL-609 Seminar in Environmental Science *Two other graduate level Biology courses in addition to a Biology Methods course should be chosen if all science content course requirements were met in the undergraduate program. CGC/EUGS Academic Catalog 75 �Master of Arts in Teaching – English (Grades 7-12) Note: A minimum of four graduate level English courses is required. ENGL564 and 595 and at least two of the other courses listed below must be completed successfully on the graduate level. Each candidate’s content area program of studies is based on an analysis of his or her undergraduate transcript in relation to NCTE/CAEP standards. English Language Arts Content Area Requirements: • British Authors (two courses): ENGL-201 and ENGL-202 • American Literature (one course): ENGL-215 • Public Speaking (one course): ENGL-205 or ENGL-206 • World Literature (two courses): ENGL-218 or ENGL-520 and ENGL-219 or ENGL-521 • African American Literature (one course): ENGL-535 • Adolescent Literature (one course): ENGL-552 • Modern English Grammar (one course): ENGL-414 or ENGL553 • History of the English Language (one course): ENGL-415 or ENGL-554 • Literary Criticism (one course): ENGL-555 • Film Studies (one course): ENGL-209 or ENGL-560 • Advanced Composition (one course): ENGL-413 or ENGL-562 • Teaching with Technology (one course): ENGL-564 • Methods and Materials for English Language Arts (one course): ENGL-595 Master of Arts in Teaching – Social Studies (Grades 7-12) Note: At least three of the course requirements listed below must be completed successfully on the graduate level. Social Studies Content Area Requirements: • History of World Civilization or Western Civilization (two courses): HIST-105 and HIST-106 or HIST-103 and HIST-104 • Survey of U.S. History (two courses): HIST-201 and HIST202 • Introduction to Sociology (one course): SOCI-201 • Principles of Macroeconomics (one course): BADM-201 • American National Government (one course): PSCI-102 or PSCI-502 • Cultural Anthropology (one course): ANTH-202 or ANTH501 • Historiography (one course): HIST-594 • Urban Politics (one course): PSCI-302 or PSCI-509 or PSCI306 or PSCI-506 or PSCI-307 or PSCI-401 • World Geography (one course): GEOG-209 or GEOG-511 • History of the Non-Western World (one course): HIST-560 • Teaching of History and Social Sciences or Instructional Approaches to Social Sciences (one course): HIST-692 or PSCI-505 Descriptions of courses are listed in the last section of this catalog. For MAT English majors, participation in community arts and humanities functions and documentation of integration of the arts into lesson plans created for use in K-12 settings (EDUC 501, 592, 595, and 520) are mandatory. Master of Arts in Teaching – Mathematics (Grades 7-12) Note: Teacher candidates are expected to complete undergraduate content requirements as advised by mathematics content advisors based on transcript analysis. Calculus I and II must be completed prior to enrolling in any graduate mathematics class. Math Content Area Requirements: • Analytical Geometry & Calculus I: MATH-131 or equivalent • Analytical Geometry & Calculus II: MATH-132 or equivalent • Analytical Geometry & Calculus III: MATH-231 or equivalent • Linear Algebra: MATH-240 • MATH-521 Modern Geometry • MATH-542 Probability and Statistics • MATH-514 Methods for Middle/Secondary Mathematics • MATH-545 Applications of Discrete Mathematics • MATH-532 Modern Algebra 76 CGC/EUGS Academic Catalog �Admission Requirements Master of Arts in Teaching (MAT) Middle Grades (Grades 5-8) • • • • 1. English Mathematics Science Social Science 2. 3. Zucker Family School of Education 843-953-5097, schoolofeducation@citadel.edu http://www.citadel.edu/root/teacher-education Content Area Advisors: English: Dr. Tom Thompson, tom.thompson@citadel.edu Mathematics: Dr. Richard Robinson, rrobins4@citadel.edu Science: Dr. Kristy Johnson, johnsonk1@citadel.edu Social Science: Dr. Katherine Grenier, grenierk@citadel.edu Education Advisors: Dr. Christopher Dague, cdague@citadel.edu Dr. Tammy Graham, Program Coordinator, tammy.graham@citadel.edu Dr. Stephenie Hewett, stephenie.hewett@citadel.edu Dr. Renee Jefferson, renee.jefferson@citadel.edu Program Field Experiences, Internships and Support Services: Dr. Tom Reilly, reillyt1@citadel.edu Mission Statement The mission of this program is development of individuals who will teach Middle Grades who are knowledgeable about all aspects of the teaching- learning process and who are effective, ethical, and reflective educators prepared to assume leadership roles in the profession and community. The Citadel’s Master of Arts in Teaching Middle Grades program is a joint program offered with the College of Charleston. Applicants should choose a home institution and apply through that Graduate School. Admission decisions are completed jointly. Candidates who wish to enroll in this program will take approximately half of their teacher preparation coursework at The Citadel and the other half at College of Charleston. 4. 5. 6. Completion of the online graduate application along with the non-refundable application fee. Submission of official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college and university. Applicants are expected to have a 2.5 cumulative undergraduate grade point average. Submission of official Graduate Record Examination (GRE) or the Miller Analogies Test (MAT) scores. GRE minimum acceptable score is a verbal and quantitative combination of 290. MAT minimum is a raw score of 396. Admission test must have been taken within the last five years. See page 72 for provisional status information. Submission of three letters of recommendation. Completion of a program of study with content and education advisors upon acceptance. Registration cannot take place until program of study is complete. Program Requirements Required Education Course: (three semester hours) • Introduction to Educational Technology: EDFS 687 (CofC) or an Equivalent Educational Technology course – For English Candidates: Teaching with Technology ENGL 564 (The Citadel) – For Math Candidates: Mathematical Technology Resources for STEM Education (The Citadel) MATH 618 or Applications Across the Mathematics Curriculum with Technology (CofC) SMFT 516 Core Education Graduate Hours: (21 semester hours) • Foundations of American Education (The Citadel): EDUC-500 or Social and Philosophical Foundations of Education (CofC): EDFS-652 • The Exceptional Child in School (The Citadel): EDUC-514 or Introduction to Exceptional Children (CofC): EDFS-710 • Creating Effective Learning Communities: EDEE 690 (CofC) • Middle Grades Organization and Curriculum (CofC): EDEE515 • Foundations of Literacy (The Citadel): EDUC-588 or EDEE 604 (CofC) Middle Grades Practicum: (six semester hours, must be taken together at the same institution) • Educational Psychology (The Citadel): EDUC-536 and • Methods and Materials of Middle and High School Teaching (The Citadel): EDUC-501 or • Human Growth and Development (CofC): EDFS-654 and • Application of Methods and Materials in a Middle Level Field Grades 5-8 (CofC): EDMG-658 CGC/EUGS Academic Catalog 77 �Literacy Skills • Content Area Reading and Writing (The Citadel): EDUC-592 Culminating Professional Experiences in Middle School: 60 continuous full days during the internship, nine semester hours, must be taken together at the same institution. During the Internship, it will not be possible for the student to take any additional courses or be employed. • Professional Internship (The Citadel): EDUC-520 and • Transition to the Profession Seminar (The Citadel): EDUC-525 or • Clinical Practice in Middle Grades (CofC): EDEE-699 and • Transition to the Profession Seminar (CofC): EDMG-698 Prior to the Internship in Teaching, the Teacher Candidate must: • Apply for the internship no later than two semesters prior to the Student Teaching Internship. • Successfully complete all required field experiences – a minimum of 75 hours prior to the student teaching internship. • Complete the teacher certification application with state- required fees, social security card copy, and fingerprints for FBI/SLED background check. • Successfully complete the Praxis II Content Specialty Exam. Candidates are encouraged to take the specialty exam two semesters prior to beginning the internship. A passing score, using South Carolina standards (www.ets.org/praxis /prxsc.html), must be achieved prior to placement in the Professional Internship. • The Praxis II Principles of Learning and Teaching (PLT) pedagogy exam is required prior to the issuance of an initial certificate. Candidates are encouraged to take the PLT exam upon completion of the following education courses: EDUC 500, EDUC 514, and EDUC 536. • Be cleared by the South Carolina State Department of Education. • Negative TB test. • MAT interns must successfully pass Red Cross Blood Borne Pathogens training prior to internship. • MAT PE candidates must provide proof of current American Red Cross certification in First Aid and CPR; must be submitted prior to the internship. • Successfully complete 60 full days during the student teaching internship. • Successful completion of the approved program will qualify the student for a South Carolina teaching certificate/license in their chosen discipline and appropriate grade level(s). Master of Arts in Teaching – English (Grades 5-8) Expected Undergraduate Content: • Adolescent Literature (one course) • World Literature (two courses) • American Literature (one course) • Media Studies (one course) • Modern English Grammar (one course) • Creative Writing (short story, poetry, etc.) (one course) Required Graduate English Courses (12 semester hours): • Teaching Writing in the Middle Grades (CofC): EDMG-657 • Methods and Materials of Teaching Middle and High School Language Arts (The Citadel): ENGL-595 • Instruction and Assessment of Older Literacies Learners (CofC): MTLA 678 • Reading: Literacy Assessment and Instruction (The Citadel): EDUC-590 Master of Arts in Teaching – Mathematics (Grades 5-8) Expected Undergraduate Content: • Algebra and Trigonometry (one course) • Geometry (one course) • Probability and Statistics (one course) • Discrete Math (one course) Note: All undergraduate mathematics prerequisites must be completed before taking The Citadel mathematics class, MATH514.* Required Graduate Mathematics Courses (nine semester hours): • Introduction to Problem Solving (CofC): SMFT-510 • Methods for Teaching Middle/Secondary Mathematics (The Citadel): MATH-514* • Applications Across the Mathematics Curriculum with Technology (CofC): SMFT-516 Middle Grades Content Preparation: This program assumes substantial undergraduate preparation in the specific content area the person is seeking credentials. Any of the following undergraduate content area courses not taken prior to admission to the program are added to the candidate’s minimum program completion hours. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 78 CGC/EUGS Academic Catalog �Master of Arts in Teaching – Science (Grades 5-8) Expected Undergraduate Content: Undergraduate preparation is expected in each of the following content areas: biology, chemistry, geology or earth science, and physics. Required Graduate Science Courses - (nine semester hours): • Nature of Science, Mathematics, and Science/Mathematics Education (CofC): EDFS-660 • Science methods course (The Citadel): one course based on prior preparation and experience o Laboratory Methods in Biology: BIOL-605 o Field Method in Biology: BIOL-606 o Seminar in Environmental Science: BIOL-609 • Recommended elective(s) to have preparation in all science areas (EDUC and BIOL are Citadel Courses and SMFT are CofC courses): o Earth Science for Teachers: EDUC 587 or SMFT-523 o Topics in Botany for Teachers: BIOL 514 or SMFT-537 o Atomic Theory of Matter from Lucretius to Quarks: SMFT-548 o Applications of Physics for Teachers: How Things Work: SMFT-555 o Genetics and Molecular Biology for Teachers: SMFT-639 or BIOL 508 o Physics of Force and Motion for Teachers: SMFT-645 o Determination of Structure and Matter: SMFT-647 o Space Science for Teachers: SMFT-524 Master of Arts in Teaching – Social Studies (Grades 5-8) Expected Undergraduate Content: • World History or Western Civilization (two courses) • US History (two courses) • South Carolina History (one course) • Anthropology or Sociology (one course) • Microeconomics (one course) • Political Science that covers American Govt. (one course) Required Graduate Social Studies Courses (nine semester hours): Two of the following based on transcript review: • World Geography • The American South • South Carolina History • Historiography and • Historical Geography: GEOG-511, HIST-521, HIST-522, HIST-594, HIST-693 • Teaching History and Social Sciences (The Citadel): HIST692 Descriptions of Citadel courses are listed in the last section of this catalog. CGC/EUGS Academic Catalog 79 �Program Requirements Master of Arts in Teaching (MAT) in Physical Education (Grades K-12) Department of Health & Human Performance 843-953-5060 http://www.citadel.edu/root/teacher-education Program Director & Content Area Advisor: Dr. Tim Bott, tim.bott@citadel.edu Education Advisors: Dr. Christopher Dague, cdague@citadel.edu Dr. Tammy Graham, tammy.graham@citadel.edu Dr. Stephenie Hewett, stephenie.hewett@citadel.edu Dr. Renee Jefferson, renee.jefferson@citadel.edu Physical Education Program Director Dr. Tim Bott 843-953-7959, tim.bott@citadel.edu Program Field Experiences, Internships and Support Services: Dr. Tom Reilly, reillyt1@citadel.edu Admission Requirements 1. 2. 3. 4. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university. Applicants are expected to have a 2.5 cumulative undergraduate grade point average. Submission of official Graduate Record Examination (GRE) or the Miller Analogies Test (MAT) score. GRE minimum acceptable score is a verbal and quantitative combination of 290. MAT minimum is a raw score of 396. Admission test must have been taken within the last five years. Completion of a program of study with their MAT-PE program advisor upon acceptance. Registration for classes cannot take place until Program of Study is complete. This is a 45 hour graduate program, of which, at least 33 hours must be completed at the graduate level. A maximum of twelve (12) hours of graduate courses may be transferred to The Citadel from other accredited colleges/universities. A maximum of nine (9) hours of undergraduate courses may be applied to coursework in the program. These nine hours may be substituted for three of the following courses: HESS 505, 525, 535, and 561. To qualify, these undergraduate courses must have been completed within the last three years with a grade of “B” or better. This program assumes a substantial undergraduate preparation in the proposed certification area. It is the responsibility of the student, and a requirement of the degree program to submit official transcripts of previous academic work to the program advisor via the CGC office. Through a dual advisor system that includes PE and education faculty, transcripts will be evaluated and a program of study developed for each student. This program of study will include work in professional education and a content field. In addition to regular admission requirements of the CGC, each MAT -PE student must successfully pass the PRAXIS II Examination, Physical Education: Content and Design. A passing score, using South Carolina standards, must be achieved prior to placement in the Professional Internship. Students are encouraged to discuss when to take the specialty exam with their PE advisor. Prior to the internship in teaching, the teacher candidate must: • Apply for the internship no later than two semesters prior to the Student Teaching Internship. • Complete the teacher certification application with staterequired fees, social security card copy, and fingerprints for FBI/SLED background check. • Successfully complete the PRAXIS II Content Specialty Exam. • Be cleared by the South Carolina State Department of Education. • Successfully complete all required field experiences – a minimum of 75 hours prior to the student teaching internship. • Submit negative TB test results. • Successfully pass Red Cross Blood Borne Pathogens training prior to MAT internship. • Submit proof of current American Red Cross certification in First Aid and CPR prior to the internship. To graduate and be recommended for certification, Teacher candidates must have a minimum grade point average of 3.0 and must have successfully completed the PRAXIS II (Principles of Learning and Teaching and Physical Education Content Knowledge) and any other certification tests for the State of South Carolina. The candidate must also successfully complete 60 consecutive full days during the student teaching internship. Completion of the approved program will qualify the student for a teaching license in physical education, grades K-12. Prerequisites or Co-requisites: Students must have completed these pre-requisite or co-requisite courses (undergraduate or graduate) within the last six (6) years with a grade of “C” or better. 80 CGC/EUGS Academic Catalog �• Biology (4) or Chemistry (4) or Physics (4) with laboratory • Human Anatomy (4) and Human Physiology (4) or Anatomy/Physiology (8) (each course must include a laboratory) • PSYC-500 Human Growth and Development (3) (or verifiable undergraduate preparation in psychology) Transcripts will be evaluated against the following list of required courses in physical education. Guidelines from the National Association for Sport and Physical Education (NASPE) are used to determine courses that students take in either graduate or undergraduate school. The M.A.T. in Physical Education will require forty-five (45) hours. Each student is assigned an advisor from Physical Education as well as a School of Education Advisor. Both advisors examine transcripts and assist as candidates move through their program. Questions regarding sequencing of Physical Education courses should be directed to the Physical Education advisor. Education advisors are able to assist with questions related to EDUC courses as well as provide support as candidates prepare for the Praxis Principles of Teaching and Learning. To be eligible for the Student Teaching Professional Internship, program completion, and recommendation for licensure, students must have successfully met all of the requirements listed below. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 REQUIRED COURSES (45 credit hours) EDUC-536 EDUC-592 HESS-505 HESS-525 Educational Psychology Content Area Reading and Writing Motor Development and Motor Learning* Scientific Principles of Physical Education and Health, Exercise, & Sport Science* HESS-527 Content and Methods of Teaching Health Education and Health-Related Aspects of Physical Fitness HESS-528 Foundations of Developing Literacy Skills through Content and Methods of Teaching Physical Education HESS-533 Content and Methods of Teaching Elementary School Physical Education HESS-534 Accommodating Persons with Disabilities in Sport & Physical Activity HESS-535 History, Philosophy, and Curriculum of Physical Education* HESS-550 Instructional Aspects of Teaching Physical Education HESS-551 Content & Methods of Teaching Secondary Physical Education HESS-561 Advanced Measurement and Evaluation in Physical Education* HESS-620 Professional Internship (6 hours) *Undergraduate and graduate transcripts may be evaluate for application to coursework in the program. TOTAL PROGRAM REQUIREMENTS: 45 Credit Hours Descriptions of Citadel courses are listed in the last section of this catalog. CGC/EUGS Academic Catalog 81 �Master of Education in Counselor Education (Elementary, Secondary, and Student Affairs & College Counseling) Zucker Family School of Education 843-953-5097 schoolofeducation@citadel.edu http://www.citadel.edu/root/counselor-education Dr. Guy Ilagan gilagan@citadel.edu Dr. Aaron H. Oberman, Program Coordinator aaron.oberman@citadel.edu Dr. George T. Williams williamsg@citadel.edu The Council for Accreditation of Counseling and Related Educational Programs (CACREP) has granted accreditation to The Citadel School Counseling Programs which offer Master of Education degrees in Counselor Education since July 2005. The current accreditation is effective until October 31, 2021. Mission Statement The mission of the Counselor Education Programs at The Citadel is to prepare elementary and secondary school counselors and college student affairs specialists to have the knowledge, skills, and dispositions to be principled educational leaders who are knowledgeable, reflective, and ethical professionals who are committed to the provision of an educational environment focused toward a learner-centered education. The Division of Counselor Education offers six program options including: M.Ed. in Elementary School Counseling, M.Ed. in Secondary School Counseling, Elementary School Counseling Certification only, Secondary School Counseling Certification only, M.Ed. in Student Affairs and College Counseling, and a Graduate Certificate in Student Affairs. Admission Requirements Applicants from diverse academic, social, and cultural backgrounds committed to advancing the profession of school counseling are encouraged to apply. Applicants who do not meet a specific requirement (e.g., GPA), but show strength in other requirements will be considered on an individual basis. Admission is not based on any single factor, but on a composite assessment of the application materials. 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript directly from each regionally accredited college or university from which a degree has been earned. Applicants are expected to have a 3.0 cumulative undergraduate grade point average. 82 3. 4. Submission of official Graduate Record Examination (GRE) or the Miller Analogies Test (MAT) scores. MAT minimum acceptable score of 396 or GRE minimum verbal and quantitative combined score of 290. Admission test must have been taken within the last five years. See page 72 for provisional status information. Submission of a detailed personal statement (1,500 - 3,000 words) which informs the faculty about the applicant’s personal and educational background, strengths and weaknesses, understanding of and motivation and suitability for entering into the counseling profession, and long-term professional goals. Prior to meeting with an advisor, each student should become familiar with the current applicable semester’s class schedule, The Citadel Graduate College catalog, and the Division of Counselor Education Handbook. Students are also expected to attend Counselor Education Town Hall Gatherings each semester. Students must be initially advised in order to register and to plan a schedule for completion of required courses. This plan of study takes into account the prerequisites and sequencing of coursework for successful completion of the program. Coursework taken prior to official program admission or coursework taken in other programs does not count toward the school counseling program/degree without written approval from the faculty advisor and the Dean of the School of Education. Students who hold fulltime employment should not register for more than 6 semester hours in any given term. All school counseling students (i.e., degree seeking and certification only seeking) must purchase a LiveText account at The Citadel’s Bookstore. LiveText makes it possible for school counseling students to have secure access to their portfolios and other materials. Through LiveText, faculty members and administrators collect data, generate reports from the data, and use this information to make informed program and unit decisions. Admission Requirements for Certification Only Applicants who hold a master’s degree in another area of professional education or counseling, but wish to add school counseling certification (elementary or secondary), must provide the same admission materials. Division of Counselor Education Handbook All prospective and enrolled School Counseling and College Student Affairs Specialists students are expected to read the latest edition of The Citadel, School of Education, Division of Counselor Education Handbook online at: http://www.citadel.edu/root/counseloreducation-programs/med-counselor- education under “Forms and Handbooks”. CGC/EUGS Academic Catalog �• Program Objectives 1. 2. 3. 4. 5. Reflect current knowledge and positions from lay and professional groups concerning the counseling and human development needs of a pluralistic society; Reflect the present and projected needs of a pluralistic society for which specialized counseling and human development activities have been developed; Reflect input from all persons involved in the conduct of the program, including program faculty, current and former students, and personnel in cooperating agencies; Are directly related to program activities; and Are written so that they can be assessed. Graduates of the Counselor Education Programs are expected to possess: • An understanding of counseling as an intervention that contributes to the ability of individuals to respond effectively to developmental issues and tasks; • An understanding of leadership for learner-centered education as a conceptual framework; • An understanding of the counseling process; • An ability to integrate theory and research into practice; • A commitment to preventive, developmental approaches as the keystone of school counselor identity and practice; • An understanding of how historical, philosophical, and political influences have shaped and affected the development of counseling practice; • Effective oral and written communication skills; • Skills to work in a rapidly changing and diverse society including differences as gender, age, socioeconomic status, ethnicity, race, and religion; • Skills required to work effectively with students’ parents, teachers, school staff, and the community; • An ability to assist clients in responding to stresses and crises generated by changes in family, personal relationships, the school, and the community; • Skills needed to effectively use technology; • Leadership qualities in education at the local, state, regional, and national levels; • A commitment to lifelong personal and professional development; and • An ability to model the highest professional and ethical standards through counseling, guidance, research, and service. The School Counseling Programs have also been designed to produce graduates who are able to demonstrate the competencies identified in The South Carolina System for Assisting, Developing, and Evaluating Professional Teaching (ADEPT) Performance Dimensions (PDs) for School Guidance Counselors (October 2003) as they relate to “Comprehensive Developmental Guidance and Counseling” that include: • APS 1: Long-Range Planning • APS 2: Short-Range Planning of Guidance and Counseling Activities • APS 3: Development and Use of Assessments • APS 4: Providing Guidance and Counseling Services • APS 5: Providing Consultation Services • APS 6: Coordinating Guidance and Counseling Services APS 7: Professional Responsibilities Counselor Education Program Requirements Students in either the elementary or secondary school counseling program complete both a School of Education core and a Counseling core for a total of 51 credit hours. Part of the coursework includes a 600 clock-hour internship (internship I and II) in either an elementary (K-8) or a secondary (6-12) school counseling settings. Students are required to earn a minimum score of 156 on the PRAXIS II (the Professional School Counselor) test for guidance and counseling prior to enrolling in the practicum (EDUC-629). This must be on file at The Citadel Graduate College. Students enrolled in the Master of Education in Counselor Education with a concentration in Student Affairs and College Counseling degree program complete Student Affairs and College Counseling Core and College Counselor Education Courses for a total of 48 credit hours. Students enrolled in the Graduate Certificate in Student Affairs complete only four courses (EDUC-537, EDUC-538, EDUC- 539, and EDUC-613) focusing on the areas of student services, student development, historical and contemporary aspects of higher education, and administration. Students have the option to complete course EDUC-634—Practicum in Student Affairs and College Counseling. These five courses are also required of the MEd in Student Affairs and College Counseling degree program. However, students considering applying to the MEd in Student Affairs and College Counseling program will need to meet the admissions requirements before being accepted into the program. (See Graduate Certificate section for details.) Transfer of Credits Counselor Education M.Ed. degree applicants may transfer a maximum of 12 credit hours of graduate coursework taken at other regionally accredited institutions (see School of Education transfer policy). Field Experience Requirements Counselor Education students must formally request permission from the faculty advisor or clinical coordinator to enroll in practicum or internship. This request is submitted in the form of an application for field experience, which must be completed during the term prior to the field experience. The clinical coordinator of the field experiences must approve all field experience applications, which are due by the last Friday in September for spring placements and by the last Friday in January for fall placements. Practicum is the first extended field experience. Students are placed in a school site and work under the supervision of a site supervisor as well as The Citadel instructor. Students are required to spend a minimum of 100 clock-hours in a public school setting as well as attend weekly seminars with other practicum students and The Citadel instructor. Additionally, the Praxis II test score for Professional School Counselor must be on file at the office for The Citadel Graduate College prior to application for a practicum placement. CGC/EUGS Academic Catalog 83 �Counselor Education students must complete all coursework before placement in an internship setting. Students will be required to spend a minimum of 600 supervised hours in a school setting for internship. The focus of the internship is on experiences that involve the full scope of the school counselor’s role and function. Interns are expected to continue the development of skills in individual and group intervention, participate in classroom guidance, assessment, scheduling, records and other activities that, while not specifically counseling-related, are necessary to support the school counseling and guidance program. Interns are supervised by the field site supervisor, as well as The Citadel instructor. ELEMENTARY AND SECONDARY SCHOOL COUNSELING (51 Credit Hours) SCHOOL OF EDUCATION CORE (15 Credit Hours) PSYC-500 Human Growth and Development EDUC-500 Foundations of American Education EDUC-514 The Exceptional Child in the Schools EDUC-522 Critical Educational Issues in a Multicultural Society EDUC-592 Content Area Reading and Writing ELEMENTARY AND SECONDARY SCHOOL COUNSELOR EDUCATION CORE (36 Credit Hours) Requirements for Graduation Students pursuing M.Ed. degrees in Counselor Education must complete all course requirements within a 6-year period from the date of initial enrollment. It is a student’s responsibility to initiate meeting with a faculty advisor to modify a study plan schedule and to have any changes documented in writing with the faculty advisor’s signature. Students are required to take the Counselor Preparation Comprehensive Examination (CPCE) while enrolled in the Internship I course (i.e., EDUC-650 and EDUC-651). Students enrolled in Internship I for Student Affairs and College Counseling (i.e., EDUC 655) are not required to take the CPCE. However, students considering becoming a Licensed Professional Counselor (LPC) are encouraged to take the CPCE and earn a passing score determined by The Citadel Counselor Education program norms. Elementary and Secondary School Counseling students are required to present their professional electronic portfolio at the end-of-thesemester Counselor Education Professional Portfolio Presentation Day(s) prior to completion of the Internship II course (i.e., EDUC652 and EDUC-653). Student Affairs & College Counseling students present their portfolios during their last semester in the program. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Foundations (18 Credit Hours) EDUC-515 Introduction to the Counseling Profession EDUC-521 Program Planning, Management, and Evaluation in School Counseling EDUC-550 Career Counseling and Development EDUC-551 Counseling Theories and Practice EDUC-552 Group Counseling EDUC-561 Counseling Diverse Populations Research/Appraisal (6 Credit Hours) EDUC-512* Data Collection and Analysis EDUC 549* Applied Measurement Techniques *Students are expected to complete at least one of these two courses in the first 18 hours of the program. Helping Relationships (12 Credit Hours) EDUC-624 Basic Counseling Skills EDUC-629 Practicum in School Counseling EDUC-650* Elementary School Counseling Internship I and EDUC-652 Elementary School Counseling Internship II or EDUC-651* Secondary School Counseling Internship I and EDUC-653 Secondary School Counseling Internship II *The internship (i.e., Internship I and II) in school counseling consists of 16 weeks of full-time placement and a total of 600 clock hours. Internships may be arranged with the faculty advisor to be completed during two sequential academic semesters. Students choosing to complete an internship in one semester, register for both Internship I and II (i.e., either EDUC 650 and EDUC 652 or EDUC 651 and EDUC 653) while students completing an internship in two semesters, first register for Internship I one semester and Internship II the following semester. TOTAL PROGRAM REQUIREMENTS: 51 Credit Hours Descriptions of courses are listed in the last section of this catalog. 84 CGC/EUGS Academic Catalog �STUDENT AFFAIRS AND COLLEGE COUNSELING (48 Credit Hours) STUDENT AFFAIRS AND COLLEGE COUNSELING CORE (15 Credit Hours) EDUC-537 Student Development Services in Higher Education EDUC-538 Theories of Student Development in Higher Education EDUC-539 Higher Education Administration EDUC-613 Foundations of American Higher Education EDUC-622 Critical Multicultural Issues in Higher Education STUDENT AFFAIRS AND COLLEGE COUNSELING EDUCATION COURSES (33 Credit Hours) Foundations (15 Credit Hours) EDUC-550 Career Counseling and Development EDUC-551 Counseling Theories and Practice EDUC-552 Group Counseling EDUC-561 Counseling Diverse Populations EDUC-562 Legal & Ethical Leadership Issues in Education Research/Appraisal (6 Credit Hours) EDUC-512* Data Collection and Analysis EDUC-549* Applied Measurement Techniques *Students are expected to complete at least one of these two courses in the first 18 hours of the program. Helping Relationships (12 Credit Hours) EDUC-624 Basic Counseling Skills EDUC-634 Practicum in Student Affairs and College Counseling EDUC-655** Internship I in Student Affairs and College Counseling EDUC-656** Internship II in Student Affairs and College Counseling Licensed Professional Counselor (LPC) National Certified Counselor (NCC) School Counseling students completing the program meet the majority of curriculum requirements through the South Carolina Board of Examiners for the Licensure of Professional Counselors, Marriage and Family Therapists, and Psycho- Educational Specialists for Licensed Professional Counselor (LPC) and for certification as a National Certified Counselor (NCC) by the National Board for Certified Counselors (NBCC). Requirements for LPC and NCC include additional graduate coursework in psychopathology and assessment and treatment of psychopathology, an additional 1500 clinical hours (including 150 supervision hours) over a two year period, approved supervision, and successful performance on the National Counselor Examination for licensure and certification. The Zucker Family School of Education offers two courses during the summer that meet the psychopathology and assessment and treatment of psychopathology course requirements: These courses are EDUC-568: DSM-5 (diagnosis) and EDUC-567: Assessment of Abnormal Behavior (assessment and treatment of psychopathology). ADDITIONAL COURSES FOR SEEKING LICENSED PROFESSIONAL COUNSELOR (LPC) (12 Credit Hours) EDUC-XXX Elective approved by faculty advisor EDUC-567 Assessment of Abnormal Behavior EDUC-568 DSM-5 PSYC-500 Human Growth and Development ** The internship in Student Affairs consists of 16 weeks of fulltime placements and a total of 600 clock hours. Internships may be arranged with the faculty advisor to be completed during two sequential academic semesters or both courses may be taken concurrently in one semester. Students accepted into the Master of Education in Counselor Education: Student Affairs & College Counseling are automatically enrolled in the Graduate Certificate in Student Affairs (see graduate certificate section of this catalog for program details). TOTAL PROGRAM REQUIREMENTS: 48 Credit Hours Descriptions of courses are listed in the last section of this catalog. CGC/EUGS Academic Catalog 85 �Master of Education in Educational Leadership - Elementary or Secondary School Administration and Supervision Zucker Family School of Education 843-953-5097 www.citadel.edu/root/educational-leadership Dr. Lee Westberry, Program Coordinator, lwestber@citadel.edu Dr. Kent Murray, kent.murray@citadel.edu Dr. Rodney Thompson, thompsonr3@citadel.edu The Zucker Family School of Education’s Administration and Supervision programs are nationally accredited by the Council for the Accreditation of Educator Preparation (CAEP) and the Educational Leadership Constituent Council (ELCC) to confer Master’s Degrees in Elementary and Secondary Administration. At program completion, candidates will be eligible for South Carolina licensure as school building administrators. Accreditation, for the Administration and Supervision programs accreditation, is effective through October 31, 2021. Mission Statement The mission and goals of the Master of Education in Educational Leadership, Elementary School Administration and Supervision and Secondary Administration and Supervision are to teach: • Knowledge of human and public relations problems in education • Curricular developments and trends • Practical applications of educational research skills • Application of principles of human and group behavior in problem situations • Knowledge and competencies in staff personnel administration • Leadership and diverse management styles to foster a clear understanding and working knowledge of Learner- Centered Education Admission Requirements 1. 2. 3. Applicants must complete the online graduate application and pay the non-refundable application fee. Applicants must provide official transcripts from the highest undergraduate or graduate degree conferred from each regionally accredited college or university. Applicants, who have not earned a Master’s Degree, are expected to have a 2.5 cumulative undergraduate grade point average or a 2.7 ratio for the last 60 credit hours of undergraduate work. 86 4. Submission of a valid South Carolina elementary or secondary professional teaching certificate and must be in good standing with the State Board of Education at the time of admission. 5. Applicants must submit a copy of the South Carolina Professional Certificate, verifying three-years teaching experience to qualify for Advanced-Level certification. The candidate must verify at least one year of teaching experience, at the appropriate level of desired endorsement, at the time of admission. Admission Requirements for South Carolina Certification Only Applicants who hold a valid SC teaching certificate and a Master’s Degree with a minimum 3.25 GPA in a different area of professional education but wish to add administration certification must provide the following admission materials: 1. 2. 3. 4. A completed online graduate application and payment of the non-refundable application fee. Applicants must provide official transcripts of earned graduate degrees conferred from each regionally accredited college or university. Submission of a valid South Carolina elementary or secondary professional teaching certificate. Applicants must be in good standing with the State Board of Education at the time of admission. Applicants must submit a copy of a South Carolina Professional Certificate, verifying three years teaching experience, to qualify for Advanced-Level certification. The candidate must verify at least one year of teaching experience, at the appropriate level of desired endorsement, at the time of admission. Note: Courses taken prior to official admission or courses taken through other programs will not count toward an Administration and Supervision program/degree without written approval from the Dean, Zucker Family School of Education. Program Requirements A total of 39 semester hours must be completed for the M.Ed. in Educational Leadership. In addition to completing all courses, candidates applying for certification as an administrator must: 1. Present a minimum qualifying score on the Praxis, South Carolina’s Supervision and Administration Examination, prior to enrolling in an internship. 2. Present a Valid South Carolina Teaching Certificate that posts three years teaching experience including at least one year of teaching at the certification level requested. 3. Complete required courses, 33 hours and two internships (EDUC 661 and EDUC 662 or EDUC 663 and EDUC 664), six hours (9-12 internship hours per week over a six-month period) for a total of 39 credit hours. Candidates for administrative internships must: a. Complete 27 credit hours prior to submitting an internship application for faculty review. b. Earn a passing score on the Praxis, South Carolina’s CGC/EUGS Academic Catalog �c. d. Supervision and Administration Examination. Meet with advisor to review request for admission to an internship and review degree audit. Apply to CGC to register for an internship. Applicants for fall administrative internships should file an application with their advisor no later than August 1 of the preceding semester. Applicants for spring administrative internships should file an application with their advisor no later than December 1 of the preceding semester. Applicants for summer administrative internships should file an application with their advisor no later than March 1 of the preceding semester. In order to register for internships, authorized applications must be on file in the CGC office, along with the valid South Carolina state administrator’s examination score. *Proviso—Candidates filing applications and applying for administrative internships after the December, March, and August deadlines cannot be guaranteed enrollment. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 M.Ed. REQUIRED PROGRAM CERTIFICATION-ONLY REQUIRED PROGRAM PROFESSIONAL REQUIREMENTS (30 credit hours) EDUC-524 Techniques of School Supervision EDUC-527 Finance and Business Management EDUC-528 School Administration EDUC-529 Emerging Technologies for School Administration EDUC-531 Principles of Elementary Curriculum Development OR EDUC-532 Principles of Middle or High Curriculum Development EDUC 601 School Law EDUC-602 Staff Personnel Administration EDUC-616 Political Process of Public Education EDUC-661 Internship in Elementary Administration OR EDUC-663 Internship in Middle or High Administration EDUC-662 Internship in Elementary Administration OR EDUC-664 Internship in Middle or High Administration TOTAL CERTIFICATION-ONLY COURSES: 30 Credit Hours Descriptions of courses are listed in the last section of this catalog. Note: It is suggested that students who hold full time jobs take no more than six (6) credit hours per a semester. CORE REQUIREMENTS (nine credit hours) All core requirements must be completed prior to or concurrently with registration for any other courses. EDUC-512 Data Collection and Analysis EDUC-514 The Exceptional Child in the School EDUC-522 Critical Educational Issues in a Multicultural Society PROFESSIONAL REQUIREMENTS (30 credit hours) EDUC-524 Techniques of School Supervision EDUC-527 Finance and Business Management EDUC-528 School Administration EDUC-529 Emerging Technologies for School Administration EDUC-531 Principles of Elementary Curriculum Development OR EDUC-532 Principles of Middle or High Curriculum Development EDUC-601 School Law EDUC-602 Staff Personnel Administration EDUC-616 Political Process of Public Education EDUC-661 Internship in Elementary Administration OR EDUC-663 Internship in Middle or High Administration EDUC-662 Internship in Elementary Administration OR EDUC-664 Internship in Middle or High Administration TOTAL REQUIRED COURSES: 39 Credit Hours Descriptions of courses are listed in the last section of this catalog. REQUIREMENTS FOR INITIAL CERTIFICATION AT THE ADVANCED LEVEL I. ADMINISTRATION A. Elementary or Secondary School Principal and Supervisor (Tier 1) 1. Master’s degree 2. Valid South Carolina Educator’s Profession l Certificate at the elementary or secondary level 3. Minimum qualifying score(s) on the area examinations required by the State Board of Education 4. Verification of three years teaching experience, including at least one year of teaching in grades pre-K-8 for elementary, 7-12 for secondary 5. Completion of an advanced program approved by the State Board of Education for the training of elementary or secondary principals and supervisors South Carolina Regulation 43-64 Transfer of Credits Candidates who apply to transfer credits from other regionally accredited institutions (see School of Education transfer policy), to the Zucker Family School of Education’s Administration and Supervision programs may transfer a maximum of six credit hours, two courses, of graduate coursework. CGC/EUGS Academic Catalog 87 �Capstone Internship Requirements Educational Leadership candidates must formally request permission from the faculty advisor to enroll in a capstone internship. Candidates must be within two courses of the internship and have earned a passing score on the Administration and Supervision PRAXIS to apply. This request is submitted in the form of an application which must be completed prior to the internship courses: EDUC-661/662 or EDUC-663-664. The Division of Educational Leadership must approve all field experience applications. 88 CGC/EUGS Academic Catalog �Master of Education in Interdisciplinary STEM Education Zucker Family School of Education, 843-953-5097 The STEM Center of Excellence, 843-953-6091 www.citadel.edu/root/stemcenter-medstem Dr. Jennifer Albert, Program Coordinator jalbert@citadel.edu Program Requirements The program assumes appropriate undergraduate preparation in STEM. The 34-credit hour MEd in Interdisciplinary STEM Education is organized into two areas - core and electives. The coursework will consist of nineteen (19) hours of core coursework and fifteen (15) hours of electives. Students will work with academic advisors to individualize the program based on their prior preparation and areas of interest. The curriculum is targeted for working professionals with coursework delivered online in asynchronous format, allowing students to progress though the program at their own pace. Although the program is designed for current educators, teaching certification is not required to be admitted to the program as other STEM professionals may complete the degree to better prepare themselves for roles in places such as informal education centers. Mission Statement The Master of Education in Interdisciplinary STEM Education is entirely online and is designed for current educators who seek to advance their skillset in the STEM disciplines. The goal of the program is to create 21st century STEM educators and leaders by facilitating a broader understanding of the interdisciplinary nature of STEM, a deeper knowledge of discipline-specific content, and new integrative approaches for the teaching and learning of STEM content. CORE COURSES (19 credit hours) EDUC-543 Teaching, Learning and Assessing with Technology EDUC-544 Project Based Learning and Interdisciplinary Teaching EDUC-545 Developing STEM Disciplinary Literacy Skills EDUC-546 Leadership and Critical Issues in STEM Education EDUC-547 Research and Statistics for STEM Applications EDUC-670 Foundations in STEM I EDUC-680 Foundations in STEM II The coursework has been designed to inspire a passion in teachers for STEM and equip them with the tools necessary to teach STEM content in an engaging way with career and industry applications. The MEd in Interdisciplinary STEM Education does not lead to certification, but is instead designed to improve teacher effectiveness in STEM education. A graduate successfully completing this degree program will be adept at creating relevant projects for use in their classrooms and utilizing project-based instructions to more effectively engage their students in the STEM disciplines. ELECTIVE COURSES (15 credit hours) Students will select 5 (five) elective courses, chosen from the following list or as approved by program faculty. BIOL-540 Biotechnology for STEM Educators BIOL-610 Immunology (must have undergraduate preparation in Cell Biology and Genetics) CHEM-520 The Chemistry of Art CHEM-521 Forensic Science CHEM-522 Nanotechnology for STEM Educators CSCI-555 STEM Education Through Robotics CSCI-663 Programming for STEM Educators EDUC-548 Special Topics: Multidisciplinary Experimental Design and Implementation EDUC-587 Earth Science for Teachers EDUC-587 Special Topics: The Science of Food for Educators MATH-618 Mathematical Technology Resources for STEM Education PHYS-510 Engineering Applications in STEM Other face to face options are available in conjunction with The Citadel Graduate College’s offerings. Please check with the program coordinator for approval. Admission Requirements 1. 2. 3. 4. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript of the baccalaureate degree and all other undergraduate and graduate work directly from each regionally accredited college or university. Applicants are expected to have a 2.5 cumulative undergraduate grade point average. A bachelor’s degree demonstrating appropriate preparation in STEM. Students must meet with their advisor for program advisement and course sequence planning. This advisement meeting must take place before registration can occur for the first semester of enrollment. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light • The Citadel Principled Leadership Seminar – LDRS 500 THE CAPSTONE Embedded in the coursework is a capstone. Students will prepare an online portfolio that captures evidence of achievement. The Portfolio will consist of their developed project-based lessons, an analysis of lesson implementation, and statistical analysis of student impact. A panel of instructors will review student’s work and evaluate their capstone project. TOTAL PROGRAM REQUIRED COURSES: 34 Credit Hours Description of courses are listed in the last section of this catalog. CGC/EUGS Academic Catalog 89 �Master of Education in Literacy Education Zucker Family School of Education 843-953-5097 www.citadel.edu/root/literacy-education-program  Admission Requirements 1. 2. Dr. Robin Jocius, Program Coordinator robin.jocius@citadel.edu Dr. Britnie Kane kaneb2@citadel.edu Dr. Stephenie M. Hewett stephenie.hewett@citadel.edu 3. 4. Mission Statement Through quality field experiences and a strong theoretical foundation, candidates who pursue this degree develop a comprehensive knowledge of the field of literacy education. This understanding parallels the school’s vision of creating “principled educational leaders who are knowledgeable, reflective, and ethical professionals.” The Master of Education in Literacy Education is nationally recognized by the International Literacy Association. The general goals and objectives of the program are to support candidates in developing:  A knowledge and mastery of all aspects of the literacy process;  A knowledge of those skills necessary to select, administer, and interpret informal and formal assessments used to examine children’s and adolescents’ literacy strengths and weaknesses;  A knowledge of the abilities and skills which enhance a wholesome teacher- student-parent relationship in working with students identified as at-risk readers;  A knowledge of those skills necessary to recognize and accommodate for individual differences in literacy instruction;  A knowledge of how to plan, supervise, and enhance programs as a literacy coach;  A knowledge of and ability to design literacy environments to support culturally and linguistically diverse learners;  A knowledge of the relationship of literacy skills to subject-matter content areas;  A knowledge of significant research conducted in literacy education;  A knowledge of a broad range of children’s and adolescents’ literature and how to incorporate this literature into the classroom;  A knowledge of how to effectively support English Language Learners (ELLs); and 90 A knowledge of how to effectively support and mentor educators and serve as a literacy coach. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript directly from each regionally accredited college or university from which a degree has been conferred. Applicants are expected to have a 2.5 cumulative undergraduate grade point average. Submission of valid teaching certificate issued by South Carolina or another state. Students must meet with their advisor for program advisement and course sequence planning. This advisement meeting must take place before registration can occur for the first semester of enrollment. Students accepted into the Master of Education in Literacy Education are automatically enrolled in the Graduate Certificate in Literacy Education. Transfer Credit Course work taken prior to official program admission or course work taken in other programs does not count toward the Master of Education in Literacy Education program/degree without written approval from the faculty advisor and the Dean of the Zucker Family School of Education. No more than six (6) hours of approved coursework may be transferred into the Master of Education in Literacy Education program. Program Requirements The Master of Education in Literacy Education is a 36-hour program, consisting of two professional core requirements and ten literacy education courses. A program of study which details the degree requirements is completed by the student and the advisor. The candidate for the Master of Education in Literacy Education degree must satisfactorily complete the Praxis II examination, Teaching Reading. Additionally, candidates will be required to complete a program completion portfolio prior to graduation. Recommendation and verification for certification are completed by the School of Education upon graduation and a passing score on the Praxis II. Upon completion of coursework, a satisfactory score on the Praxis II, and the requisite years of teaching experiences, a candidate completing the MEd in Literacy Education is recommended for certification as a Literacy Teacher, Literacy Coach, and the R2S Literacy Teacher provided the candidate already possesses a valid teaching certificate in the state of South Carolina. Recommendation for certification as a Literacy Teacher in South Carolina requires two years teaching experience. Recommendation for certification as a Literacy Coach in South Carolina requires five years teaching experience. CGC/EUGS Academic Catalog �GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light • The Citadel Principled Leadership Seminar – LDRS 500 The following courses should be taken in sequence as in the program of study. PROFESSIONAL CORE REQUIREMENTS (six credit hours) EDUC-536 Educational Psychology EDUC-512 Data Collection and Analysis OR EDUC-549 Applied Measurement Techniques PROFESSIONAL EDUCATIONAL SPECIALIZATION (30 credit hours) EDUC-570 Developing Literacy Skills with At Risk Readers EDUC-588 Foundations in Literacy EDUC-589 Methods and Materials for Developing Literacy Skills EDUC-590 Literacy Assessment and Instruction EDUC-591 Practicum in Literacy Education EDUC-592 Content Area Reading and Writing EDUC-594 Internship in Literacy Education EDUC-608 Literature for Children and Adolescents EDUC-642 Coaching in Literacy Education EDUC-643 Action Research in Literacy Coaching TOTAL REQUIRED CREDITS: 36 Credit Hours Descriptions of courses are listed in the last section of this catalog. CGC/EUGS Academic Catalog 91 �Specialist in Educational Leadership - School Superintendent Zucker Family School of Education http://www.citadel.edu/root/ educational-leadership Dr. Lee Westberry, Program Coordinator, lwestber@citadel.edu Dr. Kent Murray, kent.murray@citadel.edu Dr. Rodney Thompson, thompsonr3@citadel.edu Mission Statement The Zucker Family School of Education’s Specialist in Educational Leadership - School District Superintendent program is nationally accredited by the Council for the Accreditation of Educator Preparation (CAEP) and the Educational Leadership Constituent Council (ELCC). These accrediting bodies allow the Zucker Family School of Education’s Licensing Agent, the Dean of ZFSOE to recommend candidates for certification as a school district superintendent in South Carolina upon program completion. The Specialist in Educational Leadership - School Superintendent program’s accreditation is effective through October 31, 2021. The Specialist in Educational Leadership (Ed.S.) Degree is an advanced graduate degree between the Master’s and Doctoral degrees. In accordance with South Carolina Certification Regulations, The Citadel offers an Ed.S. major that prepares candidates for SC endorsement at the superintendent’s level. Admission Requirements 1. 2. 3. 4. Completion of the online graduate application along with the non-refundable application fee. Submission of official transcripts for conferred graduate degrees from each regionally accredited college or university attended (including a Master’s Degree in educational leadership or a Master’s Degree in another educational area along with certification in educational leadership) with minimum 3.25 grade point average. Possession of a South Carolina State Professional Teaching Certificate with school administrator endorsement that is valid at elementary, middle, or secondary levels. Verification of a total of three years’ experience as a pre-K-12 or post-secondary teacher and two years as a school or school district administrator, post-secondary administrator, or school business administrator. Program Requirements A total of 33 semester hours must be completed for the Specialist in Educational Leadership. In addition to the general goals of the school’s graduate program, the objectives of the Specialist in Education degree are knowledge of school law, curricular trends, school building trends, and program budgeting; skill in using various techniques for goal setting and problem diagnosis in such areas as instructional programs, staff development, and community relations; skill in decision- making and in evaluating decisions on the basis of subsequent information; knowledge of research in administration, curriculum, human development and staffing; performance behavior in a job setting; knowledge of the role of the school in modern America and the multicultural currents influencing the school; knowledge and skills for per-forming in a political setting; and, a clear understanding and working knowledge of Principled Educational Leaders. A student, who applies for certification as a school district administrator, must meet the following: 1. A minimum qualifying score on the state administrator’s examination prior to entrance into the internship 2. Three years teaching experience 3. Program audit showing completion of 33 credit hours: a. Required courses, 27 credit hours b. Two internships, EDUC 632 and EDUC 633, (9-12 internship hours per week over a six-month period), six credit hours Candidates for administrative internships must: 1. Complete 21 credit hours prior to submitting an internship application for faculty review. 2. Earn a passing score on the PRAXIS, South Carolina’s Supervision and Administration Examination. 3. Meet with an advisor to review request and receive approval for admission to an internship. 4. Apply to CGC to register for enrollment in an internship. Applicants for spring administrative internships should file an application with their advisor no later than December 1 of the preceding semester. Applicants for fall administrative internships should file an application with their advisor no later than August 1 of the preceding semester. Applicants for summer administrative internships should file an application with their advisor no later than March 1 of the preceding semester. In order to register for internships, authorized applications must be on file in the CGC office, along with the valid South Carolina state administrator’s examination score. *Proviso—Candidates filing applications and applying for administrative internships after the December, March, and August deadlines cannot be guaranteed enrollment. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Note: Specialist in Educational Leadership courses taken prior to official program admission will not count toward the degree without written approval from the Dean of the Zucker Family School of Education. 92 CGC/EUGS Academic Catalog �PROFESSIONAL REQUIREMENTS (33 credit hours) EDUC-535 EDUC-598 EDUC-600 EDUC-603 EDUC-606 EDUC-610 EDUC-612 EDUC-614 EDUC-619 EDUC-632 EDUC-633 Organizational Theory and Behavior Curriculum Project (Prerequisite EDUC 531/532) Professional Negotiations School Plant Seminar Superintendency and School Organization Seminar on School Improvement Seminar in School Law (Prerequisite EDUC 601) Seminar in Educational Administration Assessment of School Programs Internship in Superintendency Internship in Superintendency TOTAL PROGRAM REQUIRED COURSES: 33 Credit Hours (beyond the master’s degree) *If EDUC-529, EDUC-531/532 or EDUC-616 were not taken in a master’s program, the appropriate course must be taken as a requirement of the Ed. S. Descriptions of courses are listed in the last section of this catalog. REQUIREMENTS FOR INITIAL CERTIFICATION AT THE ADVANCED LEVEL I. ADMINISTRATION C. District Superintendent 1. Master’s degree 2. Valid South Carolina Teaching or Professional Certificate at the elementary, middle or secondary level 3. Minimum qualifying score(s) on the area examination(s) required by the State Board of Education 4. Verification of a total of three years’ experience as a pre-K-12 or post-secondary teacher and two years as a school or school district administrator, post-secondary administrator, or school business administrator 5. Completion of an advanced program approved by the State Board of Education for the training of school superintendents South Carolina Regulation 43-64. South Carolina Teacher Certification Manuel R 43-64 REQUIREMENTS FOR CERTIFICATION AT THE ADVANCED LEVEL. CGC/EUGS Academic Catalog 93 �GRADUATE CERTIFICATE PROGRAMS 94 CGC/EUGS Academic Catalog �Graduate Certificate in Aeronautical Engineering Department of Mechanical Engineering 843-953-5057 http://www.citadel.edu/root/me-graduateprograms/aeronautical Dr. Robert J. Rabb, P.E. rrabb@citadel.edu Graduation Requirements (Course Requirements) All certificate candidates must: 1. File a plan of study outlining the intended areas of interest and listing the top four corresponding courses of interest. 2. Complete four courses (12 hours) from the aeronautical engineering area of study below. Required Course: MECH 631 Advanced Engineering Mathematics At least three of the following courses: The Graduate Certificate in the Aeronautical Engineering program is designed to provide students with a unique perspective, essential knowledge, and advanced engineering skills needed by todays practicing mechanical engineer. The courses are design focused for immediate transference to design applications in current industry and research. Admission Requirements MECH 611 MECH 670 MECH 771 MECH 772 Advanced Fluid Mechanics Applied Aerodynamics Compressible Flow Computational Methods in Thermal Sciences Course/ Certificate Availability: The courses / certificates will be offered based on student preferences / overall demand indicated in the plan of study to be submitted after acceptance. Students should be aware course / certificate offerings will be based on minimum class size enrollment. The Mechanical Engineering Program will continually monitor student interest to expedite completion of the program of study. Successful applicants must meet the following criteria for admission into the Aeronautical Engineering Certificate program. 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree directly from an accredited college or university. *Students who have been admitted to the MSME with an aeronautics focus need to apply for the Aeronautical Engineering Graduate Certificate program (application fee will not be required for those already admitted to the MSME program). All material must be received by the CGC office and evaluated by the department to receive consideration to the Aeronautical Engineering Graduate Certificate program. An undergraduate engineering degree from an ABET accredited engineering program is required or approved degree from the department head. Program Requirements Students are required to complete 12 hours of graduate study within a three-year period from the time of registration in their first mechanical engineering graduate course at The Citadel. Students who fulfill the program requirements will earn a Graduate Certificate in Aeronautical Engineering. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 CGC/EUGS Academic Catalog 95 �Graduate Certificate in Built Environment and Public Health A max of two courses will be transferred in from the following list, or approved by the department head: Medical University of South Carolina BEHH 700 Social and Behavioral Sciences ENVH 700 Environmental Health Sciences School of Engineering, 843-953-5083 www.citadel.edu/root/cee-graduateprograms/environmental-public-health Clemson University CRP 8060 Urban and Regional Analysis CRP 8010 Planning Process and Legal Foundations CRP 8020 Site Planning & Infrastructure Dr. William J. Davis, P.E. jeff.davis@citadel.edu The Graduate Certificate in Built Environment program is designed to provide students with a unique perspective and essential knowledge of interdisciplinary data, methods, objectives and outcomes in the fields of engineering, public health, physical activity, public administration, and city planning. Admission Requirements Successful applicants must meet the following criteria for admission into the Built Environment and Public Health Graduate Certificate program. 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree directly from an accredited college or university. All material must be received by the CGC office and evaluated by the department to receive consideration to the Built Environment and Public Health Graduate Certificate program. An undergraduate engineering degree is not required . College of Charleston PUBA 502 Applications in GIS PUBA 602 Public Policy PUBA 611 Urban Policy EVSS 601 Economic Theory for Policy Analysis EVSS 659 Environmental Statistics Transfer Credit: A maximum of two courses (6 credit hours) may be transferred in from a regionally accredited college or university, provided: (1) grades of “B” or better were received in the courses being considered, (2) credit was earned within six years prior to admission into The Citadel MSCE program, and (3) each course has been approved by the department head. Course/ Certificate Availability: The courses/ certificates will be offered based on student preferences/ overall demand indicated in your plan of study to be submitted after acceptance. Students should be aware course/ certificate offerings will be based on minimum class size enrollment. The Civil and Environmental Engineering Department will continually monitor student interest to expedite completion of your program of study. Program Requirements Students are required to complete two courses (six credit hours) of graduate study within a three-year period from the time of registration in their first civil engineering graduate course at The Citadel and elective course as described herein. Students who fulfill the program requirements will earn a Graduate Certificate in Built Environment and Public Health. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 GRADUATION REQUIREMENTS (Course Requirements) All degree candidates must complete two courses at The Citadel: Required Course: CIVL 642 Public Health, Physical Activity, and Design of the Built Environment At least one of the following courses: CIVL 506 Geographic Information Systems CIVL 640 Urban Mobility Infrastructure Policy and Planning 96 CGC/EUGS Academic Catalog �Graduate Certificate in Composites Engineering Department of Mechanical Engineering 843-953-5057 www.citadel.edu/root/me-graduate-programs/composites Dr. Robert J. Rabb, P.E. rrabb@citadel.edu The Graduate Certificate in the Composites Engineering program is designed to provide students with a unique perspective, essential knowledge, and advanced engineering skills needed by todays practicing mechanical engineer. The courses are design focused for immediate transference to design applications in current industry and research. Admission Requirements Successful applicants must meet the following criteria for admission into the Composites Engineering Certificate program. 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree directly from an accredited college or university. GRADUATION REQUIREMENTS (Course Requirements) All certificate candidates must: 1. File a plan of study outlining the intended areas of interest and listing the top four corresponding courses of interest. 2. Complete four courses (12 hours) from the composites engineering area of study below. Required Course: MECH 604 Advanced Mechanics of Materials At least three of the following courses: MECH 605 Materials and Process Selection MECH 606 Fatigue and Fracture MECH 702 Theory of Elasticity MECH 703 Theory of Plasticity MECH 708 Mechanics of Composite Materials Course/ Certificate Availability: The courses / certificates will be offered based on student preferences / overall demand indicated in the plan of study to be submitted after acceptance. Students should be aware course / certificate offerings will be based on minimum class size enrollment. The Mechanical Engineering Program will continually monitor student interest to expedite completion of the program of study. *Students who have been admitted to the MSME with a composites focus need to apply for the Composites Engineering Graduate Certificate program (application fee will not be required for those already admitted to the MSME program). All material must be received by the CGC office and evaluated by the department to receive consideration to the Composites Engineering Graduate Certificate program. An undergraduate engineering degree from an ABET accredited engineering program is required or approved degree from the department head. Program Requirements Students are required to complete 12 hours of graduate study within a three-year period from the time of registration in their first mechanical engineering graduate course at The Citadel. Students who fulfill the program requirements will earn a Graduate Certificate in Composites Engineering. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 CGC/EUGS Academic Catalog 97 �CERTIFICATE REQUIREMENTS (Course Requirements) All degree candidates must: 1. File a plan of study outlining the intended areas of interest and listing the top four corresponding courses of interest 2. Complete four courses (12 hours) from the electrical and computer engineering areas of study below. Graduate Certificate in Computer Engineering Department of Electrical and Computer Engineering 843-953-5057 http://www.citadel.edu/root/ece Computer Engineering ELEC 635 Advanced Signal Processing ELEC 645 Data Communications Networks ELEC 655 Digital Communications ELEC 675 Computer Architecture Dr. Robert J. Barsanti robert.barsanti@citadel.edu The Graduate Certificate in Computer Engineering designed for students seeking advanced engineering techniques and professional development skills in the field of computer engineering. Admission Requirements Course/Certificate Availability: The above courses and certificates will be offered based on student preferences and overall demand indicated in your plan of study to be submitted after acceptance. Students should be aware course offerings will be based on minimum class size enrollment. The Electrical and Computer Engineering Department will continually monitor student interest to expedite completion of your program of study. Successful applicants must meet the following criteria for admission into the Computer Engineering Graduate Certificate program. 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree directly from an ABET accredited engineering program or approved alternative. 3. Permission of the department head or program manager. *Students who have been admitted to The Citadel’s MSEE program and desire the certificate must also apply for the Graduate Certificate in Computer Engineering. The application fee will be waived for those already admitted to the MSEE program. Program Requirements Students are required to complete 12 hours of graduate study within a three-year period from the time of registration in their first electrical engineering graduate course at The Citadel. Students who fulfill the program requirements will earn a Graduate Certificate in Computer Engineering. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 98 CGC/EUGS Academic Catalog �Graduate Certificate in Cybersecurity Department of Cyber and Computer Sciences http://www.my.citadel.edu/root/ccsprograms/cybersecurity-graduate-certificate Dr. John Moore, Jr., Interim Department Head 843-953-7883, john.moore@citadel.edu Dr. Mike Verdicchio, Program Director 843-953-6987, mv@citadel.edu With cybercrime on the rise, cybersecurity grows more vital with each passing day. Our nation’s leaders recognize cybersecurity as a national imperative, and there is an immediate need for cybersecurity workforce development in the Lowcountry. Major employers of computing professionals and the defense and business industries in the Lowcountry are increasingly interested in employees specializing in cybersecurity. Learning Outcomes admission after successful completion of these courses. All material must be received by the CGC office and reviewed by the department to receive consideration for admission to this graduate certificate program. Coursework is not to begin until admission has been granted into the program. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Program Requirements The Cybersecurity certificate program consists of four, three credit hour courses totaling 12 graduate credit hours. CSCI-614—Advanced Operating Systems CSCI-631—Principles of Computer Security CSCI-632—Data Communications and Networking CSCI-641—Advanced Cybersecurity Total Required Courses: 12 credit hours Descriptions of courses are listed in the last section of this catalog. The Citadel’s Graduate Certificate in Cybersecurity prepares you to play a critical role in the world of Internet security. By the end of this program, students will be able to: • Describe basic components of cybersecurity • Characterize the security profile of different types of networks • Analyze and use classical and public key cryptography algorithms • Secure a system from different kinds of attacks • Analyze security of a cybersystem and perform risk assessment • Discuss legal and ethical issues relating to cybersecurity Admission Requirements 1. 2. 3. 4. 5. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript reflecting the highest degree earned from a regionally accredited college or university. Applicants are expected to have an undergraduate grade point average of 3.0.* Approval from the Program Director or Department Head before registering for any graduate Computer Science (CSCI) courses. Competency, demonstrated through course work, approved work experience, or a program-administrated competency exam, in the areas of basic Computer Architecture, object-orientated Programing, Discrete Mathematics, and Data Structures. *With the approval of the joint program admissions committee, students whose grade point average is less than 3.0 may be permitted to take up to six credit hours of courses in a non-degree seeking status and then apply for CGC/EUGS Academic Catalog 99 �GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Graduate Certificate in Environmental Studies Department of Biology 843-953-5203 www.citadel.edu/root/biology-programs/gradcertificate-environmental-studies Program Requirements Dr. Paul Nolan, 843-953-7076 paul.nolan@citadel.edu Mission Statement The mission of the Environmental Studies graduate certificate program is to advance the knowledge of students in a variety of broadly-based ecological and environmental topics. The graduate certificate is designed to complement an existing baccalaureate degree with an interdisciplinary in-depth analysis of the complex interactions between humans, other organisms, and the environment. The program is especially relevant for educators seeking to enhance their ability to teach about local and global environmental issues in the classroom, and professionals seeking an analytical basis to understanding the complex interactions between living organisms and their environment. Admission Requirements 1. 2. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript reflecting the highest degree earned from a regionally accredited college or university. Additional transcripts may be required depending on undergraduate course requirements by program. Students admitted to the program are not required to have an undergraduate major in biology, however it is assumed that students will have had at least twelve hours in college level biology courses, including a course in ecology. Prospective students who do not have the recommended undergraduate biology requirements must confer with the department head or graduate advisor prior to beginning the program. All material must be received by the CGC office and reviewed by the department to receive consideration for admission to this graduate certificate program. Coursework is not to begin until admission has been granted into the program. The Graduate Certificate in Environmental Studies program requires a minimum of five graduate-level courses totaling at least 16 semester hours. Students are required to take BIOL 609 (Seminar in Environmental Studies). Each student is also required to choose a minimum of two courses at least one of which must be a 4 credit hour course with lab (minimum of 7 semester hours) from the following list of approved Biology courses, and a minimum of two courses (6 semester hours) from the following list of approved Engineering, Humanities, and Social Science courses. Required Course (three credit hours) BIOL-609 – Seminar in Environmental Studies Biology Elective Courses (2 courses, minimum of seven semester hours) BIOL-505 – Biometry BIOL-506 – Ecology* BIOL-509 – Marine Biology* BIOL-514 – The Vascular Flora of South Carolina* BIOL-518 – Ornithology* BIOL-519 – Economic Botany BIOL-526 – Freshwater Biology* BIOL-604 – Marine Invertebrates* BIOL-606 – Field Methods in Biology* BIOL-607 – Microbiology* BIOL-611 – Graduate Research** BIOL-621 – Aquatic Toxicology* BIOL-625 – Tropical Rainforest and Reef Ecology* BIOL-631 – Environmental Physiology *four credit hours with lab ** variable credit hours Engineering, Humanities, and Social Sciences Electives (two courses, six semester hours) ANTH-501 – Physical and Cultural Adaptations CIVL-506 – Geographic Information Systems CIVL-602 – Water Quality Modeling and Management CIVL-604 – Aquatic Chemistry HIST-610 – Special Topics in U.S. History PSCI-509 – Urban Politics Total Required Courses: 16 credit hours Descriptions of courses are listed in the last section of this catalog Courses taken as part of the Environmental Studies graduate certificate can be counted toward the Master of Arts in Biology. **Environmental Studies graduate certificate students who have successfully completed 9 graduate hours may apply to waive the testing requirement for admission to the Master of Arts in Biology program. Successful completion requires a minimum 3.0 GPA with no course grades below B 100 CGC/EUGS Academic Catalog �Graduate Certificate in Geotechnical Engineering School of Engineering 843-953-5083 Dr. William J. Davis, P.E. jeff.davis@citadel.edu The Graduate Certificate in Geotechnical Engineering program focuses on applied advanced engineering skills needed by todays practicing geotechnical engineer. The courses are designed focused for immediate transference to design applications in the United States. Admission Requirements Successful applicants must meet the following criteria for admission into the Geotechnical Engineering Graduate Certificate program. 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree directly from an ABET accredited engineering program or approved alternative. GRADUATION REQUIREMENTS (Course Requirements) All degree candidates must: 1. File a plan of study outlining the intended areas of interest and listing the top four corresponding courses of interest. 2. Complete 4 courses (12 hours) from the geotechnical engineering areas of study below. Geotechnical Engineering CIVL 730 Geotechnical Earthquake Engineering CIVL 731 Geo-environmental Engineering CIVL 732 Advanced Soil Mechanics CIVL 733 Advanced Foundations Design CIVL 734 Soil Behavior Course/ Certificate Availability: The courses/ certificates will be offered based on student preferences/ overall demand indicated in your plan of study to be submitted after acceptance. Students should be aware course/ certificate offerings will be based on minimum class size enrollment. The Civil and Environmental Engineering Department will continually monitor student interest to expedite completion of your program of study. *Students who have been admitted to the MSCE with a geotechnical focus need to apply for the Geotechnical Engineering Graduate Certificate program (application fee will not be required for those already admitted to the MSCE program). All material must be received by the CGC office and evaluated by the department to receive consideration to the Geotechnical Engineering Graduate Certificate program. An undergraduate civil engineering degree from an ABET accredited engineering is required or approval degree from the department head. Program Requirements Students are required to complete 12 hours of graduate study within a three-year period from the time of registration in their first civil engineering graduate course at The Citadel. Students who fulfill the program requirements will earn a Graduate Certificate in Geotechnical Engineering. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 CGC/EUGS Academic Catalog 101 �Graduate Certificate in Hispanic Studies 4. Submission of the names and contact information for three (3) references familiar with your work. Department of Modern Languages www.citadel.edu/root/mlng-graduate-certificatehispanic-studies All material must be received by the CGC office and reviewed by the department to receive consideration for admission to this graduate certificate program. Coursework is not to begin until admission has been granted into the program. Dr. Sara Fernandez-Medina, 843-953-5065, fernandezs@citadel.edu Dr. Silvia Roca-Martinez, 843-953-6811, srocamar@citadel.edu Program Requirements The Citadel’s Graduate Certificate in Hispanic Studies provides a panoramic approach to understanding the vast Hispanic world at the graduate level. The program is designed for native and non-native speakers of Spanish who wish to increase their knowledge of Hispanic language, culture, society, and literature. The program targets the regional needs of working professionals who wish to enhance their profession and increase employment potential amid the current demographic shifts in the Lowcountry. The objectives of the programs are to: • • • • increase communicative and written competence in the Spanish language provide in-depth knowledge of the cultural, historic, political, and social milieus of the Spanish-speaking countries develop critical and real-world skills necessary for a broader understanding of the issues related to the Spanishspeaking societies of Latin America and Spain produce professionals in the field of Hispanic Studies The program would benefit professionals throughout the community interested in enhancing current expertise or proving foreign language competency required for promotion and/or salary in- creases. Additional areas where the Graduate Certificate Program in Hispanic Studies would be beneficial include industries such as healthcare, law enforcement, social services, immigration and naturalization, human resources, and civic government. The Graduate Certificate in Hispanic Studies program will offer six graduate-level courses (18 credit hours) during fall and spring semesters as well as during both summer sessions. The courses will be offered in sequence and rotated accordingly. Students must complete 12 credit hours to earn the Graduate Certificate in Hispanic Studies. The development of the curriculum is based largely on two key factors: 1. Spanish teachers at the level of secondary education will primarily constitute those students interested in the Graduate Certificate Program in Hispanic Studies. 2. The demographic these teachers have contact with is primarily Latin American students from Mexico, the Caribbean and Central America. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 PROGRAM REQUIREMENTS SPAN-520–Mexico SPAN-521–The Hispanic Presence in the United States SPAN-522–Culture and Literature of Spain SPAN-523–Advanced and Contrastive Grammar SPAN-524–Recent Trends in Teaching Spanish as a Second Language SPAN-525–Spanish for the Professional SPAN-550–Special Topics: Culture and Literature of South America SPAN-560–Hispanic Service Learning/Internship Total Required Courses: 12 credit hours Admission Requirements 1. 2. 3. Descriptions of courses are listed in the last section of this catalog Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript reflecting the highest degree earned from a regionally accredited college or university, in any field. Additional transcripts may be required depending on undergraduate course requirements by program. Submission of letter of intent, no more than two pages, which answers the following questions: a. How has your experience/education prepared you for graduate courses in Hispanic Studies? b. How will your knowledge, skills, and experiences contribute to this program’s learning community? c. What do you hope to gain from this Hispanic Studies graduate certificate program? 102 CGC/EUGS Academic Catalog �Graduate Certificate in History and Teaching Content Department of History 843-953-5073 http://www.citadel.edu/root/historygraduate- certificate Dr. Keith Knapp, keith.knapp@citadel.edu Mission Statement The Certificate in History and Teaching Content will offer school teachers and other interested graduate students a current knowledge of world, western and United States history. The courses in the certificate program will place a special emphasis on relating content for the history classes and programs taught by elementary, middle and secondary-school teachers. Program Requirements The Graduate Certificate in History and Teaching Content is a 12 credit hour program. Students must complete one required course and 3 elective courses, totaling four, three credit hour courses. Required Course: HIST-594—Histography for Social Studies Teachers Elective Courses (select three): HIST-560—History of the Non-Western World HITC-501—History of the United States to 1877 HITC-502—History of the United States from 1877 HITC-503—South Carolina History HITC-504—Europe and the World to 1500 HITC-505—Europe and the World from 1500 HITC-511—Special Topics in the History of the United States HITC-512—Special Topics World History Total Required Courses: 12 credit hours Admission Requirements 1. 2. 3. 4. Descriptions of courses are listed in the last section of this catalog. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript reflecting the highest degree earned from a regionally accredited college or university. Additional transcripts may be required depending on undergraduate course requirements by program. Submission of letter of intent, no more than two pages, which answers the following questions: a. How has your experience/education prepared you for graduate courses in history? b. How will your knowledge, skills, and experiences contribute to this program’s learning community? c. What do you hope to gain from this graduate certificate program? Submission of the names and contact information for three (3) references familiar with your work. At least two of these references must be from professional colleagues (e.g. head of department, school principal or other administrator). One of the two options must apply for acceptance into the program: 1. Baccalaureate degree in Elementary Education, Social Studies Education or History. 2. Baccalaureate degree in a related Social Studies field (e.g. Political Science, International Relations, Geography, Sociology, etc.) with at least two years of teaching experience in a Social Studies department or Elementary School classroom. All material must be received by the CGC office and reviewed by the department to receive consideration for admission to this graduate certificate program. Coursework is not to begin until admission has been granted into the program. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 CGC/EUGS Academic Catalog 103 �Admission Requirements Graduate Certificate in Homeland Security 1. Department of Intelligence and Security Studies 843-953-6886 http://www.citadel.edu/root/intelligence-andsecurity-studies-graduate-programs/grad-certificate-inhomeland-security 2. 3. Dr. Carl Jensen, cjensen1@citadel.edu The Citadel, because of its history, reputation, and affiliation with the military, state, and federal law enforcement is uniquely placed to help develop leadership capabilities in the area of homeland security. The Graduate Certificate in Homeland Security is designed to give students a broad understanding of homeland security issues and to enhance leadership capabilities among those who currently work in local, state, and federal government. The courses also benefit non-law enforcement personnel working in areas related to homeland security, such as cyber security, engineering, defense contractors and emergency management personnel, who are expected to understand the nature, purpose, and history associated with individuals and groups who pose threats to the United States. Courses in this program are oriented around providing a common homeland security framework which can be utilized as part of strategic decision-making processes within agencies. This program introduces the student to basic homeland security concepts, applicable management principles, policy analysis, and enhances critical leadership skills necessary to successfully address security challenges within the United States and abroad. Learning Outcomes: Students in the Homeland Security Graduate Certificate program will gain knowledge proficiency in the following areas: • Homeland Security Strategy and Interagency Collaboration • Homeland Security Management Principles, Tools, and Applications • National Security Policy Development • Domestic and International Terrorist Groups • Ethics and Integrity Challenges Associated with Homeland Security • Leadership Principles and Issues related to Homeland Security GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 104 4. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript reflecting the highest degree earned from a regionally accredited college or university. Additional transcripts may be required depending on undergraduate course requirements by program. Submission of letter of intent, no more than two pages, which answers the following questions: a. How has your experience/education prepared you for graduate courses in homeland security? b. How will your knowledge, skills, and experiences contribute to this program’s learning community? c. What do you hope to gain from this Homeland Security graduate certificate program? Submit the names and contact information for three (3) references familiar with your work. All material must be received by the CGC office and reviewed by the department to receive consideration for admission to this graduate certificate program. Coursework is not to begin until admission has been granted into the program. Program Requirements Students enrolled in the Graduate Certificate in Homeland Security offered by the Department of Criminal Justice must complete five (5) out of the seven three (3) credit hour homeland security courses offered at the graduate level. Students who are dually enrolled in both the Master of Arts in Social Science (MASS) and the Homeland Security graduate certificate may count the five Homeland Security courses as their Cluster A requirements for the MASS degree. A stand-alone graduate certificate in homeland security is provided to individuals who are not enrolled in a degree program at The Citadel but are interested in receiving a Graduate Certificate in Homeland Security. CRMJ-515/INTL-515/PSCI-515–Topics in Homeland Security CRMJ-555–Leadership Application Course in Criminal Justice CRMJ-568 /INTL-568/ PSCI-568–International and Domestic Terrorism INTL-560–Intelligence and Homeland Security Administration INTL-569/PSCI-569–National Security Policy INTL-570–Homeland Security INTL-572–Legal and Ethical Dimensions of Intelligence and Homeland Security Total Required Courses: 15 credit hours Descriptions of courses are listed in the last section of this catalog CGC/EUGS Academic Catalog �Graduate Certificate in Information Systems Department of Cyber and Computer Sciences http://www.my.citadel.edu/root/ccsprograms/information-systems-graduate-certificate Dr. John Moore, Jr., Interim Department Head 843-953-7883, john.moore@citadel.edu Dr. Mike Verdicchio, Program Director 843-953-6987, mv@citadel.edu Program Requirements The Information Systems certificate program consists of four, three credit hour courses totaling 12 graduate credit hours. CSCI-601—Data Modeling and Database Design CSCI-631—Principles of Computer Security CSCI-632—Data Communications and Networking CSCI-638—Advanced Topics in Database Systems (Prerequisite: CSCI 601) Total Required Courses: 12 credit hours Descriptions of courses are listed in the last section of this catalog. Learning Outcomes The Citadel’s Graduate Certificate in Information Systems is designed to provide its students with the knowledge, skills, and abilities associated with information systems. By the end of this program, students will be able to: • Develop client/server network applications using network sockets API • Analyze software vulnerabilities and hardening techniques • Demonstrate the ability to effectively work in a team Admission Requirements 1. 2. 3. 4. 5. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript reflecting the highest degree earned from a regionally accredited college or university. Applicants are expected to have an undergraduate grade point average of 3.0.* Approval from the Program Director or Department Head before registering for any graduate Computer Science (CSCI) courses. Competency, demonstrated through course work, approved work experience, or a program-administrated competency exam, in the areas of basic Computer Architecture, object-orientated Programing, Discrete Mathematics, and Data Structures. *With the approval of the joint program admissions committee, students whose grade point average is less than 3.0 may be permitted to take up to six credit hours of courses in a non-degree seeking status and then apply for admission after successful completion of these courses. All material must be received by the CGC office and reviewed by the department to receive consideration for admission to this graduate certificate program. Coursework is not to begin until admission has been granted into the program. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 CGC/EUGS Academic Catalog 105 �Graduate Certificate in Intelligence Analysis Department of Intelligence and Security Studies 843-953-6886 http://www.citadel.edu/root/intelligence-andsecurity-studies-graduate-programs/certificate-inintelligence-analysis Dr. Carl Jensen, cjensen1@citadel.edu The Graduate Certificate in Intelligence Analysis is designed for working professionals who desire to increase their knowledge of Intelligence Analysis issues, who seek to understand the role and importance of effective leadership for national security, and who wish to apply leadership strategies and tactics to complex intelligence issues. This program introduces applicable management principles, policy analysis, critical thinking and enhances critical leadership skills necessary to successfully address security and intelligence challenges facing the United States. The program is well-suited to professionals working in state, local and, federal intelligence positions such as law enforcement, personnel, local and state agencies that partner with intelligence professionals and others seeking to increase their knowledge and competencies in the area of intelligence. 2. 3. 4. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript reflecting the highest university. Additional transcripts may be required depending on undergraduate course requirements by program. Submission of letter of intent, no more than two pages, which answers the following questions: a. How has your experience/education prepared you for graduate courses in intelligence analysis? b. How will your knowledge, skills, and experiences contribute to this program’s learning community? c. What do you hope to gain from this Intelligence Analysis graduate certificate program? Submission of the names and contact information for three (3) references familiar with your work. All material must be received by the CGC office and reviewed by the department to receive consideration for admission to this graduate certificate program. Coursework is not to begin until admission has been granted into the program. 106 Students must complete 15 hours of graduate study (5 courses). The program consists of three required intelligence courses (3 credit hours each) at the graduate level and each student must choose two electives from a specified list of criminal justice, political science, and homeland security courses. A stand-alone certificate in Intelligence Analysis is provided to individuals who are not enrolled in a degree program at The Citadel but are interested in receiving a Graduate Certificate in Intelligence Analysis. Students who are simultaneously enrolled in both the Master of Arts in Social Science (MASS degree) and the Intelligence Analysis graduate certificate may count the five Intelligence Analysis courses as their Cluster A requirements for the MASS degree. Applicants for simultaneous MASS degree/Intelligence Analysis certificate must meet all the requirements (admission, declaration, by course completion without substitution) of the simultaneous MASS degree/Intelligence Analysis certificate. Students may NOT enroll in the simultaneous MASS/Homeland Security AND MASS/Intelligence Analysis certificate programs (since both would fill the Cluster A requirements) but MAY enroll in a simultaneous MASS/Leadership and MASS/Intelligence Analysis certificate programs (since the former fills the Cluster B and the latter fills the Cluster A) as currently outlined in the CGC catalog. All courses can be applied to the MA program in Intelligence and Security Studies. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Admission Requirements 1. Program Requirements Required Courses: INTL-580–Introduction to Intelligence INTL-581–Intelligence Research and Analysis INTL-582–Intelligence Theory Application Elective Courses (select two): CRMJ-515/INTL-515/PSCI-515—Topics in Homeland Security CRMJ-555—Leadership Application Course in Criminal Justice CRMJ-562—Comparative Criminal Justice Systems CRMJ-568/INTL-568/PSCI-568—International and Domestic Terrorism CRMJ-583—Transnational Organized Crime HIST-591—Special Topics in European History INTL-560—Intelligence and Homeland Security Administration INTL-569/PSCI-569—National Security Policy INTL-570—Homeland Security INTL-572—Legal and Ethical Dimensions of Intelligence and Homeland Security INTL-585—Topics in Intelligence LDRS-750—Evolution of Military Leadership Thought LDRS-751—Survey of US Military Leaders LDRS-752—Survey of World Military Leaders LDRS-753—Strategic & Contemporary Military Leadership Issues CGC/EUGS Academic Catalog �PSCI-510—Topics in Political Science PSCI-564—US Foreign Relations PSCI-565—International Politics PSCI-566—International Political Economy PSCI-571—Comparative Politics PSCI-572—International Organizations PSCI-573—International Political Theory PSCI-575—US Foreign Policy Leadership PSCI-576—International Law Total Required Courses: 15 credit hours Descriptions of courses are listed in the last section of this catalog. CGC/EUGS Academic Catalog 107 �Admission Requirements Graduate Certificate in Leadership 1. Department of Leadership Studies 843-953-8401 www.citadel.edu/root/graduate-certificate-inleadership leadership@citadel.edu 2. All material must be received by the CGC office and evaluated by the department to receive consideration for admission to this graduate certificate program. Coursework is not to begin until admission has been granted into the program. Faith Rivers James, J.D. Associate Provost for Leadership, Department Head & Professor of Leadership friversjames@citadel.edu Those enrolled in the Master of Science in Leadership program will be automatically accepted into this certificate program. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Dr. John Altick Leadership Studies Advisor jaltick@citadel.edu Program Requirements The Graduate Certificate in Leadership supports the development of principled leaders. As a rigorous concentration in the various dimensions of leadership, this certificate helps students to understand and refine the qualities that businesses, charitable organizations, government agencies, and the military expect today. The courses, all offered online, examine the full spectrum issues pertaining to organizational leadership theory and practice. The Certificate consists of five (5) three (3) hour courses at the graduate level. Students may receive a stand-alone Certificate in Leadership, or use the courses towards completion of the following graduate programs at The Citadel: Master of Business Administration; Master of Science in Project Management; Master of Arts in Intelligence and Security Studies, or Master of Arts in Social Science. Leadership Certificate students who have successfully completed 9 hours may apply and waive the testing requirement for admission to the Masters of Science in Leadership. Successful completion requires a minimum 3.0 GPA with no course grades below C+. The five courses in the certificate program may be coupled with the following seven additional courses to complete the M.S. in Leadership degree.        LDRS 710 LDRS 712 LDRS 715 LDRS 723 or BADM 713 LDRS 766 or BADM 766 PSYC 570 PSCI 501 or EDUC 512 The Graduate Certificate in Leadership is a 15 credit hour program consisting of the following requirements: Required Courses (six Credit hours): LDRS 722 or BADM 722—Leadership in Organizations PSYC 570—Social and Cognitive Foundations of Interpersonal Behavior Electives (nine Credit hours), choose three (3) of the following: LDRS 710—Ethics, Values, & Principled Leadership LDRS 711—Leading Change: Organization Development and Transformation * LDRS 712—Leading Teams: Coaching, Culture, Diversity, and Globalization LDRS 714—Strategic Leadership, Vision, Mission and Contemporary Issues * LDRS 723 or BADM 713—Communications for Leadership BADM 740—Global Business Strategy ** (MBA students must take this course as one of the three Leadership Certificate electives) PMGT 672—Applied Leadership Concepts *** (MS Project Management students must take this course as one of the three Leadership Certificate electives) PSYC 500—Human Growth and Development * LDRS 722/BADM 722 is a prerequisite for these courses. ** If you are a MBA student, you must take BADM 740. *** If you are a MS Project Management student, you must take PMGT 672. Students planning to pursue an MS in Leadership must take either LDRS 711 or LDRS 714. Leadership Certificate students should complete LDRS 722/BADM 722, and either LDRS 711 or LDRS 714 prior to applying for admission to the MS in Leadership program. 108 Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript for the baccalaureate degree from a regionally accredited college or university. Total Required Courses: 15 credit hours Descriptions of courses are listed in the last section of this catalog CGC/EUGS Academic Catalog �Graduate Certificate in Literacy Education Zucker Family School of Education 843-953-5097 www.citadel.edu/root/literacy-education- program Dr. Robin Jocius, Program Coordinator rjocius@citadel.edu Dr. Britnie Kane kaneb2@citadel.edu Dr. Stephenie Hewett hewetts@citadel.edu The Graduate Certificate in Literacy Education consists of five, three credit hour courses to be taken in the following order: The general goals and objectives of the Graduate Certificate in Literacy Education program are to support candidates in developing: • A knowledge and mastery of all aspects of the literacy process; • A knowledge of those skills necessary to select, administer, and interpret informal and formal assessments used to examine children’s and adolescents’ literacy strengths and weaknesses; • A knowledge of the abilities and skills which enhance a wholesome teacher-student-parent relationship in working with students identified as at-risk readers; • A knowledge of those skills necessary to recognize and accommodate for individual differences in literacy instruction; • A knowledge of and ability to design literacy environments to support culturally and linguistically diverse learners; • A knowledge of the relationship of literacy skills to subjectmatter content areas; • A knowledge of significant research conducted in literacy education; and • A knowledge of how to effectively support English Language Learners (ELLs). Admission Requirements 2. 3. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Program Requirements Learning Outcomes 1. Students accepted into the Master of Education in Literacy Education are automatically enrolled in the Graduate Certificate in Literacy Education. EDUC-588—Foundations in Literacy EDUC-589—Methods and Materials for Developing Literacy Skills EDUC-590—Literacy Assessment and Instruction EDUC-591—Practicum in Literacy Education EDUC-592—Content Area Reading and Writing Total Required Courses: 15 credit hours Descriptions of courses are listed in the last section of this catalog. *Recommendation for certification by the State of South Carolina requires a satisfactory score on the Praxis II Examination. Non-Licensure Graduate Certificate in Literacy Education Option: Students who are not licensed by the state may pursue the Graduate Certificate in Literacy Education, but certification will not be recommended from The Citadel nor from the SC State Department of Education. Admission Requirements 1. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript directly from each regionally accredited college or university from which a degree has been conferred. Applicants are expected to have a 2.5 cumulative undergraduate grade point average. Submission of valid teaching certificate issued by South Carolina or another state. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript reflecting the highest degree conferred from a regionally accredited college or university. All material must be received by the CGC office and reviewed by the department to receive consideration for admission to this graduate certificate program. Coursework is not to begin until admission has been granted into the program. CGC/EUGS Academic Catalog 109 �Graduate Certificate in Manufacturing Engineering GRADUATION REQUIREMENTS (Course Requirements) All certificate candidates must: 1. File a plan of study outlining the intended areas of interest and listing the top four corresponding courses of interest. 2. Complete four courses (12 hours) from the manufacturing engineering area of study below. Department of Mechanical Engineering 843-953-5057 www.citadel.edu/root/me-graduateprograms/manufacturing Dr. Robert J. Rabb, P.E. rrabb@citadel.edu The Graduate Certificate in the Manufacturing Engineering program is designed to provide students with a unique perspective, essential knowledge, and advanced engineering skills needed by todays practicing mechanical engineer. The courses are design focused for immediate transference to design applications in current industry and research. Admission Requirements Successful applicants must meet the following criteria for admission into the Manufacturing Engineering Certificate program. 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree directly from an accredited college or university. REQUIRED COURSES: MECH 625 Computer-Aided Design and Analysis MECH 635 Computer-Aided Design and Analysis Laboratory (0 credit, required with MECH 625) MECH 640 Manufacturing Process and Design MECH 645 Machine Design MECH 660 Advanced Design Course/ Certificate Availability: The courses / certificates will be offered based on student preferences / overall demand indicated in the plan of study to be submitted after acceptance. Students should be aware course / certificate offerings will be based on minimum class size enrollment. The Mechanical Engineering Program will continually monitor student interest to expedite completion of the program of study. *Students who have been admitted to the MSME with a manufacturing focus need to apply for the Manufacturing Engineering Graduate Certificate program (application fee will not be required for those already admitted to the MSME program). All material must be received by the CGC office and evaluated by the department to receive consideration to the Manufacturing Engineering Graduate Certificate program. An undergraduate engineering degree from an ABET accredited engineering program is required or approved degree from the department head. Program Requirements Students are required to complete 12 hours of graduate study within a three-year period from the time of registration in their first mechanical engineering graduate course at The Citadel. Students who fulfill the program requirements will earn a Graduate Certificate in Manufacturing Engineering. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 110 CGC/EUGS Academic Catalog �Graduate Certificate in Mechatronics Engineering Department of Mechanical Engineering 843-953-5057 www.citadel.edu/root/me-graduateprograms/mechatronics GRADUATION REQUIREMENTS (Course Requirements) All certificate candidates must: 1. File a plan of study outlining the intended areas of interest and listing the top four corresponding courses of interest. 2. Complete four courses (12 hours) from the mechatronics engineering area of study below. REQUIRED COURSES: MECH 650 Modeling, Analysis, and Control Systems MECH 655 Advanced Mechatronics MECH 750 Introduction to Modern Control Engineering MECH 755 Nonlinear Control Engineering Dr. Robert J. Rabb, P.E. rrabb@citadel.edu The Graduate Certificate in the Mechatronics Engineering program is designed to provide students with a unique perspective, essential knowledge, and advanced engineering skills needed by todays practicing mechanical engineer. The courses are design focused for immediate transference to design applications in current industry and research. Course/ Certificate Availability: The courses / certificates will be offered based on student preferences / overall demand indicated in the plan of study to be submitted after acceptance. Students should be aware course / certificate offerings will be based on minimum class size enrollment. The Mechanical Engineering Program will continually monitor student interest to expedite completion of the program of study. Admission Requirements Successful applicants must meet the following criteria for admission into the Mechatronics Engineering Certificate program. 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree directly from an accredited college or university. *Students who have been admitted to the MSME with a mechatronics focus need to apply for the Mechatronics Engineering Graduate Certificate program (application fee will not be required for those already admitted to the MSME program). All material must be received by the CGC office and evaluated by the department to receive consideration to the Mechatronics Engineering Graduate Certificate program. An undergraduate engineering degree from an ABET accredited engineering program is required or approved degree from the department head. Program Requirements Students are required to complete 12 hours of graduate study within a three-year period from the time of registration in their first mechanical engineering graduate course at The Citadel. Students who fulfill the program requirements will earn a Graduate Certificate in Mechatronics Engineering. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 CGC/EUGS Academic Catalog 111 �Graduate Certificate in Military Leadership Department of Leadership Studies 843-953-8401 www.citadel.edu/root/graduate-certificate-inleadership leadership@citadel.edu All material must be received by the CGC office and evaluated by the department to receive consideration for admission to this graduate certificate program. Coursework is not to begin until admission has been granted into the program. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Faith Rivers James, J.D. Associate Provost for Leadership, Department Head & Professor of Leadership friversjames@citadel.edu Program Requirements REQUIRED COURSES LDRS 711 – Leading Change: Organizational Development and Transformation* LDRS 750 – Evolution of Military Leadership Thought LDRS 751 – Survey of US Military Leaders LDRS 752 – Survey of World Military Leaders LDRS 753 – Strategy & Contemporary Military Leadership Issues Dr. John Altick Leadership Studies Advisor jaltick@citadel.edu The Graduate Certificate in Military Leadership provides an opportunity for civilian and military students to pursue a course of study in military leadership. The courses, all offered online, examine world and U.S. military leaders from the perspective of effectiveness, style and practice. In addition, the program includes the study of the evolution of military leadership thought within the larger body of knowledge on leadership. Courses cover contemporary military leadership issues and strategy. * LDRS 750 or LDRS 722/BADM 722 is a prerequisite for this course. Total Required Courses: 15 credit hours Descriptions of courses are listed in the last section of this catalog Military Leadership Certificate students who have successfully completed 9 hours may apply and waive the testing requirement for admission to the Masters of Science in Leadership. Successful completion requires a minimum 3.0 GPA with no course grades below C+. The five courses in the certificate program may be coupled with the following seven additional courses to complete the M.S. in Leadership degree.        LDRS 710 LDRS 712 LDRS 715 LDRS 723 or BADM 713 LDRS 766 or BADM 766 PSYC 570 PSCI 501 or EDUC 512 Military Leadership Certificate students should complete LDRS 750/LDRS 722/BADM 722, and LDRS 711 prior to requesting admission to the MS in Leadership program. Admission Requirements 1. 2. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript for the baccalaureate degree from a regionally accredited college or university. 112 CGC/EUGS Academic Catalog �Graduate Certificate in Power and Energy Engineering Department of Mechanical Engineering 843-953-5057 www.citadel.edu/root/me-graduate-programs/powerand-energy Dr. Robert J. Rabb, P.E. rrabb@citadel.edu The Graduate Certificate in the Power and Energy Engineering program is designed to provide students with a unique perspective, essential knowledge, and advanced engineering skills needed by todays practicing mechanical engineer. The courses are design focused for immediate transference to design applications in current industry and research. Admission Requirements GRADUATION REQUIREMENTS (Course Requirements) All certificate candidates must: 1. File a plan of study outlining the intended areas of interest and listing the top four corresponding courses of interest. 2. Complete four courses (12 hours) from the power and energy engineering area of study below. REQUIRED COURSES: MECH 615 Applied Heat Transfer MECH 617 Advanced Topics in Renewable Energy Systems MECH 618 Energy Sources, Technology, and Policy MECH 619 Power Systems Engineering Course/ Certificate Availability: The courses / certificates will be offered based on student preferences / overall demand indicated in the plan of study to be submitted after acceptance. Students should be aware course / certificate offerings will be based on minimum class size enrollment. The Mechanical Engineering Program will continually monitor student interest to expedite completion of the program of study. Successful applicants must meet the following criteria for admission into the Power and Energy Engineering Certificate program. 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree directly from an accredited college or university. *Students who have been admitted to the MSME with a power and energy focus need to apply for the Power and Energy Engineering Graduate Certificate program (application fee will not be required for those already admitted to the MSME program). All material must be received by the CGC office and evaluated by the department to receive consideration to the Power and Energy Engineering Graduate Certificate program. An undergraduate engineering degree from an ABET accredited engineering program is required or approved degree from the department head. Program Requirements Students are required to complete 12 hours of graduate study within a three-year period from the time of registration in their first mechanical engineering graduate course at The Citadel. Students who fulfill the program requirements will earn a Graduate Certificate in Power and Energy Engineering. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 CGC/EUGS Academic Catalog 113 �Program Requirements Graduate Certificate in Software Engineering The Software Engineering certificate program consists of four, three credit hour courses totaling 12 graduate credit hours. Department of Cyber and Computer Sciences http://www.my.citadel.edu/root/ccsprograms/software-engineering-graduate-certificate CSCI-602—Foundations of Software Engineering CSCI-654—Software Requirements Analysis and Specifications (Prerequisite: CSCI 602) CSCI-656—Software Systems Design and Implementations (Prerequisite: CSCI 602) CSCI-658—Software Testing and Maintenance (Prerequisite: CSCI 602) Dr. John Moore, Jr., Interim Department Head 843-953-7883, john.moore@citadel.edu Dr. Mike Verdicchio, Program Director 843-953-6987, mv@citadel.edu Total Required Courses: 12 credit hours Descriptions of courses are listed in the last section of this catalog. Learning Outcomes The Citadel’s Graduate Certificate in Software Engineering is designed to provide its students with the knowledge, skills, and abilities associated with software engineering. By the end of this program, students will be able to: • Demonstrate the use of good software development models and techniques • Be able to evaluate alternative designs and architectures for a software application • Demonstrate the ability to effectively work in a team Admission Requirements 1. 2. 3. 4. 5. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript reflecting the highest degree earned from a regionally accredited college or university. Applicants are expected to have an undergraduate grade point average of 3.0.* Approval from the Program Director or Department Head before registering for any graduate Computer Science (CSCI) courses. Competency, demonstrated through course work, approved work experience, or a program-administrated competency exam, in the areas of basic Computer Architecture, Object-orientated Programing, Discrete Mathematics, and Data Structures. *With the approval of the joint program admissions committee, students whose grade point average is less than 3.0 may be permitted to take up to six credit hours of courses in a non-degree seeking status and then apply for admission after successful completion of these courses. All material must be received by the CGC office and reviewed by the department to receive consideration for admission to this graduate certificate program. Coursework is not to begin until admission has been granted into the program. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 114 CGC/EUGS Academic Catalog �Graduate Certificate in Sport Management Sport Sales & Marketing Department of Health & Human Performance 843-953-5060 GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Program Requirements www.citadel.edu/root/hess-programs/ graduate/graduate-certificate-sport-management Dr. Harry Davakos, Program Coordinator 843-953-7957, Harry.Davakos@citadel.edu Dr. Michelle Richardson, 843-953-7957, frichard@citadel.edu HESS-518—Sport Marketing HESS-521— The Art of Selling in Sport HESS-523—Administration and Leadership of Exercise and Sport Organizations HESS-539—Sport Public Relations and Promotions HESS-558—Advertising in Sport Total Required Courses: 15 credit hours Descriptions of courses are listed in the last section of this catalog. The Graduate Certificate in Sport Management is comprised of five (5) courses that will enhance the student’s breadth and depth of knowledge and skills in sport sales and marketing. These courses were specifically developed to broaden knowledge, skills, and abilities of working professionals in the field of sport management as well as provide such skills to students who wish to enhance their career marketability. In addition, graduate programs, such as the M.S. in Health, Exercise, and Sport Science and the M.A. in Sport Management at The Citadel, may accept these certificate program courses if admission is granted to both simultaneously. Admission Requirements Requirements and application procedures for admission into the Sport Management program: 1. Contact the Program Coordinator of the Sport Management Program. 2. Completion of the online graduate application along with the non-refundable application fee. 3. Submission of an official transcript of the baccalaureate degree from a regionally accredited college and university. 4. Submission of resume detailing previous work experience. 5. Submission of letter of intent addressing the following questions: a. How have your past experiences prepared you for the graduate work in Sport Management? b. How will your knowledge, skills, and attitudes contribute to the sport marketing/sales learning community? c. What do you hope to gain if accepted to the Graduate Certificate in Sport Management Program? All materials must be received by the CGC and evaluated by the department to receive consideration for entrance into the Sport Management Graduate Certificate Program. Coursework is not to begin until admission has been granted into the program. Students accepted to the Master of Arts in Sport Management are automatically enrolled in this certificate program. CGC/EUGS Academic Catalog 115 �GRADUATION REQUIREMENTS (Course Requirements) All degree candidates must: 1. File a plan of study outlining the intended areas of interest and listing the top four corresponding courses of interest 2. Complete four courses (12 hours) from the structural engineering areas of study below. Graduate Certificate in Structural Engineering School of Engineering 843-953-5083 www.citadel.edu/root/cee-graduateprograms/structural-engineering Dr. William J. Davis, P.E. jeff.davis@citadel.edu The Graduate Certificate in Structural Engineering program focuses on applied advanced engineering skills needed by todays practicing structural engineer. The courses are designed focused for immediate transference to design applications in the United States. Admission Requirements 1. 2. 3. Successful applicants must meet the following criteria for admission into the Structural Engineering Graduate Certificate program. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript of the baccalaureate degree directly from an ABET accredited engineering program or approved alternative. *Students who have been admitted to the MSCE with a structural focus need to apply for the Structural Engineering Graduate Certificate program (application fee will not be required for those already admitted to the MSCE program). Structural Engineering CIVL 504 Designing for Natural and Manmade Hazards CIVL 608 Structural Loads and Systems CIVL 610 Wood Design CIVL 655 Masonry Structural Design CIVL 657 Indeterminate and Matrix Structural Analysis CIVL 711 Design of Masonry, Wood and Cold Formed Steel Structures CIVL 712 Design of Coastal Structures and Bridges CIVL 713 Design of Civil Engineering Systems for Natural and Manmade Hazards CVIL 714 Advanced Steel Design CIVL 715 Advanced Reinforced Concrete Design CIVL 716 Analysis and Design of Prestressed Concrete Members CIVL 718 Matrix and Finite Element Analysis CIVL 719 Elastic Stability of Structures CIVL 720 Dynamic Analysis of Structures CIVL 721 Earthquake Engineering for Structural Engineers Course/ Certificate Availability: The courses/ certificates will be offered based on student preferences/ overall demand indicated in your plan of study to be submitted after acceptance. Students should be aware course/ certificate offerings will be based on minimum class size enrollment. The Civil and Environmental Engineering Department will continually monitor student interest to expedite completion of your program of study. All material must be received by the CGC office and evaluated by the department to receive consideration to the Structural Engineering Graduate Certificate program. An undergraduate civil engineering degree from an ABET accredited engineering is required or approval degree from the department head. Program Requirements Students are required to complete 12 hours of graduate study within a three-year period from the time of registration in their first civil engineering graduate course at The Citadel. Students who fulfill the program requirements will earn a Graduate Certificate in Structural Engineering. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 116 CGC/EUGS Academic Catalog �Graduate Certificate in Student Affairs School of Education 843-953-5097 www.citadel.edu/root/counselor-educationprograms/graduate-certificate-in-student-affairs Dr. Guy Ilagan, gilagan@citadel.edu Dr. Aaron Oberman, Program Coordinator obermana1@citadel.edu Dr. George T. Williams, williamsg@citadel.edu The Citadel Graduate College (CGC) and the Division of Counselor Education within the Zucker Family School of Education (SOE) is committed to principled educational leadership in higher education, making The Citadel the ideal place for offering a program that aims to prepare leaders in Student Affairs. Program Requirements The Student Affairs certificate program consists of four, three credit-hour courses totaling 12 graduate credit hours. Students may choose to enroll in 15 credit hours when including a practicum. Courses in the program are typically offered at the Lowcountry Graduate Center (LGC). EDUC-537—Student Development Services in Higher Education EDUC-538—Theories of Student Development in Higher Education EDUC-539—Higher Education Administration EDUC-613—Foundations of American Higher Education EDUC-634—Practicum in Student Affairs and College Counseling (optional) Total Required Courses: 12 credit hours Descriptions of courses are listed in the last section of this catalog. The Graduate Certificate in Student Affairs is designed to teach students aspiring to work (or currently working) in higher education how to: • Use resources effectively to achieve institutional missions and goals; • Establish high expectations for the learning process; and • Equip individuals with the skills needed to engage students in active learning, while building supportive and inclusive communities within higher education institutions that help students develop coherent values and ethical standards. Admission Requirements 1. 2. 3. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript reflecting the highest degree earned from a regionally accredited college or university. Submission of one letter of recommendation. Once all admission requirements have been satisfied, the SOE Division of Counselor Education Admissions Committee will review the application, and the applicant will be notified of their admission decision. Coursework is not to begin until admission has been granted into the program. Students accepted into the Master of Education in Counselor Education: Student Affairs and College Counseling are automatically enrolled in this certificate program. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 CGC/EUGS Academic Catalog 117 �Graduate Certificate in Systems Engineering Management Program Requirements Students must complete three required courses and one of the elective courses identified below: School of Engineering 843-953-9811 www.citadel.edu/root/pmgt-admission Required Courses: • PMGT-680 Systems Engineering Management Fundamentals • PMGT-681 Requirements Development and Management • PMGT-682 System Verification and Validation Dr. David Greenburg dgreenbu@citadel.edu The Graduate Certificate in Systems Engineering Management (SEM) program provides a multidisciplinary approach to the management and delivery of complex projects and programs. The SEM course of instruction presents systems engineering as a well-developed body of knowledge, methodologies and techniques from a management perspective with application to a wide range of industries. Successful applicants must meet the following criteria for admission into the SEM graduate certificate program. 2. 3. 4. Up to four courses in the SEM program may be used in completing the elective requirements for the Master of Science in Project Management. Please see your advisor for eligibility. Students must complete their coursework with a grade point average (GPA) of 3.0 or better on hours earned in these four courses. Admission Requirements 1. Elective Courses (Select one): • PMGT-683 Systems Modeling and Integration • PMGT-684 Human System Integration • PMGT-685 Decision and Risk Analysis Total Required Courses: 12 credit hours Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript of the baccalaureate degree from a regionally accredited college or university. Submission of resume detailing work experience, or permission of Department Head. Submission a one-page letter of intent (form available at www.citadel.edu/graduatecollege/forms) that provides concise, complete answers to the following questions: a. How has your experience prepared you for the SEM graduate courses? b. How will your knowledge, skills and attitudes contribute to the SEM program’s learning community? c. What do you hope to gain from the SEM graduate certificate program? Descriptions of courses are listed in the last section of this catalog. All material must be received by the CGC office and evaluated by the Department of Engineering Leadership and Program Management (ELPM) to receive consideration for admission to the SEM graduate certificate program. An undergraduate engineering degree is not required. Coursework will not begin until admission has been granted into the program. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 118 CGC/EUGS Academic Catalog �Graduate Certificate in Technical Program Management Program Requirements Students are required to complete 12 hours of graduate study within a two-year period from the time of registration in their first TPgM graduate course at The Citadel. Students who fulfill the program requirements will earn a Graduate Certificate in Technical Program Management (TPgM). School of Engineering 843-953-9811 www.citadel.edu/root/pmgt-admission Dr. David Greenburg dgreenbu@citadel.edu Mission Statement The mission of the Technical Program Management (TPgM) graduate certificate program is to educate and prepare technical professionals to serve as program and portfolio managers and leaders. Admission Requirements Successful applicants must meet the following criteria for admission into the TPgM graduate certificate program. 1. Completion of the online graduate application along with the application fee. 2. Submission of an official transcript of the baccalaureate degree directly from a regionally accredited college or university. 3. Submission of resume detailing work experience. 4. Submission of a one-page letter of intent that provides concise, complete answers to the following questions: a. How has your experience prepared you for the TPgM graduate courses? b. How will your knowledge, skills and attitudes contribute to the TPgM program’s learning community? c. What do you hope to gain from the TPgM graduate program? The required courses for the TPgM Graduate Certificate Program are: • PMGT-660: Overview of Technical Program Management • PMGT-661: The Legal and Contractual Aspects of Program Management • PMGT-662: Program Development Strategies and Processes • PMGT-685: Decision and Risk Analysis Up to four courses in the TPgM Certificate program may be used in completing the elective requirements for the Master of Science in Project Management. Please see your advisor for eligibility. Students must complete their coursework with a grade point average (GPA) of 3.0 or better on hours earned in these four courses. Total Required Courses: 12 credit hours Descriptions of courses are listed in the last section of this catalog. All material must be received by the CGC office and evaluated by the Department of Engineering Leadership and Program Management (ELPM) to receive consideration for admission to the TPgM Graduate Certificate program. An undergraduate engineering degree is not required. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 CGC/EUGS Academic Catalog 119 �Graduate Certificate in Technical Project Management School of Engineering 843-953-9811 www.citadel.edu/root/pmgt-admission Dr. David Greenburg dgreenbu@citadel.edu Mission Statement The mission of the Technical Project Management (TPM) graduate certificate program is to educate and train the next generation of technical and professional project managers and leaders. Admission Requirements Successful applicants must meet the following criteria for admission into the TPM graduate certificate program. 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript of the baccalaureate degree directly from a regionally accredited college or university. 3. Submission of resume detailing work experience. 4. Submission of a one-page letter of intent that provides concise, complete answers to the following questions: a. How has your experience prepared you for the TPM graduate courses? b. How will your knowledge, skills and attitudes contribute to the TPM program’s learning community? c. What do you hope to gain from the TPM graduate program? Program Requirements Students are required to complete 12 hours of graduate study within a two-year period from the time of registration in their first TPM graduate course at The Citadel. Students who fulfill the program requirements will earn a Graduate Certificate in Technical Project Management. The four courses in the TPM Certificate Program are required core courses for completing the requirements for the Master of Science in Project Management. The required courses for the TPM Graduate Certificate Program are: • PMGT-650: Overview of Technical Project Management • PMGT-651: Technical Project Planning and Scheduling • PMGT-652: Applications of Quality Management • PMGT-653: Technical Project Support and Operations Students must complete their coursework with a grade point average (GPA) of 3.0 or better on hours earned in these four courses. Total Required Courses: 12 credit hours Descriptions of courses are listed in the last section of this catalog. All students are required to complete a capstone project that spans the four TPM courses. A formal presentation of the completed capstone project will be made upon completion of PMGT 653. Students are also expected to present their capstone project to industry professionals. *Students who have been admitted to the MSPM are automatically enrolled in the TPM Graduate Certificate program. All material must be received by the CGC office and evaluated by the Department of Engineering Leadership and Program Management (ELPM) to receive consideration for admission to the TPM Graduate Certificate program. An undergraduate engineering degree is not required. Applicants enrolled in the Master of Science in Project Management are automatically enrolled in this certificate program. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 120 CGC/EUGS Academic Catalog �Graduate Certificate in Transportation Engineering School of Engineering, 843-953-5083 www.citadel.edu/root/cee-graduateprograms/transportation-engineering Dr. William J. Davis, P.E. jeff.davis@citadel.edu The Graduate Certificate in Transportation Engineering program focuses on applied advanced engineering skills needed by todays practicing transportation engineer. The courses are designed focused for immediate transference to design applications in the United States. Admission Requirements 1. 2. 3. Successful applicants must meet the following criteria for admission into the Transportation Engineering Graduate Certificate program. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript of the baccalaureate degree directly from an ABET accredited engineering program or approved alternative. GRADUATION REQUIREMENTS (Course Requirements) All degree candidates must: 1. File a plan of study outlining the intended areas of interest and listing the top four corresponding courses of interest 2. Complete four courses (12 hours) from the transportation engineering areas of study below. Transportation Engineering CIVL 506 Geographic Information Systems CIVL 575 Traffic Engineering Operations CIVL 576 Roadway Geometric Design CIVL 612 Urban Transportation Planning CIVL 640 Urban Mobility Infrastructure Policy and Planning CIVL 642 Public Health, Physical Activity, and Design of the Built Environment CIVL 740 Transportation Safety Engineering CIVL 741 Travel Demand Forecasting Course/ Certificate Availability: The courses/ certificates will be offered based on student preferences/ overall demand indicated in your plan of study to be submitted after acceptance. Students should be aware course/ certificate offerings will be based on minimum class size enrollment. The Civil and Environmental Engineering Department will continually monitor student interest to expedite completion of your program of study. *Students who have been admitted to the MSCE with a transportation focus need to apply for Transportation Engineering Graduate Certificate program (application fee will not be required for those already admitted to the MSCE program). All material must be received by the CGC office and evaluated by the department to receive consideration to the Transportation Engineering Graduate Certificate program. An undergraduate civil engineering degree from an ABET accredited engineering is required or approval degree from the department head. Program Requirements Students are required to complete 12 hours of graduate study within a three-year period from the time of registration in their first civil engineering graduate course at The Citadel. Students who fulfill the program requirements will earn a Graduate Certificate in Transportation Engineering. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 CGC/EUGS Academic Catalog 121 �EVENING/ONLINE UNDERGRADUATE DEGREE PROGRAMS 122 CGC/EUGS Academic Catalog �Bachelor of Arts in Criminal Justice Department of Criminal Justice 843-953-0319 www.citadel.edu/root/eveningundergraduatestudies2-2-programs/ criminal-justice Ms. Lindey Maza, M.A. lmaza@citadel.edu The 2 + 2 program/degree completion program in criminal justice was created to provide students with an opportunity to receive a four-year degree from The Citadel online. The requirements for the major consist of a total of 65 general elective credit hours and 55 upper division credit hours. According to Citadel policy, students must complete their last 36 hours at The Citadel. 45 credit hours in the major and 15 credit hours of elective courses, 36 of which must be taken at The Citadel. Students may begin taking Citadel courses at any time as long as 24 college credit hours have been transferred to The Citadel and prerequisites have been met. 2+2 Transfer Articulation from South Carolina Technical Colleges Please note that the table below is only an advising tool with a suggested sequence of courses for students who are beginning their college coursework within the South Carolina Technical College System with the intent to transfer to The Citadel. The Citadel’s degree completion programs offer significant flexibility with course selection and transfer credits that provides additional choices as noted in the official degree completion program of study. Program of Study Courses Taken at a South Carolina Technical College (or equivalent): 65 credit hours Writing/English Composition (six hours) Mission Statement Humanities/Foreign Language (six hours) The mission of the Criminal Justice program is to foster an intellectually stimulating educational experience that prepares students to work within the criminal justice system and its related fields, as well as laying the academic foundation for graduate study. This is accomplished by developing students’ understanding of the causes of crime, which includes a grasp of the larger social context in which crime occurs, the operation and effectiveness of agencies within the criminal justice system, as well as developing students’ analytical skills that enable them to conduct and evaluate criminal justice-related research. Expected Student Learning Outcomes Upon completion of the program, students should generally possess: • An understanding of the theories relating to crime causation and criminality • An understanding of the interdisciplinary nature of the criminal justice system • Skills that enable the student to conduct and evaluate criminal justice-related research • Advanced reading, writing, and verbal communication skills • An understanding of administrative principles and practices found in criminal justice agencies Admission Requirements 1. 2. Completion of the online undergraduate application. Submission of all official transcripts from regionally accredited colleges or universities attended. Courses with a grade of C or higher will be considered for transfer to The Citadel. All transcripts must be received in order for the application to be complete and reviewed. History (six hours) Mathematics (six hours) Physical Science (eight hours) Courses must have lab, not necessarily sequential Social Science (six hours) Criminal Justice Major (six hours) CRJ-101 Introduction to Criminal Justice CRJ-125 Criminology 3 3 Lower Division Electives 21 hours (Any Courses Apply) Recommended for technical college CRJ Students CPT-101 Intro to Computers CRJ-120 Constitutional Law CRJ-130 Police Administration CRJ-210 Juvenile and the Law CRJ-220 Judicial Process CRJ-236 Criminal Evidence CRJ-242 Correctional Systems Recommended for technical college AA Students CPT-101 Intro to Computers Oral Communications Literature Humanities/Social Sciences/Communication CGC/EUGS Academic Catalog 123 �Courses Taken at The Citadel: 55 credit hours EUGS-101-Introduction to The Citadel Experience (Must be taken in first semester at The Citadel) 1 Required courses if not taken at a technical college CRMJ-201 Intro to Criminal Justice CRMJ-202 Criminology 3 3 Required Courses CRMJ-370 Police Systems CRMJ-380 Corrections 3 3 Upper Level Elective Courses in the Major: 33 Credit Hours (Must be at 300 level or higher) PSCI-342 International Terrorism 3 PSCI-361 Law and Legal Process 3 PSCI-392 Political Theory 3 PSCI-401 Public Policy Process 3 PSCI-461 Issues in Contemporary Constitutional Law 3 PSCI-462 Constitutional Law: Civil Rights & Liberties 3 SOCI-201, 202 and any 300-400 level course in sociology Credit for CRMJ-498 (Independent Study) and CRMJ-499 (Internships): Approval is required from the participating faculty member, the 2 + 2 program director, and the Associate Provost and Dean of Online Undergraduate Studies. Non 2+2 students’ transfer credit will be evaluated according to Citadel policy. Upper Level Elective Courses: 15 Credit Hours (Must be courses at the 300-400 level) Note: CRMJ-201 is a prerequisite for all criminal justice courses except CRMJ-202. Students may choose from the following list of upper level elective courses in criminal justice. CRMJ-330 Emergency Management CRMJ-331 Cyber Investigations CRMJ-332 Comparative Homeland Security CRMJ-333 Immigration and Security CRMJ-371 Criminal Law CRMJ-372 Critical Issues in Law Enforcement CRMJ-373 Criminal Evidence CRMJ-375 Criminal Justice Administration CRMJ-381 Organized Crime CRMJ-382 Drugs and Crime CRMJ-383 Comparative Criminal Justice Systems CRMJ-384 International Crime CRMJ-385 Juvenile Delinquency CRMJ-386 Research Methods in Criminal Justice CRMJ-387 Criminal Investigation CRMJ-388 White Collar Crime CRMJ-389 Justice in Latin America CRMJ-390 Victimology CRMJ-391 Criminalistics CRMJ-392 Computer Crime CRMJ-393 Homicide CRMJ-465 Special Topics in Criminal Justice CRMJ-470 Ethics CRMJ-471 Psychology of Crime CRMJ-472 Crime Prevention CRMJ-498 Independent Study CRMJ-499 Internship INTL-210 Homeland Security INTL-310 Intelligence Collection Systems & Programs INTL-311 US Intelligence Systems & Failures Total Credit Hours: 120 credit hours 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Three of the following courses can count as an upper level elective in the major: Electives: (three courses, nine credit hours) PSCI-302 Urban Politics 3 PSCI-310 Domestic Terrorism 3 PSCI-311 The Civil Rights Movement & American Politics 3 124 CGC/EUGS Academic Catalog �Bachelor of Arts in Intelligence & Security Studies • Department of Intelligence & Security Studies 843-953-6886 www.citadel.edu/root/eveningundergraduatestudie s-2-2-programs/intelligence • Dr. Carl Jensen cjensen1@citadel.edu • • • The ability to utilize critical thinking skills in all areas of collection and analysis; Enhanced written and oral skills in communicating intelligence findings to policy/decision makers at all levels; An understanding of the functional areas of intelligence (collection, analysis, counterintelligence, covert action, and intelligence management) and how each can advance national objectives; The ability to collaborate and work effectively in teams; Knowledge of the principles and fundamentals of cybersecurity. Admission Requirements The 2 + 2 program/degree completion program in intelligence and security studies was created to provide students with an opportunity to receive a four-year degree from The Citadel online. The requirements for the major consist of a total of 59 general elective credit hours and 61 upper division credit hours. According to Citadel policy, students must complete their last 36 hours at The Citadel, 42 credit hours in the major and 18 credit hours of elective courses, 36 of which must be taken at The Citadel. Mission Statement The mission of the Intelligence & Security Studies program is to foster an intellectually stimulating educational experience that prepares students to work within the intelligence and security studies community and its related fields, as well as laying the academic foundation for graduate study. This is accomplished by developing students’ understanding, knowledge, skills, and abilities valued by the U.S. Intelligence Community (IC). This major seeks to develop each student’s capabilities for critical thinking and systematic analysis and is designed to increase the student’s knowledge of effective leadership for national security. Expected Student Learning Outcomes Upon completion of the program, students should generally possess: • An understanding of global and national threats to U.S. security; • Knowledge of organizational structures and operations of civilian and military intelligence agencies; • An understanding of national and international intelligence and security strategies; • Knowledge of intelligence management principles, tools, and applications; • An understanding of leadership principles as they apply to military and civilian intelligence agencies; • An understanding of the role of ethics and integrity for intelligence and security professionals; • The ability to perform tactical, operational, and strategic analysis; • An understanding of collection strategies in military and civilian intelligence; • Knowledge of global, national, and regional threats to security; 1. 2. Completion of the online undergraduate application. Submission of all official transcripts from regionally accredited colleges or universities attended. Courses with a grade of C or higher will be considered for transfer to The Citadel. All transcripts must be received in order for the application to be complete and reviewed. Students may begin taking Citadel courses at any time as long as 24 college credit hours have been transferred to The Citadel and prerequisites have been met. Program of Study Courses Taken at a South Carolina Technical College (or equivalent): 59 credit hours Writing/English Composition (six hours) Fine Arts/Humanities/Ethics/Foreign Language/other courses with significant cross-cultural content (six hours) History (six hours) Mathematics (six hours) Physical Science (eight hours) Courses must have lab, not necessarily sequential Social Science (six hours) Lower Division Electives 21 hours (Any Courses Apply) Courses Taken at The Citadel: 61 credit hours EUGS-101-Introduction to The Citadel Experience (Must be taken in first semester at The Citadel) Required Core Courses: 18 credit hours CSCI 227 Introduction to Cybersecurity INTL 201 Introduction to Intelligence Studies INTL 210 Homeland Security INTL 301 Advanced Analytics I INTL 302 Advanced Analytics II INTL 310 Intelligence Collection Systems & Programs CGC/EUGS Academic Catalog 1 3 3 3 3 3 3 125 �General Intelligence Elective Courses in the Major: 24 credit hours ANTH 202 Cultural Anthropology BIOL 207 Bioterrorism CRMJ 331 Cyber Investigations CRMJ 332 Comparative Criminal Justice Systems CRMJ 333 Immigration and Security CRMJ 381 Organized Crime CRMJ 384 International Crime CRMJ 392 Computer Crime CSCI 327 Computer Security CSCI 427 Advanced Cybersecurity GEOG 301 Introduction to Geographic Information Systems GEOG 311 Economic Geography HIST 206 History of the Non-Western World HIST 326 Europe Since 1914 HIST 356 The History of Africa HIST 362 Modern Middle East HIST 388 U.S. Foreign Relations since 1898 HIST 389 The Global Cold War, 1917-1991 INTL 311 Intel Successes and Failures INTL 312 America’s Drone Campaign Since 9/11 INTL 401 Intelligence Support to Military Operations INTL 402 The Military Instrument of Power INTL 464 Intelligence Internship INTL 465 Special Topics in Intelligence PSCI 310 Domestic Terrorism PSCI 332 National Security Policy PSCI 336 Russia and the Commonwealth of Independent States PSCI 339 Middle Eastern Affairs PSCI 342 International Terrorism PSCI 346 Multinational Peacekeeping PSCI 401 Political Issues and Public Policy PSCI 431 American Foreign Relations PSCI 433 Topics in International Politics 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Students are required to take six upper level (300+) elective courses outside of General Intelligence Elective Course List: 18 credit hours Total Credit Hours: 120 126 CGC/EUGS Academic Catalog �Bachelor of Arts in Political Science Department of Political Science 843-953-5072 www.citadel.edu/root/eveningundergraduatestudies2-2-programs/political-science Dr. Dubose Kapeluck, Department Head 843-953-2037 dubose.kapeluck@citadel.edu 2+2 Transfer Articulation from South Carolina Technical Colleges Please note that the table below is only an advising tool with a suggested sequence of courses for students who are beginning their college coursework within the South Carolina Technical College System with the intent to transfer to The Citadel. The Citadel’s degree completion programs offer significant flexibility with course selection and transfer credits that provides additional choices as noted in the official degree completion program of study. Program of Study Brad Collins, Advisor 843-953-4852 collinsb1@citadel.edu Courses taken at a South Carolina Technical College (or equivalent): 65 credit hours Mission Statement Writing/English Composition (6 hours) The mission of the 2+2/degree completion program in Political Science is to foster an intellectually stimulating experience that prepares students to work within political science and its related fields as well as laying the academic foundation for graduate study. Humanities/Foreign Language (6 hours) Majoring in political science affords students an opportunity to obtain a broad liberal arts education that enriches their lives and acquaints them with the rights and responsibilities of citizenship. As a central element of a liberal arts education, political science provides preparation for graduate education and for the pursuit of useful and satisfying careers. Science (8 hours with lab, not necessarily sequential) While our faculty represents a wide variety of theoretical and methodological approaches, we share a strong interest in solving the puzzles of contemporary political life. In carrying out its teaching mission, the political science faculty is devoted to providing individualized attention aimed at encouraging students to enhance their critical-thinking and problem- solving skills while further honing real-life skills related to reading, writing, listening and speaking. Admission Requirements 1. 2. History (6 hours) Mathematics (6 hours) Social Science (9 hours) PSC 201 American Gov. PSC 215 State and Local Gov. ECO 210 Macroeconomics 3 3 3 Lower Division Electives (24 hours) (Recommended Courses; Any Transferable Courses Apply) Oral Communication 3 CPT 101 Introduction to Computers 3 SOC 101 Introduction to Sociology 3 PSC 220 Introduction to International Relations 3 CRJ 125 Criminology 3 Any courses in Humanities/Social Sciences/Communication (for a total of 9 hours) Total Credit Hours at a Technical College: 65 Completion of the evening undergraduate application. Submission of all official transcripts from regionally accredited colleges or universities attended. Courses with a grade of C or higher will be considered for transfer to The Citadel. All transcripts must be received in order for the application to be complete and reviewed. Students may begin taking Citadel courses at any time as long as 24 college credit hours have been transferred to The Citadel and prerequisites have been met. Courses taken at The Citadel: 52 credit hours EUGS 101-Introduction to The Citadel Experience (must be taken in first semester at The Citadel) 1 Required Major Courses: 6 hours PSCI 361 Law and Legal Process PSCI 461 Powers of Government 3 3 American Politics Electives: 15 hours PSCI 301 American Parties and Politics PSCI 302 Urban Politics PSCI 304 American Political Thought PSCI 305 American Presidency CGC/EUGS Academic Catalog 3 3 3 3 127 �PSCI 306 Legislative Process PSCI 307 Southern Politics PSCI 308 Public Opinion PSCI 310 Domestic Terrorism PSCI 311 The Civil Rights Movement and American Politics PSCI 371 Leadership in Politics PSCI 393 Research Methods in Political Science PSCI 396 Politics and the Media PSCI 402 Politics of Bureaucracy PSCI 403 Topics in American Government and Politics PSCI 431 American Foreign Relations PSCI 492 Special Topics in Political Science: Modern Ideologies PSCI 498 Independent Study* PSCI 499 Internship* Pre-Law and Legal Studies Subfield Electives: 12 hours PSCI 304 American Political Thought PSCI 311 The Civil Rights Movement and American Politics PSCI 331 International Law PSCI 393 Research Methods in Political Science PSCI 402 Politics of Bureaucracy PSCI 463 Topics in Law and Legal Studies PSCI 498 Independent Study* PSCI 499 Internship* SOCI 201 Introduction to Sociology CRMJ 202 Criminology ENGL 411 Writing in the Professions BADM 211 Introduction to Financial Accounting/Reporting CRMJ 465 Special Topics in Criminal Justice CRMJ 371 Criminal Law** CRMJ 373 Criminal Evidence 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 *Credit for PSCI 498 (Independent Study) and PSCI 499 (Internship): Approval is required from the participating faculty member, the 2 + 2 program director, and the Associate Provost and Dean of The Citadel Graduate College or designee. **CRMJ 371 Criminal Evidence may not be taken for credit if student took CRJ 115 Criminal Law I at TTC (see Fifth Semester Spring) Departmental Elective: 3 hours Any course with an ANTH, PSCI, SOCI prefix Upper Level Elective Courses in Major: 15 hours Must be courses at the 300-400 level. Total Credit Hours at The Citadel: 52 Total Program Credit Hours: 117 128 CGC/EUGS Academic Catalog �Program of Study Bachelor of Science in Business Administration Tommy and Victoria Baker School of Business 843-953-5056 www.citadel.edu/finishmyba Jeremy Bennett, Ph.D. Undergraduate Completion Program Director Jbennet5@citadel.edu Tim Kniseley, M.Ed., 843-953-5257 Undergraduate Completion Advisor tknisele@citadel.edu The Business Administration program consists of 62 hours of general education and lower division courses at a SC technical college, 46 credit hours of upper division courses at The Citadel, and 12 credit hours of elective courses taken at a technical college, The Citadel or another institution. To earn a degree from The Citadel, a minimum of 36 institutional credit hours must be completed. Courses Taken at a SC technical college (or equivalent): 74 credit hours Writing/English Composition (6 hours) ENG-101 English Composition I Additional Composition Course Mission Statement The mission of the Tommy and Victoria Baker School of Business is to educate and develop leaders of principle to serve a global community. Program Description The Citadel’s Bachelor of Science in Business Administration is a degree completion program offering upper level business and elective courses in the evening and online. Veteran students may take up to two classes during the day per semester. During summer semester, additional general education and lower level business courses may be available. Students take freshman and sophomore level courses at a South Carolina (SC) technical college and attend The Citadel for their junior and senior level courses. Students may begin taking Citadel courses at any time as long as 24 college credit hours have been transferred to The Citadel and prerequisites have been met. Students planning to enroll at The Citadel with the minimum credit hours are encouraged to complete English Composition I and II, College Algebra, Probability and Statistics, Micro and Macroeconomics, Financial and Managerial Accounting, and Introduction to Computers. 3 3 Humanities/Foreign Language (6 hours) Any Two Non- Remedial Humanities or Foreign Language Course Mathematics (6 hours) MAT-109 College Algebra with Modeling or MAT-110 College Algebra Additional Math or Statistics Course 3 3 3 History (6 hours) Any Two Non- Remedial History Courses Physical Science (8 hours) Courses must have lab and need not be sequential Any Two Non- Remedial Lab Science Courses Social Science (6 hours) ECO-210 Macroeconomics ECO-211 Microeconomics 3 3 Business Major Courses (12 hours) MAT-120 Probability & Statistics ACC-101 Accounting Principles I ACC-102 Accounting Principles II CPT-101 Introduction to Computers 3 3 3 3 Admission Requirements For admission to The Citadel’s portion of the program, students must: 1. 2. 3. Complete the degree completion undergraduate application. Submit all official transcripts from regionally accredited colleges or universities attended. Courses with a grade of C or higher will be considered for transfer. All transcripts must be received in order for the application to be complete and reviewed. Complete the designated courses with an approved technical college or equivalent with a grade of C or higher and have a minimum grade point average of 2.0. Lower Division Electives (12 hours) Any Non- Remedial Courses Electives taken at a SC technical college, The Citadel or another institution (12 hours) CGC/EUGS Academic Catalog 129 �Courses Taken at The Citadel: 46 credit hours EUGS 101-Introduction to The Citadel Experience (Must be taken in first semester at The Citadel) 1 Business Major Requirements: (27 Credit Hours) BADM-216 Communication in Business BADM-217/110 Computer Applications in Business BADM-305 Legal & Ethical Environment of Business BADM-309 Marketing Principles BADM-321 Business Finance BADM-338 Management & Org. Behavior BADM-371 Leadership in Organizations BADM-410/310 Operations Management BADM-422 Strategic Management 3 3 3 3 3 3 3 3 3 Business Electives (12 Hours) Non-Remedial Courses in Management Hospitality Management Construction Management Supply Chain Management Logistics Business Accounting Marketing Upper Level General Electives (6 hours) Courses may be any 300 or 400 level course offered in the evening or online at The Citadel. Students must have the required prerequisites in order to register for the course. Total Credit Hours: 120 130 CGC/EUGS Academic Catalog � Bachelor of Science in Nursing Swain Department of Nursing 843-953-1852 www.citadel.edu/root/eveningundergraduatestudies2-2-programs/nursing Amelia Joseph, PhD, RN, Department Head and Program Director ajoseph1@citadel.edu  Admission Requirements 1. 2. 3. Mission The mission of the Nursing Program is to educate and develop our students to become principled leaders in the health care environment and profession of nursing by incorporating the core values of The Citadel of honor, duty and respect into the learning experience. Program Description The 2 + 2 program/degree completion program in nursing was created to provide students with an opportunity to receive a fouryear degree from The Citadel in the evening. The requirements for the major consist of a total of 60 upper division credit hours: 38 credit hours in the major and nine credit hours of interprofessional health related courses and 12 elective credit hours, 9 of which must be in an approved health-related course. Expected Student Learning Outcomes The purpose of The Citadel nursing program is to prepare nurses at the baccalaureate level to assume leadership roles within the healthcare team, providing for quality and safe practice in a complex health care environment. Specifically, students will:  Be able to apply the principles of a liberal education to the practice of nursing by incorporating scientific evidence and using creative and critical thinking skills for the safe and effective care of individuals, families and communities.  Demonstrate patient/family centered care in the practice of nursing by understanding the importance of eliciting individual values, preferences and needs as part of the overall assessment process and creating a plan of care that addresses the unique needs of the individual.  Be able to provide a complete biopsychosocial assessment of their patients and facilitate the care of their patients through a complex healthcare system.  Communicate effectively with individuals, families and other members of the healthcare team to promote safe care and a safe work environment.  Understand and apply health promotion and disease prevention to individuals, families, communities and the global world throughout the health continuum. Understand the role of the professional nurse relative to health finance and regulatory policies and its impact on measureable health outcomes. Demonstrate professional values of human dignity, integrity, social justices, altruism and autonomy within legal and ethical boundaries which will maximize patient safety and optimize quality care. 4. 5. Completion of the evening undergraduate application. A cumulative GPA of 3.0 or higher. Completion of the required prerequisite courses at a regionally accredited technical college or other regionally accredited colleges or universities. Submission of all official transcripts directly from colleges/universities attended. Courses with a grade of C or higher will be considered for transfer to The Citadel. All transcripts must be received in order for the application to be complete and reviewed. Completion of the questionnaire and written essay. Include any volunteer or paid work experience in health care. The student must complete the required science courses with a minimum of a “C” grade in each course: two semesters of general chemistry with a lab; two semesters of anatomy and physiology with a lab; one semester of general biology with a lab; one semester of microbiology with a lab; two semesters of psychology and one semester of sociology. Program of Study Courses Taken at South Carolina Technical College (or equivalent): 60 Credit Hours Writing/English Composition (six hours) ENG 101 English Composition I ENG 102 English Composition II 3 3 Humanities/Foreign Language (six hours) SOC 101 Introduction to Sociology PHI 110 Ethics 3 3 Mathematics (six hours) MAT 110 College Algebra MAT 120 Probability and Statistics 3 3 Social Science (six hours) PSC 201 General Psychology PSY 203 Human Growth and Development 3 3 Physical Science (20 hours) BIO 210 Anatomy and Physiology I + Lab BIO 211 Anatomy and Physiology II + Lab BIO 225 Microbiology + Lab CHM 110 College Chemistry I + Lab CHM 111 College Chemistry II + Lab 4 4 4 4 4 CGC/EUGS Academic Catalog 131 �Additional Requirements (six hours) SPC 205 or SPC 209 Speech CPT 101 or CPT 102 Computer Technology 3 3 Approved Electives (10 Hours) History (six hours) Select One Sequence HIS-101 History of Western Civilization I HIS-102 History of Western Civilization II HIS-104 History of World Civilization I HIS-105 History of World Civilization II 3 3 3 3 Biology (four hours) General Biology 4 Courses Taken at The Citadel: 60 Credit Hours EUGS 101 Introduction to The Citadel Experience (Must be taken in first semester at The Citadel) Required Courses (47 credit hours) BIOL 340 Pathophysiology BIOL 341 Pharmacology HLED 401 Nutrition NURS 200 Introduction to Nursing NURS 201 Health Assessment NURS 202 Fundamentals of Nursing NURS 301 Adult Health I NURS 302 Adult Health II NURS 311 Adult Health I Clinical NURS 312 Adult Health II Clinical NURS 401 Maternal and Child Health NURS 402 Mental Health and Community NURS 403 Evidence Based Practice NURS 404 Leadership NURS 405 Capstone 1 3 3 3 2 4 4 3 3 2 2 5 5 3 3 2 Upper Level Elective Courses: 12 Credit Hours (Must be at 300 level or higher with 9 hours taken in a healthrelated topic. Students are strongly encouraged to take Gerontology; Health Policy; and Information Management and Technology) Total Credit Hours: 120 132 CGC/EUGS Academic Catalog �Bachelor of Science in Social Studies Education 2+2 Transfer Articulation from South Carolina Technical Colleges School of Education 843-953-5097 www.citadel.edu/root/teacher-education Please note that the table below is only an advising tool with a suggested sequence of courses for students who are beginning their college coursework within the South Carolina Technical College System with the intent to transfer to The Citadel. The Citadel’s degree completion programs offer significant flexibility with course selection and transfer credits that provides additional choices as noted in the official degree completion program of study. Program Coordinator and Education Advisor: Dr. Tammy Graham Ed.D., tammy.graham@citadel.edu Social Studies Advisor: Dr. Katherine Grenier, grenierk@citadel.edu Students may begin taking Citadel courses at any time as long as 24 college credit hours have been transferred to The Citadel and prerequisites have been met. Program of Study The 2 + 2 program/degree completion program in Social Studies Education was created to provide students with an opportunity to receive a four-year degree leading to initial Teacher Licensure from The Citadel in the evening. The requirements for the major consist of a total of 123-125 hours, 58 of which are completed at The Citadel. This includes 36 credit hours in the major, 21 credit hours of elective courses, and a one-hour orientation course. Mission and Expected Student Learning Outcomes The purpose of the Zucker Family School of Education’s undergraduate programs is to serve the people of the Lowcountry, the state of South Carolina, the Southeast, and the nation by providing programs that prepare highly qualified individuals who are knowledgeable about the learning process; learners and who are effective, ethical, and reflective educators prepared to assume leadership roles in the profession and community. Further, with a focus toward learner-centered education, they are effective in educating a diverse learner population to high academic standards. Courses Taken at South Carolina Technical College (or equivalent): 65-67 hours General Education: 38 Hours Writing/English Composition (six hours) Humanities/Foreign Lang. (six hours) History (12 hours) Mathematics (six hours) Physical Science: (eight hours) Courses must have lab, not necessarily sequential Social Science: 12 hours ECO 210 Macroeconomics PSC 201 American Gov. PSY 201 General Psychology SOC 101 Intro to Sociology 3 3 3 3 Lower Division Electives: 15-17 hours (Any Transferable Courses Apply) Admission Requirements 1. Completion of the evening undergraduate application at The Citadel. 2. Submission of all official transcripts from regionally accredited colleges or universities attended. Courses with a grade of C or higher will be considered for transfer to The Citadel. All transcripts must be received in order for the application to be complete and reviewed. 3. Meet with Citadel advisors. Recommended for technical college AA Students Oral Communication 3 CPT 101 Introduction to Computers 3 Courses Taken at The Citadel: 58 Credit Hours EUGS 101-Introduction to The Citadel Experience (Must be taken in first semester at The Citadel) Required Major Courses: 36 Hours EDUC 101 Education in Modern Society EDUC 202 Educational Psychology EDUC 206 Adolescent Development EDUC 312 Learners with Exceptionalities EDUC 301 Foundations in Reading CGC/EUGS Academic Catalog 1 3 3 3 3 3 133 �EDUC 401 Methods and Materials of Middle and High School Teaching EDUC 306 Teaching Reading and Writing in the Middle and High School EDUC 402 Special Methods in Teaching EDUC 499 Teaching Internship Required Social Studies Courses: 12 Hours ANTH 202 Cultural Anthropology GEOG 209 World Geography PSCI 302 Urban Politics HIST 206 Social and Cultural History of the Non-Western World 3 3 3 12 3 3 3 3 Approved Electives: 9 Hours One – 3 Hour History Elective (200 level and above) Two – 3 hour Social Studies Electives (200 level and above) (Economics, History, Political Science or Psychology) Total Program Credit Hours: 123-125 5. PRAXIS II subject/specialty area test score(s) and the appropriate PRAXIS II - Principles of Learning and Teaching (PLT)* test score Have on file at The Citadel South Carolina State Department of Education clearance through the FBI and SLED *Note: It is strongly recommended that students take the PLT as soon as they have completed EDUC 101, EDUC 202 and EDUC 312. GRADUATION REQUIREMENTS To meet graduation requirements, the Teacher Candidate must complete all requirements for their teaching field with a GPA of at least 2.750. In addition, the candidate must have passing scores on the appropriate PRAXIS Core, PRAXIS II and Principles of Learning and Teaching (PLT) exams on file at The Citadel. A grade of “B” or better in EDUC 499 is necessary to qualify for recommendation for South Carolina teacher licensure (certification). Admission to Upper Level Education Courses To be admitted to upper level Education courses, the teacher candidate must have the support of his or her advisor relative to suitability and interest in teacher education and must also have: 1. Official passing scores on all three parts of PRAXIS Core exams on file at The Citadel. 2. A cumulative Grade Point Average of 2.750 or higher on coursework taken at The Citadel. 3. Successful completion of EDUC 101. Admission to the Student Teaching Internship (EDUC 499) Teacher candidates must make a formal application for admission to the student teaching internship to both The Citadel and the South Carolina State Department of Education. Application should be made two semesters prior to the teaching internship. The State of South Carolina will provide a status update as “cleared” or “not cleared” to the ZFSOE based on background checks and other information they receive to determine candidate suitability. If a concern arises in regards to suitability through the State, the teacher candidate must follow up directly with the South Carolina Department of Education. The Citadel application packet will be reviewed by the Director of Field Experiences and Internships as well as the Teacher Education faculty. Once candidates are approved, they will receive notification of admission to internship through the School of Education. To begin the internship, the student must have: 1. 2. 3. 4. 134 Acceptable disposition evaluations; Completion of all professional education courses and content coursework with a cumulative GPA of at least 2.75 Successful completion of all previous field experiences Have on file at The Citadel official records of all three appropriate PRAXIS Core test score, the appropriate CGC/EUGS Academic Catalog �Bachelor of Science in Civil Engineering Department of Civil and Environmental Engineering www.citadel.edu/CEE Dr. William J. Davis, P.E. Jeff.davis@citadel.edu Sustainable Success: Graduating students who have sustainable career success and participate in leadership roles through demonstration of lifelong learning, effective communication, contributions on multidisciplinary teams, and broad based prospective of engineering and societal needs. Broad Based Education: Graduating students who have a broad educational background that leads to good citizenship through leadership, management, decision making and problem solving abilities. Mission Statement Departmental Core Values The mission of the Department of Civil and Environmental Engineering (CEE) is to provide a nationally recognized student- centered learning environment for the development of principled leaders in the civil and environmental engineering community through a broad-based, rigorous curriculum, emphasizing theoretical and practical engineering concepts, strong professional values, and a disciplined work ethic. The Department of Civil and Environmental Engineering has adopted the following core values: Students are our Focus: We believe the education, development, empowerment, and welfare of our students are the primary focus of our efforts. The Department of Civil and Environmental Engineering recognizes the civil engineer as a people-serving professional who manages resources as well as technology. The civil engineer plans, designs, constructs, and maintains facilities essential to modern life in both the public and private sectors. Accordingly, the department strives to develop the skills of its engineering students in the management of resources–time, materials, money, and people. Consistent with the high aims of the civil engineering profession, the department seeks to ensure its academic program is underpinned by a broad base of ethical knowledge and behavior as well as modern leading-edge technology. The department accomplishes its mission by connecting students, faculty, and staff in a unique academic environment, achieving the intended development of the student through the enriched personal, professional, and educational growth of each individual. Civil Engineers as Principled Leaders: We believe the engineering profession requires the highest professional and ethical standards, which we seek to model, teach and prepare our students to embrace. Admission Requirements The Citadel, through The Graduate College, offers an undergraduate Bachelor of Science degree in Civil Engineering. This program is offered in cooperation with South Carolina technical schools where the student completes the first two years of study. Students may also attend a regionally accredited college or university. The junior and senior years of study are completed at The Citadel by attending evening classes. 1. 2. 3. Completion of the designated courses or equivalents from an approved technical college with a grade of C or higher. Completion of the evening undergraduate application. Submission of all official transcripts from regionally accredited colleges or universities attended. Courses with a grade of C or higher will be considered for transfer to The Citadel. All transcripts must be received in order for the application to be complete and reviewed. Program Educational Objectives: The Civil and Environmental Engineering program educational objectives are designated in the following three areas: Design: Graduating students who are successful in engineering based on a course of study focused on design, including a solid theoretical and practical foundation that leads to successful employment in the private and public sectors. Collaborative Teaching and Learning Environment: We believe a collaborative collegial environment among our faculty, staff and students is critical in sustaining advancement in educational excellence. Growth through Assessment: We believe data-driven inquiry and improvement will lead us to sustained advancement in educational excellence. Program Requirements Two-Plus-Two Evening Studies Student Outcomes At the time of graduation from the civil engineering program a student should have achieved an acceptable level of skills and knowledge in the following areas: ▪Mathematics ▪Communication ▪Natural Sciences ▪Public Policy/Public Administration ▪Mechanics ▪Business ▪Experiments ▪Leadership ▪Problem Solving ▪Multi-Disciplinary Team Work ▪Design in four Areas* ▪Contemporary Issues ▪Project Management ▪Lifelong Learning ▪Professional & Ethical Responsibility ▪Breadth in Civil Engineering in four areas* (*Environmental, Geotechnical, Structural, Transportation) CGC/EUGS Academic Catalog 135 �Courses Taken at The Citadel: 63 credit hours Program of Study The Civil and Environmental Engineering Department’s fouryear program begins with courses that provide a foundation of knowledge and skill in the basic arts and sciences. Limited specialization in engineering starts during the sophomore year. In the junior and senior years, the time is devoted essentially to basic professional subjects. Throughout the four years, the program emphasizes the development of habits of orderly study, investigation, sound reasoning, problem-solving, and design, rather than the mere acquisition of factual information. It is stressed that an engineer is a professional, thoroughly grounded in engineering science and technology, but also aware of the social, economic, ethical, and ecological implications of professional activities. The civil engineering curriculum is accredited by ABET (www.ABET.org). Each year the curriculum is augmented by off-campus educators and engineers who lecture and moderate seminars in engineering specialties. Students’ sources of knowledge are broadened by participation in these seminars and the student chapters of the American Society of Civil Engineers, Tau Beta Pi (honorary engineering society), the Society of American Military Engineers, the Society of Women Engineers (SWE), and National Society of Black Engineers. Civil & Environmental Engineering Major Courses Taken at a South Carolina Technical College (or equivalent): 71 credit hours Civil Engineering (17 hours) EGR-260 Engineering Statics EGR-270 Introduction to Engineering EGR-282 Introduction to Civil Engineering EGR-285 Engineering Surveying I EGR-286 Engineering Surveying II EGR-295 Engineering Surveying Lab I EGR-296 Engineering Surveying Lab II 3 3 3 3 3 1 1 Third Year (35 hours) CIVL-203 Dynamics CIVL-302 Highway Engineering CIVL-304 Mechanics of Materials CIVL-305 Transportation Engineering CIVL-307 Materials Laboratory CIVL-309 Structural Analysis CIVIL-314 Engineering Economy CIVL-320 Fluid Mechanics CIVL-321 Hydrology and Hydraulics CIVL-322 Introduction to Environmental Engineering CIVL-327 Asphalt and Concrete Laboratory CIVL-330 Measurements, Analysis and Modeling for CEE Systems CIVL-411 Engineering Management Total Credit Hours: 134 Humanities/Social Sciences (6 hours) History (6 hours) 136 3 1 3 3 Fourth Year (28 hours) CIVL-402 Geotechnical Engineering Laboratory 1 CIVL-404 Reinforced Concrete Design 3 CIVL-406 Steel Design 3 CIVL-408 Water and Wastewater Systems 3 CIVL-409 Introduction to Geotechnical Engineering 3 CIVL-410 Geotechnical Engineering II 3 CIVL-412 Engineering Practice & Professional Licensure 1 CIVL-418 Fluid Mechanics Laboratory 1 CIVL-419 Environmental Engineering Laboratory 1 CIVL-432 Civil Engineering Capstone I 3 CIVL-433 Civil Engineering Capstone II 3 Humanities/Social Science Elective* 3 *Elective to be an approved Engineering or Science course. Writing/English Composition (6 hours) Math/Science (36 hours) BIO Biology CHM College Chemistry I CHM College Chemistry II EGR-275 Introduction to Engineering/Computer Graphics MAT Calculus I MAT Calculus II MAT Calculus III MAT Differential Equations PHY Physics 3 3 3 3 1 4 2 3 3 4 4 4 4 4 4 4 4 4 CGC/EUGS Academic Catalog �LeTellier Hall was designed for the needs of civil and environmental engineering education and contains, in addition to laboratories, six multimedia classrooms and one multimedia assembly room that contains additional audio-visual aids. There are three computer facilities located in LeTellier Hall. To help ensure the best use of these facilities, priority access goes to students using software or capabilities specific to the LeTellier sites. The Main Computer Lab – LeTellier 203 LeTellier 203 is the primary teaching and student-use computer facility in the Civil and Environmental Engineering Department. The 24 student stations, one projection-capable instructor station, and laser printer located in this lab are connected to the campus wide network, and provide direct Internet access via Ethernet. The software in the labs is Windows based. All machines in the lab have graphics-capable www browsers. The department’s standard general purpose software includes: Microsoft Office, Mathcad, AutoCAD, and ArcGIS. In addition, there are a number of course specific software packages. Faculty also post classroom presentations, handouts, programming examples, class notes, and solutions to tests, and homework on CitLearn (Blackboard). These postings are in a mixture of formats including PDF files, Mathcad documents, spreadsheet files, executable programs, and multimedia presentation files that students may review as needed before and after class. by the Marshall and other methods is included. Concrete Materials Testing: A curing room, mixing equipment, air entraining measuring apparatus, scales, and other minor equipment are provided in this laboratory. Testing is accomplished using the Materials Laboratory testing equipment. Geotechnical Laboratories: The soils laboratory is equipped with consolidmeters, triaxial and direct shear machines, unconfined compression machines, permeameters, Atterberg limit equipment, Proctor and modified AASHTO compaction apparatus, standard sieves, soil hydrometers, C.B.R. apparatus, and other equipment needed for tests and experiments with soils. Fluid Mechanics Laboratory: Equipment is provided for a wide variety of experiments and tests involving the flow of water over weirs or through pipes, meters, orifices, or a Parshall flume. Other major items of equipment include a head loss and flow measurement fluid circuit apparatus, a Reynolds number device, two (2) hydraulic demonstration units permitting experiments involving many phenomena of open channel flow, and a centrifugal pump equipped to measure input and output of energy. In addition, a parallel-series pumping unit is available for students to study parallel-series pumping under a variety of system conditions. The Special Applications Lab – LeTellier 206 LeTellier 206 is the home of the Civil and Environmental Engineering Department Special Applications Lab. The seventeen student computers serve primarily as AutoCAD, GIS (ArcView) and structural design workstations. Other uses involve construction management, Global Positioning System (GPS) data analysis/adjustment, and traffic engineering studies. Occasionally, small sections of courses may be scheduled in the lab utilizing the instructors-only workstation and projection system. This laboratory is equipped with a network A-B size laser printer and E-size plotter. Environmental Engineering Laboratory: Equipment is provided for water analysis determination (primarily according to “Standard Methods”) pH, alkalinity, turbidity, conductivity, D.O., and color. Bacteriological examinations may also be made for wastewater analysis, biochemical oxygen demand, solids content, and coliform testing. The equipment includes incubators, a muffle furnace, pH meters, dissolved oxygen probes, electrophotometic devices, a constant temperature refrigerator, spectrophotometer, a drying oven, a type I water generator, a fume hood, a microscope, and essential minor tools and equipment. The Graphics Lab – LeTellier 308 LeTellier 308 is the home of the Civil and Environmental Engineering Department Graphics Instruction Lab. The instructor’s station is equipped with a projection system for both the computer and document camera. The twenty student computers serve primarily as AutoCAD and ArcGIS workstations. This laboratory is equipped with a networked A/B size laser printer. Other engineering equipment: Adequate equipment is available for the courses in engineering graphics, surveying, geospatial representation, as well as for the junior and senior courses. This equipment includes levels, theodolites, level rods, tapes, six total stations, data collectors, and nine Geographic Positioning System (GPS) receivers. Materials Testing Laboratory: Major items of equipment include a 250,000 pound and an additional 300,000 pound concrete cylinder testing machine; two 60,000-pound hydraulic universal testing machine; and equipment for making tension, compression, shearing, and most other accepted and significant tests on metals, concrete, wood, and other structural materials. Construction Materials Laboratory: Bituminous Materials Testing. This laboratory contains equipment for making the significant quality control and identification tests on asphalt cements, cutback asphalts, and asphalt emulsions. Equipment for the design, mixing, compaction by both hammer and gyratory means, and testing of asphalt concrete paving mixtures Fundamentals in Engineering Examination: Each graduating student is required to sit the Fundamentals in Engineering (FE) Examination and provide documentation to the department head. Degree: The degree of Bachelor of Science in Civil Engineering (B.S. in C.E.) is awarded to those who successfully complete the program of studies outlined in the course offerings section of this catalog. Two humanities or social science electives are required. These are selected from a list of approved electives maintained by the Civil and Environmental Engineering Department. In completing the two humanities or social science electives, the student will take one from the core curriculum. The other shall be a departmentally approved course. CGC/EUGS Academic Catalog 137 �Program Educational Objectives Bachelor of Science in Construction Engineering The Construction Engineering program educational objectives are designated in the following three areas: Department of Civil and Environmental Engineering www.citadel.edu/CEE Design: Graduating students who are successful in engineering based on a course of study focused on design, including a solid theoretical and practical foundation that leads to successful employment in the private and public sectors. Construction Engineering Program http://www.citadel.edu/root/constructionengineering Sustainable Success: Graduating students who have sustainable career success and participate in leadership roles through demonstration of lifelong learning, effective communication, contributions on multidisciplinary teams, and broad based prospective of engineering and societal needs. Dr. William J. Davis, P.E. jeff.davis@citadel.edu Mission Statement The mission of the Department of Civil and Environmental Engineering (CEE) is to provide a nationally recognized student-centered learning environment for the development of principled leaders in the civil engineering and construction engineering communities through a broad-based, rigorous curriculum, emphasizing theoretical and practical engineering concepts, strong professional values, and a disciplined work ethic. The Department of Civil and Environmental Engineering recognizes that civil engineers and construction engineers are people-serving professionals who manage resources as well as technology. Civil engineers and construction engineers plan, design, construct, and maintain facilities essential to modern life in both the public and private sectors. Accordingly, the Department strives to develop the skills of its engineering students in the management of resources—time, materials, money, and people through effective combination of the academic with military discipline. Consistent with the high aims of the civil engineering and construction engineering professions, the department seeks to ensure its academic program is underpinned by a broad base of ethical knowledge and behavior as well as modern leading-edge technology. The department accomplishes its mission by connecting students, faculty, and staff in a unique academic environment, achieving the intended development of the student through the enriched personal, professional, and educational growth of each individual. Admission Requirements 1. 2. 3. Completion of the designated courses or equivalents from an approved technical college with a grade of C or higher. Completion of the evening undergraduate application. Submission of all official transcripts from regionally accredited colleges or universities attended. Courses with a grade of C or higher will be considered for transfer to The Citadel. All transcripts must be received in order for the application to be complete and reviewed. 138 Broad Based Education: Graduating students who have a broad educational background that leads to good citizenship through leadership, management, decision making and problem solving abilities. Departmental Core Values The Department of Civil and Environmental Engineering has adopted the following core values: Students are our Focus: We believe the education, development, empowerment, and welfare of our students are the primary focus of our efforts. Construction Engineers as Principled Leaders: We believe the engineering profession requires the highest professional and ethical standards, which we seek to model, teach and prepare our students to embrace. Collaborative Teaching and Learning Environment: We believe a collaborative collegial environment among our faculty, staff and students is critical in sustaining advancement in educational excellence. Growth through Assessment: We believe data-driven inquiry and improvement will lead us to sustained advancement in educational excellence. Program Requirements Two-Plus-Two Evening Studies The Citadel, through The Graduate College, offers an undergraduate Bachelor of Science degree in Construction Engineering. This program is offered in cooperation with South Carolina technical schools where the student completes the first two years of study. Students may also attend a regionally accredited college or university. The junior and senior years of study are completed at The Citadel by attending evening classes. CGC/EUGS Academic Catalog �Construction Engineering Student Outcomes At the time of graduation from the construction engineering program a student should have achieved an acceptable level of skills and knowledge in the following areas: (a) an ability to apply knowledge of mathematics, science, and engineering (b) an ability to design and conduct experiments, as well as to analyze and interpret data (c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability (d) an ability to function on multidisciplinary teams (e) an ability to identify, formulate, and solve engineering problems (f) an understanding of professional and ethical responsibility (g) an ability to communicate effectively (h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context (i) a recognition of the need for, and an ability to engage in life-long learning (j) a knowledge of contemporary issues (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. Construction Engineering Program of Study The construction engineering curriculum provides a broadbased education, a strong background in mathematics and basic sciences, and a rigorous sequence of civil and construction engineering courses needed to provide the breadth and depth necessary for sustainable professional success within an everchanging technological society. An emphasis is placed on engineering and constructability knowledge and skills that develop student’s practical problem-solving abilities for application to real-world projects. Towards accomplishing this educational goal, the curriculum provides a two-semester senior design course in which students undertake significant realworld focused construction engineering projects. Additionally, our faculty promote and support the value of practical experience, and as a result, students are highly encouraged and supported in identifying opportunities and obtaining gainful employment in the construction engineering profession, or a related field, for at least one summer, preferably between the junior and senior years. Construction Engineering Major Courses Taken at a South Carolina Technical College (or equivalent): 72 credit hours Civil Engineering (17 hours) EGR-260 Engineering Statics EGR-270 Introduction to Engineering EGR-282 Introduction to Civil Engineering EGR-285 Engineering Surveying I EGR-286 Engineering Surveying II EGR-295 Engineering Surveying Lab I EGR-296 Engineering Surveying Lab II 3 3 3 3 3 1 1 Writing/English Composition (6 hours) Humanities/Social Sciences (6 hours) History (6 hours) Math/Science (31 hours) BIO Biology CHM College Chemistry I CHM College Chemistry II EGR-275 Introduction to Engineering/Computer Graphics MAT Calculus I MAT Calculus II MAT Probability and Statistics PHY Physics Economics/Business (6 hours) ECO 211 Microeconomics ACC 101 Accounting Principles I 4 4 4 4 4 4 3 4 3 3 Courses Taken at The Citadel: 55 credit hours Third Year (31 hours) CIVL-304 Mechanics of Materials 3 CIVL-314 Engineering Economy 2 CONE-302 Engineering/Commercial Law, Ethics, Safety and Contracts 4 CONE-311 Resource Estimating 3 CONE-312 Advanced Estimating 3 CONE-320 Engineering Materials and Methods (with Laboratory) 3 CONE-330 Quality Management and Labor Relations 3 CONE-340 Structural Analysis and Design 4 CONE-350 Commercial Construction and Engineering Equipment 3 CONE-360 Soils and Foundations (with Laboratory) 3 Fourth Year (24 hours) CIVL 412 Engineering Practice and One Credit Hour Professional Licensure 1 CONE-410 Project Scheduling 3 CONE-415 Project Management and Engineering Administration 3 CONE-440 Construction Methods and Temporary Structural Design 3 CONE-450 Facilities Operation and Maintenance (Building Information Management) 3 CONE-460 Mechanical/Electrical Systems 3 CONE 470 Production Processes and Rapid Development (with Laboratory) 3 CONE-481 Senior Design I 2 CONE-482 Senior Design II 3 CGC/EUGS Academic Catalog Total Credit Hours: 127 139 �LeTellier Hall was designed for the needs of civil and environmental engineering education and contains, in addition to laboratories, six multimedia classrooms and one multimedia assembly room that contains additional audio-visual aids. There are three computer facilities located in LeTellier Hall. To help ensure the best use of these facilities, priority access goes to students using software or capabilities specific to the LeTellier sites. The Main Computer Lab – LeTellier 203 LeTellier 203 is the primary teaching and student-use computer facility in the Civil and Environmental Engineering Department. The 24 student stations, one projection-capable instructor station, and laser printer located in this lab are connected to the campus wide network, and provide direct Internet access via Ethernet. The software in the labs is Windows based. All machines in the lab have graphics-capable www browsers. The department’s standard general purpose software includes: Microsoft Office, Mathcad, AutoCAD, and ArcGIS. In addition, there are a number of course specific software packages. Faculty also post classroom presentations, handouts, programming examples, class notes, and solutions to tests, and homework on CitLearn (Blackboard). These postings are in a mixture of formats including PDF files, Mathcad documents, spreadsheet files, executable programs, and multimedia presentation files that students may review as needed before and after class. by the Marshall and other methods is included. Concrete Materials Testing: A curing room, mixing equipment, air entraining measuring apparatus, scales, and other minor equipment are provided in this laboratory. Testing is accomplished using the Materials Laboratory testing equipment. Geotechnical Laboratories: The soils laboratory is equipped with consolidmeters, triaxial and direct shear machines, unconfined compression machines, permeameters, Atterberg limit equipment, Proctor and modified AASHTO compaction apparatus, standard sieves, soil hydrometers, C.B.R. apparatus, and other equipment needed for tests and experiments with soils. Fluid Mechanics Laboratory: Equipment is provided for a wide variety of experiments and tests involving the flow of water over weirs or through pipes, meters, orifices, or a Parshall flume. Other major items of equipment include a head loss and flow measurement fluid circuit apparatus, a Reynolds number device, two (2) hydraulic demonstration units permitting experiments involving many phenomena of open channel flow, and a centrifugal pump equipped to measure input and output of energy. In addition, a parallel-series pumping unit is available for students to study parallel-series pumping under a variety of system conditions. The Special Applications Lab – LeTellier 206 LeTellier 206 is the home of the Civil and Environmental Engineering Department Special Applications Lab. The seventeen student computers serve primarily as AutoCAD, GIS (ArcView) and structural design workstations. Other uses involve construction management, Global Positioning System (GPS) data analysis/adjustment, and traffic engineering studies. Occasionally, small sections of courses may be scheduled in the lab utilizing the instructors-only workstation and projection system. This laboratory is equipped with a network A-B size laser printer and E-size plotter. Environmental Engineering Laboratory: Equipment is provided for water analysis determination (primarily according to “Standard Methods”) pH, alkalinity, turbidity, conductivity, D.O., and color. Bacteriological examinations may also be made for wastewater analysis, biochemical oxygen demand, solids content, and coliform testing. The equipment includes incubators, a muffle furnace, pH meters, dissolved oxygen probes, electrophotometic devices, a constant temperature refrigerator, spectrophotometer, a drying oven, a type I water generator, a fume hood, a microscope, and essential minor tools and equipment. The Graphics Lab – LeTellier 308 LeTellier 308 is the home of the Civil and Environmental Engineering Department Graphics Instruction Lab. The instructor’s station is equipped with a projection system for both the computer and document camera. The twenty student computers serve primarily as AutoCAD and ArcGIS workstations. This laboratory is equipped with a networked A/B size laser printer. Other engineering equipment: Adequate equipment is available for the courses in engineering graphics, surveying, geospatial representation, as well as for the junior and senior courses. This equipment includes levels, theodolites, level rods, tapes, six total stations, data collectors, and nine Geographic Positioning System (GPS) receivers. Materials Testing Laboratory: Major items of equipment include a 250,000 pound and an additional 300,000 pound concrete cylinder testing machine; two 60,000-pound hydraulic universal testing machine; and equipment for making tension, compression, shearing, and most other accepted and significant tests on metals, concrete, wood, and other structural materials. Construction Materials Laboratory: Bituminous Materials Testing. This laboratory contains equipment for making the significant quality control and identification tests on asphalt cements, cutback asphalts, and asphalt emulsions. Equipment for the design, mixing, compaction by both hammer and gyratory means, and testing of asphalt concrete paving mixtures 140 Fundamentals in Engineering Examination: Each graduating student is required to take the Fundamentals in Engineering (FE) Examination and provide documentation to the department head. Degree: The degree of Bachelor of Science in Construction Engineering (B.S. in Con. E.) is awarded to those who successfully complete the program of study outlined in the course offerings section of this catalog. Two humanities or social science electives are required, selected from a list of approved electives. In completing the two humanities or social science electives, the student will take one from the core curriculum and the other from a list of approved courses. CGC/EUGS Academic Catalog �Bachelor of Science in Electrical Engineering highly conducive both to learning and to the development of close student-faculty relationships. Department of Electrical and Computer Engineering www.citadel.edu/root/eveningundergraduatestudie s-2-2-programs/electrical-engineering Dr. Robert Barsanti, 843-953-7593 robert.barsanti@citadel.edu General Information In 1941 the Board of Visitors authorized the establishment of a Department of Electrical Engineering at The Citadel. Because World War II intervened, the first electrical engineering degrees were awarded to the class of 1948. The electrical engineering program is offered in two modes—day mode and the two-plustwo evening mode. The day mode is open only to members of the South Carolina Corps of Cadets, veterans, and enlisted active duty students assigned to one of The Citadel’s ROTC Departments. The two-plus-two evening mode is open to transfer students and does not require ROTC or Health and Physical Education. Otherwise curricula, faculty, textbooks, laboratory equipment, course content, classrooms, and laboratories are the same for both modes. The Electrical and Computer Engineering Department is located in Grimsley Hall, a first-tier engineering education facility that provides a great learning environment. Modern, fully equipped laboratories, classrooms, and faculty offices are logically arranged on the third floor. The related Departments of Cyber and Computer Sciences, Physics, and Civil and Environmental Engineering are housed adjacent to the department, creating a “micro-campus” of science and technology. The electrical engineering program is accredited by the Engineering Accreditation Commission (EAC) of the Accreditation Board for Engineering and Technology (ABET), http:www.abet.org. Mission The mission of the Department of Electrical and Computer Engineering is: To prepare the individual for professional work or for graduate study in the fields of electrical and computer engineering and to provide as many of the elements of a broad education as can be included in a program of professional study leading to the degree of Bachelor of Science in Electrical Engineering. In addressing its mission, the department strives, through small classes, and hands-on experience in laboratories closely monitored by full-time faculty, to provide an environment The electrical engineering curriculum places emphasis on a broad liberal education base, a strong background in mathematics and basic sciences, and a logical sequence of electrical and computer engineering courses that provide the breadth and depth necessary for continuous professional growth in today’s technological society. By the end of the junior year, the electrical engineering student normally selects an area of professional emphasis such as computer engineering, control systems, communication systems, electronics, or power systems. Integral to the program is the design component that develops the student’s ability to address practical engineering problems. Engineering design problems and concepts are included throughout the curriculum and the experience is capped by a mandatory two-semester senior design course in which the students undertake significant design projects. Convinced of the great value of practical experience, the department encourages its majors to obtain gainful employment in electrical engineering or a related field for at least one summer, preferably between the junior and senior years. Admission Requirements 1. Completion of the designated courses with an approved Technical College or equivalent with a grade of C or higher. 2. Completion of the evening undergraduate application. 3. Submission of all official transcripts from regionally accredited colleges or universities attended. Courses with a grade of C or higher will be considered for transfer to The Citadel. All transcripts must be received for the application to be complete and reviewed. Program Requirements Two-Plus-Two Evening Mode The Citadel through The Citadel Graduate College offers an undergraduate Bachelor of Science degree in Electrical Engineering (BSEE). This program is offered in cooperation with South Carolina technical colleges where the student completes the first two years of study. Students may also attend a regionally accredited college or university. The junior and senior years of study are completed at The Citadel by attending evening classes. The program is designed and offered to enable the full-time student to complete the upper two years of the program and receive a BSEE within two academic years and two summers. Students are required to be advised for each semester of enrollment at The Citadel. Program Educational Objectives The Citadel Department of Electrical and Computer Engineering program prepares graduates to: 1. Succeed in the practice of electrical engineering, by ethically and judiciously applying knowledge of science, CGC/EUGS Academic Catalog 141 �mathematics and engineering methods to solve problems facing a technologically complex society. 2. Apply and operate current hardware and software tools, equipment and development environments to conduct and/or lead engineering analysis, design and research. 3. Value and pursue lifelong learning, not only to keep current in electrical and computer engineering fields, but also to sustain awareness of engineering-related issues facing contemporary society. 4. Pursue graduate education and/or professional registration as desired or required. 5. Be principled leaders with strong communications and team building skills. Student Outcomes The Citadel’s Electrical Engineering program includes assessment to demonstrate that students obtain: 1. An ability to apply knowledge of mathematics, science, and engineering. 2. An ability to design and conduct experiments, as well as to analyze and interpret data. 3. An ability to design a system, component, or process to meet desired needs. 4. An ability to function on multi-disciplinary teams. 5. An ability to identify, formulate, and solve engineering problems. 6. An understanding of professional and ethical responsibility. 7. An ability to communicate effectively. 8. The broad education necessary to understand the impact of engineering solutions in a global and societal context. 9. A recognition of the need for, and an ability to engage in life- long learning. 10. A knowledge of contemporary issues. 11. An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. Electrical Engineering Program The initial year of study includes engineering fundamental courses designed to develop the basic skills and good teaming habits through case studies requiring the communication of creative ideas. The second semester freshman curriculum includes three credit hours of computer applications for electrical engineers. Electrical engineering topics studied in the sophomore year include six credit hours of electrical circuit analysis, and 1 credit hour of electrical circuits laboratory. Theory is combined with application, demonstration, and experimental verification. In addition, the first two years include 19 credit hours of mathematics, eight credit hours of chemistry or biology, 8 credit hours of physics, 18 credit hours of English and history and three credit hours of social science to provide the foundation necessary for an engineering education. Specific course requirements, using Trident Technical College course numbers, are outlined later under Required Program for 2+2. 142 The junior year requires a total 17 credit hours of electrical engineering course work. Breadth of coverage is provided by courses in signals and systems analysis, electronics, systems (automatic controls), digital systems, electromagnetics, and electromechanical energy conversion. Many of these courses include engineering design problems drawn from the experience of the faculty. First semester juniors complete their fifth mathematics course, MATH-335 (Applied Mathematics II), providing coverage of mathematical topics required in upper division electrical engineering courses. The junior year includes a single elective course that must be technical in nature but outside the mainstream of electrical engineering. The senior year provides depth in electrical and computer engineering by requiring five out of a specified set of 400-level electrical engineering elective courses and at least one approved Computer Science elective. The elective courses are ELEC-401 (Electronics II), ELEC-403, (Electric Power Systems), ELEC- 405 (Electrical Measurements), ELEC-407 (Systems II), ELEC-413 (Advanced Topics in Electrical Engineering) ELEC-414 (System Simulation), ELEC-416 (Communications Engineering), ELEC-418 (Advanced Digital Systems), ELEC-419 (Computer Network Architecture), ELEC-423 (Digital Signal Processing), ELEC- 424 (SolidState Devices), ELEC-425 (Interference Control in Electronics), ELEC-426 (Antennas and Propagation), ELEC427 (Energy Systems Engineering), ELEC-428 (Computer Architecture), ELEC-430 (Independent Research in Electrical Engineering), ELEC-450 (Electrical Engineering Internships), and CSCI-420 (Software Engineering). These electives provide the student the opportunity to pursue an area of interest. While narrow specialization is neither possible nor desirable at the undergraduate level, these three-credit electives provide depth in both design and theory in their specialized areas. Below are several examples of possible areas of concentration available to the student. Computer Engineering CSCI-223 Data Structures (prereqs: MAT-206, CSCI 201/201) CSCI-420 Software Engineering ELEC-405 Electrical Measurements ELEC-418 Advanced Digital Systems ELEC-419 Computer Network Architecture ELEC-423 Digital Signal Processing ELEC-428 Computer Architecture Power Engineering CIVL-310 Statics and Mechanics of Materials for Non-Civil Engineers ELEC-307 Nuclear Engineering ELEC-403 Electric Power Systems ELEC-407 Systems II ELEC-405 Electrical Measurements ELEC-426 Antennas and Propagation ELEC-427 Energy Systems Engineering CGC/EUGS Academic Catalog �Communications PHYS-308 Optics ELEC-401 Electronics II ELEC-416 Communication Engineering ELEC-419 Computer Network Architecture ELEC-423 Digital Signal Processing ELEC-426 Antennas and Propagation Electronics PHYS-410 Thermodynamics ELEC-401 Electronics II ELEC-405 Electrical Measurements ELEC-418 Advance Digital Systems ELEC-423 Digital Signal Processing ELEC-424 Solid State Devices ELEC-405 Electrical Measurements Electrical Engineering Design Experiences Engineering design is distributed throughout the electrical engineering curriculum. Introduction to the design process and the initial design experience occur in the freshman courses. The engineering profession and the ethical responsibilities of professional engineers are discussed. Design problems are posed that require little or no in-depth engineering knowledge. For example, a first design problem might ask the student to design a dormitory room workplace. Functionality, aesthetics, and cost of implementation are a few of the issues to be considered. Case studies are assigned that provide an opportunity for the students to work in teams. The emphasis is on the synthesis of a product that meets broad requirements. The students are introduced to the concept of design in which there is no single right answer and where there are relatively few limits placed on the creative process. Techniques of analysis, synthesis, iteration, and approximations are studied in the sophomore and junior electrical engineering courses. Specialized design exercises are used to illustrate the use of these techniques in the areas of circuits, systems, electronics, electromagnetic, and digital systems. The senior year provides the opportunity for the student to begin to focus on design techniques in a particular area of interest through the choice of at least five senior electrical engineering elective courses. Examples range from the use of a load flow program to determine operational conditions of a small power system in a contingency situation (ELEC-403), to the design of a state estimator (ELEC-407), to the design and implementation of digital filters (ELEC-423). the beginning of the first semester. Students are instructed on various practical aspects of design, such as layout considerations, safety, functionality, and documentation of design. The student design teams select and propose a major design project to be completed by the end of second semester. They must enlist a faculty project advisor to guide their project. At the end of the first semester the design teams present their design proposals (written and oral) that include their preliminary design (block diagram level), a schedule for the following semester, and a cost estimate. In the second semester, the teams do the detailed design, and build, test, refine, demonstrate, and document their design projects. In addition to the technical aspects, project management and presentation techniques are taught and applied. A detailed project specification is developed and placed under tight change control. Financial and scheduling aspects of the project are tracked. A final presentation in both written and oral form is required at the end of the semester, along with a working demonstration. The design experience culminates in the required senior design courses, ELEC-421 and ELEC-422. This two-semester design sequence provides students the opportunity to work on a project of interest and provides the faculty the opportunity to guide students in their first major design experiences and emphasize once more the various constraints that may come into play in a design. The students are taught several different structured design approaches. Project definition and documentation are stressed. Design teams of three to four students are formed at CGC/EUGS Academic Catalog 143 �Electrical Engineering Major Courses taken at a South Carolina Technical College (or equivalent): 68 credit hours Electrical Engineering Courses (18 credit hours) ECE-201 Electrical and Computer Engineering Seminar 1 ECE-205 Electrical and Computer Lab I 3 ECE-221 Introduction to Electrical Engineering I 3 ECE-222 Introduction to Electrical Engineering II 3 EGR-270 Introduction to Engineering 3 EGR-273 Problem Solving for Engineers 2 EGR-275 Introduction to Engineering/ Computer Graphics 3 Writing/English Composition (6 hours) Humanities/Social Sciences (6 hours) ELEC-425 Interference Control in Electronics ELEC-426 Antennas and Propagation ELEC-427 Energy Systems Engineering ELEC-428 Computer Architecture ELEC-430 Ind. Research in Electrical Engineering ELEC-450 Electrical Engineering Internship CSCI-420 Software Engineering Technical Elective (3 credit hours) Choose one course from the following list: PHYS-308 Optics PHYS-410 Thermodynamics CIVL-202 Statics CIVL-310 Statics and Mechanics of Materials for Non-Civil Engineers CSCI-223 Data Structures MATH-381 Deterministic Methods of Operational Research MATH-470 Mathematical Models and Applications MECH-325 Computer Applications w/ Lab 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 History (6 hours) Math/Science (32 credit hours) BIO Biology I or CHM College Chemistry I BIO Biology II or CHM College Chemistry II MAT Calculus I MAT Calculus II MAT Calculus III MAT Differential Equations PHY Physics I PHY Physics II 4 4 4 4 4 4 4 4 Courses Taken at The Citadel: 58 credit hours Electrical Engineering Courses (32 credit hours) ELEC-302 Electrical Machinery Laboratory ELEC-306 Electronics I ELEC-309 Signals and Systems I ELEC-311 Digital Logic and Circuits ELEC-312 Systems I ELEC-313 Electronics Laboratory ELEC-316 Electromechanical Energy Conversion ELEC-318 Electromagnetic Fields ELEC-330 Digital Systems Engineering ELEC-412 Applied Probability and Statistics for Engineers ELEC-421 Design I ELEC-422 Design I Electrical Engineering Electives (15 credit hours) Choose five courses from the following list: ELEC-307 Nuclear Engineering ELEC-401 Electronics II ELEC-403 Electric Power Systems ELEC-405 Electrical Measurements ELEC-407 Systems II ELEC-413 Advanced Topics in Electrical Engineering ELEC-414 System Simulation ELEC-416 Communications Engineering ELEC-418 Advanced Digital Systems ELEC-419 Computer Network Architecture ELEC-423 Digital Signal Processing ELEC-424 Solid-State Devices 144 1 3 3 3 3 1 3 3 3 Math/Civil Engineering Courses (5 credit hours) MATH-335 Applied Mathematics II CIVL-314 Engineering Administration Humanities Elective (3 credit hours) To be selected from an approved list of courses in the humanities or social sciences** 3 2 3 **Advanced humanities or social science courses Note: Advanced Topics in Electrical Engineering (ELEC-413) is offered only occasionally. The Engineering science and engineering design credits are a function of the topics studied. Credit hours required for graduation: 126 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 CGC/EUGS Academic Catalog �Program Core Values Bachelor of Science in Mechanical Engineering The Mechanical Engineering Program has adopted the following core values: Department of Mechanical Engineering www.citadel.edu/root/ eveningundergraduatestudies2-2-programs/ mechanical-engineering Dr. Robert Rabb, Department Head, 843-953-0520, rrabb@citadel.edu Students are our Focus: We believe the education, development, empowerment, and welfare of our students are the primary focus of our efforts. Engineers as Principled Leaders: We believe the engineering profession requires the highest professional and ethical standards, which we seek to model, teach and prepare our students to embrace. Mission Statement To broadly educate and prepare graduates to become principled mechanical engineering leaders in the global community by instilling the core values of The Citadel, the School of Engineering and the Mechanical Engineering program in a challenging intellectual environment that includes a broadbased, rigorous curriculum, emphasizing theoretical and practical engineering concepts, strong professional values, and a disciplined work ethic. Collaborative Teaching and Learning Environment: We believe in a collaborative collegial environment among our faculty, staff and students is critical in sustaining advancement in educational excellence. Growth through Assessment: We believe data-driven inquiry and improvement will lead us to sustained advancement in education- al excellence. Program Requirements Two-Plus-Two Evening Studies Admission Requirements 1. 2. 3. Completion of the designated courses or equivalents from an approved technical college with a grade of C or higher. Completion of the evening undergraduate application. Submission of all official transcripts from regionally accredited colleges or universities attended. Courses with a grade of C or higher will be considered for transfer to The Citadel. All transcripts must be received in order for the application to be complete and reviewed. The Citadel through The Citadel Graduate College offers an undergraduate Bachelor of Science degree in Mechanical Engineering (BSME). This program is offered in cooperation with South Carolina technical colleges where the student completes the first two years of study. Students may also attend a regionally accredited college or university. The junior and senior years of study are completed at The Citadel by attending evening classes. Program Outcomes Program Educational Objectives The Mechanical Engineering Program educational objectives prepare graduates to attain: • Success in the practice of mechanical engineering, by ethically and judiciously applying knowledge of science, mathematics and engineering methods, to solve problems facing a technologically complex society. • Positions to apply and operate current engineering and analysis tools and equipment to conduct and/or lead engineering analysis, design and research. • Self-development to value and pursue lifelong learning, not only to keep current in the mechanical engineering field, but also to sustain awareness of engineering-related issues facing contemporary society through formal and informal opportunities. • Graduate education and/or professional registration as desired or required. • Roles as principled leaders with strong communications and team-building skills to lead people, manage resources, solve complex problems, communicate information, and influence decisions. Students who qualify for graduation with a mechanical engineering major will demonstrate an ability to: • Apply knowledge of mathematics, science and engineering. • Design and conduct experiments, as well as to analyze and interpret data. • Design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health & safety, manufacturability, and sustainability. • Function on multidisciplinary teams. • Identify, formulate, and solve engineering problems. • Comprehend professional and ethical responsibility. • Communicate effectively. • Comprehend the impact of engineering solutions in a global, economic, environmental, and societal context through a broad education. • Recognize the need for and engage in life-long learning. • Apply knowledge of contemporary issues within solutions. • Use the techniques, skills, and modern engineering tools necessary for engineering practice. CGC/EUGS Academic Catalog 145 �Program of Study The Mechanical Engineering program will incorporate a number of courses within the existing ABET accredited civil and electrical engineering programs. As shown in the program of study, there will be five main focus areas to meet the needs of the local industry in South Carolina. 1. Manufacturing Engineering: Students acquire knowledge in different manufacturing practices to optimize the processes and systems in a production environment. 2. Composites - Students study composite materials, the principles behind their design, their physical properties, fabrication methods, and application to real-world engineering solutions. 3. Power and Energy - Students learn about energy resources, alternative energy, energy storage, conversion between forms of energy, and energy performance limitations as they apply to satisfying the needs of mankind. 4. Aeronautical Systems - Students study the science and design of fixed wing light systems, aircraft performance and structures. 5. Mechatronics - Students apply skills from mechanical engineering and electrical engineering to enable realworld control of robots, unmanned aerial vehicles, and other autonomous systems. Mechanical Engineering Major Courses taken at a South Carolina Technical College (or equivalent): 71 credit hours Mechanical Engineering (21 hours) ECE-201 Electrical and Computer Engineering Seminar ECE-205 Electrical and Computer Engineering Lab ECE-221 Intro. to Electrical Engineering I ECE-222 Intro. to Electrical Engineering II EGR-260 Engineering Statics EGR-270 Intro. to Engineering EGR-273 Problem Solving for Engineers EGR-262 Engineering Dynamics^ Writing/English Composition (6 hours) 1 3 3 3 3 3 2 3 Math/Science Requirements (32 hours) BIO Biology CHM College Chemistry MAT Calculus I MAT Calculus II MAT Calculus III MAT Differential Equations PHY Physics I PHY Physics II Courses Taken at The Citadel: 67 credit hours Third Year (40 hours) CIVL-203 Dynamics ^ CIVL-304 Mechanics of Materials CIVL-307 Materials Laboratory MECH-304 Engineering Materials w/lab MECH-310 Thermo-Fluid Systems I w/lab MECH-311 Thermo-Fluid Systems II w/lab MECH-325 Computer Applications w/lab MECH-330 Measurements & Instr. w/lab MECH-340 Manufacturing Processes w/lab MECH-345 Machine Design MECH-350 Modeling/Analysis & Dyn. Sys I MECH-351 Modeling/Analysis & Dyn. Sys II w/lab MECH-365 Computational Methods in Engineering MECH-460 Mechanical Engineering Sys Design 3 3 1 3 3 3 3 3 3 3 3 3 3 3 Fourth Year (27 hours) MECH-415 Heat Transfer MECH-450 Mechatronics w/lab MECH-481 Senior Design I MECH-482 Senior Design II MECH ME Option I ** MECH ME Option II ** MECH Mechanical Elective ** Technical Elective * Adv. Humanities/Social Science Course *** 3 3 3 3 3 3 3 3 3 ^ Students can elect to take this course at TTC or in the summer at The Citadel. * To be selected from an approved list of courses in engineering or science. ** To be selected from an approved list of courses in Mechanical Engineering. *** To be selected from an approved list of courses in humanities or social sciences. Total Credit Hours: 138 Humanities/Social Sciences (6 hours) History (6 hours) 146 4 4 4 4 4 4 4 4 CGC/EUGS Academic Catalog �All scheduled freshman and sophomore level engineering, science, and mathematics courses must be completed before a student will be permitted to enroll in senior level courses. Students are required to be advised for each semester of enrollment at The Citadel. Degree: The degree of Bachelor of Science in Mechanical Engineering (B.S. M.E.) is awarded to those who successfully complete the program of studies outlined in the courses offerings section of this catalog. The Main Computer Lab – LeTellier 203 LeTellier 203 is the primary teaching and student-use computer facility in the Mechanical Engineering Program. The twenty-four student stations and one projection-capable instructor station and laser printer located in this lab are connected to the campus-wide network, CITnet, and provide direct Internet access via Ethernet. The software in the labs is Windows based. All machines in the lab have graphics-capable WWW browsers. The program’s standard general purpose software includes: Microsoft Office, Matlab, and SolidWorks. Two humanities or social science electives, one mechanical elective, one technical elective, and two Mechanical Engineering Options are required. These are selected from a list of approved electives maintained by the Mechanical Engineering Program. In completing the two humanities or social science electives, the student will take one from the core curriculum. The other will be a program approved course. The Mechanical Engineering Options allow the students to specialize in a technical area of mechanical engineering by completing a focus area at the senior level that integrates principles and practices of earlier courses into the application of the engineering system. Students who are on academic probation will not be permitted to enroll in upper level courses offered by the Mechanical Engineering program (i.e. junior and senior level classes). Controls and Mechatronics Lab – Grimsley 330 Grimsley 330 is the primary teaching and student use facility in the Mechatronics focus area of the Mechanical Engineering Program. The room contains twenty-four student workstations or twelve team stations and one instructor station. The software in the room is Windows based. Laboratory equipment consists of standard function generators, oscilloscopes, multimeters, and Feedback instruments for laboratory use and applications. Materials Testing Laboratory – LeTellier 101 Major items of equipment include a 250,000 pound and another 300,000 pound concrete cylinder testing machine; two each 60,000-pound hydraulic universal testing machines; light microscope; impact tester; hardness tester; grinder/polisher; dual chamber furnace; and equipment for making tension, compression, shearing, and most other accepted and significant tests on metals, ceramics, polymers, and composites. Fluid Mechanics Laboratory – LeTellier 104 Equipment is provided for a wide variety of experiments and tests involving the flow of water through pipe networks, meters, and orifices. Other major items of equipment include a head loss and flow measurement fluid circuit apparatus, a Reynolds number device, two (2) hydraulic demonstration units permitting experiments involving many phenomena of open channel flow. Fabrication Shop The Fabrication Shop is a 1,250 square foot facility with a 4 axis CNC machine, mill, welding equipment and other metal working tools. Additionally, there are various woodworking power tools for student projects and design work. Project Shop The Project Shop is a 750 square foot facility with workspace and storage space for assembly of student projects. Other engineering equipment: Adequate equipment is available for the courses in thermo-fluids, machine design, manufacturing, as well as for the other junior and senior courses. Fundamentals of Engineering Examination: Each graduating student is required to take the Fundamentals of Engineering (FE) Examination and provide documentation to the program director. CGC/EUGS Academic Catalog 147 �GRADUATE COURSE DESCRIPTIONS 148 CGC/EUGS Academic Catalog �Course Descriptions Descriptions of graduate courses are listed in this section. Consult the course schedules online to determine the course offerings in a particular term. Anthropology (ANTH) ANTH-501—Physical and Cultural Adaptations Three Credit Hours This course examines how humans have adapted to their unique environments through cultural alterations and physical changes to the body by looking at pre-1492 Native American peoples. The development of human cultures are examined beginning with the origins of the First Americans and tracing their migrations to the various environments of North, Central, and South America for a more in-depth look at the range of variability among living peoples. The growth and development of human cultures are examined from the movement of pre-1492 Native Americans as bands and progressing through tribes to more advanced urban societies. ANTH-508—Special Topics in Anthropology Selected topics that fit the needs of students as well as the specialized knowledge of the faculty. Topics could range from the main subfields of biological, cultural, or linguistic anthropology. Biology (BIOL) BIOL-502—Comparative Vertebrate Anatomy Four Credit Hours A study of the comparative anatomy of vertebrate animals. Emphasis will be placed on the evolution of organ systems in response to environmental pressures. Lecture: three hours a week; laboratory: three hours a week. BIOL-505—Biometry Three Credit Hours This course will focus on methods and procedures for designing experiments, gathering, analyzing, and interpreting data. Topics to be included are descriptive statistics, estimation, measurements of confidence and reliability, tests of significance, measurements of relationship and correlation, and nonparametric analyses. In addition to lecture format, students will get hands-on experience in data gathering, analyses using computer statistical programs, statistical inference and decision making. BIOL-506—Ecology Four Credit Hours An introduction to the study of biological interrelationships and the effects of the environment on the structure and function of animal and plant systems. Laboratory will emphasize methods and materials of ecological investigations. Lecture: two hours a week; laboratory: four hours a week. BIOL-508—Genetics Four Credit Hours A study of inheritance, including Mendelian genetics, molecular genetics, changes in chromosome structure and number, cytogenetics, and population genetics. Lecture: three hours a week; laboratory: three hours a week. BIOL-509—Marine Biology Four Credit Hours Lectures cover major ecological factors and the fundamentals of oceanography. Laboratory work stresses familiarity with species, taxonomic methods, sampling procedures, experimental design, use of equipment, and data handling. Lecture: two hours a week; laboratory: four hours a week. BIOL-510—Vertebrate Natural History Four Credit Hours An introduction to the classification, ecology, evolution, and distribution of the vertebrates. Laboratory with emphasis on identification and field study techniques, especially with respect to the vertebrates of South Carolina. Lecture: three hours a week; laboratory: three hours a week. BIOL-512—Descriptive Histology Four Credit Hours A detailed study of the chief types of animal tissues and a description of the histology of organs. Laboratory work includes microscopic study of cells, tissues, and organs of animals. Lecture: three hours a week; laboratory: three hours a week. BIOL-514—The Vascular Flora of South Carolina Four Credit Hours An introductory study of the native vascular flora of South Carolina, emphasizing the identification and collection of native plants. The student will have practice in use of taxonomic keys and in preparation of specimens. Lecture: two hours a week; laboratory: four hours a week. BIOL-518—Ornithology Four Credit Hours A study of the structure, function, and ecology of birds. Field trips and bird specimens will give students a working knowledge of birds common to South Carolina. Lecture: three hours a week; laboratory: three hours a week. BIOL-519—Economic Botany Three Credit Hours A course in economic botany devoted to the consideration of plants which are useful or harmful to humans, their origins and history, botanical relationships, chemical constituents that make them economically important, and their role in prehistoric and modern cultures and civilizations. Lecture: three hours a week. BIOL-526—Freshwater Biology Four Credit Hours The study of freshwater organisms and their environment. Instruction will cover the biological diversity, ecological and physiological adaptation, and the physical setting of freshwater systems. Local systems of interest include large coastal rivers and lakes, upper portions of estuaries, and old rice fields. Lecture: two hours a week; laboratory: four hours a week. CGC/EUGS Academic Catalog 149 �BIOL-532—Developmental Biology Four Credit Hours A study of animal embryology and its molecular control, including: processes of fertilization; the processes of cleavage, gastrulation, and neurulation; the formation of tissues and organs from the three primordial germ layers; the role of secondary induction and of hormones in development; the role of the environment in development; and some of the techniques of molecular biology that are used in the study of developmental processes. The laboratory will include use of model systems to investigate the principles discussed in lecture. Lecture: three hours a week; laboratory: three hours a week. BIOL-606—Field Methods in Biology Four Credit Hours An examination of the methods used by field biologists emphasizing experimental design, sampling techniques, and data analysis. Classroom discussion will be supplemented by practical field experiences. Topics will include the measurement of primary productivity, estimation of animal population size, plant community composition and diversity, and the correlation of environmental factors with species distribution. An effort will be made to use procedures and field situations that are accessible to local teachers. Lecture: three hours a week; laboratory: four hours a week. BIOL-540—Biotechnology for STEM Educators Three Credit Hours This course covers current techniques in biotechnology research and applications and highlights the interdisciplinary nature of the topic. Discussions cover techniques used in genomics, and proteomics and the applications of these techniques. Current techniques are explained and ethical considerations are discussed. Emerging technologies in this field and their applications are introduced. BIOL-607—Microbiology Four Credit Hours An advanced study of the fundamental life processes of microorganisms and their importance to humans. The emphasis of the course will be on bacteriology. Includes a brief introduction to epidemiology and immunology. Lecture: three hours a week; laboratory: three hours a week. BIOL-601—Evolution Three Credit Hours A review of evolutionary principles and general morphology of the animal kingdom. Lecture: three hours a week. BIOL-602—Morphological Survey of the Plant Kingdom Three Credit Hours An advanced course in comparative morphology, life history, and phylogeny of the vascular and nonvascular plants. The laboratory will include work on structural and developmental relationships as applied to morphological and anatomical interpretations of the vascular and nonvascular plants. Lecture: two hours a week; laboratory: two hours a week. BIOL-603—General Physiology Three Credit Hours A study of the general principles of animal physiology. Emphasis will be placed on cellular, tissue, and organ system function and how these are integrated to allow the organism to respond and succeed in its environment. Lecture: three hours a week. BIOL-604—Marine Invertebrates Four Credit Hours A study of marine invertebrates and their environment. Lecture: three hours a week; laboratory: three hours a week. BIOL-605—Laboratory Methods in Biology Four Credit Hours An experience in laboratory preparation, participation, evaluation, and supply sources for a series of general biology laboratory exercises for the secondary or middle school level. Lecture: three hours a week; laboratory: three hours a week. 150 BIOL-609—Seminar in Environmental Studies Three Credit Hours A series of field trips, lectures, and other experiences designed to develop an understanding of the environment as it affects human well-being now and in the future. This course is especially designed for teachers and counselors, grades K-12, in all disciplines. Classes will normally meet daily from 8:30 a.m. to 2:00 p.m. for a period of two weeks during a summer session. Outside fieldwork is required. BIOL-610—Special Topics in Biology Variable Credit Hours This course is designed for the study of specialized topics in modern biology. The subject for each course will be announced. Lecture and laboratory hours per week dependent on topic. BIOL-611—Graduate Research Variable Credit Hours Research problems in various areas of biology to introduce the student to the planning and execution of research experimentation, data analysis, and the presentation of research findings. By arrangement; prerequisite: Permission of instructor. BIOL-612—Cell and Molecular Biology Three Credit Hours An in-depth exploration of the cell surface, organelles, and metabolism of different cell types. This course integrates cell biology, molecular biology, and biochemistry. Lecture: three hours a week. BIOL-621—Aquatic Toxicology Four Credit Hours An introduction to assessing the effects of toxic substances on aquatic organisms and ecosystems. Topics include general principles of toxicology, fate and transport models, quantitative structure-activity relationships, single-species and community-level toxicity measures, regulatory issues, and career opportunities. Examples will be drawn from marine, freshwater, and brackishwater systems. Lecture: three hours a week; laboratory: three hours a week. CGC/EUGS Academic Catalog �BIOL-624—Molecular Genetics and Recombinant DNA: Theory, Practice and Issues Three Credit Hours The fundamental principles and applications of recombinant DNA technology will be discussed and demonstrated. Emphasis will be placed on sources and preparation of materials for classroom activities. Societal issues involving recombinant DNA technology will also be explored. Lecture: two hours a week; laboratory: two hours a week. BIOL-625—Tropical Rainforest and Reef Ecology Four Credit Hours The objectives of this experiential course are to survey biodiversity and provide understanding of ecological principles in tropical habitats through physical involvement with the environment. Two co-instructors will lead students on a 10-12 day excursion in forest and reef habitats of the Neotropics, providing natural history instruction and interpretation. Participants will have the opportunity to immerse themselves in the subject by walking forest paths, swimming forest streams, spelunking caves, paddling mangrove swamps, combing beaches, and snorkeling coral reefs. A species list of plants and animals will be assembled for each habitat and readings from the scientific literature, appropriate to the region, will be assigned for analysis and discussion. BIOL-631—Environmental Physiology Three Credit Hours This course will study the effects of such parameters as salinity, oxygen, temperature and elevation or depth on animal physiology and the adaptations made by animals to these environments. Lecture: two hours a week; laboratory: two hours a week. Business Administration (BADM) MBA Core Courses BADM-702—MBA Essentials I Three Credit Hours MBA Essentials I will cover baseline knowledge in the functional areas of business. This course will address communications, legal, leadership, and marketing. Prerequisite: None. BADM-703—MBA Essentials II Three Credit Hours MBA Essentials II will cover baseline knowledge in the functional areas of business. This course will lay a foundation in economics, accounting, finance, and operations that the other courses will build upon. Prerequisite: None. BADM-705—MBA Essentials II Three Credit Hours This survey MBA course examines business within its environment from a holistic and strategic perspective. Using the major theoretical strategy concepts business managers employ, MBAs will develop a paradigm for strategic analysis as well as matching internal processes to achieve desired outcomes when faced with diverse, competing objectives. The focus is on business-level strategy and the role of leadership in improving performance. Prerequisite/Co-requisite: BADM 702, BADM 703. BADM-719—Information Technology Management Three Credit Hours This course introduces the student to the vocabulary of Management Information Systems (MIS) and explores how organizations are using information technology for a competitive advantage and redefining the way in which they interact with their stakeholders. Prerequisite: None. BADM-728—Accounting for Executives Three Credit Hours This course is designed to provide students with a knowledge of the basic tools and concepts used in managerial accounting and to provide an opportunity for students to employ their knowledge of financial and managerial accounting through projects. The course emphasizes identifying and interpreting relevant accounting information for decision-making by internal and external users. The focus is on the use of accounting information for decisionmaking, including behavioral and ethical aspects. Prerequisite: MBA Essentials II (BADM703) BADM-731—Quantitative Methods for Operations Management Three Credit Hours Students explore the role of operations management in building the competitive strength of the firm and in pursuing the firm’s goals of customer satisfaction, profit, service delivery, and quality and shareholder wealth. The course integrates classical and modern operations management methodologies with both hypothetical and real-world business cases. Students learn concepts and quantitative algorithms involved in designing and managing operations. Prerequisite: MBA Essentials II (BADM703) BADM-734—Case Studies in Finance Three Credit Hours This course provides students with a venue for applying the concepts and techniques from the Foundations of Finance course to complex business problems. The course content will be delivered primarily using the case method of analysis. Emphasis will be on teamwork and group analysis of directed and non-directed business finance cases. Students will be responsible for identifying relevant financial issues, offering alternative solutions, and making, justifying and critiquing recommended courses of action. A portion of the course will be devoted to analyzing cases with a significant international component. The course may also utilize simulation as part of the course content. Prerequisite: MBA Essentials II (BADM703) BADM-735—Ethical Leadership and Organizational Behavior Three Credit Hours This course is a seminar that focuses on the understanding and application of organizational theory and leadership principles. In addition, the course will include components on developing individual leadership skills and different theories of organizations. The applications component of the course will include a variety of approaches such as cases, films, guest speakers, individual selfassessments, role play, team building exercises, and a leadership portfolio. Prerequisite: None. Cross listed: LDRS 722 CGC/EUGS Academic Catalog 151 �BADM-737—Strategic Marketing Three Credit Hours This course examines how organizations gain and maintain a competitive advantage in a dynamic environment. The course emphasizes the analysis of marketing decisions involving product, price, promotion, and distribution variables. Marketing decisionmaking is explored in both domestic and global settings. Prerequisite: MBA Essentials I (BADM702) BADM-751—Lecture in Accounting Three Credit Hours This course may be elected by students to perform advanced study and/or research in a particular area. Special topics covered within the seminar, as well as required prerequisites are at the discretion of the instructor. Prerequisites: MBA Essentials II (BADM703) and Accounting for Executives (BADM-728). BADM-765—MBA Capstone Course Three Credit Hours Prerequisites: Must be taken within the last six hours of a students’ MBA program of study. BADM-752—Lecture in Economics Three Credit Hours This course may be elected by students to perform advanced study and/or research in a particular area. Special topics covered within the seminar, as well as required prerequisites are at the discretion of the instructor. Prerequisite: MBA Essentials II (BADM703) MBA Elective Courses BADM-713/LDRS-723—Communications for Leadership Three Credit Hours This course provides insight on the role of organizations as communication systems in which effective writing and speaking are crucial. Emphasis is on developing awareness of verbal and written styles, interpersonal skills, and creating a repertoire of writing and speaking strategies. Prerequisite: None. BADM-716—Legal and Ethical Environment for Decision Makers Three Credit Hours This course introduces the framework of law and ethics within which businesses operate and provides the student with a broad understanding of common law (contract, tort, and property) as well as a statutory, administrative, and Constitutional law. Prerequisite: None. BADM 726—Financial Statement Analysis Three Credit Hours This course examines the basic techniques of using financial statement analysis to evaluate an organization’s financial performance. Topics include cash versus accrual measures of profitability, working capital management, cash flow forecasting, credit analysis, and valuation. The course assumes some exposure to financial accounting, but the course is aimed at non-accountant managers, lenders, and investors who use financial statement data to evaluate businesses. The case method is the primary learning approach. Students will have an opportunity to work with financial statements from publicly traded corporations, small businesses, start-up businesses, and not-for-profit organizations. Prerequisite: Accounting for Executives (BADM728). BADM-750—Lecture in Business Administration Three Credit Hours This course may be elected by students to perform advanced study and/or research in a particular area. Special topics covered within the seminar, as well as required prerequisites, are at the discretion of the instructor. Prerequisite: None. 152 BADM-753—Lecture in Finance Three Credit Hours This course may be elected by students to perform advanced study and/or research in a particular area. Special topics covered within the seminar, as well as required prerequisites are at the discretion of the instructor. Prerequisites: MBA Essentials II (BADM703) BADM-754—Lecture in Management Three Credit Hours This course may be elected by students to perform advanced study and/or research in a particular area. Special topics covered within the seminar, as well as required prerequisites are at the discretion of the instructor. Prerequisite: MBA Essentials I (BADM702). BADM-755—Lecture in Marketing Three Credit Hours This course may be elected by students to perform advanced study and/or research in a particular area. Special topics covered within the seminar, as well as required prerequisites are at the discretion of the instructor. Prerequisite: MBA Essentials I (BADM702). BADM-756—Financial Modeling Three Credit Hours This course is a hands-on course in spreadsheet and financial modeling, primarily using Microsoft Excel, and covers various topics in financial management and investments. The emphasis will be on the practical application of financial theory. Prerequisite: MBA Essentials II (BADM703) BADM-757—Personal Finance Three Credit Hour This course will focus on the application of basic financial tools and principles to the student’s personal life including the financial planning process, liquidity management, debt management, asset management, and risk management. This course will also include retirement, education and estate planning. Prerequisite: None. CGC/EUGS Academic Catalog �BADM-762—Negotiation Strategies Three Credit Hours This course emphasizes negotiation, the art and science of creating agreements between two or more parties, and introduces students to the effective use of power, persuasion, influence, and control in modern organizations. In this course students first apply theories developed as guides to improving negotiating strategies (the science). Students will then develop and sharpen negotiating skills through realistic cases (the application) with an emphasis on preparation, bidding, distributive and integrative bargaining techniques. Prerequisite: None. BADM-764—Entrepreneurship Three Credit Hours This course is designed for students interested in creating a business venture, acquiring an existing business, working in industries that serve the entrepreneur, or who wish to become familiar with the concepts, issues, and techniques of new venture creation and entrepreneurship. Tools to be developed include recognition of a venture opportunity, acquisition of information on resources needed for venture creation and survival, development of competitive marketing strategies, and international opportunities. Prerequisite: None. BADM-766/LDRS-766—Human Resource Development Three Credit Hours This course examines Human Resource Development (HRD) as a field through the learning, development and behavior of humans in social systems. These systems include but are not limited to, workforce, education, and family. Research from Management Science, Education, Psychology, and Sociology strengthen HRD theory and practice. The purpose of this course is to explore the integration of the individual into work organizations by examining work issues in learning, training, leadership, and psychosocial development. A primary focus of this course is on applied performance management informed by human sciences research as a tool that can be applied to productivity. Prerequisites: None. BADM-768—Human Resource Management Three Credit Hours This course is designed to provide managers with an understanding of the processes of adding strategic human capital to the organization. The course examines the design of work, personnel recruitment and selection, employee compensation and benefits, employee relations and personnel policies, and labor issues. The course is applied management science designed for managers. Prerequisite: None. BADM-772—International Management Three Credit Hours This course is designed to provide students with an understanding of the issues facing international managers and the environment of the Global Market Place. Some of the challenges include: accommodating different currencies, dealing with a multiplicity of governments, operating effectively in diverse legal environments, being sensitive to and avoiding problems that may arise from cultural differences among people, and the formulation of effective strategies in the complex global environment. Prerequisite: MBA Essentials I (BADM702) BADM-774—International Business Three Credit Hours This course studies the trend toward internationalization, explores the terminology used in international business, and, via case studies and examples, demonstrates the problems and advantages of the internationalization process. Prerequisite: MBA Essentials I (BADM702) BADM-776—International Marketing Three Credit Hours This course examines detailed analysis of theories, issues, and decisions facing the global marketing manager. Emphasis is on small and large firms, innovative applications, workshops, and original research projects. Prerequisite: MBA Essentials I (BADM702). BADM-778—Investments Three Credit Hours This course explores the practical aspects of investment analysis germane to evolution of market securities and derivative instruments evaluation, portfolio analysis and performance evaluation, sources of printed and Internet investment information, and the formulation of investment policies and strategies. Prerequisite: MBA Essentials II (BADM703) BADM-782—Advanced Topics in Information Technology Three Credit Hours This course may include expert systems, decision theory, decision support systems, artificial intelligence, telecommunications, and/or other contemporary issues in information technology. Prerequisite: Information Technology Management (BADM-719). BADM-784—Business and Economic Forecasting Three Credit Hours This course addresses the important function of strategic planning. Planning requires accurate forecasts of future sales, capacity, market size, prices, and a myriad of other variables that determine the longrun profitability of the firm. This course will help the student understand and create forecasts for the firm, industry and the economy. Techniques include smoothing, time series analysis, and regression analysis. Prerequisite Quantitative Methods for Operations Management (BADM-731). BADM-786—Contemporary Accounting and Advanced Problems Three Credit Hours This course explores the current issues in the field of accounting. Particular issues covered in any given semester will be selected by the course professor and announced at the time of registration. Prerequisite: Accounting for Executives (BADM-728). BADM-788—Consumer Behavior Three Credit Hours This course consists of the study of domestic and international models of consumer behavior, including key variables from the behavioral sciences. Course content includes research methodologies, case studies, applications to decision-making, and an original student research project. Prerequisite: MBA Essentials I (BADM702) CGC/EUGS Academic Catalog 153 �BADM-790—Production/Operations Strategies for Manufacturing and Service Industries Three Credit Hours This course builds upon previous course work to provide a basis for development of a coherent operations strategy to support the firm’s competitive strategy. Using case studies, course content is based upon the programs that have proven successful in global firms and covers process choice, product development, order coordination inside and outside the firm, and methodologies for developing technology and operations strategies. Prerequisites: Accounting for Executives (BADM 728), and Quantitative Methods for Operations Management (BADM 731). BADM-792—Financial Markets and Institutions Three Credit Hours This course provides an overview of the key financial institutions (banks, insurance companies, mutual funds, government entities etc.) and markets (stocks, bonds and foreign exchange among others). Also discussed will be the wide array of financial instruments that are available to business and individuals. Particular attention will be paid on risk management and how the various markets and institutions interact with each other. The study of financial markets and institutions will help your understanding of many exciting issues such as the recent financial crises in the United States and around the world. Activities that take place in financial markets have a direct effect on personal wealth, the behavior of consumers and businesses and the well-being on the overall economy. Prerequisites: MBA Essentials (BADM702 and BADM703). BADM-795—Independent Study Three Credit Hours This is an advanced course that may be taken by graduate students desiring to engage in a research/scholarly project of mutual interest to the student and the faculty member who directs the study. The course is intended to be rigorous. The course structure, evaluation process, and expected outcomes should be clearly delineated by the instructor in advance. Chemistry (CHEM) CHEM-520—The Chemistry of Art Three Credit Hours This course will address the chemistry involved in the preparation of artists’ materials and artwork itself and the chemistry used in authenticating, restoring, and conserving art and artifacts. CHEM-521—Forensic Science Three Credit Hours Forensic Science incorporates concepts of biology, chemistry and physics in learning about the science involved in crime investigations. Hands-on activities will be incorporated to illustrate the techniques. Topics to be covered include fingerprinting, blood typing, disputed documents, DNA analysis, drug and poison detection and identification, and fiber comparison. Actual cases will be studied. CHEM-522—Nanotechnology for STEM Educators Three Credit Hours Nanotechnology is based on the science of designing materials from the atomic or molecular level. It has the potential to impact virtually every area of life, from medicine to ultra-strong materials to electronics to clothing. In this course students will learn about the foundational physics and chemistry behind nanoscience as well as nanotechnology applications. Civil Engineering (CIVL) CIVL-502—Sustainability Three credit hours This course provides an introduction to the broad topic of sustainability and its application to engineering. A foundation of study on the historical perspective of sustainability leads to a focus on sustainable development, sustainable design. Prerequisites: BS degree in engineering or related field. CIVL-504—Natural Hazards and Preservation of Historical Structures Three credit hours Engineering and science applications and socio-economic impacts of natural hazards on historic structures. Course provides thorough overview of design, rehabilitation, and other socio=economic decisions related to natural hazards and historical structures. Prerequisites: BS degree in engineering or related field. CIVL-506—Geographic Information Systems Three credit hours Instruction in Geographic Information Systems (GIS) focusing on data analysis and application methods for engineers, planners and related professions. Fundamental topics include spatial analysis, geostatistical analysis, 3-D modeling, and vector/raster modeling. The focus of the course is on gaining a fundamental understanding of spatial data structures in GIS, geo-spatial data acquisition, geoprocessing, geostatistical methods; visualization, exploration of spatial data; network analysis, terrain mapping, spatial analysis, and modeling. The course will include specific emphasis on urban land use evaluation methods, transportation analysis (dynamic segmentation and routing) and hydrologic modeling. Prerequisites: BS in mathematics, science, or engineering, or permission from instructor. Familiarity with basic GIS concepts with and either ARC/INFO, ArcView, or ArcGIS highly recommended. CIVL-508—Monitoring of Civil Engineering Infrastructure Three credit hours Design and analysis of instrumentation systems to monitoring of civil engineering infrastructure for the purpose of evaluating performance and/or design. Covered topics include principles of measurement, measurement errors and error analysis, instrumentation sensor types and calibration, data acquisition and signal conditioning, and data management. Prerequisites: CIV-330 or equivalent or permission from instructor. CIVL-575—Traffic Engineering Operations Three Credit Hours Basic characteristics of motor-vehicle traffic, highway capacity, applications of traffic control devices, traffic design of parking 154 CGC/EUGS Academic Catalog �facilities, engineering studies, traffic safety, traffic laws and ordinances, basic statistical analysis, components of traffic systems, measurement of traffic data, characterizing traffic system performance, analysis of existing traffic facilities, and design of traffic facilities for achieving desired system performance. Prerequisite: CIVL 305 or permission from Department Head 3.) Mode split modeling – factors influencing mode choice, discrete choice models; 4.) Route selection – traffic assignment; and 5.) Transportation surveys; transport related land use models, urban structure, urban goods transport. Use of popular transportation planning software will also be covered. Prerequisite: CIVL 305 or permission from Department Head CIVL-576—Roadway Geometric Design Three Credit Hours Geometric design of roadways, at-grade intersections, and interchanges, using software programs, in accordance with conditions imposed by driver ability, vehicle performance, safety sustainability, and economic constraints. Prerequisite: CIVL 302 or permission from Department Head CIVL-614—Ground Improvement Three credit hours This course provides a thorough overview of several design and construction methods for improving in-situ soil conditions. Covered topics include site exploration; evaluation of in-situ soil conditions via in-situ testing; soil liquefaction; soil shear strength and compressibility; soil nailing; foundation problems for highway embankments; soil grouting; dynamic compaction, vibrocompaction; and vibro-replacement. Prerequisites: CIVL-410 or equivalent or permission from instructor. CIVL-602—Water Quality Modeling and Management Three credit hours Water quality analysis and simulation of physical, chemical, and biological processes affecting rivers, lakes, estuaries, and drinking water distribution systems. Included are best management practices based on application of water quality modeling techniques to environmental systems (rivers, lakes, distribution systems, etc. Prerequisites: CIVL-312 or permission from instructor. CIVL-604—Aquatic Chemistry Three credit hours Quantitative treatment of variables that govern the chemistry of aquatic systems such as lakes, oceans, rivers, estuaries, and groundwater. Emphasis on carbonate in open and closed systems, metal complexation and solubility, and oxidation-reduction reactions. Prerequisites: CHEM-152/162 or permission from instructor. CIVL-608—Structural Loads and Systems Three Credit Hours Structural engineering applications of analysis methodologies used to determine loads in accordance with ASCE 7. In-depth discussion of minimum design loads and load combinations. Includes overview of various steel and concrete systems. Discusses practical selection and design issues and design of proprietary building materials and components such as steel joists, diaphragms, engineered wood products, etc. Prerequisite: CIVL 309 or permission from Department Head CIVL-610—Wood Design Three Credit Hours Design of wood framed structures in accordance with the NDS Specification. Course provides thorough overview of practical member and connection design and real world applications. Introduction to wood design and engineering; properties of wood and wood-based materials; design of beams, columns, walls, roofs, panel systems, and connections. Prerequisite: CIVL 304 or permission from Department Head CIVL-612—Urban Transportation Planning Three Credit Hours A systems approach to the transportation planning process focusing on policy issues and the decision making process. Topics include: 1.) Trip generation modeling –variables influencing trip generation, regression analysis and category analysis; 2.) Trip distribution – modeling factors governing trip distribution, growthfactor methods and gravity models, calibration of gravity models; CIVL-616—Deep Foundations Three credit hours Design, construction, and inspection of deep foundation systems. Covered topics include effects of deep foundation installations; static capacity and settlement analysis of single pile and pile groups under axial and lateral loads; drilled shaft design, construction, and inspection techniques; deep foundation load testing standards, interpretation, and simulation; non-destructive testing and subsequent analysis; cost analysis of deep foundations. Prerequisites: CIVL-410 or equivalent or permission from instructor. CIVL-640—Urban Mobility Infrastructure Policy and Planning Three Credit Hours Foundation for understanding transportation systems’ relationship to cities and people and managing urban transportation systems, including: 1.) multi-faceted understanding of the historical, spatial, economic, social, and environmental factors affecting transportation issues, 2.) transportation and land use relationships, 3.) transportation as a tool of economic development and growth, 4.) transportation political influences and finance, and 5.) regional, state and federal governmental structure of committees, agencies and oversight. Prerequisite: Admission to partner graduate degree programs; BS in math, science or engineering; or permission from Department Head CIVL-642—Public Health, Physical Activity, and Design of the Built Environment Three Credit Hours Multidisciplinary evaluation of cities, suburban communities and neighborhoods to identify positive and adverse effects of the built environment on levels of physical activity and measures of public health, with an emphasis on adoption of approaches for improving desirable outcomes. The course focuses on establishing basis of need and potential benefits from implementation of optimal solutions to the challenging dilemma of built environment, urban mobility, transportation infrastructure networks, economics, sustainability, livability, and community wellness. Interconnections between the fields of public health, public policy and engineering design are identified. Students are equipped with proficiencies needed to create more healthy communities through an emphasis on physical activity. Prerequisite: Admission to partner graduate degree programs; BS in math, science or engineering; or permission from Department Head CGC/EUGS Academic Catalog 155 �CIVL-650—Special Graduate Topics in Civil Engineering Three Credit Hours Selected graduate topics in civil engineering. The offering of this course will depend upon the interest of the students, the availability of an instructor, and the approval of the department head. Since the content of this course may change, a student may repeat the course for credit with the consent of the department head. Prerequisites: Graduate status and permission from department head. CIVL-655—Masonry Structural Design Three Credit Hours Introduction to design of structural elements for masonry buildings. Lintels, walls, shear walls, columns, pilasters, and retaining walls are included. Reinforced and unreinforced elements of concrete or clay masonry are designed by allowable stress and strength design methods. Introduction to construction techniques, materials, and terminology used in masonry. Prerequisite: CIVL 304 or permission from Department Head CIVL-657—Indeterminate and Matrix Structural Analysis Three Credit Hours Analysis of indeterminate structures using moment distribution, energy methods such as virtual work and Castigliano's Theorem. Matrix displacement method derived and simplified to a form suitable for structural engineering applications. Truss and frame applications with modifications for symmetry, internal releases, and support settlements. SAP2000 and other structural engineering software is used to compare with analytical solutions. Prerequisite: CIVL 309 or permission from Department Head CIVL-711—Design of Masonry, Wood and Cold Formed steel Structures Three Credit Hours Design of masonry structures in accordance with ACI specifications, wood framed structures in accordance with NDS specifications, and Cold Formed Steel Structures in accordance with AISI specifications. Course provides thorough overview of practical member and connection design and real world applications. Prerequisite: CIVL 309 or permission from Department Head CIVL-712—Design of Coastal Structures and Bridges Three Credit Hours AASHTO based design of bridge structures and foundation elements. Design of piers and seawalls for coastal applications. Prerequisite: CIVL 404 and CIVL 406 or permission from Department Head CIVL-713—Design of Civil Engineering Systems for Natural and Manmade Hazards Three Credit Hours Design of infrastructure for hurricanes, earthquakes, floods, tornadoes, and man-made or accidental explosions. Focus on design philosophy and practical examples. Structural design, site layout, and economics discussed in detail. Prerequisite: CIVL 309 or permission from Department Head 156 CIVL-714—Advanced Steel Design Three Credit Hours Advanced design of structural steel buildings emphasizing the relationship between design and response of the structural system; theoretical basis of building code provisions; limit state and plastic design; beam-columns; plate girders and composite sections and connections. All design provisions in accordance with AISC 360. Prerequisite: CIVL 406 or permission from Department Head CIVL-715—Advanced Reinforced Concrete Design Three Credit Hours Second course in design of reinforced concrete structures; advanced concepts in analysis and design of beams, columns, and slabs; introduction to prestressed concrete. All design provisions in accordance with ACI 318. Prerequisite: CIVL 404 or permission from Department Head CIVL-716—Prestressed Concrete Three Credit Hours Introduction to the analysis, behavior, and design of prestressed concrete members and structures. Allowable stress design and strength design of prestressed concrete members, shear design, loss of prestressed force, design of continuous structures. Prerequisite: CIVL 404 or permission from Department Head CIVL-718—Matrix and Finite Element Analysis Three Credit Hours Finite element method derived and simplified using matrix approach to truss, beam, plate, and shell structures. Solid elements also discussed. Mesh layout and refinement, convergence characteristics, and solution accuracy proven. SAP2000 and other structural engineering software is used to compare to analytical solutions. Prerequisite: CIVL 657 or permission from Department Head CIVL-719—Elastic Stability of Structures Three Credit Hours Stability of elastic structural components under conservative loads. Precise definitions of stability; energy approaches; Rayleigh-Ritz and Galerkin methods utilized with primary applications to frame structures. SAP2000 and other structural engineering software is used to compare to analytical solutions. Prerequisite: CIVL 309 or permission from Department Head CIVL-720—Dynamic Analysis of Structures Three Credit Hours Analysis and design of structures subjected to dynamic loading; response of lumped and distributed parameter systems of one or many degrees of freedom; approximate design methods; introduction to earthquake analysis and design. Prerequisite: CIVL 309 or permission from Department Head CIVL-721—Earthquake Engineering for Structural Engineers Three Credit Hours Effects of earthquake-induced forces on buildings, bridges, and other structures; development of design codes and their application to the design of structures to resist seismic forces; fundamental structural dynamics and analysis techniques used to compute the response of structures or obtain design forces. Prerequisite: CIVL 309 or permission from Department Head CGC/EUGS Academic Catalog �CIVL-730—Geotechnical Earthquake Engineering Three Credit Hours Fundamentals of soil dynamics, plate tectonics and earthquakes; application of the concepts to seismic ground response, design ground motions, soil liquefaction, site response analysis, seismic slope stability, dynamic lateral earth pressure, and soil improvement. Prerequisite: CIVL 409, 402 and 410 or permission from Department Head CIVL-731—Geo-Environmental Engineering Three Credit Hours Geo-environmental engineering is a multi-disciplinary area of study that involves various aspects of geotechnical engineering, environmental engineering, hydraulics/hydrology, and groundwater engineering. The course focuses on the following two specific technical issues: (1) characterization and remediation of contaminated soil and groundwater; (2) design of waste containment barriers (e.g., liners, covers, vertical barriers) used for waste remediation. Prerequisite: CIVL 409, 402, 322 and 408 or permission from Department Head CIVL-732—Advanced Soil Mechanics Three Credit Hours Study of stresses in soils, stress-strain and shear strength properties of soil, plastic equilibrium of soil masses, failure conditions, earth pressures, with applications to geotechnical engineering design. Prerequisite: CIVL 409 and 402 or permission from Department Head CIVL-733—Advanced Foundation Design Three Credit Hours The engineering design process is demonstrated through use of practical problem-solving methods for public infrastructure and built environment projects. Analysis and design of deep foundations, earth slopes, retaining walls, sheet-pile walls, and braced excavations, anchored bulkheads, reinforced earth, and underpinning Prerequisite: CIVL 409, 402 and 410 or permission from Department Head CIVL-734—Soil Behavior Three Credit Hours Detailed study of physiochemical aspects of soil behavior, stabilization of soils, and engineering properties of soils. Prerequisite: CIVL 409 and 402 or permission from Department Head CIVL-740—Transportation Safety Engineering Three Credit Hours Methodology for conducting transportation accident studies, accident characteristics as related to operator, facility, and mode, statistical applications to accident data, current trends and problems in transportation safety. Prerequisite: CIVL 305 or permission from Department Head CIVL-741—Travel Demand Forecasting Three Credit Hours In-depth coverage of travel-demand forecasting theory and the fourstep process, site traffic impact analysis, and disaggregate travel demand models. Theory and method of forecasting travelers’ choices of route, mode, destination, departure time, trip frequency and origin location in congested transportation networks. Prerequisite: CIVL 305 or permission from Department Head Criminal Justice (CRMJ) CRMJ-500/PSCI-500—Seminar in Social Science Three Credit Hours An interdisciplinary introduction to the social sciences with an emphasis on the perspectives and patterns of inquiry of several subfields. This course surveys the empirical and theoretical contributions of different social science disciplines in order to provide a fundamental understanding of the dynamics of individual and group behavior. Topics include ethics, social science methodology, and the key criticisms of these methods. CRMJ-501/PSCI-501—Research Methods in Social Science Three Credit Hours An examination of methods in the scientific study of social phenomena with emphasis given to the systematic study of society and contemporary research problem in the social sciences, including research design, data collection, data analysis, and computer applications. CRMJ-510—Topics in Criminal Justice Three Credit Hours Selected special topics or problems in the general area of criminal justice to fit the needs of students as well as the specialized knowledge of the faculty. CRMJ-515/INTL-515/PSCI-515—Topics in Homeland Security Three Credit Hours Selected special topics or problems in the general areas of homeland security to fit the needs of students as well as the specialized knowledge of the faculty. CRMJ-555—Leadership Application Course in Criminal Justice Three Credit Hours Selected special topics in leadership application within the field of criminal justice based on the specialized knowledge and research interests of the faculty. This course satisfies the “leadership application” requirement for students in the leadership graduate certificate program. CRMJ-560—Homeland Security and Criminal Justice Administration Three Credit Hours Seminar on effective management principles and practices as they apply within homeland security organizations. Organizational and management theories are analyzed and applied to the contemporary structure of homeland security organizations with emphasis given to a review of the research related to the development of leadership skills for homeland security management. CGC/EUGS Academic Catalog 157 �CRMJ-561—Drugs and Crime Three Credit Hours This course of study explores and analyzes issues involving drugs and crime. Drug types, drug offenders, drug trafficking/global smuggling, money/laundering, law enforcement/interdiction, governmental response, domestic and international drug policy, drug-crime correlation, drug testing, and the drug relationship to other social problems are examined. Future trends and current dilemmas are investigated regarding the effectiveness of law enforcement, the “war on drugs,” and drug usage. CRMJ-562—Comparative Criminal Justice Systems Three Credit Hours An examination of the ideology, structure, and justice processes of various criminal justice systems in the United States, Europe, Asia, Africa, Middle East and Latin America This comparative study involves the analysis of diverse social control, legal, police, court, correction, and juvenile systems from representative justice approaches around the world. Variations among countries in crime and deviance phenomena, as well as, comparative normative values, practices, and ethics of justice system practitioners are explored. Contemporary dilemmas and issues involving crime and criminal justice practices among divergent justice schemes are discussed. CRMJ-563—Criminal Evidence Three Credit Hours A graduate level discussion of types of evidence, collection of evidence, the chain of custody, and procedures relating to its introduction into judicial proceedings. Special attention is given to Fourth Amendment constitutional issues and the changing nature of the judicial order. CRMJ-564—Juvenile Justice Three Credit Hours A study of juvenile delinquency and the operation of the American juvenile justice system. The course explores classical and contemporary theories of juvenile delinquency and status offending, as well as the effects of family, peers, school, gang affiliation, and drug usage on youthful offenders. In examining the juvenile justice system, the course investigates the historical development and individual operating components. (e.g., police, courts, and corrections) of the system. Consideration is given current and future issues involving youth and delinquency such as curfew, boot camp, youth violence, drug usage, and court waiver. CRMJ-565—Corrections Three Credit Hours An overview of the American correctional system including prisons, jails, probation and parole. In addition to the historical development of punishment and corrections, the course explores issues involving the effectiveness of formal punishment, deterrence effects, punishment types, and the death penalty. Discussions also include prison inmate culture, prison gangs, prison life, inmate civil rights and litigation, problems and dilemmas of early release, probation, parole, and recidivism. Future trends and prospects for an increasing prison and parole population are discussed. 158 CRMJ-568/INTL-568/PSCI 568—International and Domestic Terrorism Three Credit Hours In-depth seminar on the nature of international, transnational, and domestic political violence, with some attention to the phenomenon of “state terrorism” (international repression) and its potential impact on the conduct of American foreign policy. The course also reviews and critiques current explanations for terrorist behavior. Issues addressed include conceptualizing and defining terrorism, the structure of violent politics, the lessons and patterns from the history of contemporary political violence, State support for terrorism, and counterterrorism as a public policy problem. CRMJ-569/PSCI-569—National Security Policy Three Credit Hours Seminar which examines the components of United States security policy. Course discusses the roles and agencies involved in the development of national security policy. Consideration given to factors, both internal and external, affecting national security. CRMJ-570—Homeland Security Three Credit Hours Seminar on homeland defense and security. The course takes an in-depth look at the agencies involved in homeland security and the interagency process which exist to integrate the services of federal agencies and state and local governments with armed forces and defense agencies. CRMJ-572—Ethics and Integrity in Homeland Security Three Credit Hours A study of the role of justice, ethics, integrity, and ethical behavior in the homeland security. The course examines ethical issues regarding the application of law and challenges associated with the protection of American citizens against internal and external threats. Consideration is given to the function of ethical conduct in the rule of law, use of authority, and exercises of governmental power as part of U.S. government responses to threats to homeland security. The course includes a thorough review of issues related to the rules of engagement, the U.S. Patriot Act, Border Patrol and Security, the Transportation and Safety Administration (TSA) regulations, and the treatment of terrorists. Ethical dilemmas and practical applications are explored. CRMJ-580—Introduction to Intelligence Three Credit Hours This course provides an introduction to the field of intelligence and national security. We will examine the history and development of United States intelligence community. Specific topics include the intelligence cycle, the relationship between intelligence professionals and policy makers, the restructuring of the U.S. intelligence community, oversight and accountability, and covert action as a policy option. The moral and ethical implications of intelligence practices will also be discussed. CGC/EUGS Academic Catalog �CRMJ-581—Intelligence Research and Analysis Three Credit Hours This course seeks to develop in students the skills and abilities necessary for conducting basic intelligence analysis. A variety of exercises and practical applications are used to foster critical thinking skills, the planning and coordination of data collection from a variety of sources, and the use of analytic tools to establish connections between people, places, events and other entities. Students are exposed to computer software programs that visually depict complex relationships. Cross listed as INTL 581. CRMJ-582—Intelligence Theory Application Three Credit Hours This course introduces the student to the discipline of intelligence and provides the student with an understanding of how intelligence systems function and how intelligence estimates and products are derived. By understanding the basic psychology of intelligence, organizational trends and cognitive cultural difference, the student will gain insight to how intelligence analysis actually transpires. CRMJ-583—Transnational Organized Crime Three Credit Hours This course will examine the diverse dimensions of transnational crime. Students will examine and discuss historical and contemporary patterns, modus operandi, capabilities, and vulnerabilities of transnational criminals and organizations. Course content includes an introduction to transnational crime, a discussion of the “problem” of transnational crime, a review of illicit activities of transnational criminal organizations, an examination of the link between transnational crime and terrorism, a review of contemporary approaches to combating transnational crime, and area studies covering Europe, Russia, the Middle East, Asia, Africa and The Americas. Area studies will include a review of American, Italian, French, Mexican, Asian, Middle Eastern, & African criminal enterprises, traditional organized crime, outlaw motorcycle gangs, and other transnational criminal enterprises. CRMJ-585—Topics in Intelligence Three Credit Hours Selected special topics or problems in the general area of intelligence to fit the needs of students as well as the specialized knowledge of the faculty – possible offering: Narco-terrorism, Weapons of Mass Destruction and Emerging Threats. Topics include the intelligence cycle, the relationship between intelligence professionals and policy makers, the restructuring of the U.S. intelligence community, oversight and accountability, and covert action as a policy option. The moral and ethical implications of intelligence practices will also be discussed. CRMJ-600—Homeland Security Internship Three Credit Hours This course provides the student with an opportunity to explore career interests while applying knowledge and skills learned in the classroom to real-world problems encountered in Homeland Security agencies/ the Intelligence Community (IC). The experience also helps students gain a clearer sense of future learning needs and provides an opportunity to build professional networks. Prerequisite: Consent of Department or Program Head Computer Science (CSCI) CSCI-563—Programming for Teachers Three Credit Hours This course introduces computer programming and problemsolving using a modern programming language. Students will learn language syntax and basics of event-driven programming. Concepts and methods of object-oriented programming and design, creating applications using a development cycle approach, and disciplined coding style are included. In addition, students will also learn about data organization and collection, database construction, and manipulating data within a database. Students will be required to complete tutorial exercises and projects that can be used with middle and high school students. Note: This course cannot be used for the Master of Science in Computer and Information Science. Note: May be substituted for MATH 663. CSCI-601—Data Modeling and Database Design Three Credit Hours Topics include conceptual, logical, and physical data modeling, data analysis, relational database design and normalization, query languages, query processing, administration, and CASE tools. A database design project is part of the requirement and includes hands-on data modeling, design, development, and implementation. CSCI-602—Foundations of Software Engineering Three Credit Hours A survey course in software engineering processes and methodologies. This course includes software life cycles, planning and managing projects, capturing and managing requirements, analysis and design, implementation, software testing and quality assurance, and risk analysis in software development. Emphasized are team-based development, quality standards, object-oriented design, and CASE (computer aided software engineering) tools. CSCI-603—Object-Oriented Design Patterns Three Credit Hours A course in software design using design patterns as a tool for communicating software design solutions and as an aid in software refactoring. Creational, structural and behavioral patterns are emphasized. Also covered are finding and documenting software development patterns. The Unified Modeling Language is used as the design tool for software patterns and programming projects are in an object-oriented programming language. CSCI 604—Distributed Computer Systems Architecture Three Credit Hours This course covers basic techniques for the design andconstruction of distributed systems. Its aim is to give the skills needed to build simple systems and to identify key issues for the analysis of distribution problems. CGC/EUGS Academic Catalog 159 �CSCI-612—Advanced Computer Architecture Three Credit Hours This course covers various topics relevant to clustering including the following: interconnection networks, protocols, high performance I/O, load balancing, availability, programming models and environments, parallel algorithms, and applications. The course is lab intensive and includes the implementation of parallel algorithms on a parallel cluster. Prerequisites: CSCI-604 or an undergraduate course in operating systems. CSCI-614—Advanced Operating Systems Three Credit Hours This course covers a broad range of advanced operating systems concepts including protection, security, memory management, kernels, file systems, synchronization, naming, networks, and distributed systems as well as recent trends in operating systems design. Specific aspects of operating systems which support distributed computing will be emphasized. Prerequisites: CSCI-604 or an undergraduate course in operating systems. CSCI-616—Automata Theory Three Credit Hours The theory of finite state machines and regular expressions are applied to the design of switching circuits, components of compilers such as lexical analysis, pattern-matching, text-editors, unifications as needed in Prolog or for automated deduction, and almost any program which processes under commands. Undecidable problems and intractable problems are explored. CSCI-618—Programming Languages Three Credit Hours The course surveys the principles of programming language design and the issues related to their implementation. Topics will include a comparison of the major programming paradigms: imperative, functional, logic, and object-oriented. Also covered are data types, methods of specifying the semantics of language constructs, and concurrency. CSCI-631—Principles of Computer Security Three Credit Hours A survey of the principles and practices related to computer security. The course concentrates on the problems of security associated with computer systems and emphasizes the application of cryptography to address those problems. CSCI-632—Data Communications and Networking Three Credit Hours An introduction to data communications and computer networking. Topics include LAN topologies, transmission media, error detection, packet switching networks, internetworking of heterogeneous network technologies, Internet protocol suites (with emphasis on TCP/IP), the client/server paradigm, the BSD Socket interface, network security, and network applications. CSCI-633—Semantic Web Principles and Practice Three Credit Hours This course covers the emerging technology supporting the Semantic Web with machine-processable content. Students will engineer and implement ontologies, associated metadata and 160 logical inference systems. Covered are specialized languages such as Extensible Markup Language (XML), Resource Description Framework (RDF), and Ontology Web Language (OWL) and query associated query languages. CSCI-634—Project Change and Management Three Credit Hours Managing projects within an organizational context, including the processes related to initiating, planning, executing, controlling, reporting, and closing a project form the major portion of this course. Project integration, scope, time, cost, quality control, risk management, and managing the changes in organization resulting from introducing or revising information systems are also included. CSCI-636—Information Technology Policy, Strategy, and Governance Three Credit Hours This course will consider the development and implementation of policies and plans to achieve organizational goals, the defining of systems that support the operational, administrative and strategic needs of the organization, and the study of approaches to managing the information systems function in organizations. CSCI-638—Advanced Topics in Database Systems Three Credit Hours Topics such as algorithms for query processing and optimization, physical database design, transaction processing, concurrency control, database backup and recovery techniques, database security, distributed databases, multimedia databases, object and object-relational databases, data warehousing, and data mining. Prerequisite: CSCI-601. CSCI-641—Advanced Cybersecurity Three Credit Hours This course will cover the techniques used to secure cybersystems. Topics covered will include security policies, computer security management and risk assessment, secured network protocols, software security issues, ethical and legal aspects of cybersecurity, and disaster recovery. Special emphasis will be given to designing, deploying, and managing complete secured cybersystems. Prerequisite: CSCI- 631. CSCI-654—Software Requirements Analysis and Specification Three Credit Hours An introduction to the software requirements engineering process. Topics to include: feasibility studies, risk, requirements elicitation, modeling, analysis, specification, and validation. Prerequisite: CSCI-602. CSCI-555—STEM Education through Robotics Three Credit Hours Use the LEGO Mindstorms Robotics kit to build, test and program robots to accomplish various tasks. This exciting fusion of physics, mathematics, computer science and artistic expression can really draw students and teachers into active learning and experimentation. Hands-on experience will provide strategies and projects that teachers can use with middle and high school students; advanced options are available for those who want to go beyond the basics. Each assignment, project or test will have a due date that will be posted online. Access to a Mindstorms robotics kit with software is required for the course. CGC/EUGS Academic Catalog �CSCI-656—Software Systems Design and Implementation Three Credit Hours An introduction to the issues, techniques, strategies, representations, and patterns used in designing and implementing software. Possible design topics include: specification of internal interfaces, architectural design, data design, user interface design, design tools and evaluation of design. Possible implementation topics include: language-oriented issues, construction technologies, tools and formal construction methods. Prerequisites: CSCI-602 and CSCI-603. CSCI-672—Human-Computer Interaction Three Credit Hours Introduction to human computer interaction and user interface development. Topics include human factors of interactive software, interactive styles, design principles and considerations, development methods and tools, interface quality and evaluation methods. This course stresses the importance of good interfaces and the relationship of user interface design to human-computer interaction. It is intended for students whose future work may involve software development. CSCI-657—Embedded Systems Design Three Credit Hours This course is an introduction to specifying, designing, implementing and testing (real-time) embedded systems. Topics include the embedded system life cycle, choosing a processor, hardware/software partitioning, design techniques, cross-platform development, debugging, testing and integration. Implementation languages may include Java, C/C++ or assembly. Prerequisites: CSCI-602 and CSCI-604. CSCI-674—Introduction to Computer Graphics Three Credit Hours An introduction to the fundamental principles of computer graphics. Using standard graphics libraries, students will learn these principles by writing a series of programming projects. CSCI-658—Software Testing and Maintenance Three Credit Hours An introduction to the concepts and methods associated with software testing and maintenance. Testing topics to include: testing as part of requirements engineering and software design, test plan writing, and static and dynamic testing. Maintenance topics to include: an overview of corrective, adaptive, perfective and preventive maintenance activities as well as organizational managerial issues. Prerequisite: CSCI-602. CSCI-659—Service-Oriented Computing Three Credit Hours Service-Oriented Computing is a term that describes software systems that combine Service-Oriented Architecture (SOA) and Business Process Management (BPM) layers. This course explores both SOA and BPM, demonstrating how business and IT concerns can be aligned. Students will gain experience with service-oriented development, process modeling and execution, and securing services. CSCI-663—Programming for STEM Educators Three Credit Hours This course introduces programming and problem-solving using Visual Basic. Students will learn Visual Basic syntax, and basics of event-driven programming while working with variables, constants, data types, and expressions. Problem solving and decision-making are integrated as students also explore looping and multiple forms, using menus, common dialogs, procedures, functions and arrays, debugging, creating executable files, and distributing a Windows application. Concepts and methods of object-oriented programming and design, creating applications using a development cycle approach, and disciplined coding style are included. In addition, students will also learn about data organization and collection, file organization, sort and search techniques, database construction, and manipulating data created in Microsoft Access using Visual Basic. Note: May be substituted for MATH 563. CSCI-690—Special Topics in Computing Three Credit Hours A course in the special study of an advanced or new topic in computer science, information science or software engineering. This course may be repeated for additional credit, as the topic change. Prerequisite: Permission of the instructor. CSCI-691—Independent Study Three Credit Hours This course consists of individual study of an agreed-upon topic under the direction of a faculty member and following a course of reading and other requirements proposed by the student and established by negotiation with the director. This course is intended to provide graduate students with an opportunity to study in an area of computer science, software engineering or information systems that is not generally offered. The course may be repeated once. CSCI-698—Project Thesis Three Credit Hours Project thesis is a three-credit hour course for the completion of a formal master’s project thesis under faculty direction. A project thesis is characterized by a research project that applies or extends course topics through systems development. Prerequisites: Completion of the four core courses CSCI-601, CSCI602, CSCI-603, and CSCI-604, and approval by the MSCS program director. CSCI-699—Research Thesis Six Credit Hours Research Thesis is a six-credit hour course for the completion of a formal master’s research thesis under faculty direction. A research thesis is a traditional research project characterized by a comprehensive paper on a research topic. Prerequisites: Completion of the four core courses CSCI-601, program director. CGC/EUGS Academic Catalog 161 �relating to effective schools. This ability to analyze research data should result in improved by professional performance. Education (EDUC) EDUC-500—Foundations of American Education Three Credit Hours This course provides an introduction to the historical, political, sociological, and philosophical foundations of education. Emphasis is on the complex relationship between society and school. Issues regarding race, class, gender, and culture within the educational system are addressed in the context of fostering educational opportunity and ameliorating inequalities. A historical context also is established which allows for critical examination of events, individuals, and ideas that have influenced the development of education in the United States. Through an integration of knowledge in the foundations of education, the course prepares reflective decision-makers who can critically examine various schools of philosophical thought and political issues related to education. EDUC-501—Methods and Materials of Middle and High School Teaching Three Credit Hours Study of the aims, methods, and materials employed in middle & high schools; organization of subject matter; motivation and direction of learning; development of attitudes, appreciations, and ideas; classroom presentation of formal materials; conducting informal activities; provision for individual differences; measurement of educational outcomes; and enhancement of personal and professional growth. The focus of the course is the application of the learnercentered conceptual base in the process of teaching their discipline specialty. A. English; B. Biology; C. Social Studies; D. Mathematics. EDUC-504—Teaching in the Middle School Three Credit Hours This course surveys the current practices in middle schools in terms of objectives, methods, and materials. The student is involved in practical application of these practices as they relate to the organization of subject matter, the motivation of pupils, the achievement of learning outcomes, and the evaluation of learning experiences. EDUC-505—Individual Instruction Three Credit Hours Emphasis upon current approaches and strategies utilized in the individualized programs in the classrooms. Management systems essential to individualized instruction will be emphasized. EDUC-508—Remedial Strategies in Reading and Language Arts Three Credit Hours A course for practicing educators which analyzes varying strategies for helping the problem learner primarily in the literacy areas of reading and the language arts. The course covers techniques at all grade levels and reviews the literature as to teaching effectiveness. Case studies are required. EDUC-512—Data Collection and Analysis Three Credit Hours Coursework designed to introduce the graduate student to quantitative methods to include construction of assessment instruments, analysis, and interpretation of quantitative data. Students will be required to develop minimum competence in use of microcomputers for descriptive statistical analyses and word processing. Emphasis will be placed on the development of skills in critical analysis of literature 162 EDUC-514—The Exceptional Child in the School Three Credit Hours Coursework is designed as an introduction for students with little or no background or experience in special education and is appropriate for students from various fields as well as for those who anticipate further study and future careers in special education. An interdisciplinary approach is used in the study of learning and behavior characteristics of c h i l d r e n a n d y o u t h w i t h e x c e p t i o n a l i t i e s . There is a focus on cause, identification, and educational and community programs for individuals with exceptionalities. EDUC-515—Introduction to the Counseling Profession Three Credit Hours Overview and orientation to counseling profession including history, roles, functions, settings, specialties, organizations, credentialing, ethical, legal, and professional issues. EDUC-516—Research Design Three Credit Hours Research Design is intended for those students who will be conducting and producing research studies. The course examines the various descriptive and experimental models for data analysis (in the behavioral sciences), with emphasis placed on the fundamentals of planning and inferential statistical techniques. Prerequisite: EDUC-517 or equivalent. EDUC-517—Statistics in Education and Psychology Three Credit Hours A course to provide skill in treatment of research data including descriptive and inferential statistics. Some experience with analysis of published statistical research in the fields of education and psychology will be provided. EDUC-520—Professional Internship Six Credit Hours A supervised clinical teaching experience conducted in a public school. This is a full-time, entire semester internship. Each student also attends weekly evening seminars. This last course in the MAT sequence requires an application to be filed two semesters prior to internship. Application forms are available on the School of Education website. Prerequisite: all other program of studies requirements. Passing scores on the PRAXIS II specialty area examinations are required before enrollment in this course. EDUC-521—Program Planning, Management, and Evaluation in School Counseling Three Credit Hours The purpose of the course is to prepare school counselors to work within elementary and secondary school systems. A model for planning, developing, implementing, and evaluating a comprehensive guidance and counseling program with emphasis on student development and competencies will be presented. The school guidance counselor’s role and function will be discussed as a balance of responsive services, systems support, individual planning, and guidance curriculum. Students will develop resources, classroom CGC/EUGS Academic Catalog �guidance curricula and group counseling materials that they can use in their fieldwork experiences and in the initial stages of their careers. Prerequisite: EDUC-515 EDUC-522—Critical Educational Issues in a Multicultural Society Three Credit Hours Coursework includes a study of contemporary issues/trends, internal and external to elementary and secondary school systems which impacts on the learner. The course is designed to encourage students to examine issues/trends within the context of their present and future career interests. EDUC-524—Techniques of School Supervision Three Credit Hours Coursework examines the criteria needed for effective school supervision at all levels. Administrative candidates explore the technical and interpersonal skills, functions and knowledge required to effectively evaluate faculty and staff. EDUC-525—Transition to the Profession Three Credit Hours This course is for candidates seeking SC teacher certification. The purpose is to provide each candidate an opportunity to demonstrate his/her ability through successful completion of all ADEPT written materials, reflections and a professional portfolio. (Must be taken concurrently with Student Teaching Internship - EDUC 520). EDUC-527—Finance and Business Management Three Credit Hours Coursework includes procedures and problems relating to financing public education, theory of taxation, types of taxes, practices of education finance, federal, state, and local support of education, budget procedures, financial accounting, purchasing, insurance, inventories, and school maintenance. EDUC-528—School Administration Three Credit Hours Coursework is designed for school personnel preparing for administrative positions. The course involves a study of the basic concepts involved in planning, organizing, managing, and evaluating public schools. EDUC-529—Emerging Technologies for School Administration Three Credit Hours This course is designed for practicing and prospective educational administrators. The course focuses on technology planning, leading with new technologies, professional development, infrastructure, systematic change, and legal and social issues related to technology. The course final project and presentation is the development of strategic initiatives to enhance student achievement. EDUC-531—Principles of Elementary Curriculum Development Three Credit Hours Coursework focuses on the study of underlying principles of curriculum development and organization including curriculum evaluations and current issues and trends in the subject fields. Attention is given to the learner-centered decisions teachers, administrators, and others educators must make about elementary curriculum. EDUC-532—Principles of Middle or High Curriculum Development Three Credit Hours Coursework includes the study of underlying principles of curriculum development and organization including curriculum evaluations and current issues and trends in the subject areas. Attention is given to the learner-centered decisions teachers, administrators, and others educators must make about secondary curriculum. EDUC-535—Organizational Theory and Behavior Three Credit Hours Coursework includes a study of the school organization as a social system, supervision and curriculum, control, authority, change, planning strategies, and organizational dynamics. EDUC-536—Educational Psychology Three Credit Hours This course provides an introduction to educational psychology and explores the process of learning throughout the life span. Emphasis is placed on the application of psychological concepts, theoretical principles, and research findings to the planning and implementation of effective instructional strategies in the classroom. Moreover, through this course graduate students who are preparing for employment in the field of education are acquainted with many facets of the teacher’s role in the teaching/learning process. Class discussions, activities, and field experience focus on the connection between theory and practice and provide students with opportunities to apply psychological principles and solve practical problems for personal and professional growth. EDUC-537—Student Development Services in Higher Education Three Credit Hours Overview of the historical development of the counseling and student affairs profession, as well as legal and ethical codes, and skills needed in the profession. (For Student Affairs major, this course replaces EDUC 515, Introduction to the Counseling Profession.) EDUC 538—Theories of Student Development in Higher Education Three Credit Hours This course provides an overview of theories of student development in higher education as it applies to the cognitive and psychosocial development of students and the influence of the college environment. EDUC 539—Higher Education Administration Three Credit Hours This course provides an overview of the process of organizing the personnel and financial resources needed to effectively meet student development and institutional goals and objectives. This course will introduce students to basic human and fiscal management concepts and skills. CGC/EUGS Academic Catalog 163 �EDUC-540—Integrative Foundations and Teaching in American Education Five Credit Hours This first pre-professional block format course provides an introduction to the historical, political, sociological, and philosophical foundations of education as well as methods and materials of teaching middle & high school. The integrated approach includes learner similarities and differences, motivation and direction of learning, provision for individual differences, measurement of educational outcomes, organization of subject matter, legal issues, and enhancement of personal and professional growth. Learnercentered in nature, this course is intended to begin the process of developing professional educational leaders. 35 hours of field experience is required for this course. During the field experience, the teacher candidate will observe, assist and teach in a secondary school setting under the supervision of a classroom teacher who is certified in the candidate’s chosen content area. EDUC-541—Integrative Educational Psychology and Exceptional Child Five Credit Hours This second pre-professional block format course provides an introduction to educational psychology and exceptional children. In the course, teacher candidates will explore the process of learning throughout the life span with emphasis on both normal development and exceptionalities. Emphasis is placed on the application of psychological concepts, theoretical principles, and research findings to the planning and implementation of effective instructional strategies in the classroom so that all children can learn. Teacher candidates will also explore cause, identification, and educational and community programs for individuals with exceptionalities. 20 hours of field experience is required for this course. During field experiences for this course, the teacher candidate will have the opportunity to observe and work in a variety of settings with students who have normal development and students who have exceptionalities. EDUC-542—Teaching Reading and Writing in Middle and High School Content Areas Through Applied Research Five Credit Hours This third pre-professional block format course is designed for the middle school and high school teacher emphasizing pupil diagnosis of reading and writing skills followed by instructional decision making directed toward a balanced teaching approach. Quantitative and qualitative methods of research including construction of assessment instruments, analysis, and interpretation of data will be integrated into the course content. Students will be required to develop minimum competence in use of microcomputers for descriptive statistical analyses and word processing. Emphasis will be placed on the development of skills in critical analysis for instructional improvement. 20 hours of field experience is required for this course. During field experiences, teacher candidates will use a research approach to focus on assisting middle and/or high school student(s) improve their literacy skills in the teacher candidate’s chosen content areas. EDUC-543—Teaching, Learning and Assessing with Technology Three Credit Hours This course provides an overview of new and emerging technologies and how they are changing the way educators teach and students 164 learn. These new advances enable students to engage in authentic learning by leveraging technology for problem solving, discovery and exploratory learning situated in a real-world context. In this course, educators will identify, explore and evaluated new and emerging technologies and their potential impact on instructional practices in integrated/interdisciplinary STEM education. Theories underlining these technological advancements and their implications for effective implementation are discussed. EDUC-544—Project Based Learning and Interdisciplinary Teaching Three Credit Hours This course will enable students to learn how to use a StandardsFocused Project Based Learning (PBL) Model to develop specialized instructional curriculum to be implemented and integrated into an existing interdisciplinary educational system. Interactive and practical assignments are used to help teach the five major planning elements of PBL. Online discussions and interactive learning modules will be focused on the learning and application of PBL concepts. Furthermore, coursework is designed to help the student create a Project Based Learning curriculum for use in their teaching. For students enrolled in the STEM degree program, the curriculum developed in this class will be used as a component in their Capstone Project. EDUC-545—Developing STEM Disciplinary Literacy Skills Three Credit Hours The purpose of this course is to enable those in the educational field to customize literacy practices to meet the unique demands of science, technology, engineering, and mathematics. Each content area demands specialized literacy skills. Therefore, in order to prepare students for literacy demands in careers and later in life, it is essential that literacy learning be embedded within the content knowledge. Educators will learn to assist K-12 students with the navigation of complex informational texts within STEM areas and be better prepared to help all students develop the necessary disciplinary literacy skills. EDUC-546—Leadership and Critical Issues in STEM Education Three Credit Hours This course is designed to help candidates consider critical issues linked to successful leadership models in the integration of Science, Technology, Engineering and Mathematics (STEM) into educational endeavors. The on-line instructional approach for this course includes web-quest activities, asynchronous discussions, field experience interviews, and curriculum development activities as well as implementation reflective activities. EDUC-547—Research and Statistics for STEM Applications Three Credit Hours This is a three (3) unit graduate course for teachers in STEM education with no previous background in statistics who will need statistics in their further studies and their work. The focus is on understanding the use of research and statistical methods in various areas of science and engineering. Topics to be covered include research methods, measures of central tendency and variability, correlation, statistical inference, and basic design of experiments with examples and applications in science and engineering. Teachers will become critical consumers of research products and learn the basic skills of planning, designing, and executing and CGC/EUGS Academic Catalog �reporting research as well as evaluating and applying published research findings. Emphasis will concentrate on planning, developing, and producing a quality STEM research e-portfolio. EDUC-548—Multidisciplinary Experimental Design and Implementation-Special Topics Three Credit Hours In this course, students will learn methods of collaborative interdisciplinary experimental design in the STEM fields. The course is designed to provide students with the experience, tools, and methods needed to improve experimental design processes and strategies for implementation in their classrooms. This course, using relevant STEM content, provides case studies in multidisciplinary experiments emphasizing problem solving and experimental design. EDUC-549—Applied Measurement Techniques Three Credit Hours Students will examine and utilize tests and other evaluation techniques in counseling, in educational planning, in curriculum assessment, and in school-wide testing programs. Controversial issues in measurement will be appraised in the context of basic principles and actual use. EDUC-550—Career Counseling and Development Three Credit Hours Students will learn foundational career development theories, the usefulness of career inventories, and the current trends in career counseling for adults and school-age children. In addition, students will practice and demonstrate competency in career counseling. Prerequisite: EDUC-549 and EDUC-551 EDUC-551—Counseling Theories and Practice Three Credit Hours Overview of selected approaches to counseling theory and practice. Prerequisite: EDUC-515 EDUC-552—Group Counseling Three Credit Hours Overview of selected approaches to group guidance and counseling theory and practice. Prerequisite: EDUC-515 or EDUC-537 and EDUC-551 EDUC-561—Counseling Diverse Populations Three Credit Hours Designed to provide an overview of human behavior including diversity and cultural pluralism. Multicultural theories and models of counseling and consulting are presented and examined. EDUC-562—Legal & Ethical Leadership Issues in Education Three Credit Hours This course examines go a ls and objectives of professional organizations, codes of ethics, legal considerations, standards of preparation, certification, licensing, role identity of counselors and other personnel services specialists, and fee structures, and the impact of fees on the counseling relationship. EDUC-567—Assessment of Abnormal Behavior Three Credit Hours This course is a 3-hour, transcript course in abnormal behavior and psychopathology of children, adolescents, and adults. The course will focus on the etiology and morbidity of differing mental disorders. Students will be introduced to the science and art of clinical assessment as a foundation for the actual practice of assessment in school and community mental health settings. Students will receive practical training in the process of clinical assessment as associated with the specific disorders, which will be focused on the use of assessment techniques in a professionally and ethically responsible manner. The informal and formal diagnostics taught in the course will complement DSM-V-TR courses. EDUC-568—DSM -V -TR Three Credit Hours The purpose of this course is to provide master’s degree students with a basic introduction to the Diagnostic and Statistical Manual of Mental Disorders in relation to the psychology of deviant, or abnormal, behavior. This course will explore the subject on a number of different levels. Knowledge will be gained through: (a) an understanding of the history and theories in the field through lecture, readings, the internet, group discussions, and research; (b) an understanding of diagnoses in the DSM-IV-TR; and (c) the application of this knowledge through exercises, assignments, class participation, and videotaped role-plays. EDUC-570—Developing Literacy Skills with At Risk Readers Three Credit Hours A survey of the nature, problems, and learning needs of at-risk readers, the course provides participants with information and techniques necessary for appropriate instructional decisions and actions. EDUC-585—Independent Research Three Credit Hours A supervised research project in an area related to the student’s major would be completed. A formal presentation to a panel of three faculties who evaluate the project will be required. With the approval of major advisor and graduate dean, this course may be repeated once for additional credit. Prerequisite: Permission of the instructor and submission of a research prospectus. EDUC-587—Special Topics in Education Three Credit Hours A course designed for the intensive study of a current problem in the field of education. The instructional design will emphasize field research and applied practice. No more than 6 credit hours under this listing can be credited toward a degree program. EDUC-588—Foundations of Literacy Three Credit Hours A foundational course designed to focus on developing literacy skills. The developmental process of literacy growth along with techniques for teaching phonemic awareness, word recognition, vocabulary, and comprehension skills will be explored. EDUC-589—Methods and Materials for Developing Literacy Skills Three Credit Hours Specific methods of literacy instruction will be studied and demonstrated along with analysis and evaluation of a wide variety of materials used in literacy instruction. CGC/EUGS Academic Catalog 165 �EDUC-590—Literacy Assessment and Instruction Three Credit Hours A course examining and providing practice with formal and informal assessments used to target children’s literacy strengths and identify areas needing improvement. Participants will assess one child and plan corrective instruction based on the assessment results. Prerequisite: EDUC-588 or EDUC-589 EDUC-591—Practicum in Literacy Education Three Credit Hours A field-based course in which each candidate engages in the supervised teaching of an individual student. Candidates synthesize the knowledge they have gained in the program to demonstrate ability to appropriately assess and instruct a student at that student’s level of literacy instruction. A case study approach is used. Prerequisite: EDUC-590 EDUC-592—Content Area Reading and Writing Three Credit Hour A course that examines disciplinary and academic literacies. The primary goal of the course is to deepen candidates’ knowledge of the reading and writing processes in order to enable them to effectively design and implement literacy instruction across content areas. EDUC-594—Internship in Literacy Education Three Credit Hours A field-based course in which each candidate engages in supervised action research. Candidates collect and analyze data and then disseminate findings to school-based audiences. Prerequisites: EDUC 591 and a satisfactory score on Praxis II must be on file. Also, applicants must have a cleared background check on file with the S.C. Department of Education. EDUC-597—Supervision of Student Teachers Three Credit Hours A course in supervision for master teachers, department heads, and college teachers with supervisory responsibilities in teacher education. EDUC-598—Curriculum Project Three Credit Hours Coursework is designed as a capstone to the program in Curriculum and Instruction. The student will be required to develop a curriculum project ultimately to be implemented in the student’s classroom or school. This written project will require a review of existing literature and a presentation of the results to peers and professor. Prerequisite: EDUC 531 or EDUC 532 EDUC-600—Professional Negotiations Three Credit Hours Coursework emphasizes knowledge and improvement in the various education associations. The student will become acquainted with forces and trends influencing collective negotiations; principles, concepts, and theory relevant to negotiations; negotiation skills; and relevant literature and research. EDUC-601—Principles of School Law Three Credit Hours Coursework includes constitutional, statutory, case, and common law bases of school administration and the study of legal provisions 166 and principles relating to education with an emphasis on research and analysis. EDUC-602—Staff Personnel Administration Three Credit Hours Coursework includes the study of personnel policies and practices as they relate to recruitment, selection, orientation, employment, promotion, e valuation, in-service development, dismiss al, retirement, and teacher-administrator relationships. EDUC-603—School Plant Seminar Three Credit Hours Coursework includes the study of problems and policies of the school plant, such as population studies, educational planning, school building standards, materials and uses, rating, and public relations. Discussion of innovative plans and construction as well as visits to new schools will be made. EDUC-605—Independent Study Three Credit Hours This course will offer students an opportunity to acquire deeper knowledge of thought and practice in the major field of emphasis. Each student must develop a plan of independent study at the outset and file the completed study at the end of the semester Prerequisite: Permission of instructor and Dean of School of Education. EDUC-606—The Superintendency and School Organization Three Credit Hours Coursework emphasizes the principles of central school administration and the structural organization of public education and the responsibilities and authority of school boards, superintendents, and principals and the relationships between them. EDUC-608—Literature for Children and Adolescents Three Credit Hours A survey of literature for children. Appreciation and enjoyment of noteworthy books including award winners and multicultural literature will be the focus of instruction. The ability to effectively use a variety of texts with children throughout the school program will be emphasized. EDUC-610—Seminar on School Improvement Three Credit Hours Coursework includes the process of designing, implementing, and evaluating a school climate improvement program which includes mutual efforts by staff and students to formulate and attain school goals. Emphasis will be placed on effective school research. EDUC-611—Staff Development and Evaluation Three Credit Hours This course focuses on designing staff development and evaluation systems to enhance effectiveness of school personnel. EDUC-612—Seminar in School Law Three Credit Hours Coursework provides updates on legal issues and decisions related to teaching and the administration of public schools including current laws and regulations pertaining to public schools in South Carolina. Prerequisite: EDUC-601 CGC/EUGS Academic Catalog �EDUC-613—Foundations of American Higher Education Three Credit Hours This course provides an introduction to the historical, political, sociological, and philosophical foundations of higher education. Emphasis is on the complex relationship between society and higher education. Issues regarding race, class, gender and culture within the educational system are addressed in the context of fostering educational opportunity and ameliorating inequalities. A historical context also is established which allows for critical examination of events, individuals, and ideas that have influenced the development of higher education in the United States. Through an integration of knowledge in the foundations of education, the course prepares reflective decision makers who can critically examine various schools of philosophical thought and political issues related to higher education. EDUC-614—Seminar in Educational Administration Three Credit Hours Coursework explores various theories and their impact on administration and the organization. Emphasis will be placed on behavioral science theories drawn from historical, philosophical, and sociological works applied to the administrative process. EDUC-616—Political Process of Public Education Three Credit Hours Coursework includes the study of the process by which education public policy decisions are made, authority and responsibility, power and influence, public policy, methods of determining power structure, superintendency, and roles and tasks that includes attention to school community relations. EDUC-619—Assessment of School Programs Three Credit Hours Coursework provides theoretical and applied analysis of the procedures and techniques involved in designing and implementing evaluation and assessment studies of total school programs. Attention will be given to accreditation procedures, minimum standards, legislative requirements, as well as the assessment of instructional outcomes EDUC-620—Systems Planning and Management for Education Three Credit Hours This course is designed to apply systems theory to real educational situations. Setting and implementing goals and objectives, using various management techniques and tools, and then applying general management principles and practices constitute the instructional content. EDUC-622—Critical Multicultural Issues in Higher Education Three Credit Hours A study of contemporary issues/trends internal and external to work within higher education system, focusing on the status, programming needs, and legal and ethical concerns of racial minorities, persons with disabilities, different lifestyle orientations, and adult learners on college/university campuses. EDUC-624—Basic Counseling Skills Three Credit Hours Systematic development of basic counseling skills essential to enter the counseling profession. Prerequisite: EDUC-551 and/or faculty advisor approval. EDUC-629—Practicum in School Counseling Three Credit Hours Super vised counseling experience in which student serves as counselor in school setting for a minimum of 100 clock hours. Prerequisites: EDUC-624 EDUC-632, 633—Internship: School Superintendency Three Credit Hours Coursework provides supervised field studies and experiences in central office administration. Prerequisite: Passing PRAXISII score results on file at The Citadel and permission of advisor. EDUC-634—Practicum in Student Affairs and College Counseling Three Credit Hours Supervised counseling experience in which the student serves as a college counselor in a school setting for a minimum of 100 clock hours. Prerequisite: EDUC-624 EDUC-642—Coaching in Literacy Education Three Credit Hours This course introduces students to the role of literacy coaching (K12). Students learn to provide support for teachers and the school community as a whole. As part of this class, students will create a professional development presentation and lead a teacher inquiry group on a topic related to literacy. This course will include topics related to modeling instruction, observing and providing feedback, and creating a literacy plan for a classroom or school. EDUC-643—Action Research in Literacy Coaching Three Credit Hours In this course, students learn to improve literacy coaching through action research. Participants identify an issue or problem related to literacy instruction, propose a research plan, collect and analyze data, and interpret and present the results in written and oral formats. Through their own teacher research, participants are able to influence classroom practice and improve the literacy instruction in schools. EDUC-650—Elementary School Counseling Internship I Three Credit Hours Supervised field experience of 300 clock hours in which student serves as counselor in school setting. Prerequisite: EDUC-629 & permission of Advisor. EDUC-651—Secondary Counseling Internship I Three Credit Hours Supervised field experience of 300 clock hours in which student serves as counselor in school setting. Prerequisite: EDUC-629 & permission of Advisor. EDUC-652—Elementary School Counseling Internship II Three Credit Hours Prerequisite: EDUC-650 and permission from advisor. May be taken concurrently with EDUC-650. CGC/EUGS Academic Catalog 167 �EDUC-653—Secondary School Counseling Internship II Three Credit Hours Prerequisite: EDUC-651 and permission from advisor. May be taken concurrently with EDUC-651. EDUC-655—Internship I in Student Affairs and College Counseling Three Credit Hours This supervised experience includes the student serving as a student affairs specialist in a higher education institutional setting for a minimum of 300 clock hours. Prerequisite: Permission from a faculty advisor. EDUC-656—Internship II in Student Affairs and College Counseling Three Credit Hours This supervised experience includes the student serving as a student affairs specialist in a higher education institutional setting for a minimum of 300 clock hours. Prerequisite: Permission from a faculty advisor. EDUC-661—Internship in Elementary Administration I (fall/spring/summer) Three Credit Hours Coursework includes supervised field studies and experiences in elementary school administration. Prerequisites: Passing PRAXIS II score results on file at the Citadel Graduate College and permission of advisor. EDUC-662—Internship in Elementary Administration II (fall, spring, summer) Three Credit Hours Coursework includes supervised field studies and experiences in elementary administration. Prerequisite: Successful completion of EDUC 661 and permission of advisor. EDUC-663—Internship Middle and High Administration I (fall, spring, summer) Three Credit Hours Coursework includes supervised field studies and experiences in secondary school administration. Prerequisites: Passing PRAXIS II score results on file at the Citadel Graduate College and permission of advisor. EDUC-664—Internship in Middle and High Administration II (fall, spring, summer) Three Credit Hours Coursework includes supervised field studies and experiences in secondary school administration. Prerequisites: Successful completion of EDUC-663 and permission of advisor. EDUC-670—Foundations in STEM I Two Credit Hours The Foundations in STEM I course refreshes student knowledge in the STEM disciplines. Topics such as foundational concepts and applications of science, technology, engineering and math are explored. These courses will provide students with a solid background to enhance student confidence in STEM. Courses will utilize current events, case studies, and relevant readings to provide 168 content knowledge and to highlight the interdisciplinary nature of the STEM disciplines. EDUC-680—Foundations in STEM II Two Credit Hours The Foundations in STEM II course is a follow up to the first course and has students continue exploration of the foundational concepts and applications of science, technology, engineering and math. Electrical Engineering (ELEC) ELEC-605—Advanced Power Systems Three credit hours A review of AC systems, power flow and symmetrical faults will be given. Students will study symmetrical components, unsymmetrical faults, system protection, power system controls, and power line transients. Additional topics will include power flow computational methods, regulatory aspects of the North American power grid, and the use of computer tools for the design of transmission and distribution systems. Prerequisites: Graduate status or permission from instructor, and an undergraduate course in power system analysis or equivalent. ELEC-615—Spectral Analysis Three credit hours Spectral estimation and analysis plays a key role in a large variety of signal processing applications. Classical and modern spectral analysis techniques are developed and compared in terms of performance and implementation. Topics covered include randomdiscrete signals, sample autocorrelations functions, the periodogram, and parametric spectral estimates. Prerequisites: Graduate status or permission from instructor, and an undergraduate course(s) in continuous and discrete time signal analysis or equivalent. ELEC-625—RF Systems Three credit hours Analysis, design, and optimization of radio-frequency systems. The operation and characterization of RF components, fundamentals of noise and distortion, and system concepts including tools such as level charts and link budgets will be taught. Applications will include wireless communication systems and radar. Prerequisites: Graduate status or permission from instructor, and undergraduate courses in linear systems and electromagnetic fields. ELEC-635—Advanced Signal Processing Three credit hours An introduction to the analysis and design of adaptive systems with applications in the areas of communications, signal processing, and control. Topics include random signal models; theory of adaptation and performance measures; LMS and RLS algorithms; optimal filtering; adaptive equalization; interference cancellation; signal prediction; and system identification. Prerequisites: Graduate status or permission from instructor, and undergraduate courses in signals and systems, and probability and statistics for engineers. CGC/EUGS Academic Catalog �ELEC-645—Data Communication Networks Three credit hours Fundamentals of data communication networks. Emphasis on network algorithms and their performance. Topics include: layered network architecture, Link Layer protocols, high-speed packet switching, queueing theory, Local Area Networks, and Wide Area Networking issues, including routing and flow control. Prerequisites: Graduate status or permission from instructor, and undergraduate courses in computer programming and probability and statistics for engineers. ELEC-655—Digital Communications Three credit hours Introduction to modern digital communication systems. Emphasis on modulation and detection techniques and their performance in the presence of noise. Prerequisites: Graduate status or permission from instructor, and undergraduate courses in linear systems and probability and statistics for engineers. ELEC-650—Special Topics in Electrical Engineering Three credit hours Special topics in electrical engineering will be offered to graduate students occasionally when the interest of the students and the availability of an instructor dictate. The syllabus must be approved by the electrical engineering faculty. Since the content of the course may change, a student may repeat this course for credit with the permission of the department head. Prerequisite: Graduate status and consent of instructor. ELEC-665—Advanced Energy System Engineering Three credit hours This course covers fundamentals of thermodynamics, chemistry, flow and transport processes as applied to energy systems. Topics include analysis of energy conversion in thermomechanical, thermochemical, electrochemical, and photoelectric processes in existing and future power and transportation systems, with emphasis on efficiency, environmental impact and performance. Systems utilizing fossil fuels, hydrogen, nuclear and renewable resources, over a range of sizes and scales are discussed. Applications include fuel reforming, hydrogen and synthetic fuel production, fuel cells and batteries, combustion, hybrids, catalysis, supercritical and combined cycles, photovoltaics, etc. The course also deals with different forms of energy storage and transmission, and optimal source utilization and fuel-life cycle analysis. Prerequisites: Graduate status or permission from instructor and undergraduate courses in university physics and engineering mathematics. ELEC-675—Computer Architecture Three credit hours Organization and design of computer systems hardware. Provides the basic knowledge required for understanding and designing standard and advanced computer architectures. Topics include: instruction set architectures, ALU design and computer arithmetic, memory organization, cache and virtual memories, controller design, pipelining and parallelism. Prerequisites: Graduate status or permission of the instructor, and undergraduate courses in digital logic design and assembly language programming. ELEC-685—Digital Control Systems Three credit hours This course provides an introduction to the design of control systems in the digital domain. Key topics will include D/A and A/D conversion, the Z-transform, state variable techniques, stability, controllability, and observability. Modern controller design techniques including pole placement design by state feedback will be considered. Prerequisites: Graduate status or permission of the instructor, and undergraduate course in feedback control systems. English (ENGL) ENGL-500—Old and Middle English Literature Three Credit Hours A study of Beowulf, other Old English poems, and Old English prose in translation; includes such Middle English works as Sir Gawain and the Green Knight, Pearl, Piers Plowman, the Ancrene Riwle, The Owl and the Nightingale, and other romances, lyrics, and drama. (Chaucer is excluded.) ENGL-501—Chaucer Three Credit Hours A study of Chaucer’s language, art, and cultural milieu through the reading of Troilus and Criseyde, the Canterbury Tales, and many of the shorter works. ENGL-502—Shakespeare Three Credit Hours A comprehensive study of Shakespeare’s art, including an intensive reading of several plays and appropriate attention to the primary critical approaches. ENGL-504—Poetry and Prose of the English Renaissance Three Credit Hours Non-dramatic poetry and prose of the sixteenth and early seventeenth centuries. ENGL-505—Milton Three Credit Hours A study of the major poetry, selected prose, and selected minor poems with emphasis on Paradise Lost. ENGL-506—Restoration and Eighteenth Century Drama Three Credit Hours A study of important dramatists of the period as Otway, Etherege, Wycherley, Dryden, Congreve, Vanbrugh, Farquhar, Goldsmith, and Sheridan. ENGL-507—Poetry and Prose of the Restoration and Eighteenth Century Three Credit Hours A study of Dryden, Swift, Pope, Johnson, Blake, and other important poets and prose writers of the period. CGC/EUGS Academic Catalog 169 �ENGL-509—Romantic Literature Three Credit Hours A study of the chief features of the Romantic writings of the early nineteenth century, with special emphasis on Wordsworth, Coleridge, Byron, Shelley, and Keats. ENGL-510—Victorian Literature Three Credit Hours A study of English literature from 1832 to 1900 in major writers such as Tennyson, Browning, Arnold, Carlyle, Swinburne, and Rossetti. ENGL-511—Introduction to English Graduate Studies Three Credit Hours A practical introduction to research and writing. The course will cover theoretical approaches to literary and cultural interpretation; the discovery, analysis, evaluation, and integration of primary and secondary resources; and strategies for generating and revising sophisticated arguments. It also seeks to broaden awareness of career paths and professional development opportunities. ENGL-512—Southern Literature Three Credit Hours A study of the best literature written in the South from the time of William Byrd to the present. The focus will be on the “Southern Renaissance,” with special attention given to the Fugitive Poets and William Faulkner. ENGL-517, 518—Special Topics in Literature Three Credit Hours A study of a special author, period, topic, or problem in literature which is outside the routine offerings of the department. The subject for each course will be announced. ENGL-520—A Survey of World Literature I Three Credit Hours Masterpieces of world literature in translation from the Vedic literature to Racine with special attention to the philosophical content and the development of literary forms. ENGL-521—A Survey of World Literature II Three Credit Hours Masterpieces of world literature in translation from Voltaire to the present time with special attention to the philosophical content and the development of literary forms. ENGL-522—Colonial and Revolutionary American Literature Three Credit Hours A detailed study of major American writers from the earliest settlers through the end of the 18th century. ENGL-523—Nineteenth-Century American Literature I— Romanticism Three Credit Hours A study of major figures of the American Romantic period (approximately 1830-1860), including Emerson, Thoreau, Poe, Hawthorne, and Melville. 170 ENGL-524—Nineteenth-Century American Literature II— Realism Three Credit Hours A study of major figures of the American Realistic period (approximately 1860-1900), including Whitman, Dickinson, James, Twain, and Crane. ENGL-525—Eighteenth Century British Novel Three Credit Hours A study of the origins of the British novel, including such figures as Fielding, Richardson, and Defoe. ENGL-526—Victorian Novel Three Credit Hours A study of major British novelists of the late nineteenth century, including Dickens, Eliot, and Hardy. ENGL-527—British Fiction: 1900 to 1945 Three Credit Hours A study of the novels and short stories of major British writers from the first half of 20th- century, including such figures as Conrad, Lawrence, Forster, Woolf, and Joyce. ENGL-528—American Fiction: 1900 to 1945 Three Credit Hours A study of the novels and short stories of major American writers from the first half of the twentieth century, including such figures as Fitzgerald, Wolfe, Faulkner, and Hemingway. ENGL-529—American Fiction: 1945 to the Present Three Credit Hours A study of the significant American novels and short fiction published since World War II. ENGL-531—British Poetry: 1900 to Present Three Credit Hours A study of the poetry of major twentieth-century British authors such as Auden, Yeats, Thomas, and Hardy. ENGL-532—American Poetry: 1900 to Present Three Credit Hours A study of the poetry of major 20th-century American authors such as Eliot, Pound, Stevens, Williams, and Frost. ENGL-533—British Drama: 1900 to Present Three Credit Hours A study of the work of major 20th-century British dramatists such as Shaw, Pinter, Stoppard, and Beckett. ENGL-534—American Drama: 1900 to Present Three Credit Hours A study of the work of major twentieth-century American dramatists such as O’Neill, Williams, Miller, and Albee. ENGL-535—African American Literature Three Credit Hours A study of African American literature from the early days of slavery, to the struggle for emancipation, to the twentieth-century Harlem Renaissance and civil rights movement. Readings will cover CGC/EUGS Academic Catalog �poetry, fiction, and drama, as well as autobiographies and cultural commentaries. ENGL-537— Contemporary British Fiction Three Credit Hours A study of the novels and short stories of major contemporary British writers. ENGL-550, 551—Special Topics in Composition or Language One to Three Credit Hours A study of a special author, period, topic, or problem in composition or language which is outside the routine offerings of the department. The subject for each course will be announced. ENGL-552—Adolescent Literature Three Credit Hours A study of literature for the adolescent, including methods of introducing the major literary genres to the secondary school student. Note: For students in the M.A.T in English program only. ENGL-553—Modern English Grammar Three Credit Hours An intensive study of the syntax of present day English. The course also includes a review of traditional grammar, focusing primarily on the parts of speech. Special attention is given to linguistic theory, particularly regarding the acquisition of language. ENGL-554—History of the English Language Three Credit Hours A historical survey of the syntactic and phonological features of Old, Middle, Early Modern, and present day English. ENGL-555—Literary Criticism Three Credit Hours A study of the major literary theories from ancient Greece to the present and practical application of the theories to particular works of literature. Special attention is given to semiotic theory as it relates to the influence of language and visual images on thinking, composing, and action. ENGL-556—Theory and Practice of Teaching Composition Three Credit Hours A study of traditional and contemporary theories of the composition process and applications of those theories to teaching composition. ENGL-558—Technical and Professional Writing Three Credit Hours Principles and practice of technical communication as applied to reports, technical papers, oral presentations, and business communications. ENGL-559—History and Theory of Rhetoric Three Credit Hours A study of language as a means of winning the assent, sympathy, or cooperation of an audience. Includes contemporary rhetorical theory and its development from classical rhetoric. ENGL-560—Film Studies Three Credit Hours This film course will expose students to films from a variety of nations and filmmakers that represent the chief cinematic movements of the twentieth century (Weimar Expressionism, French New Wave, American Noir, etc.), and it will instruct students in the terminology and techniques of filmmaking. The students will, by studying the relationship between the tools of filmmaking and the finished products, learn to “read” films as metaphors of reality. ENGL-562—Workshop in Advanced Composition Three Credit Hours The study, discussion, and practice of advanced composition techniques; including the use of computer technology for print documents, audio-visual presentations, and web applications. ENGL-564—Teaching with Technology Three Credit Hours Focuses on a wide range of web-based resources that future teachers can use to improve their students’ writing, enrich their understanding of literature, and get them excited about learning. This course provides interactive instruction designed to make work in and out of the classroom more meaningful for students. It also demonstrates how to incorporate applications that students use on a daily basis. Over the course of the semester, MAT candidates will develop web-based projects that they can incorporate in their future courses. ENGL-573—Special Topics in African American Literature Three Credit Hours A study of a specific topic in African American literature that is not a genre, period, or individual writer. Topics will vary according to instructor. ENGL-574—Special topics in English Literature Before 1800 Three Credit Hours A study of a specific topic in English Literature Before 1800. Topic will vary according to instructor. This course fulfills the period requirement for English Literature before 1800. ENGL-575—Special topics in English Literature After 1800 Three Credit Hours A study of a specific topic in English Literature After 1800. Topic will vary according to instructor. This course fulfills the period requirement for English Literature after 1800. ENGL-576—Special topics in American Literature Three Credit Hours A study of a specific topic in American Literature. Topic will vary according to instructor. This course fulfills the period requirement for American Literature. ENGL-595—Methods and Materials for English Language Arts Three Credit Hours This course exposes students to theories and practices of teaching English (to include reading, writing, speaking, listening, viewing and thinking) in grades 9-12, including preparation for reflective practice and classroom-based teacher research. In-class instruction is augmented by field experiences that expose students to the professionalism of practicing ELA teachers and the realities of CGC/EUGS Academic Catalog 171 �working with a diverse population of students. This course is intended to prepare candidates for a teaching internship. Prerequisites: EDUC-501 and EDUC-592. Note: For students in the M.A.T. in English program only. and practices related to physical and intellectual performance are also investigated. Contemporary topics are presented such as degenerative diseases, food-borne diseases, fad dieting, food additives, and sports nutrition. ENGL-698—Tutorial Three Credit Hours Individual study of a given topic following a syllabus of readings, papers, and other assignments prescribed by a faculty member serving as director. HESS-502—Drug & Substance Abuse Three Credit Hours A study of characteristics of commonly abused chemicals and other substances and reasons for abuse. Attention will be given to methods of rehabilitation and prevention. ENGL-699—Independent Study Three Credit Hours Individual study of an agreed-upon topic under the direction of a faculty member but following a course of reading and other requirements proposed by the student and established by negotiation with the director. HESS-503—Human Sexuality Three Credit Hours A study of all facets of human sexuality. ENGL-700—Seminar Three Credit Hours Individual research into a scholarly or critical problem in literature, composition, or language. Progress, methods, and results will be shared with the class by presentation and discussion will lead to the preparation of a single long paper. ENGL-701—Thesis Six Credit Hours Completion of a formal master’s thesis under faculty direction. ENGL-703—Seminar in English Literature Before 1800 Three Credit Hours Study of a scholarly or critical issue in literature, composition, or language. Typically, class presentations and seminar/discussion format are required with a single long paper as the culminating student project. This course fulfills the period requirement for English Literature before 1800 as well as the seminar requirement. ENGL-704—Seminar in English Literature After 1800 Three Credit Hours Study of a scholarly or critical issue in literature. Typically, class presentations and seminar/discussion format are required with a single long paper as the culminating student project. This course fulfills the period requirement for English Literature after 1800 as well as the seminar requirement. ENGL-705—Seminar in American Literature Three Credit Hours Study of a scholarly or critical issue in literature, composition, or language. Typically, class presentations and seminar/discussion format are required with a single long paper as the culminating student project. This course fulfills the period requirement for American Literature as well as the seminar requirement. HESS-504—Public Health Three Credit Hours A course designed to analyze public health trends, services, funding, and organization of local, state, and federal agencies. HESS-505—Motor Development & Motor Learning Three Credit Hours Study of appropriate learning theories, hereditary and environmental factors influencing learning and performance of gross motor skills. HESS-506—Applied Physiology of Exercise Three Credit Hours Study of effects of exercise upon various components of physical fitness. Analysis and interpretation of research in areas of cardiovascular-pulmonary adjustment, metabolic requirement, and heat regulation during exercise are emphasized. Prerequisite: Human Physiology or Exercise Physiology HESS-507—Special Problems in Health Science, Exercise Science, & Sport Science Three Credit Hours An independent research study of a local problem or a specialized subject area not normally covered in existing courses. Prerequisite: HESS-540 Research Techniques & Methods of Analyzing Research in Health, Exercise, & Sport Science I. HESS-508—Epidemiology Three Credit Hours An introduction to the science of epidemiology and techniques used in epidemiology. Prerequisite: Tests & Measurements, Statistics, or equivalent. HESS-509—Preventative & Rehabilitative Aspects of Physical Activity Three Credit Hours This course provides emphasis on roles of exercise and physical activity in prevention and rehabilitation of degenerative diseases. Health & Human Performance HESS-501—Nutrition Three Credit Hours A study of primary nutrients essential to health with attention given to specific needs from infancy through adulthood. Current theories 172 CGC/EUGS Academic Catalog �HESS-510—Biomechanics of Sports Techniques Three Credit Hours Study and analysis of humans in motion, sport object motion, and forces acting upon animate and inanimate bodies. Basic cinematographic and non-cinematographic techniques are utilized in a variety of both general and specific sports skill applications. Prerequisites: Anatomy and/or Physiology HESS-511—Special Topics in Health, Exercise, & Sport Science (Exercise Science) Three Credit Hours Opportunities for graduate students to take special courses not generally offered within the department. Each course must be appropriate for one’s program of studies, and permission of the Director of Graduate Studies in Health, Exercise, and Sport Science is required. Prerequisite: Varies according to topic. HESS-512—Special Topics in Health, Exercise, & Sport Science (Sports Management) Three Credit Hours Opportunities for graduate students to take special courses not generally offered within the department. Each course must be appropriate for one’s program of studies, and permission of the Director of Graduate Studies in Health, Exercise, and Sport Science is required. Prerequisite: Varies according to topic. HESS-513—Sport Facility & Event Management Three Credit Hours This course will integrate various operational functions of sport facilities, including management principles, methodologies, and practices. In addition, effective management of sport and recreational events will be studied. Effectiveness, structure, and design of sport and exercise organizations will be addressed as well as cultures, leadership styles, conflicts, changes, and human resources involved in these entities. HESS-525—Scientific Principles of Physical Education, Health, Exercise, & Sport Science Three Credit Hours This course introduces students to the study of effects of exercise, physical activity, and work on various physical fitness components, as well as analysis of the human body in motion, sports objects in motion, and forces acting upon animate and inanimate objects/bodies. Prerequisite: A biology, chemistry, or physics course and two human anatomy and/or physiology courses. HESS-527—Content & Methods of Teaching School Health Education & Health-Related Aspects of Physical Fitness Three Credit Hours This course updates content knowledge and prepares students in teaching styles, methodologies, and assessment techniques for health education curricula in K-12 schools. Prerequisite: A health and wellness course or passing a departmental competency exam. HESS-528—Content & Methods of Teaching Rhythmic Activities & Movement Education Three Credit Hours This course teaches content and prepares students in teaching methodologies for fundamental rhythmic activities and movement education in grades K-12, including basic locomotor skills, creative rhythmic activities, dances (traditional, folk, square, social, line), and aerobics. Additional emphasis is placed on candidate skill development in dance and basic gymnastics. Prerequisite: HESS 550 or permission of the instructor. HESS-518—Sport Marketing Three Credit Hours This course will cover basic components of sport marketing: use of sports as a marketing tool for other products; marketing of sports products; and current considerations relevant for both marketing through and marketing of sports. HESS-529—Special Problems in Sport Management Three Credit Hours An independent research study of local, regional or national issue/subject of interest in Sport Management that is not normally covered in existing courses. HESS-520—Special Topics in Sport Management Three Credit Hours Opportunity for graduate students to take special courses not generally offered within the department. Each course must be appropriate for one’s program of studies, and permission of the Director of Graduate Studies in Health, Exercise, & Sport Science is required. HESS-530—Practicum in Sport Management Three Credit Hours A supervised field experience of at least 125 hours in a sport industry setting. Students observe, shadow, and work in a setting that enhances and complements classroom learning, develops valuable skills, nurtures professional networking, and acts to advance one’s future career goals. Prerequisites: Sport Marketing (HESS-518), Administration and Leadership of Exercise and Sport Organizations (HESS-523), or instructor approval. HESS-521—The Art of Selling in Sport Three Credit Hours A course concentrating on knowledge, skills and concepts related to the “art” of sales, an area valued considerably in the sport industry. HESS-523—Administration & Leadership of Exercise and Sport Organizations Three Credit Hours This course examines organizational theory and behavior as well as leadership qualities related to exercise and sport organizations. HESS-533—Content & Methods of Teaching Elementary School Physical Education Three Credit Hours This course teaches content and theoretical and practical study of teaching progressively graded programs of activities for elementary school students, grades K-5. Prerequisite: HESS 550 or permission of the instructor. CGC/EUGS Academic Catalog 173 �HESS-534—Accommodating Persons with Disabilities in Sport & Physical Activity Three Credit Ho Study of legal, ethical, and practical definitions of involving people with disabilities within physical activity, physical education, and sport settings. HESS-535—History, Philosophy & Curriculum of Physical Education Three Credit Hours This course introduces students to the historical and philosophical roots of physical education and examines the degree to which these influence curricular models and decisions made by K-12 practitioners. HESS-538—Internship in Sport Management Six Credit Hours Involvement in an external working experience with a host organization for a period of at least 500 hours. This internship will provide students with opportunities to receive practical experience in selected sport management settings. Prerequisites: All required program courses or instructor approval. HESS-539—Sport Public Relations &Promotions Three Credit Hours A course focusing on marketing and public relations principles and practices in the sport management industry. HESS-540—Research Techniques & Methods of Analyzing Research in Health, Exercise, & Sport Science I Three Credit Hours A course designed to introduce procedures for conducting, evaluating, and applying research in health, exercise, and sport science including an understanding of fundamental research design, data collection, and data analysis. HESS-541—Current & Future Trends in Health, Exercise, and Sport Science Three Credit Hours Investigation and exploration of current and future trends in health, exercise, and sport science through contemporary readings and seminar discussions. HESS-542—Practicum in Health, Exercise, & Sport Science Three Credit Hours A supervised field experience of at least 125 hours in a health science, exercise science, or sport science setting. Students observe, shadow, and work in a setting (s) to enhance and complement classroom learning, develop valuable skills, nurture networking, and may advance one toward future career goals. HESS-543—Consumer Health Three Credit Hours A course designed to produce smarter consumers in the health marketplace. Emphasis is on evaluation of health products and services. HESS-544—Exercise Testing & Assessment Three Credit Hours A course designed to acquire knowledge and develop skills necessary for exercise testing, physical fitness assessment, and 174 exercise prescriptions among a variety of populations. Topics to be addressed include exercise program goals and objectives, principles and methods of physical fitness screening, development and testing, evaluation of existing exercise programs, exercise prescriptions, and administration and programming considerations. HESS-545—Nutrition for Exercise, Sport, & Physical Activity Three Credit Hours An examination of nutrition and physical activity interactions including exercise and sport. Topics include current research on nutrients and ergogenic aids, as well as dietary analysis and intervention with athletes. Prerequisites: HESS 501 HESS-546—Environmental Physiology Three Credit Hours A course examining energetics of environmental stress on cardiovascular, respiratory, metabolic, and muscle physiology as pertain to physical performance. Prerequisites: HESS 506 HESS-547—Techniques of Conditioning for Sport & Physical Fitness Three Credit Hours A study of fundamental concepts of human physiology and exercise physiology as apply to programs of physical conditioning, training, and physical fitness. Theories, current research, and laboratory techniques for assessing human physiological responses to exercise, physical training, health-related physical fitness, and sport performance will be studied. HESS-548—Psychology of Sport & Motivation Three Credit Hours A course addressing the effects of participating in exercise and sport on psychological traits and states of participants and fans. Cognitive and neurobiological mechanisms and psychological limitations to athletic performance will be studied, as well as mental and psychological techniques and strategies to improve performance and achievement in sport and exercise. HESS-549—Sociological and Cultural Aspects of Sport Three Credit Hours An examination of sport in America and its effects on society, including race, gender, adherence, values, and violence. HESS-550—Instructional Aspects of Physical Education Three Credit Hours This course is designed to discuss theories of instruction in physical education settings including environmental arrangements, task presentation, content development, and feedback. Practical applications of these principles to small peer group settings using open and closed motor skills will be included. HESS-551—Content & Methods of Teaching Secondary Physical Education Three Credit Hours This course is designed to develop both the pedagogical skills of teacher candidates as well as content knowledge in teaching team and individual/dual sports. Emphasis is placed on planning, teaching, CGC/EUGS Academic Catalog �and evaluating physical education lessons in secondary settings. Additional emphasis is placed on candidate skill development in team and individual/dual sports. Prerequisite: HESS 550 or permission of the instructor. HESS-552—Fundraising for Sport Organizations Three Credit Hours Traditional and innovative revenue acquisition methods for sport organizations will be examined. Fundamental concepts and theories of fundraising applicable to the sport industry will be studied. HESS-553—Sport Communications Three Credit Hours Examination of the role of sport organizations as communications systems where effective written and oral interpersonal communication skills are imperative for success. HESS-554—Analysis of Sports Skills & Techniques Three Credit Hours An application of data collection and data analysis tools including EMG, videography, and force transducers to kinesiological systems of the human body during movement and sport skills. HESS-555—Legal Aspects of Sport Three Credit Hours This course reviews legal considerations, responsibilities, and liabilities of organizations and personnel related to sport and recreation. An examination of event management, personnel relations, and governmental regulations impacting sport and recreation as well as tort liability with special emphasis on effective management of risk, athletic eligibility, contracts, and Title IX. HESS-556—Sport Finance Three Credit Hours This course addresses basic theory in finance and accounting as applied to managerial control of sport organizations. It examines forms of ownership, taxation, financial analysis, feasibility studies, and economic impact studies related to sport organizations. HESS-557—Economics of Sport Three Credit Hours This course introduces students to fundamental economic concepts and analysis, especially those related to spectator sports, and youth sports, recreational sports, the sporting goods industry. HESS-558—Advertising in Sport Three Credit Hours A course examining knowledge, skills and concepts required for successful advertising in the sport industry. Strategies and techniques of successful advertising will be studied. HESS-559-Research in Sport Management Three Credit Hours A course designed to introduce procedures for conducting, evaluating, and applying research in the sport management domain, including an understanding of the utility of research, fundamental research design, data collection, and data analysis. HESS-560—Research Techniques & Methods of Analyzing Research in Health, Exercise, & Sport Science II Three Credit Hours Advanced procedures for conducting, evaluating, and applying research in health, exercise, and sport science including an understanding of parametric and nonparametric instruments and methodologies used to measure and evaluate various parameters considered essential to research in health, exercise, and sport science. Prerequisite: HESS-540 Research Techniques and Methods of Analyzing Research in Health, Exercise, & Sport Science I. HESS-561—Advanced Measurement & Evaluation in Physical Education Three Credit Hours Analysis and interpretations of data associated with various cognitive, affective and psychomotor tests commonly used in physical education. Topics include test administration, test construction, performancebased assessments, rubrics, and physical fitness and skill testing. HESS-620—Professional Internship in Teaching Six Credit Hours A requirement for teacher certification, observation, and teaching in approved schools under supervision by a college professor. Two placements are required: one in an elementary school setting and one in a secondary school setting. A field experience component of a minimum of 60 days is required. Prerequisites: Please refer to program requirements. HESS-598—Thesis I in Health Science, Exercise Science, & Sport Science Three Credit Hours Student will be directed to develop a research question or problem statement, define terminology, identify limitations and delimitations, and formulate hypotheses and purpose statements. A literature review critiquing previous research on the topic and a description of methodology to be used to solve the problem will be included. Chapters 1, 2, and 3 of the thesis will be completed and presented to the thesis committee for approval. Prerequisites: HESS-540, HESS-560 Research Techniques and Methods of Analyzing Research in Health, Exercise, & Sport Science I, II. HESS-599—Thesis II in Health Science, Exercise Science, & Sport Science Three Credit Hours Student will be directed to report results, discuss findings in relation to the introduction and previous literature, identify recommendations and conclusions, and include a bibliography. Chapters 4 and 5 of the thesis will be completed, and the entire thesis presented in an oral defense to the thesis committee for approval. The student will also be expected to submit the research for presentation at a state, regional, or national meeting or equivalent. Prerequisites: HESS-540, HESS-560 Research Techniques and Methods of Analyzing Research in Health, Exercise, & Sport Science I, II and HESS-598, Thesis I in Health Science, Exercise Science, and Sport Science. CGC/EUGS Academic Catalog 175 �History (HIST) HIST-502—Colonial America and the American Revolution to 1789 Three Credit Hours The motives of colonization; the evolution of self-government; the extension of the frontier; economic, social, and religious life; imperial rivalries; the causes of the Revolution; the War for American Independence; problems of the Confederation; and the establishment of the Federal Union. HIST-504—Civil War and Reconstruction Three Credit Hours The political, economic, diplomatic, and military history of the United States, 1850-1877, emphasizing the forces that tend to bind or disrupt the Union and including a detailed account of the war and its consequences. HIST-506—The U.S. in the Twentieth Century Three Credit Hours A study of the efforts to fulfill the democratic vision in the era of wars and depressions, accelerating technological innovation, material progress, and cultural change. HIST-521—The American South Three Credit Hours The political, social, and economic development of the South from the 1820s to the present with an emphasis on the region within the national context as one of both change and continuity. HIST-522—South Carolina History Three Credit Hours A sur vey of the political, economic, social, and intellectual development of South Carolina from its discovery to the present, with emphasis on the relation of the state to the South and to the nation. HIST-523—Afro-American History Three Credit Hours An introduction to the history of black Americans in the United States, with emphasis on the social forces underlying transition from West Africa to the New World, from slavery to freedom, and from rural to urban life. Topics to be discussed include the Atlantic slave trade, American slave societies, maroon communities, free blacks in the antebellum United States, Reconstruction and free labor, colonization, emigration, and urban migration. HIST-532—Ancient Greece Three Credit Hours Greek civilization from its beginning to Alexander the Great. Emphasis on political, economic, social, and intellectual movements. HIST-533—Ancient Rome Three Credit Hours Roman history from its beginning until the Age of Constantine. Emphasis on political and social developments in the Republic and the early empire. 176 HIST-535—Medieval Europe Three Credit Hours European social, political, economic, and religious institutions and cultural and intellectual phenomena in the light of the changing historical environment from the end of the Ancient World to the Renaissance. HIST-537—Renaissance and Reformation Three Credit Hours The Renaissance as a European-wide movement emanating from the Italian peninsula; the crisis of the church medieval and the rise of the Renaissance papacy; Humanism, with special emphasis on the great painters, architects, and sculptors such as Giotto, Brunelleschi, Donatello, Botticelli, da Vinci, Raphael, and Michelangelo; the Renaissance city-states, Machiavelli, and the Renaissance monarchies of France, England, Spain, and the Holy Roman Empire; the continuing crisis of the church medieval and the religious upheavals of Protestantism; the work of Luther, Calvin, Zwingli, and the Anabaptists; the Catholic Reformation. HIST-541—Enlightenment and French Revolution Three Credit Hours The major social, political, and cultural changes in Europe from the death of Louis XIV to the fall of Napoleon. Topics include the intellectual history of the Enlightenment; the causes of the Revolution; the development of radical ideologies; social and political instability; the French impact on Europe; and the achievements of Napoleon as civil administrator, military strategist, and commander. HIST-542—Nineteenth-Century Europe Three Credit Hours Europe from Waterloo to Sarajevo; political reaction and reform; the Industrial Revolution with its economic, social, and political effects; nationalism and the renewed interest in imperialism; other factors in international rivalries and the coming of World War I. HIST-543—Twentieth-Century Europe Three Credit Hours An examination of the origins and consequences of two World Wars on the major European states; the political, social, and economic development of those states and their relative positions today. HIST-545—History of Modern Russia Three Credit Hours History of the development of Tsarist absolutism under the Romanov dynasty and of the religious, social, and economic institutions of the Tsarist state. Intensive treatment of the 1917 Revolution; the rise and fall of the Soviet empire. HIST-551—Women in the Western World Three Credit Hours An examination of the ideas, institutions, and events in Western Civilization which specifically affected women. Lectures and readings will be organized topically rather than geographically or chronologically. Areas to be examined include religion, education, sex and marriage, the family, work, feminist and suffragist movements. HIST-560—History of the Non-Western World Three Credit Hours This course introduces the histories of East Asia, Meso-America, the Middle East, South Asia, and Sub-Sahara Africa. It examines CGC/EUGS Academic Catalog �the development of each area’s political, social, and cultural traditions and institutions. Close attention is devoted to social values, religious beliefs, and cultural practices. Particular emphasis is given to how contact with the West irrevocably altered each region. (This course does not count towards the requirements for the MA in History.) HIST-586—Japan to 1800 Three Credit Hours A survey of the political, economic, and cultural development of Japan from earliest times to 1800, with emphasis on the borrowing and adaptation of Chinese culture and the development of a unique Japanese civilization. HIST-562—Colonial Latin America Three Credit Hours A survey of Spanish and Portuguese colonial America to 1825. Topics include native populations on the eve of conquest; exploration and conquest by Europeans; the development of multiracial societies; the colonial economies; the institutions of Ibero-American empires; the social, economic, and intellectual roots of revolution; independence movements. HIST-587—Modern Japan Three Credit Hours A study of modern Japanese history from 1800 to the present, with emphasis on the creation of the modern state, the impact of Western civilization on Japanese culture, Japan’s experience with liberalism and militarism, with Japanese imperialism, and the postwar transformation. HIST-563—Modern Latin America Three Credit Hours A survey of Spanish and Portuguese America since the wars for independence. Topics include the aftermath of the independence movements, incorporation into the international economy, changing social organization, race relations, the search for political stability, the role of the military, 20th century revolutionary movements, intellectual currents. HIST-572—Precolonial Africa Three Credit Hours An introduction to the precolonial history of sub-Saharan Africa. Special attention will be focused on the growth of Islam in West Africa, the East African city-states and kingdoms, and the upheaval in nineteenth-century southern Africa. African slavery and the slave-trade will also be considered. HIST-573—Modern Africa Three Credit Hours A history of the development of Africa during the modern period, including European penetration, the Colonial era, African resistance and independence, and contemporary issues. HIST-577—Modern Middle East Three Credit Hours Tradition, modernization, and change in the contemporary Islamic World. The impact of nationalism, secularism, and westernization in the Middle East, from the disintegration of the Ottoman Empire and the emergence of successor states to the Arab-Israeli conflict, the oil crisis, and Great Power confrontation. HIST-582—China to 1800 Three Credit Hours A survey of traditional Chinese history from earliest times to 1800. Emphasis is placed upon intellectual development against the background of social, political, and economic transformations. HIST-583—Modern China Three Credit Hours A study of Chinese history from 1800 to the present, emphasizing the transformation of the Confucian universal empire into a modern national state. The course will focus on the problems of imperialism, nationalism, revolution, the rise of communism, the proletarian Cultural Revolution, and the Four Modernizations in post-Mao China *HIST-590—Special Topics in U.S. History Three Credit Hours Examples include Turning Points in American History, the Progressive Era, the Social and Cultural Transformation of the 1920s, etc. *HIST-591—Special Topics in European History Three Credit Hours Examples include Georgian Britain, Edwardian Britain, the European Left and Labor, etc. *HIST-592—Special Topics in Latin American Asian/African History Three Credit Hours A course that concentrates upon an important historical period or topic within one of four principal regions: Latin America and the Caribbean, Asia, Africa, or the Middle East. *HIST-593—Special Topics in Peace, War, and Diplomacy Three Credit Hours Examples include World War I, the Vietnam War, Diplomacy of the American Civil War, etc. HIST-594—Historiography for Social Studies Teachers Three Credit Hours Designed for social studies and history teachers in the secondary and middle schools, this course seeks to familiarize students with the history of historical writing and the tools of a practicing historian. The course will examine the various methods of gathering historical data and conceptualizing and interpreting historical information. A focus will be placed on how to write and how to teach writing a research paper. (This course does not count towards the requirements for the MA in History.) HIST-610—Special Topics in U.S. History Three Credit Hours Examples include the Depression and New Deal; Business, Labor and Economic History; Social and Cultural History. HIST-620—Special Topics in Lowcountry Studies Three Credit Hours An interdisciplinary course organized around a specific topic (e.g., Education, the Environment of the Lowcountry, Plantation Culture, Gullah, and the Caribbean Origins of the Lowcountry). CGC/EUGS Academic Catalog 177 �This interdisciplinary course will allow a student to explore an area of specific interest. HIST-630—Special Topics in Peace, War, and Diplomacy Three Credit Hours Examples include The Diplomacy of the American Revolution, Disarmament during the 1920s, etc. This course may be offered as HIST 660 (3) for topics in European history and as HIST 680 (3) for topics in Asian, African, or Latin American history. HIST-640—Special Topics in European History Three Credit Hours Examples include Social and Cultural History, the Scientific Revolution, the Age of Louis XIV, etc. HIST-650—Special Topics in British History Three Credit Hours Examples include The English Reformation, the English Civil War, the Victorian Age, etc. HIST-670—Special Topics in Asian/African/ Latin American History Three Credit Hours A course that concentrates upon an important historical period or topic within one of four principal regions: Latin America and the Caribbean, Asia, Africa, or the Middle East. HIST-691—Historiography Three Credit Hours The core course. Examines various methods of gathering historical data and issues of conceptualization and interpretation. The course thus seeks to develop in students critical awareness and expertise based on familiarity with a variety of historical techniques, methods, and concepts. HIST-692—Teaching of History and Social Sciences Three Credit Hours Organization, methods, and procedures for teaching history and the social studies in the secondary and middle schools. HIST-710—Research Seminar in U.S. History Three Credit Hours A topical seminar that focuses on a central historical problem with a major research paper required. Primary sources are utilized whenever possible. HIST-720—Research Seminar in Lowcountry Studies Three Credit Hours An interdisciplinary seminar designed to acquaint students with the historical methods necessary to pursue successfully a research topic. This will entail an introduction to primary sources. HIST-740—Research Seminar in European History Three Credit Hours A topical seminar focused upon a central historical problem with a major research paper required. HIST-760—Research Seminar American History Three Credit Hours 178 in Asian/ African/Latin A topical seminar focused upon a central historical problem within one of four principal regions: Latin America and the Caribbean, Asia, Africa, or the Middle East. A major research paper will be required. HIST-770—Independent Study in History Three Credit Hours Repeatable once. HIST-801-802—Master’s Thesis Six Credit Hours *These 500-level special topics courses are designed primarily for the brief summer terms each with an enrollment of up to twenty (20) students. Lectures are accompanied by some discussion of the readings, and usually a short paper of 10 to 15 pages is required. In contrast, the comparable 600-level special topics courses (i.e., HIST610, 630, 640, and 670) are restricted to fifteen (15) M.A. students History and Teaching Content (HITC) HITC-560—History of the Non-Western World Three Credit Hours This course introduces the histories of East Asia, Meso-America, the Middle East, South Asia, and Sub-Saharan Africa. It examines the development of each area’s political, social, and cultural traditions and institutions. Close attention is devoted to social values, religious beliefs, and cultural practices. Particular emphasis is given to how contact with the West irrevocably altered each region. HITC-501—History of the United States to 1877 HITC-502—History of the United States from 1877 Three Credit Hours An analysis of American history from the period of discovery to the present; a brief treatment of the colonial period, followed by a more detailed study such subjects as the causes of the Revolution, the framing of the Constitution, the development of political parties, the sectional conflict, economic progress and problems, and foreign relations; special emphasis place on understanding the nature of American democracy and the role of the United States in world affairs from 1789 to the present. HITC-503—South Carolina History Three Credit Hours An analysis of the political, economic, social, and intellectual development of South Carolina from its discovery to the present, with emphasis on the relation of the state to the South and to the nation. HITC-504—Europe and the World to 1500 HITC-505—Europe and the World from 1500 Three Credit Hours An analysis of the development of European civilization from ancient times to the present. Among the major topics are Classical Greece, Republican Rome, Imperial Rome, the Protestant Reformation, the Age of European Exploration and Conquest, Absolutism, the Enlightenment, the French Revolution, the Industrial Revolution, Liberalism, Nationalism, Imperialism, Modernism, and Totalitarianism. Particular focus will be place on Europe’s relationship with the wider world. CGC/EUGS Academic Catalog �HITC-511—Special Topics in the History of the United States Three Credit Hours A course that concentrates on a specific historical period or topic in United States history. Examples may include the Depression and New Deal; Business, Labor and Economic History; Social and Cultural History. HITC-512—Special Topics World History Three Credit Hours A course that concentrates upon an important historical period or topic within one of five principal regions: Europe, Latin America and the Caribbean, Asia, Africa, or the Middle East. Examples include Social and Cultural History, the History of China, the French Revolution, World War Two and the Holocaust, etc. Intelligence (INTL) INTL-515/CRMJ-515/-PSCI-515—Topics in Homeland Security Three Credit Hours Selected special topics or problems in the general areas of homeland security to fit the needs of students as well as the specialized knowledge of the faculty. INTL-560—Intelligence and Homeland Security Administration Three Credit Hours Seminar on effective management principles and practices as they apply within homeland security organizations. Organizational and management theories are analyzed and applied to the contemporary structure of homeland security organizations with emphasis given to a review of the research related to the development of leadership skills for homeland security management. INTL-568/CRMJ-568/PSCI-568—International and Domestic Terrorism Three Credit Hours In-depth seminar on the nature of international, transnational, and domestic political violence, with some attention to the phenomenon of “state terrorism” (international repression) and its potential impact on the conduct of American foreign policy. The course also reviews and critiques current explanations for terrorist behavior. Issues addressed include conceptualizing and defining terrorism, the structure of violent politics, the lessons and patterns from the history of contemporary political violence, State support for terrorism, and counterterrorism as a public policy problem. INTL-569/ PSCI-569—National Security Policy Three Credit Hours Seminar which examines the components of United States security policy. Course discusses the roles and agencies involved in the development of national security policy. Consideration given to factors, both internal and external, affecting national security. INTL-570—Homeland Security Three Credit Hours Seminar on homeland defense and security. The course takes an in-depth look at the agencies involved in homeland security and the interagency processes which exist to integrate the services of federal agencies and state and local governments with armed forces and defense agencies. INTL-572—Legal and Ethical Dimensions of Intelligence and Homeland Security Three Credit Hours A study of the role of justice, ethics, integrity, and ethical behavior in homeland security and the intelligence community. The course examines ethical issues regarding the application of law and challenges associated with the protection of American citizens against internal and external threats. Consideration is given to the function of ethical conduct in the rule of law, use of authority, and exercises of governmental power as part of U.S. government responses to threats to homeland security. The course includes a thorough review of issues related to the rules of engagement, the U.S. Patriot Act, Border Patrol, and Security, the Transportation and Safety Administration (TSA) regulations, and the treatment of terrorists. Ethical dilemmas and practical applications are explored. INTL-580—Introduction to Intelligence Three Credit Hours This course provides an introduction to the field of intelligence and national security. We will examine the history and development of United States intelligence community. Specific topics include the intelligence cycle, the relationship between intelligence professionals and policy makers, the restructuring of the U.S. intelligence community, oversight and accountability, and covert action as a policy option. The moral and ethical implications of intelligence practices will also be discussed. INTL-581—Intelligence Research and Analysis Three Credit Hours This course seeks to develop in students the skills and abilities necessary for conducting basic intelligence analysis. A variety of exercises and practical applications are used to foster critical thinking skills, the planning and coordination of data collection from a variety of sources, and the use of analytic tools to establish connections between people, places, events and other entities. Students are exposed to computer software programs that visually depict complex relationships. Cross listed as CRMJ 581. INTL-582—Intelligence Theory Application Three Credit Hours This course introduces the student to the discipline of intelligence and provides the student with an understanding of how intelligence systems function and how intelligence estimates and products are derived. By understanding the basic psychology of intelligence, organizational trends and cognitive cultural differences, the student will gain insight to how intelligence analysis actually transpires. INTL-585—Topics in Intelligence Three Credit Hours Selected special topics or problems in the general area of intelligence to fit the needs of students as well as the specialized knowledge of the faculty – possible offerings include: Narcoterrorism, Weapons of Mass Destruction and Emerging Threats. Topics include the intelligence cycle, the relationship between intelligence professionals and policy makers, the restructuring of the U.S. intelligence community, oversight and accountability, and cover action as a policy option. The moral and ethical implications of intelligence practices will also be discussed. CGC/EUGS Academic Catalog 179 �INTL-600- Intelligence Internship Three Credit Hours This course provides the student with an opportunity to explore career interests while applying knowledge and skills learned in the classroom to real-world problems encountered in Homeland Security agencies/ the Intelligence Community (IC). The experience also helps students gain a clearer sense of future learning needs and provides an opportunity to build professional networks. Prerequisite: Consent of Department or Program Head INTL-601—Homeland Security Internship Three Credit Hours This course provides the student with an opportunity to explore career interests while applying knowledge and skills learned in the classroom to real-world problems encountered in Homeland Security agencies/ the Intelligence Community (IC). The experience also helps students gain a clearer sense of future learning needs and provides an opportunity to build professional networks. Prerequisite: Consent of Department or Program Head. Leadership (LDRS) LDRS-710—Ethics, Values, & Principled Leadership Three Credit Hours In this course students will study ethics, to include its philosophical foundations. Students will also learn and practice ethical decision making through dilemma resolution processes. Leadership virtues, values, and character will be emphasized as leadership essentials. Servant leadership, authentic leadership, and the role of individual spirituality will be explored. Principled leadership will be defined as the subscription to a particular set of positive values. Prerequisite: None LDRS-711—Leading Change: Organization Development and Transformation Three Credit Hours In this course students examine the leadership processes associated with achieving effective change, including transformational leadership. Students will study the conscious and purposeful processes involved in developing an organization’s capabilities targeted toward achieving its mission. Students will engage in organizational diagnoses and study leader intervention methods aimed at achieving organizational change with the goal of improvement toward mission accomplishment. Prerequisite: LDRS 722/BADM 722 or LDRS 750 LDRS-712—Leading Teams: Coaching, Culture, Diversity, and Globalization Three Credit Hours This course focuses upon team development through leadership in an environment characterized by diversity. Students learn about effective team development strategies and the role that leaders play in coaching. Students also examine the role of culture in organizations as it impacts behavior, group effectiveness, and the capability of the organization to learn. Globalization and international cultures are also explored. Prerequisite: None 180 LDRS-714—Strategic Leadership, Vision, Mission and Contemporary Issues Three Credit Hours The critical importance of vision as purposeful direction is emphasized in this course. Strategic leadership is examined as the alignment of the organization with its environment in terms of mission orientation. Contemporary issues are derived from the examination of the current environment for leadership and leaders. Prerequisite: LDRS 722/BADM 722 or LDRS 750 LDRS-715—Leadership Capstone Project Three Credit Hours Students will conduct a formal research project under the guidance of a professor who serves as the project monitor. The project will focus upon leadership or a topic directly related to leadership. Prerequisites: Research Methods course (PSCI 501 or EDUC 512), Communications course (BADM 713 or LDRS 723), LDRS 722 or BADM 722, and all remaining required or elective LDRS courses. During a student’s last term of degree completion, this course may be taken concurrently with an LDRS-prefix courses. LDRS-716—Independent Study Three Credit Hours An in-depth study of a selected topic in leadership. Prerequisite: Permission of the Department Head LDRS-722/BADM-722—Leadership in Organizations: Principles and Practices Three Credit Hours This course is a seminar that focuses on the understanding and application of organizational theory and leadership principles. In addition, the course will include components on developing individual leadership skills and different theories of organizations. The applications component of the course will include a variety of approaches such as cases, films, guest speakers, individual selfassessments, role-play, team building exercises, and a leadership portfolio. Prerequisite: None. LDRS-723/BADM-713—Communications for Leadership Three Credit Hours This course provides insight on the role of organizations as communication systems in which effective writing and speaking are crucial. Emphasis is on developing awareness of verbal and written styles, interpersonal skills, and creating a repertoire of writing and speaking strategies. Prerequisite: None. LDRS-750—Evolution of Military Leadership Thought Three Credit Hours This foundational course presents principles, theories, and empirical models of effective and ethical leadership. The subject of leadership will be examined primarily as a behavioral science and applied in the specific context of military teams, units, and organizations. Through a variety of approaches and methods, the course will analyze and evaluate literature, research, and actual case studies relating to military leadership. Prerequisite: None. CGC/EUGS Academic Catalog �LDRS-751—Survey of U.S. Military Leaders Three Credit Hours This course gives the student the opportunity to apply the leadership theories and models learned in LDRS 750 to examine U.S. military leaders. The course will focus on 13 selected U.S. military leaders. These leaders will be examined from their historical significance, their successes/failures, their styles, their backgrounds, how they developed as leaders, their leadership skills and effectiveness. Prerequisite: LDRS 722/BADM 722 or LDRS 750 LDRS-752—Survey of World Military Leaders Three Credit Hours This course studies military leadership in world history. It seeks to identify the qualities and precepts of military leadership in different places and times, and to distill from them applicable principles and instructive examples for contemporary or future leaders. It examines military leadership at the strategic, operational, and tactical levels, and in the eras of antiquity, early modernity, and the 20th century. Its focus is upon non-American military leaders. Prerequisite: LDRS 722/BADM 722 or LDRS 750 LDRS-753—Strategy & Contemporary Military Leadership Issues Three Credit Hours This course will focus on contemporary military leadership issues derived from the examination of the current environment for military leadership. In addition, the course will focus on the basics of strategy and will include a significant examination of U. S. military strategy. Prerequisite: LDRS 722/BADM 722 or LDRS 750 LDRS-766/BADM-766—Human Resource Development Three Credit Hours This course examines Human Resource Development (HRD) as a field through the learning, development, and behavior of humans in social systems. These systems include but are not limited to, workforce, education, and family. Research from Management Science, Education, Psychology, and Sociology strengthen HRD theory and practice. The purpose of this course is to explore the integration of the individual into work organizations by examining work issues in learning, training, leadership, and psychosocial development. A primary focus of this course is on applied performance management informed by human sciences research as a tool that can be applied to productivity. Prerequisite: None Note: This course relates to, but is distinct from, BADM 768 Human Resource Management. Mathematics (MATH) MATH-511—Number Theory Three Credit Hours The Euclidean algorithm; prime and composite integers, elementary Diophantine equations, Pythagorean triples, Euler’s phi-function, congruences, Euler-Fermat theorems, exponents and primitive roots, quadratic residues. MATH-512—History of Mathematics Three Credit Hours A survey of the development of mathematics from the time of the ancients to the present, analysis of causes for the retardation of the advancement of mathematics in different centuries, contributions by underrepresented cultures and selected reading to show the contributions of mathematics to the development of science. MATH-514—Methods for Middle/Secondary Mathematics Three Credit Hours Various methodologies for teaching middle and secondary mathematics will be introduced and used in the course. The emphasis will be on using techniques and ideas suggested in the NCTM standards and South Carolina Frameworks. Ideas on how to supplement textbook material and how to motivate students will be presented. Students in the course will have the opportunity to practice the techniques presented. Note: All undergraduate mathematics prerequisites must be completed before taking this course. MATH-518—Technology in Mathematics Classrooms Three Credit Hours This course will introduce new technological developments and explore ways to use calculators, computers, etc. in the teaching of mathematics. Note: May be substituted for MATH 618. MATH-521—Modern Geometry Three Credit Hours A reexamination of elementary geometry from an advanced standpoint. Metric and synthetic approaches to plane and solid geometry, topics in non-Euclidean geometry. MATH-530—Linear Algebra Three Credit Hours A linear algebra course which emphasizes the geometry of vectors in two-and three dimensions. Topics include linear transformations, bases, orthogonality, matrix algebra, and applications in the real world as well as applications in mathematics. MATH-532—Modern Algebra Three Credit Hours An introduction to the terminology, concepts, and methods of modern Abstract Algebra. Topics discussed include groups, rings, integral domains, fields, and isomorphism. Examples drawn from familiar number systems are used to illustrate elementary properties of the systems discussed. MATH 542—Probability and Statistics Three Credit Hours Topics will include probability, random variables, important probability distributions, sampling distributions, point and interval estimation, hypothesis testing, regression, correlation, and analysis of variance. Emphasis will be given to applications in the fields of biology, business, agriculture, political science, and education. MATH-545—Applications of Discrete Mathematics Three Credit Hours Discrete mathematical topics are introduced and used in various applications. Included are counting techniques, combinatorics, graphs, theory, and recurrence relations. CGC/EUGS Academic Catalog 181 �MATH-550—Mathematical Modeling Three Credit Hours The course is designed to strengthen the content knowledge needed to use mathematical modeling as an effective tool in problem solving. Topics include models which require use of some or all of the following: difference equations, curve fitting, graphing, spreadsheets, geometry, matrices, calculus, maximization and minimization, and simulation using random numbers. MATH-553—Calculus from an Advanced Standpoint Three Credit Hours This course is designed to prepare teachers who may teach the Advanced Placement course in calculus. Emphasis will be on understanding background and concepts involved in the development of calculus. The use of graphing calculators and other technology will be demonstrated and practiced. MATH-570—Selected Topics Three Credit Hours Special topics in mathematics which are not covered in other courses. This course may be repeated for additional credit, as the topic change. MATH-618—Mathematical Technology Resources for STEM Education Three Credit Hours This course is applicable to multiple middle and high school academic disciplines: mathematics, science, technology, and middle/high school engineering such as Project Lead the Way. This course is 100% online in an asynchronous format; modules may be completed anytime within the week assigned. The course content will introduce students to open-source (free) mathematical software packages and tools. Middle and high school teachers will learn how to use these mathematical software packages and tools for mathematical modeling, classroom presentation and demonstration, illustration and exploration of mathematical concepts, and hands-on projects for teaching mathematics. The class will collaborate on a wiki. The prerequisite for this course will be successful completion of undergraduate class in College Algebra and Trigonometry. Note: May be substituted for MATH 518. Mechanical Engineering (MECH) MECH-604—Advanced Mechanics of Materials Three Credit Hours Advanced topics in mechanics of materials, including threedimensional stress and strain transformations, torsion of noncircular prismatic bars, shear center, unsymmetrical bending, curved beams, flat plates, elastic strain energy, and theories of failure and application to machine and structural design. Prerequisites: CIVL 304 or consent of program director. MECH-605—Materials and Process Selection Three Credit Hours Engineering application of materials. Material, shape, and process selection for mechanical designs based on function, constraints, objectives, and free variables. Materials and the environment. Prerequisites: CIVL 304 or consent of program director. 182 MECH-606—Fatigue and Fracture Three Credit Hours Stationary crack under static loading, energy balance, crack initiation and growth, dynamic crack growth, and fatigue of metals, ceramics, polymers, and composites. Prerequisite: MECH 304 Engineering Materials or equivalent. MECH-611—Advanced Fluid Mechanics Three Credit Hours Advanced Fluid Mechanics is a continuation of concepts presented in a typical undergraduate course in fluid mechanics. The course introduces vector, tensor, and indicial notation. Topics in incompressible fluid dynamics are explored at depth including viscous flows, the Navier-Stokes equations, and boundary layer theory. Basic concepts in turbulent flow are also covered. Prerequisites: MATH 231 and MECH 311 or consent of program director. MECH-615—Applied Heat Transfer Three Credit Hours Fundamentals of conduction, convective heat transfer, diffusive and convective mass transfer, heat-exchanger design; tradeoff associated with heat transfer systems, workable and optimal system. Prerequisites: MECH 415 or consent of program director. MECH-617—Advanced Topics in Renewable Energy Systems Three Credit Hours Advanced topics in renewable energy sources to include solar heating and cooling, wind resource characteristics and assessments; wind turbine technologies (fixed and variable-speed turbines); wind power transmission; integration and interconnection issues; and photovoltaic energy. Surveys the life cycle cost and present value to evaluate systems. Same as MECH 417 but includes graduate student project / report. Prerequisites: MECH 415or consent of program director. MECH-618—Energy Sources, Technology, and Policy Three Credit Hours Multidisciplinary overview of energy technologies, fuels, environmental impacts, and public policies. Quantitative engineering analysis in energy, including the differences among fuels and energy technologies, the electricity sector, liquid fuels, conventional fuels, renewable fuels, impacts on the environment, basics of atmospheric chemistry, and water use for power plant cooling. Energy policy and the societal aspects of energy, such as culture, economics, war, and international affairs, are covered. Prerequisites: MECH 415 or consent of program director. MECH-619—Power Systems Engineering Three Credit Hours Physical features, operational characteristics, and analytical models for major electric power systems and components; advanced techniques for solving large power networks; load flow, symmetrical components, short circuit analysis. Prerequisites: MECH 415 or consent of program director. MECH-625—Computer-Aided Design and Analysis Three Credit Hours Geometric and solid modeling, finite element analysis, optimization, rapid prototyping. Emphasizes practical utilization of computerbased design tools. CGC/EUGS Academic Catalog �Prerequisites: MECH102 and MECH 325 or consent of program director. Co-requisite: MECH 635. MECH-631—Advanced Engineering Mathematics Three Credit Hours Classification and solution of partial differential equations; includes linear superposition, separation of variables, Fourier and Laplace transform methods, Green’s functions, similarity solution, and spectral methods; introduction to solution of nonlinear partial differential equations, including both exact and approximate techniques, with a strong emphasis on physical systems. Prerequisite: MATH 335 (or equivalent undergraduate Applied Mathematics II course) or consent of program director. MECH-635—Computer-Aided Design and Analysis Laboratory Three Credit Hours Non-credit laboratory to accompany MECH 625. Co-requisite: MECH 625 MECH-640—Manufacturing Process and Design Three Credit Hours Selection and analysis of manufacturing processes. Product and process design for automated manufacturing. Economic analysis of manufacturing. Automated manufacturing, knowledge-based systems, and flexible product manufacture. Prerequisites: MECH 340 or consent of program director. MECH-645—Machine Design Three Credit Hours Selection, design, assembly, and analysis of common machine elements including springs, shafts, gears, clutches, brakes, and bearings. Computer-based methods of optimization employed when appropriate. Prerequisites: MECH 345 or consent of program director. MECH-650—Modeling, Analysis, and Control Systems Three Credit Hours Methods for analytical modeling, analysis, prediction, and control of linear, stationary time series of multidisciplinary dynamic systems, including mechanical, electrical, electro-mechanical, hydraulic and pneumatic systems; includes examples of advanced research in nonstationary time-series modeling and applications in manufacturing and other areas. Students complete a project on a topic of their choice. Prerequisite: MECH 350 and MECH 450 or consent of program director. MECH-655—Advanced Mechatronics Three Credit Hours Integrated use of mechanical, electrical, and computer systems for information processing and control of machines and devices. System modeling, electro- mechanics, sensors and actuators, basic electronics design, signal processing and conditioning, noise and its abatement, grounding and shielding, filters, and system interfacing techniques. Prerequisite: MECH 350 and MECH 450 or consent of program director. MECH-660—Advanced Design Three Credit Hours Creative decision-making processes for design. In-depth study of design in mechanical engineering. Quality functions, robust design, axiomatic design, and design for assembly. MECH-670—Applied Aerodynamics Three Credit Hours Applied Aerodynamics introduces the basic theories for analyzing the aerodynamic forces on a vehicle in flight. Topics include incompressible flow over airfoils and finite wings, laminar and turbulent boundary layers in airfoil analysis, and boundary layer transition. Prerequisites: MATH 231 and MECH 311 or consent of program director. MECH-697—Special Topics in Mechanical Engineering Three Credit Hours Special topics in mechanical engineering will be offered to graduate students occasionally when the interest of the students and the availability of an instructor dictate. The syllabus must be approved by the mechanical engineering faculty. Since the content of the course may change, a student may repeat this course for credit with the permission of the department head. Prerequisites: Consent of program director. ENGR-698—Engineering Internship Zero to Six Credit Hours This course gives engineering students real-world, practical application and experience to complement the classroom education they have already received. The student will pursue advanced knowledge and understanding by working for a company completing engineering requirements. The scope of activities is tailored to the educational focus of the student in consultation with the faculty advisor and company supervisor. Prerequisite: Department Head approval MECH-702—Theory of Elasticity Three Credit Hours Plane stress and plane strain; two-dimensional problems in rectangular and polar coordinates; strain energy methods; complex variables in two-dimensional problems; the general equations of three-dimensional elasticity. Prerequisites: MECH 604 (Advanced Mechanics of Materials) or consent of program director. MECH-703—Theory of Plasticity Three Credit Hours Stress and strain tensors; elastic stress-strain relations, criteria of yielding; plastic stress-strain relations; elastoplastic problems of spheres and cylinders; the plane elastoplastic problem; the slip-line field. Prerequisites: MECH 604 (Advanced Mechanics of Materials) or consent of program director. MECH-708—Mechanics of Composite Materials Three Credit Hours Analysis of stress, strain, and strength of fiber reinforced composite laminates and structures. Topics include laminated plate theory, stress analysis of orthotropic plates, damage mechanisms, fatigue, impact, thermal and environmental effects. CGC/EUGS Academic Catalog 183 �Prerequisite: MECH 604 (Advanced Mechanics of Materials) or consent of program director. MECH-750—Introduction to Modern Control Engineering Three Credit Hours State variable methods, eigenvalues, and response modes; controllability, observability, and stability; calculus of variations; optimal control; control of regulator and tracking servomechanisms; Hamilton-Jacobi, dynamic programming; deterministic observers, Kalman filter; discrete and continuous time. Prerequisite: MECH 350 and MECH 450 or consent of program director. MECH-755—Nonlinear Control Engineering Three Credit Hours Characteristics of nonlinear systems; State space formulation; stability criteria; Liapunov functions; describing functions; signal stabilization; Popov and circle criteria for design; adaptive controlsystems. Prerequisite: MECH 350 and MECH 650 or consent of program director. MECH-771—Compressible Flow Three Credit Hours Compressible Flow combines aspects of classical thermodynamics and equilibrium mixtures with compressible fluid flow. Chemical thermodynamics and real gases are explored. One-dimensional flows through nozzles and diffusers are analyzed. Normal and oblique shock relations, Prandtl-Meyer flow, and method of characteristics are also introduced. Prerequisites: MATH 231 and MECH 611 or consent of program director. MECH-772—Computational Methods in Thermal Sciences Three Credit Hours Computational Methods in Thermal Sciences is an introduction to the field of Computational Fluid Dynamics (CFD). Finite difference methods for the solution of fluid dynamics and heat transfer problems are utilized. Students will gain a general understanding of numerical methods, computer programming, and fluid dynamics and heat transfer through project-based assignments. Finite volume methods are also introduced. Prerequisites: MATH 231, MECH 611, MATLAB experience or consent of program director. Physics (PHYS) PHYS-510—Engineering Applications in STEM Three Credit Hours The flight of heavier than air vehicles is a wonder and a marvelous application of the principles of physics. Turning these principles into technology which is safe and effective requires knowledge and understanding of these principles of physics which makes flight possible and a command of structured engineering design which makes useful applications possible. This course provides both an understanding of the physical principles of flight and an introduction to the engineering design process. Teachers involved in the STEM disciplines will find the design projects addressed in this course directly applicable as student design projects in their classes. Through these case studies your students can not only learn 184 that the underlying physics in not that difficult but can also have fun implementing what they learn in the design projects. Political Science (PSCI) PSCI-500/CRMJ-500—Seminar in Social Science Three Credit Hours An interdisciplinary introduction to the social sciences with an emphasis on the perspectives and patterns of inquiry of several subfields. This course surveys the empirical and theoretical contributions of different social science disciplines in order to provide a fundamental understanding of the dynamics of individual and group behavior. Topics include ethics, social science methodology, and the key criticisms of these methods. PSCI-501/CRMJ-501—Research Methods in Social Science Three Credit Hours An examination of methods in the scientific study of social phenomena with emphasis given to the systematic study of society and contemporary research problem in the social sciences, including research design, data collection, data analysis, and computer applications. PSCI-502—The American Federal System Three Credit Hours This course will examine the origins of and the relationships between the national government and the state and local governments. Topics covered will include the nature of the federal system and overviews of the functions and powers of the national and state and local governments. Particular attention will be given to an evaluation of the policy-making process through a study of one or more policy areas such as urban policy, welfare policy, and environmental policy. PSCI-503—The Politics of American Democracy: Political Behavior, Interest Groups, and Political Parties Three Credit Hours This course will examine the political process in the United States, including an analysis of public opinion, the mass media, political parties, interest groups, voting behavior, and elections. It will incorporate an introduction to the basic methods of data analysis in order to allow students to read and understand social science literature. PSCI-506—Legislative Process Three Credit Hours A study of the organizations and procedures of a legislative body with attention on its role in policy formation and its relationships with other parts of a political and governmental system. PSCI-507—American Presidency Three Credit Hours A study of the modern presidency with attention to its origin and its historical and constitutional development. Emphasis is placed on the examination of the various roles and functions of the President and on an analysis of presidents in action. CGC/EUGS Academic Catalog �PSCI-509—Urban Politics Three Credit Hours A survey of urban areas and their development with emphasis on the politics of U.S. urban and suburban areas. Topics explored through lectures, seminars and student-led discussions of the professional literature include types of urban governance; urban demographics; suburbanization and gentrification; “urban sprawl”; the development of professionalized city planning; public administration and finance; pluralist competition in city regimes; race and politics; economic development; issues of federalism; and city-county consolidation and state-city relations. PSCI-510—Topics in Political Science Three Credit Hours Selected topics that fit the needs of students as well as the specialized knowledge of the faculty. Topics could range from stability and change in the American political system to the best way to attain security in a nuclear-armed world. PSCI-521—Advanced Placement: American Government Three Credit Hours This course reviews and examines the materials, methods, and approaches utilized in organizing and teaching the high school advanced placement course on American Government. Successful completion of the course satisfies the state requirement for certification to teach the advanced placement American Government Course. PSCI-555—Topics in Political Science Leadership Application Three Credit Hours Selected topics in political leadership application. Topics could range from leadership studies of the American presidency; U.S. foreign policy decision makers; or global leaders. This course satisfies the “leadership application” requirement for students in the leadership graduate certificate program. PSCI-561—Law and Legal Process Three Credit Hours A general survey of the American legal process (except for the criminal justice process) with emphasis on the nature and function of law, the organization of legal institutions (primarily the state and federal judiciaries), an introduction to civil law and the civil justice process, the roles of judges and lawyers, the judicial decision-making process, and the impact of court decisions. PSCI-562—East Asian Affairs Three Credit Hours A survey of contemporary political and economic issues within China, Japan, Taiwan, and the Koreas. This course examines the governmental and economic institutions within each country with emphasis on intra-regional relations; bilateral relations between the individual countries and with other states including the United States; and regional issues that impact Asia, the Pacific, and the globe. PSCI-563—South Asian Affairs Three Credit Hours A study of key countries in the region including India, Pakistan, Nepal, Afghanistan, and Sri Lanka, with an emphasis on issues of development and security concerns such as nuclear weapons development, territorial disputes, communal conflicts, and other forms of political violence. Attention is also paid to the great power aspirations of India and Pakistan and their relations with the United States. PSCI-564—US Foreign Policy Three Credit Hours This course will address two major topics: (1) the constitutional and structural foundations of the American foreign policymaking process, through a consideration of the presidency, executive institutions (the state department, department of defense, the intelligence community, and Congress, as well as the ongoing dynamic relations among these actors. The role and impact of other relevant actors in the foreign policy formation process (i.e., the media, interest groups, as well as that of public opinion will also be addressed. (2) The second no less important issue we will address is that of globalization on the choices and freedom of action the United States had enjoyed since the end of WW II. The emergence of a transformed geopolitical environment as well will be reviewed. Students will be guided in analyzing the new context of American foreign policy as follows: (a) engaging in individual and small group analysis and presentation on individual foreign policy cases, to wit., researching how impact of American foreign policy is interpreted by leaders and publics in selected countries; (b) looking at survey research to understand the shaping and role of American public opinion on the foreign policy process; and (3) cross-comparison of the views of various activist elite foreign policy influencers, and the manner in which these views enter the formal foreign policymaking process (for example, the cycling of key policymakers from government to think tanks, the media, and academic institutions. Students will be expected to complete a comprehensive final exam as well as submit a research paper on a topic derived from the course content. Students with relevant experiences (such as military or government service, may with the instructors permission utilize such documentable experience in their research paper. PSCI-565—International Politics Three Credit Hours By interlinking the study of international politics, global affairs, and geopolitics, this course aims to provide graduate students with a solid foundation for further study and work in the field. It applies the major theories, concepts, and debates in international politics to “real-world” events and issues to help students fully grasp the nature and relevance of this field of study. It intertwines readings and discussion with students’ own thinking to encourage critical thinking, analysis, research, and communication skills. PSCI-566—International Political Economy Three Credit Hours This course examines the relationship between economic and political behavior and the various ways in which domestic and international “agents” use political processes, institutions, and regimes to influence state policies and the international environment. In doing so, it analyses why and how politics and economics interact to shape the way we live. The course contains three parts. The first focuses on the major theoretical perspectives on political economy, including mercantilism, liberalism, and Marxism. The second examines some of the major components of the modern world economy: multilateral trade, domestic trade policy, international finance, and monetary policy and exchange CGC/EUGS Academic Catalog 185 �rates. Finally, the course investigates current issues in international political economy, such as the North-South gap, the role of multinational corporations, and the effects of globalization. PSCI-567—Global Democracy Three Credit Hours This course looks at the question of democratic governance across the globe. It presents an understanding by the concept of democracy both theoretically and practically; a discussion of efforts to measure democracy in order to help differentiate between democracies and non-democracies; an exploration of the reasons behind the historical spread of democracy; and an investigation of the numerous challenges and obstacles to the spread and consolidation of democracy. Both domestic and international factors are important not only in promoting democracy but also in inhibiting its adoption. Finally, the course concludes with an overview of a number of regional and country-specific experiences/case studies related to the democratization process. PSCI-569/INTL-569— National Security Policy Three Credit Hours Seminar which examines the components of United States security policy. Course discusses the roles and agencies involved in the development of national security policy. Consideration given factors, both internal and external, affecting national security. PSCI-571—Comparative Politics Three Credit Hours This course introduces students to the core themes, ideological debates, and methodological approaches used in the field of comparative politics. In doing so, it encourages students to examine some of the questions of enduring interest to political scientists, including the origins and influence of the state, the causes and consequences of authoritarian and democratic forms of government. It also looks at variations within regime types and how they may affect the function of key political institutions and overall governance. As students engage with these questions, they will explore the interaction between economic, social, historical, and institutional factors in explaining political developments. Critical thinking and the ability to articulate clearly the strengths and weaknesses of different approaches are stressed throughout the course. PSCI-572—International Organization Three Credit Hours This course examines the development and growth of international organizations and their relationship between each other as well as their member states. It focuses on the internal dynamics of the organizations as well as their external manifestations in subregional, regional, and global policies and programs. The organizations covered in the course are the United Nations, the North Atlantic Treaty Organization, the African Union, and the Arab League. The emphasis behind each organization is its origins, growth, and change. The course reviews the establishment of the United Nations and the original attempts by member states to correct the failures of the League of Nations before following the political and economic development of the organization. The North Atlantic Treaty Organization is examined in terms of its origins and how the organization continued to modify its purpose and mission as international dynamics altered around it. This will be compared to the defunct South East Asian Treaty Organization 186 with the purpose of understanding why the former succeeded and the later failed. The course covers how and why the African Union was conceived from the Organization of African Unity and the development and progression of its policies to form a continental customs union and common market through the work of regional economic commissions. The Arab League is examined in terms of its original purpose, how and why the organization decreased in effectiveness, the growth of sub- regional organizations to carry out its original purpose, and its recent resurgence as a single voice for its members. PSCI-573—Politics of Economic Development (Service Learning) Three Credit Hours By combining academic work with hands-on experience as a volunteer, this course provides students an in-depth understanding of the economic development process. The course begins by examining the concept of development and the forces that influence economic development and growth in developing countries. With a focus on the relationships between the market, state, and civil society, it covers the various components of development that economists typically study, including economic growth, income inequality, poverty, population, urbanization, migration, education, health and nutrition, and the environment. Throughout the course, individual readings and assignments are selected with a view to students’ volunteer placements so they can apply the concepts covered in their onthe-ground work and share their experiences with others. PSCI-574—Global Issues Three Credit Hours The course will review the new context for state interaction and global order. The most significant question is whether the international community can weather the storm of new challenges and threats without a central gatekeeper, such as the United States. Globalization has also given other states (established and newly emerging powers) opportunities to exploit the inability of the United States to foment a new architecture of stability and order. Follower states have found opportunities (many derived from the expanding and deepening global trading system) to undermine American dominance. Also, some states have moved to establish regional political and security alliances that not only speak to their needs (counter-terrorism, immigration, and natural resource exploitation, for example) but also dilute the “traditional” influence of the United States in these matters. At the same time, there has been a proliferation of “non-state actors” who are able to capitalize on the measurable weakening of national authority and the hesitancy of nation-states to coherently identify, define, and deal with the new challenges. Students will review the impact of global issues from two perspectives: (1) challenges and (2) opportunities within the framework that the traditional role of states as “gatekeepers,” buffering and processing challenges to stability and order has been gradually been transformed. Throughout the course, student groups will take up several issues and proceed to analyze whether international institutions such as the United Nations, and regional and functional non-governmental organizations (NGOs) are in fact dysfunctional when confronted with the challenges of globalization. Student groups will also address the question of whether the Cold War origins and patterning of these NGOs are obstacles to the development of flexible and creative strategies. Finally, although it might be fairly argued that the traditionally CGC/EUGS Academic Catalog �conceived state’s influence and role has been diminished, it can also be proposed that the state system will not wither away quietly, and that states will engage in behavior necessary to protect and grow their influence—newly emerging states may resist the influence of older states, but the former seeks similar symbols of power and behave in ways to enhance their own economic and political power on the world stage. Students will be required to complete a comprehensive final exam and to submit a research paper that may be derived from one or more of the paradoxes and contradictions described above. Students with relevant experiences in the private sector, government, military, or non-governmental organizations may, with the permission of the instructor use such experiences to shape their research paradigms. PSCI-575—US Foreign Policy Leadership Three Credit Hours This course examines the various principles and models of leadership and applies them to US Foreign Policy decision making with an emphasis on the leadership styles exhibited by different US presidents, secretaries of state, and national security advisers. The course covers leadership and decision making from the individual and group level perspectives and includes factors related to personal psychology, group dynamics, models of bureaucracy, evaluation of inputs, and interpretation/misinterpretation of information. The course applies these factors to a series of major US foreign policy decisions covering topics that include deploying the military, political negotiations, and economic bargaining. The case studies also range from those where a leadership decision must be made within hours or days to those where the decision required a year or more for formulation. In each case study, the leadership styles of the US president, secretary of state, and national security adviser (and in some cases the secretary of defense) are analyzed in terms of the principles and models of leadership and decision making. PSCI-576—International Law Three Credit Hours This course is an introduction to public international law for students of international relations. The primary purpose of this course is to enhance students’ understanding of the ways in which international law orders international politics. Why do sovereign states voluntarily forfeit maximum independence and agree to constrain their behavior in the international system? How and to what extent has international law been used in resolving conflicts between nations? How and to what extent has it facilitated the achievement of common goals? What is the relationship between international law and states’ foreign policies? Emphasis throughout the course is on the substantive rules of the law, the relationship between law and politics, and on the historical episodes that illustrate the issues. exploring the consequences of war for personal, national, international, and global security. We will then examine theories about the causes of war and apply them to understand the occurrence of World War I, World War II, and the Cold War. Next, we will explore the conduct and consequences of these wars at the doctrinal, strategic, operational, and tactical levels. Finally, we will discuss contemporary issues in war, peace, and security, including the causes, conduct, and consequences of the war on terror and the war in Iraq, weapons proliferation, the future of military technology, the rise of new great powers, humanitarian intervention, and alternatives to war. During the course, you will develop critical reading skills by evaluating other scholars’ theories, arguments, and evidence. As will become apparent, there are numerous theories that attempt to explain what causes war and/or peace. You are encouraged to challenge these theories and arguments. PSCI-592—International Political Theory Three Credit Hours Major theoretical writing from the ancient Greeks to the present day with emphasis on a comparison of ideas and on the relationships between theories and contemporary problems. PSCI-662—Constitutional Law: Civil Rights and Liberties Three Credit Hours A study of the underlying and basic principles of the Constitution as reflected in the leading decisions of the United States Supreme Court with special attention directed to the Bill of Rights and the Thirteenth, Fourteenth, and Fifteenth Amendments. Project Management (PMGT) PMGT-650—Overview of Technical Project Management Three Credit Hours This course applies a systems engineering approach to project management and introduces the student to the entire lifecycle of technical projects as offered by Project Management Institute’s A Guide to the Project Management Body of Knowledge (PMBOK® Guide) and other resources. Practical assignments are combined with industry-accepted standards for the purpose of developing a logical framework for managing and leading technical projects. The five major process groups of Initiation, Planning, Executing, Monitoring and Controlling, and Closing are investigated in relationship with the ten knowledge areas of Integration, Scope, Time, Cost, Quality, Human Resources, Communication, Risk, Procurement and Stakeholder Management. Professional responsibility and ethics will receive particular emphasis. A Capstone Project requirement is a major component of this course and integrated into the other Technical Project Management (TPM) courses, PMGT 651, PMGT 652, and PMGT 653. A formal presentation of the completed TPM Capstone Project to industry, academic and public professionals will be required at the successful completion of the fourth TPM course. Prerequisite: None PSCI-577—Conflict Studies Three Credit Hours What causes war? What causes intergroup conflict short of war? Why do groups of people systematically kill other groups of people? What do we need to know to prevent conflict/war if possible, and PMGT-651—Technical Project Planning and Scheduling prepare for it when necessary? Is it possible to prevent conflict/war Three Credit Hours (or prepare for it) if it is often caused by accidents, miscalculation, This course explores the principles and applications of work and misperception? With these questions in mind, this course will breakdown structures (WBS); the Critical Path Method (CPM) and develop your ability to analyze the causes, conduct, and Program Evaluation and Review Technique (PERT); earned value consequences of intergroup conflict and war. We will begin by CGC/EUGS Academic Catalog 187 �management, critical chain scheduling and buffer management; definition and allocation of resources; resource leveling; and schedule compression. Course content includes realistic projects, case studies, MS Project computer applications, along with webbased management and technology tools. Each student will continue working on their Capstone Project started in PMGT-650. Prerequisite: PMGT-650; or instructor permission. PMGT-652—Applications of Quality Management Three Credit Hours This course investigates risk planning and the principles of quality management and their application in the technical project environment. The standards, tools, techniques and deliverables as related to the development and implementation of a comprehensive quality system will be explored. Topics related to ISO 9000, lean six sigma methodology, business process improvement, and risk planning and mitigation will be addressed. Each student will continue working on their Capstone Project started in PMGT-650. Prerequisite: Must be taken after or simultaneously with PMGT650. PMGT-653—Technical Project Support and Operations Three Credit Hours This course is designed to provide students with knowledge and understanding of the activities necessary for the completion of a project, but not normally recognized as project activities. These activities include project plan development, human resources, communication, procurement, project closing, and stakeholder management. Each student will continue working on their Capstone Project started in PMGT-650, and if PMGT-651 and PMGT652 have been successfully completed, will formally present the completed project as part of this course. Prerequisite: PMGT-650, PMGT-651 and PMGT-652. PMGT- 651 or PMGT-652 may be taken simultaneously with PMGT-653. PMGT-660—Overview of Technical Program Management Three Credit hours This course introduces the student to the complexities of technical program management, as offered by Project Management Institute’s (PMI) The Standard For Program Management, and other sources. The course provides an overview of the technical expertise, leadership and management skills, and cultural factors that generate success in management of today’s complex technical programs. An overview of the social, economic, political, media, and regulatory issues faced by program managers will be explored to enable an understanding of the complex issues that must be managed. The primary intent of this course is to expose students to the many challenging issues being faced internally and externally so that successful processes can be developed and pitfalls avoided. Key topics covered will include the need for effective processes and management agility, establishing a culture of communication, superior stakeholder engagement, and active executive support in program governance. Prerequisite: PMGT-650; or instructor permission. PMGT-661—The Legal and Contractual Aspects of Program Management Three Credit hours This course provides an overview of legal and contractual issues that influence and impact technical program and project management decisions. An overview of the legal system and regulatory 188 framework will be developed to facilitate an understanding of potential legal issues. Primary focus is placed upon understanding and avoiding pitfalls associated with the contracting process as it pertains to Engineering and Construction programs and large Government/Private Programs. Other topics include legal relationships between the Client, Prime Contractor and Design Professional; negligence and the Design Professional; Design Professional licensing and liability; the role of insurance and bonds in program management; personnel and labor issues; intellectual property; environmental liability in public and private construction; claims, arbitration, and dispute resolution options; and the ethical implications of decisions. Prerequisite: PMGT-650 PMGT-662—Program Development Strategies and Processes Three credit hours This course provides a detailed exposure to Technical Program Development; understanding of market needs, a sound business model, a well-defined financial strategy, and well-thought-out strategic goals. The course is designed to help the professional engineer, technical program manager, and all others who must come together as a working team, to better understand their respective roles and responsibilities in that process. Through case examples, analysis, and project planning tools, this course looks at the longer organizational view of program development. It will present proven ways to improve program development cycle times and to take advantage of new market opportunities. Students will learn how to develop and analyze Technical Requests for Proposal (RFPs) that are essential in today’s global economy. Key topics include program development, analysis tools, preparation/evaluation of RFPs, building on existing product lines, and product platform management. Prerequisite: PMGT 653 and PMGT 660; or instructor permission PMGT-671—Project Manager Leadership Development Three Credit Hours This course is designed to provide project management students with knowledge and understanding of proven concepts for the development of leadership skill essential to lead and manage technical project teams. It is intended for students who want to improve their knowledge in the area of technical project leadership and management responsibilities. Students will be exposed to the issues related to understanding the difference between leadership and management, the leadership behaviors unique to the best performing project managers, the casual influences that impact leadership development, and the importance of coaching, mentoring, and corporate culture. Course content will include the study of proven research results, case studies, guest speakers, individual study, and executive interviews. Prerequisite: PMGT-650 or instructor permission. PMGT-672—Applied Leadership Concepts Three credit hours This course is designed to provide project/program management professionals with advanced leadership skills. Areas covered in the course will include leadership challenges unique to leading without formal authority, virtual project teams, executive leadership issues, conflict resolution, negotiations, and secession planning. Course content will include case studies, guest speakers, executive interviews, and team case studies. Prerequisites: PMGT-650 and PMGT-671 CGC/EUGS Academic Catalog �PMGT-680—System Engineering Management Fundamentals Three credit hours This course is an overview of system engineering practices and principles, with an emphasis on system life cycle processes and activities. Content is based on the International Council on Systems Engineering (INCOSE) System Engineering Handbook as well as other related texts and applicable industry standards. Students will participate in individual and team projects. Topics of study include System Engineering Concepts, the System of Systems (SOS), System Definition and Development, System Design Requirements, integration strategies, System Modeling, Project Planning, System Engineering Processes, leadership, and organizing to manage processes associated with complex technical systems. Prerequisites: None. PMGT-681—Requirements Development and Management Three credit hours This course is designed to build the knowledge and skills necessary to manage the translation of needs and priorities into a system of requirements and to develop derived requirements. These together form the basis of the engineering of complex technical and multidiscipline projects. Course topics will focus on managing the processes associated with the development of system requirements. The course will introduce concepts associated with the translation of user needs and priorities into basic functions and quantifiable performance requirements, along with how to analyze and improve upon the requirements in areas such as correctness, completeness, consistency, measurability and testability. Prerequisite: PMGT-680 or instructor permission. PMGT-682—System Verification and Validation Three credit hours This course is designed to build knowledge and performance competencies related to the verification and validation processes associated with ensuring the integrity of an evolving design solution. A comprehensive exploration of system verification and validation practices will be performed to provide a basis for applying technical modeling and simulation techniques and lifecycle phases. Course topics will include an examination of applicable industry standards and provide a broad understanding associated with relevant process areas. Prerequisite: PMGT-680 or instructor permission. PMGT-683—Systems Modeling and Integration Three credit hours This course provides an overview of how systems engineers employ models and simulations to implement the systems engineering process model. Conceptual understanding and practical skills in the application and integration of systems modeling and simulation will be addressed, in addition to model and simulation development and application to facilitate decision making. Principles and theoretical frameworks will be explored to provide the practical knowledge and skills associated with the application and integration of systems modeling and simulation within complex systems or technical organizations. Topics of study include process improvement, lean enterprise concepts, requirements allocation, and system optimization. Prerequisite: None. PMGT-684—Human System Integration Three credit hours This course examines the application of human system integration (HSI) theories and principles to understand human factors, safety engineering, and the limitations of the human. Emphasis will be placed on reducing life cycle costs and optimizing system performance through an understanding of the relationships between humans and technology in complex systems. Topics will focus on the design of interactive products to support the way people communicate and interact, including human factors, safety, rapid prototyping, mock-ups, habitability, survivability and team behavior. Prerequisites: None. PMGT-685—Decision and Risk Analysis Three credit hours This course makes a broad study of decision analysis tools and techniques used in technical and management decision making within a risk management context. Integration of sustainability with decision and risk analysis will be emphasized. Students will develop an industry standard Risk Management Strategy and a Decision Management Strategy. Topics of study include decision and alternative definition, analytical decision support, probability theory and statistics, decision framing, cognitive bias, risk planning and identification, risk analysis, risk breakdown structures, sensitivity and multi-attribute utility analysis and decision implementation. Prerequisites: None. PMGT-690—Independent Study Three credit hours This course is designed to complement classroom instruction by allowing for work on an advanced academic project under the direction of one or more of the faculty of the School of Engineering. Students will have the opportunity to relate their classroom experience to an investigation of advanced topics. Applicable efforts, activities, and topics will be approved through the Department of Engineering Leadership and Program Management. Prerequisites: PMGT-650 and instructor permission. Psychology (PSYC) PSYC-500—Human Growth and Development Three Credit Hours An analysis of the principles of human development with emphasis on the contributions of biological, social, psychological, and multicultural influences as applied to an understanding of cognitive, emotional, social, and physical development across the life-span. Particular emphasis will be given to the psychobiological nature and social context of development as well as cultural and ethnic variations impacting on developmental processes. PSYC-501—Principles of Behavior and Cognitive Change Three Credit Hours This course will provide a systematic review of key concepts and principles of contemporary behavior and social learning theory. This material serves as a backdrop for an examination of a functional analytic approach to behavioral assessment and cognitive-behavioral therapeutic interventions. The theoretical rationale and empirical CGC/EUGS Academic Catalog 189 �basis of traditional and more recently developed cognitive-behavioral interventions will be reviewed. Examples of these interventions include exposure techniques, contingency management, child-parent training, social skills training, cognitive therapy interventions, motivational interviewing, acceptance and commitment therapy, mindfulness, and dialectical behavioral therapy. Prerequisites: Officially admitted into Clinical Counseling Program or School Psychology Program. PSYC-502—Psychological and Educational Exceptionalities: Children and Adolescents Three Credit Hours This course is an overview of child and adolescent educational and behavioral disorders. The course will focus on definition, etiology, epidemiology, diagnosis, and treatment/intervention. Overlap and distinguishing characteristics of educationally and psychiatrically defined disorders (e.g., DSM-V) will be emphasized. Prerequisites: Officially admitted into School Psychology Program. PSYC-503—Objective Assessment Three Credit Hours This course is critical to data collection in the School Psychology program’s data-based problem-solving model. It is an introduction to the administration, scoring, and interpretation of measures of intelligence and visual-motor abilities. The student will have practical experiences in the use of appropriate instruments. Each student must demonstrate proficiency with intervention planning within the problem-solving model. Prerequisite: Officially admitted into School Psychology Program. PSYC-504—Special Techniques in Assessment Three Credit Hours This course is critical to data collection in the School Psychology program’s data-based problem-solving model. It is an advanced assessment course building on skills learned in PSYC 503, where students gain practical experience with measures of cognitive functioning, academic achievement, adaptive behavior, and preschool assessment. Emphasis is on integrating information from all sources (i.e., problem analysis) into information utilized in intervention planning within the problem-solving model. Prerequisite: Objective Assessment (PSYC-503) PSYC-505—Personality, Social, and Emotional Assessment Three Credit Hours Students will have direct experiences in assessment and evaluation with a focus on several diagnostic systems and methodologies (e.g., DSM-5, IDEA, etc.). Emphasis will be on acquiring and interpreting information on behavior tendencies and styles with special attention to school age children and youth. Students will gain practical experience in the use and interpretation of objective measures (e.g., rating scales) and observational techniques. Practical experiences will be integrated with analysis of the extant literature relating to legal/ethical issues, validity of data, and empirical findings. Focus will be on utilization of such information in a model that emphasizes data-based problem solving, planning and intervention at multiple levels across systems. Prerequisites: Objective Assessment (PSYC-503) and Special Techniques in Assessment (PSYC-504). 190 PSYC-507—General Psychopathology Assessment and Differential Diagnosis Three Credit Hours A study of the major mental illnesses delineated in major diagnostic classification systems (e.g., DSM-5). The course will have a particular focus on differential and overlapping symptomatology within and across major classes of disorders. Models of assessment will be matched with specific symptom patterns. Continuity and overlap of normal and deviant behavior will be recognized. Additionally, students will examine the etiological and epidemiological factors in psychopathology. Prerequisites: Officially admitted into Clinical Counseling Program or School Psychology Program. PSYC-508—Counseling and Personalities Theories Three Credit Hours This course is designed to provide a balanced and systematic study of the major counseling and personality theories. The course will integrate personality theory (including assessment and research techniques), and normal, and abnormal personality with a particular emphasis on therapeutic application of the major theories of counseling intervention. Prerequisite: Completion of or concurrent enrollment in Human Growth and Development (PSYC-500) and officially admitted into Clinical Counseling Program or School Psychology Program. PSYC-512—Ethics, Roles, and Law Three Credit Hours This course will provide a survey of the field of school psychology. The role and function of the school psychologist, legal, ethical and professional issues in school psychology will be topics covered in this course. Field experiences, research methods and contemporary trends in school psychology will also be addressed. Students will be oriented to a data-based problem-solving model of school psychology that is empirically driven and intervention focused within an ecological framework. An important outcome for this course is to foster participant’s dispositions towards appreciating the diverse opportunities for school psychologists to positively impact communities, and to value implementing best practices as a school psychologist. Prerequisite: Officially admitted into School Psychology Program. PSYC-514—Ethics and Mental Health Law Three Credit Hours This course is designed to provide the Clinical Counseling student with a broad overview of professional issues related to counseling, including reference to current and historical role issues and emphasis on matters of ethics and mental health law related to the counseling profession. Particular attention will be given to the examination of ethical principles and mental health law relevant to the potential conflicts/dilemmas arising in the course of counseling practice (e.g., suicide, homicide, role conflict, multiple relationships, etc.). Issues specific to service delivery to minorities and special populations will be addressed, as will possible ethical conflicts arising within particular counseling modalities (e.g., marital and family counseling, group counseling). Prerequisite: Officially admitted into Clinical Counseling Program. CGC/EUGS Academic Catalog �PSYC-523—Statistics and Research Design Three Credit Hours Course will focus on descriptive and inferential statistics as tools for exploration of quantitative research methods. Students will develop competence in generating basic research designs to answer questions in schools, agencies, and practice. PSYC-525—Basic Counseling Techniques Three Credit Hours Course focuses on fundamental skills of interviewing, assessment, case conceptualization, and intervention. These preparatory skills are taught through role-play and other practical approaches. The course is practice-oriented and designed to assist the student in developing professional skills. The student will be involved in analyzing his or her own counseling style and performance. Prerequisites: Officially admitted into School Psychology Program and completion of all or concurrent registration in: Human Growth and Development (PSYC-500), Principles of Cognitive and Behavioral Change (PSYC-501), General Psychopathology (PSYC507), and Counseling and Personality Theories (PSYC-508). PSYC-526—Clinical Counseling: Basic Three Credit Hours Course focuses on fundamental skills of interviewing, assessment, case conceptualization, and intervention. These preparatory skills are taught through role-play and other practical approaches. The course is practice-oriented and designed to assist the student in developing professional skills. The student will be involved in analyzing his or her own counseling style and performance. Prerequisites: Officially admitted into Clinical Counseling Program and completion of all or concurrent registration in: Human Growth and Development (PSYC-500), Principles of Cognitive and Behavioral Change (PSYC-501), General Psychopathology (PSYC507), and Counseling and Personality Theories (PSYC-508). PSYC-540—Alcohol and Substance Abuse Counseling Three Credit Hours The course has an evidenced-based focus on the clinical diagnostic, assessment, conceptualization, and treatment skills that will prepare students to work with substance-using patients. The psychopharmacological properties and abuse potential of a variety of substances will be reviewed including alcohol, benzodiazepines, cocaine, marijuana, nicotine, and opiates among others. Students will be expected to summarize and apply course knowledge in a variety of experiential diagnostic, assessment, and treatment exercises. Prerequisites: Human Growth and Development (PSYC-500), Principles of Cognitive and Behavioral Change (PSYC-501), General Psychopathology (PSYC-507), and Counseling and Personality Theories (PSYC-508). PSYC-549—Foundations of Psychometrics Three Credit Hours This course is designed to prepare students to become intelligent users of assessment information within the clinical decision-making process. The primary focus is on understanding the philosophical and statistical properties of measurement instruments, developing an understanding of the advantages and limitations of assessment approaches, enhancing sensitivity to social and ethical issues in assessment, and using an integrative approach for applying the results of assessment to diagnosis and the clinical decision-making process. Students will also learn program evaluation models and quality improvement mechanism for school and mental health programs. Prerequisite: Officially admitted into Clinical Counseling Program or School Psychology Program. PSYC-553—Introduction to Family Dynamics Three Credit Hours This course is designed to serve as an introduction to the various schools of family therapy. Students will study the historical context and underlying pragmatic assumptions inherent in the diverse schools. Students will survey the major contributors to each theoretical perspective and examine techniques unique to each perspective. Prerequisite: Completion of or concurrent enrollment in Human Growth and Development (PSYC-500). PSYC-555—Special Topics in Psychology Three Credit Hours This course is designed to provide service providers and students with information and knowledge regarding contemporary psychological and social problems. Various topics will be offered as the need arises. This course varies across semesters. Students must obtain approval from their advisor to include this course as an elective. PSYC-557—Counseling and Psychotherapy for Couples Three Credit Hours This course is designed to provide an overview of the major theories of relationship psychotherapy and technical interventions utilized within the major approaches to couples counseling. The development aspects of family and couples counseling will be reviewed and special course topics will include spouse abuse, divorce mediation and adjustment, and ethical considerations. The training activities provided in this course will include diagnosis of family problems, assessment techniques, case presentations, enactments, and other experimental work. Video use and analysis are significant parts of the course. Prerequisite: Officially admitted into Clinical Counseling Program and Family Dynamics (PSYC-553). PSYC-561—Cultural Issues in Psychological Practice Three Credit Hours This course examines the influences of cultural, ethnic, minority, gender, socioeconomic, and other important group factors on psychological, educational and social development. Focus is on the development of aspects of multicultural competence. Students will learn about a variety of identity groups and engage in experiences that offer opportunities to shift focus from their own perspectives to that of people from different backgrounds. The course emphasizes ways that variations in experiences and perceptions of diverse individuals relate to psychological assessment and treatment. Prerequisite: Completion of or concurrent enrollment in Growth and Development (PSYC-500) and officially admitted into Clinical Counseling Program or School Psychology Program. PSYC-570—Social and Cognitive Foundations of Interpersonal Behavior Three Credit Hours This course presents a survey of the scientific study of social influence, emphasizing that a fundamental understanding of the basic forces CGC/EUGS Academic Catalog 191 �affecting how individuals think and behave in social settings serves as a cornerstone of effective interpersonal behavior and sound leadership. PSYC-599—Thesis Three Credit Hours This course entails the completion of an applied research project. Toward this end, students will select one of three designated options and, in conjunction with a supervising departmental faculty member, formulate and address an original research question. The student’s research project will culminate in a presentation at a local, regional, or national psychology association meeting (or equivalent), or publication. This course will focus on data collection procedures, statistical analysis of data, methods of conducting program evaluation, and empirically-based decision making. Prerequisite: Officially admitted into Clinical Counseling Program or School Psychology Program and Completion of Statistics and Research Design (PSYC-523). PSYC-602—Social and Biological Basis of Child and Adolescent Behavior Three Credit Hours This course is an advanced course with a contemporary focus on the child and adolescent with particular attention to biological and social forces that shape development. Developmental processes will be examined through a review of current research. Part of the course will focus on cultural/technological forces (e.g., computers, television, video games) which are particularly important to today’s youth and which are important forces impacting on development. Prerequisite: Officially admitted into Clinical Counseling Program or School Psychology Program and Human Growth and Development (PSYC-500). PSYC-605—System Theory and Consultation: Prevention and Intervention Three Credit Hours This course is critical to the intervention stage of the School Psychology program’s data-based problem-solver model. School psychology students will develop skills in systems theory and intervention, consultation, and alternative delivery services to schools. Traditional test-and-place perceptions will be replaced with perceptions based on the principles of prevention, consultation, alternative intervention methods, and intervention progress monitoring. The course will cover systems theories and models of consultation to include instructional consultation, mental health consultation, and behavioral consultation. Interventions that promote positive school cultures will be examined across classroom, school, family, and community systems. Prerequisite: Officially admitted into School Psychology Program and Ethics, Roles and Law (PSYC-512). Co-requisites: Practicum in School Psychology I (PSYC-615) and Practicum in Consultation and Intervention I (PSYC-617). PSYC-606—Academic Interventions Three Credit Hours This course is critical to the School Psychology program’s databased problem-solving model and emphasizes a multi-tiered model including primary, secondary, and tertiary prevention (e.g., Response to Intervention; RTI). It is an applied course for school psychologists-in-training designed to develop skills in designing, 192 implementing, and evaluating evidence-based interventions that improve the academic achievement of primary and secondary school students. The course will cover curriculum-based assessment (CBA) and measurement (CBM), collaborative problem-solving, and analysis of students’ academic strengths and needs. Emphasis will be placed on linking assessment data to development of appropriate interventions designed to address specific needs in reading, writing, and mathematics. Co-requisites: Practicum in School Psychology I (PSYC-615) and Practicum in Consultation and Intervention I (PSYC-617). *This course addresses competencies that meet the requirements for Read to Succeed. PSYC-607—Behavioral and Emotional Interventions Three Credit Hours This course is critical to the School Psychology program’s data-based problem-solving model. It is an applied course for school psychology students designed to develop skills in designing, implementing, and evaluating evidence-based interventions that improve the behavior and emotional well-being of primary and secondary school students. The course will cover behavioral principles and appropriate assessment techniques, including systematic observation of behavioral and functional behavioral assessment. Emphasis will be placed on linking assessment data to development of appropriate interventions designed to target specific needs related to internalizing and externalizing behaviors. Co-requisites: Practicum in School Psychology II (PSYC-616) and Practicum in Consultation and Intervention II (PSYC-618). PSYC-608 —Advanced Counseling Techniques for School Psychologists Three Credit Hours An applied course designed for school psychology students to further develop and cultivate their counseling skills, with particular emphasis on practices useful within school settings. Through didactic as well as experiential methods, the course builds off of content and skills learned in PSYC-525. Students will apply previously learned content, theories, and modalities to counseling practices that are useful for promoting mental health and psychological wellness among children and youth. Under the supervision of the course instructor as well as certified/licensed school psychologists, students will gain practical experiences in delivering counseling Techniques. Prerequisite: PSYC-525 PSYC-611—Clinical and Professional Issues in Counseling Three Credit Hours This course examines current issues in professional psychology with an emphasis on preparing students for field placement experiences, licensure, and clinical practice. Topics include: 1) licensure and professional development; 2) use of evidence-based practice, and 3) psychopharmacology for the non-physician. Prerequisite: Students must have completed all core courses and passed comprehensive examination. PSYC-612—Reading Assessment and Intervention: A Neuropsychological Perspective Three Credit Hours Students will learn to evaluate the reading ability of children and youth using both qualitative and quantitative assessment techniques. This course will emphasize diagnosis leading to scientifically validated instructional interventions. Reading problems will be CGC/EUGS Academic Catalog �couched in a neuropsychological framework and will be consistent with the DSM and IDEA. Students will learn how to incorporate assessment data with existing psychological data on the person served to generate a more complete psychological profile. Students will also learn how to incorporate assessment data within a response to i nt erv ent i o n framew o r k t o dev elo p ev i denc e -b as ed readi ng i nt erv e nt i o ns . R e adi ng pro gr ams a nd methods of instruction used to prevent reading problems before they occur will also be reviewed. Co-requisites: Practicum in Consultation and Intervention: I and II (PSYC-616/618). *This course addresses competencies that meet the requirements for Read to Succeed. PSYC-615/616 —Practicum in School Psychology: I and II Two Credit Hours each These practical courses are part of the final “capping off” of students before they begin professional school psychology internships. Applying the data-based problem-solving model, students will engage in the administration and scoring of traditional and alternative measures of intelligence, achievement, adaptive behavior, visualperceptual, and socio-emotional functioning that are commonly used by school psychologists. Students will apply data to problem analysis and recommend or implement appropriate interventions, monitor the effectiveness of the interventions, and adhere to standards of best practice in school psychology. Students will experience various roles frequently expected of school psychologists in public schools or affiliated agencies with supervision provided by practicing certified/licensed psychologists. Co-requisites: Practicum in Consultation and Intervention: I and II Course (PSYC-617/618) Prerequisites: Objective Assessment (PSYC-503), Special Techniques in Assessment (PSYC-504), and Personality, Social, and Emotional Assessment (PSYC-505). PSYC-617/618—Practicum in Consultation and Intervention: I and II One Credit Hour Each These practical courses involve the application of principles and theories of consultation and intervention through field-based experiences. Students will learn to employ empirically-based treatments and to evaluate innovative treatment programs applied to a variety of children and conditions. Intervention and prevention programs will target multiple levels within the placement site, including the individual student, classroom, school, and/or system. Demonstration of learning and skill will be exhibited in the development of case studies involving children experiencing academic and/or emotional difficulties. Through these case studies, students will combine the scientist-practitioner model with a databased problem solving approach to intervene with children in need of school psychology intervention. Co-requisites: Practicum in School Psychology: I and II (PSYC615/616). Prerequisites: Objective Assessment (PSYC-503), Special Techniques in Assessment (PSYC-504), and Personality, Social, and Emotional Assessment (PSYC-505). PSYC-620—Contemporary Issues in School Psychology Three Credit Hours This course provides an in-depth study of current issues and research in school psychology. Course content will cover contemporary issues in the field that impact the school psychologist’s ability to competently and effectively deliver services across multiple levels within the school system. In addition to other topics related to professional practice, the course will focus on school crisis prevention and response skills. Prerequisite: Officially admitted into School Psychology Program. PSYC-621/622—Internship in School Psychology: I and II Three Credit Hours Each A field placement in school psychology utilizing either a clinic setting (for no more than half the internship) and/or a public school setting in which the student works under the direct supervision of a certified school psychologist in conjunction with The Citadel Coordinator of School Psychology Practicum and Internships. Internship training represents the cumulative experience and the synthesis of all course work and practice. The goal is to prepare the intern for independent function as a school psychologist, i.e., data-based problem-solver, capable of providing a full range of services with a multi-culturally diverse client population. Students are required to complete 1200 clock hours (PSYC-621 and 622) of supervised internship experience. Prerequisite: Completion of all other course work for the Ed.S. degree (including thesis). PSYC-629—Practicum: Clinical Counseling Three Credit Hours This course is a super vised field experience for clinical counseling students who are at the end of their program. The practicum consists of 150 hours of work within a community agency. In addition to working with clients in the community, students experience individual and group supervision that emphasizes case conceptualization and the use of intervention strategies. The practicum course integrates previous course experiences with counseling skills. The student will complete a comprehensive case study integrating theory, research, and practical issues in the treatment of a client seen during the practicum experience. Prerequisites: Completion of all Clinical Counseling course work (may take elective with Practicum). Note that permission of advisor is required during the semester prior to enrollment in the course. Registration is contingent upon advisor approval based upon successful completion of coursework and demonstration of readiness to function in a professional role in the community. PSYC-643—Contemporary Psychological Assessment and Psychotherapy Three Credit Hours This course integrates clinical assessment, case conceptualization, and treatment planning and evaluation. The emphasis on assessment highlights specific, focused procedures for common clinical problems. Interview methods, self-report instruments, and self-monitoring among others will be considered for their psychometric characteristics, clinical utility, and practicality. Case conceptualization will integrate the results of the assessment process with current conceptual and empirical literature on etiology and treatment. The course includes practical exercises in the assessment, conceptualization, and treatment for the most common clinical problems. Prerequisite: Students must have completed all core courses and passed comprehensive examination. CGC/EUGS Academic Catalog 193 �PSYC-644—Clinical Counseling: Advanced Three Credit Hours This course is designed to prepare clinical counseling students for the practicum experience. The student will implement and apply previous learning of theory, techniques, and understanding of the therapeutic process through experiential and didactic methods. The student will develop increased knowledge of the counseling process, including assessment, case conceptualization, diagnostics, and intervention strategies. The student will complete a comprehensive case study integrating theory, research, and practical issues in the “treatment” of a simulated client. Prerequisite: Students must have completed all core courses and passed comprehensive examination. PSYC-645—Clinical Counseling: Group Three Credit Hours This course provides students with an understanding of the role of the group counseling/psychotherapy modality in therapeutic settings. Focus is on the major components of group counseling/psychotherapy, including: client selection and preparation for group; attributes and behaviors of effective group counselors; group dynamics and group processes; stages of group development; therapeutic factors associated with groups; and methods/procedures used in group counseling/psychotherapy. Prerequisite: The student must have completed all core courses and passed comprehensive examination. PSYC-651/652—Internship: Clinical Counseling Three Credit Hours Each The internship is a supervised field experience consisting of 600 hours of work in a community agency. It involves continued refinement of counseling skills developed over the course of the student’s program. The student will complete and present a comprehensive case study integrating theory, research, and practical issues in the treatment of a client seen during the internship experience. Prerequisites: Completion of all prior course work (may take elective with Practicum). Note that permission of advisor is required during the semester prior to enrollment in the course. Registration is contingent upon advisor approval based upon successful completion of coursework and demonstration of ability to function in a professional role in the community. Prerequisite: Completion of all Clinical Counseling course work, including Practicum (may take elective with Internship). Sociology (SOCI) SOCI-501—Social Determinants of Modern Life Three Credit Hours This course explores some of the major determinants of group life such as social structure, socialization, stratification, the major social institutions, and social change. In addition, attention will center upon population dynamics and migration and the effects which they exert upon community life. 194 Spanish (SPAN) SPAN-20—Mexico Three Cedit Hours This is a panoramic course dedicated to an understanding of Mexico beginning with the Aztec and Mayan civilizations from before and after the conquest. The class will then focus on the colonial period, Mexican Independence (1810-1821), the nineteenth century, the Reforma, French occupation, the Porfiriato, Mexican Revolution, the Caudillismo, modern Mexico, Tlatelolco, twentieth and twenty first centuries, bilateral relations between the United States and Mexico and emigration to the United States. Some of the topics covered in the course will include, but are not limited to: Culture, politics, economics, literature, art, theater, cinema, religion, and gastronomy. SPAN-521—The Hispanic Presence in the United States Three Credit Hours This panoramic course contributes to an understanding of the cultural, political, social and economic condition of the Mexican Americans, Cuban Americans and Puerto Ricans. The course trajectory will begin with a study of the Southwestern United States covering the war with Mexico and the subsequent annexation of the Mexican territory. A close look at the linguistic and ethno-racial consciousness and how it pertains to the emerging Chicano literature will be discussed. Puerto Rico: An in-depth look at the Commonwealth status of Puerto Rico, independence versus statehood, the economic crisis from the sugar trade and emigration to the United States. The course will consider the notion of Newrican and the issues of identity throughout literature including Black Poetry. Cuba: The focus begins with the Cuban Revolution and the subsequent anti-Castro culture that dominates both Cuba and the Cuban community in Miami. The course will also discuss the social, political, economic and cultural impact of the Cuban emigration to Miami and in the wake of this movement we will discuss exile literature and the phenomenon of transculturation. SPAN-522—Culture and Literature of Spain Three Credit Hours A panoramic course covering the literature and culture from the Celtiberians to the Romans and from the Visigoths to the present day. Topics that will be discussed include the Islamic invasion of 711, the Reconquista, the Catholic Kings and the unification of Spain. The Golden Age of Spain from the perspective of hegemony and crisis. The course will also explore the culture and literature from the seventeenth to the nineteenth centuries, the Crisis of 98, the Spanish Civil War, the dictatorship of Francisco Franco (19391975) and democratic Spain (1982-2009). The course will examine Spain’s cultural and intellectual life from 1900-2000: The Generation of 1898 and 1927, culture under the rule of Franco, progressives and the resurgence of the liberal tradition. Cultural life during the period of transition to democracy will also be discussed and will include the Constitution of 1978 as well as the formation of Spain’s autonomous communities. Other areas of focus will be Spain and the European community, nationalism as it relates to the Basque Country, Galicia and Cataluña. The course will also explore the challenges of the family unit, women and childhood and conclude with a detailed look at Spain’s gypsies, new immigrants, pastimes and popular culture (tapas, celebrations, bullfights, sports, tertulias and mass media). CGC/EUGS Academic Catalog �SPAN-523—Advanced and Contrastive Grammar Three Credit Hours A Comparison of grammatical structures of Spanish and English, which define the linguistic perspective specific to Spanish and with special reference to practical application in spoken and written communication and in various socio-cultural contexts. SPAN-524—Recent Trends in Teaching Spanish as a Second Language Three Credit Hours This course offers teaching strategies and learning practices for effectively delivering content and material in an engaging manner. It also covers the latest educational and language acquisition theories, in addition to the cultural aspects of teaching a new culture. SPAN-525—Spanish for the Professional Three Credit Hours Includes the study of health, legal vocabulary, business concepts, geographic context, and cultural context. Depends on the trend taught each semester (Business Spanish, Medical Spanish, Spanish for Legal Spanish, etc.). SPAN-550—Special Topics: Culture and Literature of South America Three Credit Hours Given the vastness of South America, the course is separated into three topics and will be taught in rotation each time the course is offered. (The course is repeatable and thus may be taken three times.) This will not cause duplication on transcripts as the title of each of the topics will be listed (e.g., Spanish 550 Special Topics: The Andean Countries). Listed below are the three topics: A. Colombia and Venezuela B. The Andean Countries (Ecuador, Peru and Bolivia) C. The Southern Cone (Argentina, Chile, Paraguay and Uruguay) Special Topic: Colombia and Venezuela: This is a panoramic course beginning with the conquest and independence of both Colombia and Venezuela and will continue through the formation as a republic until the present day. The topics will include the first civilizations, the conquest, the War of Independence, Simon Bolivar and the ideal of unification. The course will continue with the political, social and economic condition between the nineteenth and twenty-first centuries. In dealing with modern Colombia, we will dedicate specific attention to an exploration of violence, warfare, and the narco trade’s impact on national life as well as its influence on the international community. In Venezuela, special attention will be given to discuss the Caudillismo and the Llanero, the petroleum industry and the transformation of national life. The course will also discuss the positivist project of Guzmán Blanco, the dictatorial period, the Christian Democratic Project, militarism and Chavism as a unique phenomenon in Latin America. The previously mentioned topics will be also studied through the lens of literature, particularly in the evolution of the novel from the two country’s celebrated novelists: Rómulo Gallegos, José Eustacio Rivera and Gabriel García Méarquez among others. Empire, the War of the Pacific, Haya de la Torre, and the ARPA and conclude with contemporary political currents. Bolivia will be the next region of discussion and will focus primarily on the political, cultural and economic history of the country. Specifically, the Chaco War, and the Revolutionary Nationalist Movement of 1952. We will discuss the current political trends with Alan García (Peru), Evo Morales (Bolivia) and Rafael Correa (Ecuador) as well as the production of literature from the Andean region. The course will survey authors from Ollantay to Inca Garcilaso and essayists from the nineteenth and twentieth centuries. We will examine the indigenous novel from Peru and Ecuador and the works of Mario Vargas Llosa, César Vallejo and other prominent Andean authors. Special Topic: The Southern Cone: Argentina, Chile, Uruguay and Paraguay. This is a panoramic course that explores the conquest, independence and gestation into the present-day republics of the countries in the southern cone of South America. The course will emphasize the military dictatorships and the transition to the current neoliberal economies. The literature of Argentina will center on Romanticism with Esteban Echeverría, Domingo Faustino Sarmiento and José Hernandez. The study of Argentine literature will also include the Modernista Poetry of Alfonsina Storni and the new narrative with Jorge Luís Borges and Julio Cortázar. The literature of Chile will see epic poetry with Alonso de Ercilla as well as the Modernista and Vanguard poetry of Gabriel Mistral, Vicente Huidobro and Pablo Neruda. Attention will also be given to the novel of the Boom and Post Boom era with authors such as José Donoso and Isabel Allende. The literature of Uruguay and Paraguay will concentrate on the short stories of Horacio Quiroga, the Modernista poetry of Delmira Agustini and the novel with Augusto Roa Bastos. SPAN-560—Hispanic Service Learning/Internship Three Credit Hours Course emphasizes increasing fluency in comprehension, speaking, reading, and writing skills as well as understanding of cultural issues while performing service in a Spanish-speaking atmosphere. Students are required to spend several hours providing service for a community partner to improve their language skills and appreciation for the Latino community. Taught every semester such as José Donoso and Isabel Allende. The literature of Uruguay and Paraguay will concentrate on the short stories of Horacio Quiroga, the Modernista poetry of Delmira Agustini and the novel with Augusto Roa Bastos. SPAN-560–Hispanic Service Learning/Internship Three Credit Hours Course emphasizes increasing fluency in comprehension, speaking, reading, and writing skills as well as understanding of cultural issues while performing service in a Spanish-speaking atmosphere. Students are required to spend several hours providing service for a community partner to improve their language skills and appreciation for the Latino community. Taught every semester Special Topic: The Andean Countries (Ecuador, Peru and Bolivia): This is a panoramic course beginning with Peru by exploring the conquest, independence and gestation into the present-day republic. The primary focus will be the cultural legacy of the Incan CGC/EUGS Academic Catalog 195 �UNDERGRADUATE COURSE DESCRIPTIONS 196 CGC/EUGS Academic Catalog �Course Descriptions Descriptions of evening undergraduate courses are listed in this section. Consult the course schedules online to determine the course offerings in a particular term. Business Administration (BADM) BADM-110—Computer Applications in Business Three Credit Hours Required of business administration juniors. The application of computer software to assist in analyzing common business decisions, with an emphasis on advanced techniques in spreadsheet development and design. BADM-216—Communications in Business Three Credit Hours Required of business administration sophomores. A study of written and oral communication in organizations. Emphasis is given to communication theory including communication flows and barriers, as well as the psychology of communicating good, neutral, negative, and persuasive messages. The course also covers career planning, delivering professional presentations, electronic communications and writing formal reports. Prerequisites: English Composition & Lit I (ENGL-101) and English Composition & Lit II (ENGL 102) BADM-305—Legal and Ethical Environment of Business Three Credit Hours Required of all business administration juniors. An introduction to the legal system, with special emphasis on its relation to business. Students will contend with federal and state regulations as well as the common law to arrive at an understanding of the legality, ethics, and social responsibility of business decisions. Topics include an introduction to the judicial system, torts and product liability, administrative law and consumer protection, agency and partnership, contracts, the Constitution, criminal law, ethics, and fiduciary trust. Prerequisite: Junior or senior standing in business administration. BADM-309—Marketing Principles Three Credit Hours Required of all business administration juniors. Introduction to basic concepts and terminology in marketing: the process of developing marketing strategy, the role of marketing activities within the firm, external influences that affect the development of marketing strategy, and basic analytical tools appropriate to marketing decision-making. International and ethical issues in marketing are examined. Prerequisite: Principles of Microeconomics (BADM-202). BADM-310—Production & Operations Management Three Credit Hours Required of all business administration seniors. Operations management focuses on the systematic direction of the processes involved in the sourcing, production, and delivery of products and services. This course addresses managerial issues such as facility location and layout, service design, demand forecasting, production scheduling, project management, quality management (for example, lean, JIT, Six Sigma, TQM, etc.), inventory management, supply chain management, maintenance and reliability, and capacity management. Included are applications of decision models, statistical methods, or optimization techniques such as linear programming, queuing theory, simulation, or others. Prerequisites: Business Statistics (BADM-205) or Statistical Methods (STAT-160), Introduction to Managerial Accounting (BADM-212), and Management and Organizational Behavior (BADM-338). BADM-320—International Business Three Credit Hours This course focuses on decisions in international business operations for small and large firms. Of particular interest are international business climate/culture, foreign exchange rates, international trade, overseas direct investment, and operations management. Students will incorporate case studies dealing with aspects of international business. BADM-321—Business Finance Three Credit Hours Required of all business administration juniors. An introductory course combining both a description of the structure of business financing and a study of financial principles and practices, with special emphasis on their relation to managerial planning and control. Prerequisite: Introduction to Managerial Accounting (BADM-211) BADM-323—Quality Management Three Credit Hours Students will develop an overall framework within which they can understand quality as a system. Content includes a look at the impact of the quality movement on our world during recent decades for both manufacturing and service organizations. The course focuses on management, leadership, organization, and tools needed to build and continuously improve quality and customer value throughout the supply chain. Included is a review of the contributions of those who are considered prime movers in the quality revolution, including Deming, Crosby, Juran, and Taguchi; a survey of current developments in the field; and practice in use of typical Quality Management techniques, tools, and processes including Lean, Six-Sigma, SPC, ISO 9000, business process improvement, QFD, and others. Prerequisite: Business Statistics I (BADM-205) or Statistical Methods (STAT-160) BADM-324—Purchasing and Materials Management Three Credit Hours The course introduces students to the critical role of purchasing in the supply chain. Topics may include the evolution of supply management and its strategic nature in world-class organizations; the supply manager’s responsibilities; the “boundary-spanning” nature of supply management; the purchasing process, objectives and responsibilities; supplier evaluation and selection; supplier quality and risk management; negotiation framework and planning; cost concepts (e.g., direct and indirect costs, fixed, step, and variable costs, and target costs) and cost analyses; “Make or Buy” decisions; developing in-country sources of supply versus “offshoring” decisions; ethical and professional standards expected among supply management professionals; and environmental CGC/EUGS Academic Catalog 197 �considerations in purchasing and materials management. Prerequisite: Business Statistics I (BADM-205) or Statistical Methods (STAT-160) BADM-326—Principles of Real Estate Three Credit Hours This course provides a personal and professional perspective of the legal, financial, and ethical rights and obligations of all parties in a real estate transaction. Topics include organizing, functioning, financing, marketing, brokering, appraising, and managing of real estate transactions. Prerequisite: Junior standing in business administration. BADM-327—Principled Entrepreneurship and the Free Enterprise System Three Credit Hours This course explores the role of entrepreneurship in the free enterprise system, how government policies affect entrepreneurial activity within the United States and globally, and the moral and ethical dimensions of principled entrepreneurship. This course focuses on using the tools of economics to understand the entrepreneurial process, including the role of profits and losses, discovery, and creative destruction. The course examines the legal forms of business organization and the challenges involved in opening a business and writing a business plan. Prerequisite: Grade of C or better in BADM 201, 202, 205, 211, 212, and 216 BADM-329—Project Management Three Credit Hours This course introduces students to the concepts and tools currently being used in the professional field of Project Management. Students will obtain a basic understanding of project management principles and practices, increase their ability to function effectively on a project team and as a project manager, and improve their ability to communicate effectively both orally and in writing. This course includes coverage of management in a wide range of project applications from concept through operations, planning, scheduling, controlling, economic analysis, quality, and customer satisfaction are stressed. The topics in this course cover essential concepts from the Project Management Institute’s A Guide to the Project Management Body of Knowledge (PMBOK). Prerequisites: Although there are no formal prerequisites, this course is designed for students who have taken courses in management and organizational behavior, introductory finance, and statistics. Students without these courses are likely to have to devote more time to topics briefly reviewed and may have to supplement their learning on their own for some topics. BADM-338—Management and Organizational Behavior Three Credit Hours Required of business administration juniors. A study of the fundamental concepts of management and organizational behavior. Emphasis is placed on the study of human behavior, attitudes, and performance in organizations, and on the development of positive interpersonal relations. A major focus is on the managerial role of leader and decision-maker necessary for effective planning, organizing, influencing, and control of the organization. The dynamics and links among individuals, groups, and the national and international environment are analyzed to highlight the determinants of organizational effectiveness. 198 Prerequisite: Junior standing in business administration. BADM-371—Leadership in Organizations Three Credit Hours Using a case approach as well as a significant experiential component, this course involves the application of leadership theory and practice covered in this class and in other classes in the interdisciplinary minor in Leadership Studies. The course draws from cases in business and other organizations to focus the student’s learning in both individual and team projects. Issues of motivation, persuasion, ethics, power, diversity, teams, etc. will all be explored. Guest speakers/leaders will also be an important component of the course. Prerequisites: Psychology of Leadership (PSYC-371) or Management and Organizational Behavior (BADM-338). BADM-404—Investments Three Credit Hours A survey course that introduces different types of securities, markets, transaction costs, security regulations, and taxes. The basic techniques for analyzing the potential returns and risks of individual securities and for combining them efficiently into portfolios are also studied. Prerequisite: Business Finance (BADM-321). BADM-405—Marketing Management Three Credit Hours A study of marketing planning and decision-making from the point of view of the marketing manager in a changing economic, social, and legal environment. Basic concepts and methods of analysis used in formulating product, distribution, promotion, and pricing strategy are studied. Prerequisite: Marketing Management (BADM-309). BADM-407—Money and Banking Three Credit Hours The nature and functions of money, the various monetary standards, the development of our monetary system, the factors affecting the value of money, methods and objectives of money and credit control, international exchange, and analysis of recent developments in money and credit. Prerequisite: Principles of Macroeconomics (BADM-201). BADM-409—Human Resource Management Three Credit Hours A contemporary course in the management of personnel as a resource concentrating on the historical, legal, social, economic, and ethical framework of labor relations with a focus on forecasting, planning, staffing, compensating, developing a career, labor relations, performance management, and control and evaluation of human resources. Prerequisite: Management and Organizational Behavior (BADM338). BADM-413—International Marketing Three Credit Hours Introduction to global problems, cultural and ethical issues, and decision areas facing the marketing manager. Primary emphasis rests on the value of cross-cultural understanding and the need for careful adaptation of marketing efforts. Prerequisite: Marketing Principles (BADM-309). CGC/EUGS Academic Catalog �BADM-414—Consumer Behavior Three Credit Hours The study of behavioral science theories and related marketing models useful to managers in understanding consumers in the domestic and global marketplace. Prerequisite: Marketing Principles (BADM-309). BADM-415—Relationship Marketing Three Credit Hours This course helps students understand and develop the basic persuasive skills which are important to people in all walks of life. Assignments are designed to help students improve their skills in communicating effectively, establishing relationships, solving problems, and leading and persuading others. Prerequisite or Co-requisite: Marketing Principles (BADM-309) BADM-417—Management Information Systems Three Credit Hours Information systems (IS) support the overall strategy of an organization in many ways. This course reviews the issues associated with managing and improving the IS function within an organization, including using IS to support decision making, manage the firm’s assets, and develop and support customers. Additional topics include the critical role of IS in an organization’s strategic plan, security issues, and the harnessing of technological advances for organizational growth. Prerequisite or Co-requisite: Computer Applications in Business (BADM-110) BADM-420—Management of Change Three Credit Hours This course uses knowledge and skills from the social sciences to develop strategies for achieving effective change within organizations. Implementation of these strategies to achieve more effective organizations is the core of this course. Topics include team building, process consultation, confrontation and the management of conflict, and technostructural change. Prerequisite: Management and Organizational Behavior (BADM338) BADM-421—Logistics Management Three Credit Hours Logistics is the part of supply chain management that plans, implements, and controls the efficient, effective forward and reverse flow and storage of goods, services, and related information between the point of origin and point of consumption in order to meet customers’ requirements (Council of Supply Chain Management Professionals, 2003). The Course covers the role and importance of the key logistics intermediaries that facilitate global trade. It describes the functions comprising logistics, describes how these functions interact, and explains how logistics can be managed as a system to reduce total cost. Prerequisite: Business Statistics (BADM-205) or Statistical Methods (STAT-160), and Supply Chain Management (BADM-429) BADM-422—Strategic Management Three Credit Hours Required of all business administration seniors. A capstone course designed to give the student practice in integrating the numerous theory courses in all phases of business management. The student develops problem-solving and decision-making skills by assuming the role of top management in a simulated company and through the study of actual business cases. Prerequisites: Principles of Macroeconomics (BADM-201), Principles Microeconomics (BADM-202), Introduction to Financial Accounting (BADM-211), Introduction to Managerial Accounting (BADM-212), Marketing Principles (BADM-309), Business Finance (BADM-321), and Management and Organizational Behavior (BADM-338). BADM-423—Personal Finance Three Credit Hours Personal Finance focuses on the application of basic financial tools and principles to the student’s personal life. Concepts and tools covered include: the financial planning process, liquidity management, debt management, asset management, and risk management. The course will also include retirement, education, and estate planning. Upon completion of this course, the student will be prepared to create and manage their own personal financial plan. Prerequisite: Junior standing in business administration. BADM-425—Small Business Management/Entrepreneurship Three Credit Hours This course covers the environment of small business, factors of success or failure, small business management tools, and sources of financing. Student teams prepare business plans for the start-up of a business. In some instances, the teams will work with local entrepreneurs in developing business plans. The course is supported by a multimedia business planning system. Prerequisite: Grade of C or better in BADM 201, 202, 205, 211, 212, and 216 BADM-428—Technology and Entrepreneurship Three Credit Hours Technology ventures are significantly changing the global competitive landscape. This course explores the intersection of technology and entrepreneurship, including both the development of new technology-based businesses and the use of technology in launching and marketing new businesses. Students will learn about models of technological change, models of new firm strategy development, and models of organizational strategy in high-tech start-ups. Topics include: matching new technologies and markets, making money from innovation, competition between technologies, strategies for competing against established incumbents, technology portfolio development, and theories of diffusion and adoption. Prerequisite: Grade of C or better in BADM 201, 202, 205, 211, 212, and 216 BADM-429—Supply Chain Management Three Credit Hours This course focuses on basic principles and essential concepts of supply chains and their effective operation and management. Topics may include methods of resource acquisition, contract management, procurement, production, packaging, shipping, warehousing, inventory placement, distribution, transportation, logistics planning, risk, quality, information technology, and product support. Prerequisite: Business Statistics (BADM-205) or Statistical Methods (STAT-160) CGC/EUGS Academic Catalog 199 �BADM-430–435—Seminar in Business Administration Three Credit Hours Junior or senior standing in business administration. These courses are designed to provide students of exceptional ability and background with the opportunity to explore a variety of advanced, business-oriented, analytical techniques. Specified topics covered within these courses will be offered at the discretion of the instructor and under the supervision of the department head. Prerequisite: approval of course instructor and department head. CIVL-202—Statics Three Credit Hours Required of all Civil and Environmental Engineering sophomores. Scalar and vector solutions of problems in statics; resultants, reactions, and equilibrium of forces; analysis of simple trusses, friction; centroids and centers of gravity; and moments of inertia. Lecture: Three hours. Co-requisites: Analytic Geometry and Calculus I (MATH-131) and Physics with Calculus I and Lab (PHYS-221/271) BADM-450—Internship Three Credit Hours Senior or Junior Standing. This course gives senior students realworld work experience to complement the classroom education they have already received. Interns will learn about the variety of issues faced by today’s firms and their managers, the kinds of information firms collect and use, and the development of solutions for business problems. Interns will spend ten to twelve hours each week working alongside a senior-level manager in a Charleston-area business. Prerequisite: Junior standing in business administration. CIVL-203—Dynamics Three Credit Hours Required of all Civil and Environmental Engineering juniors. Kinematics and Kinetics of particles or rigid bodies in plane motion with emphasis on the special cases of translation and rotation. The techniques of vector mathematics are employed. Lecture: Three hours Prerequisites: Statics (CIVL-202) with a grade of “C” or better. BADM-490—Independent Study Three Credit Hours Approvals for enrollment during pre-registration from sponsoring professor and department head are required. This course may be taken by seniors desiring to engage in a scholarly research project of mutual interest to the student and the faculty member who directs the study. The project should culminate in a formal student research paper. Prerequisite: Junior or senior standing in business administration. Civil Engineering (CIVL) CIVL-101—Engineering Drawing Two Credit Hours Required of all Civil and Environmental Engineering freshmen. Use and care of drawing instruments; proper weights and types of lines for clear-cut and complete graphical representation; auxiliary and sectional views; pictorial representation with emphasis on isometric drawing, dimensioning, development of a reasonable skill in lettering. A substantial portion of the course is taught using CAD software. Laboratory: Four hours CIVL-103—Introduction to Civil Engineering One Credit Hour Required of all Civil and Environmental Engineering freshmen. The engineering design process is demonstrated through use of practical problem-solving methods for public infrastructure and built environment projects. Course subjects include civil engineering career paths, ethical canons of the engineering profession, and requirements for professional licensure. Course assignments, conducted within a collaborative learning environment, focus on creative engineering solutions through technical analysis, teamwork, communication skills and professionalism. As a foundation for sustained success in civil engineering, additional course topics include: lifelong learning, time management, community and professional service, and career development. Laboratory: Two hours 200 CIVL-205—Surveying Three Credit Hours Required of all Civil and Environmental Engineering sophomores. Linear measurements, leveling, compass and transit/theodolite, total stations theory of errors, latitudes and departures, areas, stadia, coordinate geometry, construction field control, legal aspects of land surveying, and public land surveys. Lecture: Three hours and Surveying Laboratory (CIVL-235). Co-requisites: Engineering Drawing (CIVL-101) or Introduction to Civil Engineering (CIVL-103). CIVL-208—Geospatial Representation Three Credit Hours Required of all Civil and Environmental Engineering sophomores. Study of geospatial representation applications, techniques, and methods that includes topographic mapping, map projections, reference datums, state plane coordinate systems, Global Positional Systems (GPS), Geographic Information Systems (GIS), and remote sensing. Lecture: Three hours. Prerequisites: Surveying (CIVL-205), Surveying Laboratory (CIVL235), and Analytic Geometry and Calculus I (MATH-131) or Honors Mathematics I (HONR-131). CIVL-210—Computer Application for Civil and Environmental Engineering Three Credit Hours Required of all Civil and Environmental Engineering sophomores. Instruction in computer applications to problems chosen from civil engineering fields. Development of computer-based methods for analyzing civil engineering systems. The class will address a range of related topics including algorithm development and implementation, professional and ethical aspects of computer applications, development of self-directed learning skills appropriate for civil engineering. Lecture: Three hours CIVL-235—Surveying Laboratory One Credit Hour Required of all Civil and Environmental Engineering sophomores. Application of principles obtained in CIVL-205 through actual field work. Horizontal control activities include distance CGC/EUGS Academic Catalog �measurements by tape and EDM, angular measurements by theodolite and total station; traversing; traverse closure computations; balancing computations; and preparation of boundary plat. Students will be introduced to the use of data collectors as part of their field work. Computer-aided applications and computer drafting are available. Laboratory: Two hours Co-requisite: Surveying (CIVL-205). CIVL-239—Geomatics Laboratory One Credit Hour Required of all Civil and Environmental Engineering sophomores. Preparation of topographic map, Geographic Positioning Systems mapping controls, Geographic Information System applications, and understanding the geometry and nomenclature of horizontal and vertical curves. Laboratory: Two hours Prerequisite: Surveying (CIVL-205) and Surveying Laboratory (CIVL235), Co-requisite: Geospatial Representation (CIVL-208), and Engineering Drawing (CIVL-101). CIVL-302—Highway Engineering Three Credit Hours Required of all Civil and Environmental Engineering juniors. Highway alignment, right-of-way and easements; earthwork and grading; road user benefits, traffic operations and capacity; design of intersections and interchanges; construction surveys; drainage design; highway materials, design of asphalt mixtures; pavement thickness design; and construction management, contracts, estimates and specifications. Preparation of plans and design documentation for a highway project including; horizontal alignment, vertical alignment, roadway cross-sections, storm water drainage, earthwork and mass diagram calculations, and construction materials. Lecture: Three hours Prerequisites: Transportation Engineering (CIVL-305); Co-requisite: Asphalt and Concrete Laboratory (CIVL-327). CIVL-304—Mechanics of Materials Three Credit Hours Required of all Civil and Environmental Engineering juniors. Elastic properties of structural materials; internal stresses and strains; principal stresses and strains including Mohr’s Circle; axial; torsion; flexure; shear; bolted joints; combined stresses; shear and moment diagrams; beam deflections. Supplemented by CIVL 307. Lecture: Three hours Prerequisite: Statics (CIVL-202) with a grade of “C” or better. CIVL-305—Transportation Engineering Three Credit Hours Required of all Civil and Environmental Engineering juniors. A study of technical, multimodal, and organizational interrelationships of United States transportation mobility systems focusing on policy, planning, capacity, operation, and design of land transportation, airport and seaport facilities. Topics include highway design, roadway safety, traffic engineering, travel forecasting, railroad alignment, public mass transit, airport layout, and harbor/ports. Lecture: Three hours Prerequisites: Introduction to Civil Engineering (CIVL-103), Engineering Drawing (CIVL-101), Geospatial Representation (CIVL-208), Geomatics Laboratory (CIVL-239). CIVL-307—Materials Laboratory One Credit Hour Required of all Civil and Environmental Engineering juniors. Laboratory supplement to CIVL-304. Introduction to the use of testing machines and equipment; strength and deformation measurements of ferrous and nonferrous metals, concrete, and wood; properties of materials as determined by results of tests in compression, tension, bending, torsion; behavior of columns; use of electric resistance strain gages; use of ASTM specifications and test procedures. Taken concurrently with or subsequent to CIVL-304. Laboratory: Two hours Prerequisite: English Composition (ENGL-102); prerequisites or Corequisites: Computer Application for Civil and Environmental Engineering (CIVL-210), Mechanics of Material (CIVL-304). CIVL-309—Structural Analysis Four Credit Hours Required of all Civil and Environmental Engineering juniors. Structural analysis of determinate and indeterminate beams and frames using classical, approximate, and computer-based methods. Lecture: Four hours Prerequisites: Mechanics of Materials (CIVL-304) with a grade of “C” or better and Analytic Geometry and Calculus II (MATH-132). CIVL-310—Statics and Mechanics of Materials for Non-Civil Engineers Three Credit Hours Vector solutions of problems in statics, resultants, reactions and equilibrium of forces. In addition, the brief study of mechanics of materials including stress and strain relationships and various types of loading on structural members. Lecture: Three hours Prerequisites: Analytic Geometry and Calculus II (MATH-132) and Physics with Calculus Lab (PHYS-221/271). CIVL-314—Engineering Economy Two Credit Hours Required of all Civil and Environmental Engineering juniors. Topics include the time value of money, equivalence, simple and compound interest, nominal and effective interest rates, present worth and capitalized cost evaluation, equivalent uniform annual worth evaluation, rate of return evaluation, benefit/cost ratio evaluation, depreciation, corporate and individual income tax, after-tax economic analysis, and engineering ethics as applied by practicing engineers. Lecture: Two hours CIVL-317—Professional Sustainability One Credit Hour Required of all Civil and Environmental Engineering juniors. The ethical cannons of the engineering profession require civil engineering graduates be well-rounded effective leaders in planning, design, and construction of public infrastructure and the built-environment required to establish safe, healthy, equitable and vibrant communities. Course topics focus on preparing students to serve with distinction as technical leaders in addressing the needs of society and include: teamwork, public administration, communication, public policy, ethics, lifelong learning, attitudes, CGC/EUGS Academic Catalog 201 �and leadership. Lecture: One hour Prerequisite: Junior standing Engineering in Civil and Environmental CIVL-320—Fluid Mechanics Three Credit Hours Required of all Civil and Environmental Engineering juniors. An introduction to fluid characteristics, properties, and the fundamentals of fluid statics, fluid dynamics, fluid flow, and fluid measurements. Hydraulic principles including pressurized pipe flow, and open channels are also covered. Classroom assignments include design problems and problem solving. Lecture: Three hours Prerequisite: Statics (CIVL-202) with a grade of “C” or better; Prerequisites or Co-requisites: Either Analytic Geometry & Calculus (MATH-231) or Applied Engineering Mathematics (MATH-234) CIVL-330—Measurements, Analysis and Modeling for CEE Systems Three Credit Hours In this course, students are introduced to several concepts and techniques essential to the modern civil engineer: Uncertainty and variability of physical systems; analysis of measurement systems; physical modeling and scaling techniques; mathematical and numerical modeling; and the impact of uncertainty on project economics. Both theory and application are presented with a very strong emphasis placed on hands-on exploration. The course requires students to employ their computer skills acquired in CIVL 210 for many assignments. Lecture: Three hours Prerequisite: Computer Application for Civil and Environmental Engineering (CIVL-210). CIVL-321—Hydrology and Hydraulics Three Credit Hours Required of all Civil and Environmental Engineering juniors. This course focuses on presentation and application of fundamental hydraulic and hydrology principles including hydrologic cycle; hydrograph development; flood routing; design of storm water systems and water distribution systems, pipe networks, pumping systems, flow through orifices, flumes & weirs, and design of hydraulic structures. Lecture: Three hours Prerequisite: Fluid Mechanics (CIVL-320) CIVL-402—Geotechnical Engineering Laboratory One Credit Hour Required of all Civil and Environmental Engineering seniors. Field and laboratory applications of typical methods for determining engineering properties of cohesive and granular soils. Experimental topics include specific gravity, particle size distribution, clay soil consistency, engineering classification, permeability, compaction, consolidation, in situ soil properties, soil boring and sampling techniques, and shear strength parameter determination using unconfined direct, triaxial, vane shear, and penetration apparatus. Laboratory: Two hours Prerequisite: Introduction to Geotechnical Engineering I (CIVL409); Co-requisite: Geotechnical Engineering I (CIVL-410). CIVL-322—Introduction to Environmental Engineering Three Credit Hours Introduction to water, air, solid and hazardous waste. Included are social and ethical considerations, legal and regulatory principles, risk analysis, the effect of pollutants in the environment, groundwater flow theory and application, and the engineering principles governing the generation and control of these pollutants. Lecture: Three hours Prerequisites: General Chemistry I (CHEM-151), General Chemistry I Laboratory (CHEM-161), Fluid Mechanics (CIVL-320), and either Analytic Geometry & Calculus (MATH-231) or Applied Engineering Mathematics (MATH-234). CIVL-404—Reinforced Concrete Design Three Credit Hours Required of all Civil and Environmental Engineering seniors. Design of reinforced concrete structures using strength design theory. Design of beams, columns, combined stress members, footings, and retaining walls. Comprehensive analysis and design of a building frame and foundation system. Special attention is given to the use of current specifications for design and construction. The use of computer programs to facilitate analysis and design during the comprehensive problem is encouraged. Lecture: Three hours Prerequisites: Structural Analysis (CIVL-309) CIVL-327—Asphalt and Concrete Laboratory One Credit Hour Required of all Civil and Environmental Engineering juniors. Laboratory applications involving design, preparation, curing and testing of asphalt and Portland cement concrete. Includes testing for component properties, component selection and grading, material handling, mix design, blending, applicable standards and specifications, construction practices, quality control, specimen testing and safety. Marshall and Superpave mix design procedures and testing methods are used to conduct laboratory data collection and analysis. Emphasis is placed on professional laboratory report preparation. Lecture: Two hours Prerequisite: Materials Laboratory (CIVL-307); Co-requisite: Highway Engineering (CIVL-302). CIVL-406—Steel Design Three Credit Hours Required of all Civil and Environmental Engineering seniors. Theory and design of steel structures using the load and resistance factor design method. Design of tension and compression members, beams, and columns. Computer solutions are utilized for design shears, moments, and axial loads. Lecture: Three hours Prerequisite: Structural Analysis (CIVL-309). 202 CIVL-408—Water and Wastewater Systems Three Credit Hours Required of all Civil and Environmental Engineering seniors. Introduction to engineering design principles and practices including water use, quality standards for drinking water, water treatment systems, determining the quality of wastewater, design of sanitary sewers, quality criteria for surface waters, and wastewater treatment systems. CGC/EUGS Academic Catalog �Lecture: Three hours Prerequisites: Introduction to Environmental Engineering (CIVL322), General Chemistry II/General Chemistry Laboratory II (CHEM-152/162), Analytic Geometry & Calculus (MATH-231), and Applied Engineering Mathematics (MATH-234). CIVL-409—Introduction to Geotechnical Engineering Three Credit Hours Required of all Civil and Environmental Engineering Seniors. Introduces the student to the rudiments of theoretical soil mechanics. Topics include engineering uses of soils, laboratory and field determination of soil properties, determination of phase relationships, engineering soil classification, soil-water interaction and seepage flow mechanics, stress effects of loading on soils at depth, and consolidation, compaction, shear strength, and bearing capacity theory. Lecture: Three hours Prerequisites: Mechanics of Materials (CIVL-304) with a grade of “C” or better, Introduction to Environmental Engineering (CIVL322), Analytic Geometry & Calculus III (MATH-231), and Applied Engineering Mathematics I (MATH-234). CIVL-410—Geotechnical Engineering II Three Credit Hours Required of all Civil and Environmental Engineering seniors. An introductory course in geotechnical analysis and design. Topics include shallow foundations, spread footings, deep foundations, piles and caissons, lateral earth pressure for cohesive and cohesionless soils, slope stability analyses, subsurface investigations, and special topics including such subjects as soil stabilization methods, geotextile applications, liquefaction, etc. Lecture: Three hours Prerequisite: Introduction to Geotechnical Engineering (CIVL-409); Co-requisite Geotechnical Engineering Laboratory (CIVL-402) CIVL-411—Engineering Management Three Credit Hours Application of management skills, methods, and techniques used to effectively perform engineering, design, and construction projects. Course topics include project scheduling, contract documents, multidisciplinary teams, public administration, communication, public policy, ethical responsibility, lifelong learning skills, and engineering leadership. Emphasis is placed on professional relationships between government agencies, owners, engineers, and contractors to achieve project requirements and produce engineering deliverables. Lecture: Three hours Prerequisite: Completion of all freshman and sophomore courses or approval of the department head. CIVL-412—Engineering Practice & Professional Licensure One Credit Hour Required of all Civil and Environmental Engineering seniors. This class provides a review for the NCEES Fundamentals of Engineering Computer Based Exam. CIVL-416—Modeling Civil Engineering Systems Three Credit Hours Modeling the behavior of a wide range of civil engineering systems using various analytical, computer-based, numerical, and experimental techniques. Introducing the concepts of probabilistic modeling using the Monte Carlo Analysis. Lecture: Three hours Prerequisites: Completion of required CIVL courses through the junior year or permission of the department head. CIVL-418—Fluid Mechanics Laboratory One Credit Hour Required of all Civil and Environmental Engineering seniors. Accomplishments of laboratory exercises and experiments to illustrate basic concepts of fluid mechanics and to validate empirical formulas used in hydraulic computations. Principal emphasis is on the phenomena associated with closed conduit and open channel flow of water, measurement of velocities, and flow rates and operational characteristics of pumps. A minimum of one experiment will involve the use of the computers to evaluate laboratory data. Laboratory: Two hours Prerequisite: Hydrology and Hydraulics (CIVL-321). CIVL-419—Environmental Engineering Laboratory One Credit Hour Required of all Civil and Environmental Engineering seniors. Accomplishment of chemical, physical, and microbiological determinations used in the examination of water and wastewater. Laboratory analysis to evaluate water quality will be performed, such as biochemical oxygen demand, suspended solids, pH, alkalinity, and others. A minimum of one laboratory experiment will involve the use of the computer to evaluate laboratory data. Laboratory: Two hours Prerequisite: Water and Wastewater Systems (CIVL-408). CIVL-421—Subdivision Planning and Design Three Credit Hours The elements of planning a subdivision including an introduction to planning, zoning, subdivision requirements, and review procedures; site development including the integrated design of roadways, storm drainage collection/retention/detention systems, sanitary sewer collection and transportation systems (pumping stations and force mains), potable water systems, and construction cost estimates and specification; and economic analysis with individual student participation in preliminary development of single family, and multifamily projects on 20- to 25-acre tracts of land. Computer applications include use of spreadsheets and CAD. Lecture: Two hours; Laboratory: Two hours Prerequisites: Hydrology and Hydraulics (CIVL-321), Highway Engineering (CIVL-302); co-requisite: Water and Wastewater (CIVL-408). CIVL-432/CIVL-433—Civil Engineering Design Capstone I & II Three Credit Hours Each Ethical canons of the engineering profession require civil engineering graduates be well-rounded effective leaders in planning, design, and construction of public infrastructure and the built environment needed to establish safe, healthy, equitable and vibrant communities. Students will apply engineering principles, through design team initiatives and lecture directives, to develop solutions for a comprehensive design problem using methods of professional engineering practice involving multi-disciplinary aspects of civil engineering including structural, environmental, geotechnical, and transportation. CGC/EUGS Academic Catalog 203 �CIVL-450—Civil and Environmental Engineering Internship Three Credit Hours This course gives Civil and Environmental Engineering students real-world experience to complement the classroom education that they have previously received. Interns will learn about the variety of issues facing today’s practicing engineer. Interns will spend at least five hours each week working alongside senior-level managers in Charleston area engineering firms or engineering-related regulatory agencies coordinating these activities through the Department of Civil and Environmental Engineering. Prerequisite: Permission of Department Head. CIVL-453—Special Topics in Civil Engineering Three Credit Hours Selected topics in civil engineering. The offering of this course will depend upon the interest of the student, the availability of an instructor, and the approval of the department Head. Since the content of the course may change, a student may repeat the course for credit with consent of the department head. Prerequisite: Permission of the Department Head Criminal Justice (CRMJ) CRMJ-201—Introduction to Criminal Justice Three Credit Hours. Prerequisite for all criminal justice courses (CRMJ-370-499) except CRMJ-202 for non-departmental majors. An introduction to the American criminal justice system, including the history and philosophy of law enforcement, the nature of crime in the United States, an introduction to the substantive criminal law, the nature and theory of the criminal justice process from arrest to corrections, and the roles of the major actors in that process (police, prosecutors, defense lawyers, judges, and corrections personnel). CRMJ-202—Criminology Three Credit Hours A study of the theories that seek to explain criminal behavior. CRMJ-330—Emergency Management Three Credit Hours This course examines the history and perspectives of the field, hazards concepts and taxonomies, all-hazards approach, phases of emergency management, risk assessment, risk communication, emergency management functions, sustainable development, best practices, the model EOC, the written and implemented disaster plan, attaining the CEM, IAEM, and forging intra- and intergovernment relationships. CRMJ-331—Cyber Investigations Three Credit Hours This course will introduce the student to the best practices for seizing and securing digital evidence and the complicated legal issues surrounding digital evidence within the area of Cyber-Crime Investigation to include Cyber-Terrorism. The course will cover evidence and issues relative to file Meta-data for various types of electronic devices such as computer networks, cell phones, and electronics storage. Searches justified by exigent circumstances, search incident to arrest, and search warrant issues will also be covered. This course provides students interested in improving their investigative knowledge with an understanding of identifying, 204 quantifying/qualifying, information. seizing, and protecting electronic The investigative process is studied from basic theoretical concepts to the application of the basic elements for prosecution of criminal cases. Included are several studies of electronic crime scene investigation, white collar crime, organized crime, and cyberterrorism. While this class focuses on cyber investigation practices and procedures in the United States, it offers a global perspective and will incorporate examples from different parts of the world. CRMJ-332—Comparative Homeland Security Three Credit Hours The term “homeland security” is a relatively recent addition to the policy and scholarly landscape. Having gained prominence after the terrorist attacks of 11 September 2001, the term is often assumed to be synonymous with the work of the US Department of Homeland Security (DHS) – itself a post-911 amalgamation of several federal agencies. The course critically reviews the rise of homeland security as a policy and scholarly concern after 911 and describes and explains homeland security policies, in the US and abroad, by considering their international attributes and by undertaking cross-national and cross-temporal analyses. The course is inter-disciplinary and draws on a range of fields within the social sciences. Students will be encouraged to integrate theory and evidence towards stronger analyses. CRMJ-333—Immigration and Security Three Credit Hours Immigration is defined as crossing the border of one of the world’s 220 nation states with the intent to stay. Technological improvements in the last 50 years have given rise to massive outflows of people from sending countries and have tested the capacity of receiving countries to absorb immigrants. This course examines security issues such as terrorism that might stem from countries’ inability to control borders and the separate issue of societal security. Special emphasis is given to Mexican immigration to the US. CRMJ-370—Police Systems & Practices Three Credit Hours An introduction to law enforcement in the United States, including a brief history of policing, contemporary trends in criminality, and current issues facing police administrators. Attention will also be given to the Fourth, Fifth, and Sixth Amendments to the U.S. Constitution and their implications for law enforcement. Prerequisite: CRMJ-201 CRMJ-371—Criminal Law Three Credit Hours This course examines the origin and general principles of criminal law, principles of criminal liability, and elements of offenses. Prerequisite: CRMJ-201 CRMJ-372—Critical Issues in Law Enforcement Three Credit Hours A critical analysis of contemporary issues in the law enforcement community, including the following: police stress, use of deadly force, police brutality, corruption, unionization, substance abuse by police officers, and other issues currently confronting law enforcement administrators and policymakers. CGC/EUGS Academic Catalog �Prerequisite: CRMJ-201 CRMJ-373—Criminal Evidence Three Credit Hours An introduction to the types of evidence, collection of evidence, the chain of custody, and procedures relating to its introduction into judicial proceedings. Special attention is given to Fourth Amendment constitutional issues. Prerequisite: CRMJ-201 CRMJ-375—Criminal Justice Agency Administration Three Credit Hours An introduction to criminal justice agency administration, including the following: the nature of criminal justice organizations, criminal justice personnel, group behavior in criminal justice organizations, and processes in criminal justice organizations. Prerequisite: CRMJ-201 CRMJ-380—Corrections Three Credit Hours An introduction to corrections, correctional theory, and correction policy through the in-depth study of key areas in corrections, including correctional history, systems, policy, treatment programs, prison life, community-based corrections. Prerequisite: CRMJ-201 CRMJ-381—Organized Crime Three Credit Hours An examination and analysis of organized crime, of controversies surrounding the phenomenon, and of efforts aimed at its control. Attention will be given to defining organized crime, to its development, and to various theories that seek to explain its existence. Other topics include the activities that constitute the business of organized crime, the relationship between organized crime and corruption of governmental officials, and the techniques used to control it. Prerequisite: CRMJ-201 CRMJ-382—Drugs and Crime Three Credit Hours An examination of drug use as it relates to addiction, social problems, crime, enforcement, and treatment. Issues involving domestic and international drug supply, demand, trafficking, and interdiction are studied. Prerequisite: CRMJ-201 CRMJ-383—Comparative Criminal Justice Systems Three Credit Hours An examination of the ideology, structure, and justice process of various criminal justice systems in the United States, Europe, Asia, Africa, the Middle East, and Latin America. The comparative study involves analysis of diverse social control, legal, police, court, correction, and juvenile systems from representative justice approaches around the world. Prerequisite: CRMJ-201 CRMJ 384—International Crime Three Credit Hours A study of transnational crime, criminals, and criminal organizations in a global context including an examination of international and national organizations, laws, and justice practices responsible for controlling multi-national criminal activity. Prerequisite: CRMJ-201 CRMJ-385—Juvenile Delinquency Three Credit Hours An introduction to delinquency, to the juvenile justice process from intake to disposition, to trends in the treatment of juvenile offenders, and to juvenile justice reform (decriminalization, diversion, deinstitutionalization, and due process). Prerequisite: CRMJ-201 CRMJ-386—Research Methods in Criminal Justice Three Credit Hours An introduction to research and to statistical methods, data bases, and computer applications in relation to the various fields of criminal justice. Special attention will be given to the problems associated with collection and analysis of criminal justice data. Prerequisite: CRMJ-201 CRMJ-387—Criminal Investigation Three Credit Hours An examination of the criminal investigation process that combines forensic applications with investigative procedures. Crime scene preservation, management, evidence collection, and process are included in the examination of the investigative process. Interrogation and interviewing techniques, as well as physical evidence used to investigate specific types of offenses, are studied. Prerequisite: CRMJ-201 CRMJ-388—White Collar Crime Three Credit Hours A study of “white collar” crime as a specific type of deviance. The course explores aspects of organizational, corporate, occupational, and governmental criminality and its detection, investigation, prosecution, and punishment. Prerequisite: CRMJ-201 CRMJ-389—Justice in Latin America Three Credit Hours Latin American countries have criminal justice institutions based on fundamental principles similar to those of US criminal justice institutions: due process, substantive criminal and criminal procedural law, basic organization into police, courts and corrections sectors, written constitutions, etc. Yet Latin American criminal justice institutions often in practice function very differently from those in the US. This course presents case studies on Latin American criminal justice institutions with topics including police reform in Bolivia; use of the National Guard in counter-narcotics in Puerto Rico; judicial police reform in Mexico; prosecutorial reform in Guatemala; and others. CRMJ-390—Victimology Three Credit Hours The scientific study of the extent, nature, and causes of criminal victimization, its consequences for the persons involved and the reactions to such victimization by society, in particular the police and the criminal justice system. Additional areas of examination include history of victimology, legal recourse for crime, victims, and informal methods of addressing the needs of victims. Prerequisite: CRMJ-201 CGC/EUGS Academic Catalog 205 �CRMJ-391—Criminalistics Three Credit Hours The application of science to the investigation of crime. Designed to acquaint non-science majors with the philosophy and methodology of dealing with physical evidence in criminal investigation. Prerequisite: CRMJ-201 CRMJ-392—Computer Crime Three Credit Hours An exploration of the current state of computer crime in the United States. The course traces the history of technological crime and identifies areas ripe for exploitation from technology savvy deviants. It also evaluates forensic practices and software in light of government legislation together with an analysis of emerging case law. The course also addresses guidelines for the development of computer forensic laboratories, the creation of computer crime task forces, and the search and seizure of electronic equipment. Prerequisite: CRMJ-201 CRMJ-393—Homicide Three Credit Hours This course is designed to teach students about the law enforcement, statistical, legal and psychological elements of homicide in the United States. Throughout the course we will explore theories and explanation for homicide, traditional murder, children/women who kill, and multiple victim killers. At the end of the semester, students will be responsible for teaching the class about an infamous serial killer. CRMJ-465—Special Topics in Criminal Justice Three Credit Hours An advanced seminar designed to examine in-depth selected topics in criminal justice. Prerequisite: CRMJ-201 CRMJ-470—Ethics Three Credit Hours This course seeks to examine the criminal justice system through an ethical lens, to identify ethical issues in practice and in theory, to explore ethical dilemmas, and to suggest how ethical issues and dilemmas faced by criminal justice professionals might be resolved. CRMJ-471—Psychology of Crime Three Credit Hours This course examines the role of psychology in contributing to our understanding of criminal behavior and criminal justice system processes. The course will review our current understanding of the criminal mind and the psychological explanations associated with the commission of violent crime, homicide, sexual assault, multiple murder, terrorism, property crime, and substance abuse. The course takes a close look at developmental risk factors and the biological origins of criminal behavior. Toward the end of the semester, the course discusses the use of psychological principles in police interrogations, the court process, and correctional psychology. CRMJ-472—Crime Prevention Three Credit Hours This course will examine how to prevent crime from humanistic, structural, situational and environmental perspectives. A basic 206 introduction to each of these schools of thought will be given. The main focus of this course will be examining the empirical research surrounding each method. CRMJ-498—Independent Study Three Credit Hours An independent research project resulting in a formal paper, this study must be approved by the department head in consultation with an appropriate member of the faculty who will supervise the project. Virtually any aspect of criminal justice may be investigated. Especially recommended for those considering graduate or professional study. Prerequisite: As determined by instructor, CRMJ-201 CRMJ-499—Internship Three Credit Hours Internships with government and other agencies are offered to combine academic training with professional experience. Prerequisite: Permission of director of internships, CRMJ-201 Education (EDUC) EDUC-101—Education in Modern Society Three Credit Hours Open to any interested student. An orientation to teaching as a profession and to the teacher-training program. Study and discussion on school organization and teachers’ roles and responsibilities; personal and professional guidance. Introduction to the learner-centered conceptual base of the department. EDUC-202—Educational Psychology Three Credit Hours This course focuses on the dynamics of human learning and the psychological principles that serve as the foundation for educational practice. The general goal is to introduce students to the field of educational psychology and to teach them how to apply the concepts, theoretical principles, and research findings from the discipline of psychology to the planning and implementation of effective instructional strategies in the classroom. Major emphasis is placed on assisting the student in gaining a functional knowledge of the ideas explored. Moreover, through this course the college student who is preparing for employment in the field of education is acquainted with many facets of the teacher’s role as a decision maker in the teaching/learning process. Class discussions, activities, and field experience focus on the connections between theory and practice and provide students with opportunities to apply psychological principles and solve practical problems. EDUC-206—Adolescent Development Three Credit Hours A survey of the basic principles and theories of human development with a focus on adolescents and their educational processes. The field experience is designed to interrelate college classroom learning with public school observations and activities. EDUC-301—Foundations in Reading Three Credit Hours A foundational course designed to develop competencies in teaching literacy skills. The content of this course examines the theoretical research and historical perspectives as related to reading CGC/EUGS Academic Catalog �education. Five components of a balanced literacy program will be examined and these components are based on research of the National Reading Panel. Approaches to reading will be examined as phonics; sight; linguistic; language experience approach; and the VAKT. Literacy educators and pioneers in reading education as Chall, Flesch, Fries, Allen, and Fernald will be discussed to provide background information from a historical prospective to assure that students will have a knowledge of foundations. EDUC-306—Teaching Reading and Writing in the Middle and High School Three Credit Hours Designed to acquaint prospective middle school and high school teachers with reading practices geared to their students. The course will include a broad survey of the field of reading with attention given to some diagnostic procedures and the development of Reading Across the Curriculum programs for the middle school and high school levels. Different subject areas will be considered. Field experience in a public school is among course requirements. Prerequisites: Admission to Upper Level Study EDUC-312—Learners with Exceptionalities Three Credit Hours Learners with exceptionalities is an introductory-level course for education majors and other interested students. The course is designed to prepare prospective teachers to define and identify characteristics of students with exceptionalities and students at risk for school failure. Learners with exceptionalities is based on the premise that it is the teacher’s responsibility to meet the needs of every learner, typical or atypical. A field experience component of ten hours in the school is required. EDUC-401—Methods and Materials of Middle and High School Teaching Three Credit Hours Study of the aims, methods, and materials employed in middle and high school teaching; organization of subject matter; motivation and direction of learning; development of attitudes, appreciations, and ideals; classroom presentation of formal materials. The utilization of technology and the development and use of evaluative instruments in the total teaching- learning process will be emphasized. EDUC-402—Special Methods in Teaching Three Credit Hours Special techniques, theories, and materials in teaching in the content area of specialization in middle school (grades 5-8) and high school (grades 9-12). Prerequisites: Admission to Upper Level Study EDUC-499—Internship in Teaching Twelve Credit Hours A requirement for certification, observation and teaching in approved schools under approved supervising teachers, supervision by college instructor. Assignment only in major teaching field. This internship is a minimum of twelve weeks. All students provide their own transportation. Formal application for admission to the internship is required. Prerequisites: Refer to requirements for admission to internship. Electrical Engineering (ELEC) ELEC-106—Fundamentals of Electrical Engineering Three Credit Hours Required of electrical engineering freshmen. An introduction to the engineering profession, branches and functions of engineering, professional ethics, and the role of engineers in society. Fundamentals of engineering problem solving and the use of calculators and computers as tools to aid in problem solving. Includes subject areas common to most engineering disciplines such as the introduction to the engineering design process and teamwork through a design project, engineering laboratory skills, report writing, and engineering economics, but through the use of electrical engineering exemplars. Lecture: Three hours ELEC-201—Electric Circuit Analysis I Three Credit Hours Required of electrical engineering sophomores. Circuit elements; Kirchhoff ’s and Ohm’s Law and their application through a variety of circuit analysis techniques; operational amplifiers; and the transient response of simple circuits. The circuit analysis program SPICE is introduced. Co-requisites: MATH-131, PHYS-221/271 ELEC-202—Electric Circuit Analysis II Three Credit Hours Required of electrical engineering sophomores. Sinusoidal analysis and phasors; AC power; three-phase circuits; frequency response of simple circuits; the use of SPICE for ac circuit analysis. Lecture: Three hours Prerequisites: ELEC-201 with a grade of C or better or the successful completion of both ELEC-308 and ELEC-204 with grades of C or better. Co-requisites: MATH-132, PHYS-222/272 ELEC-204—Electrical Laboratory One Credit Hour Required of electrical engineering sophomores. An introduction to the experimental method in electrical engineering. Laboratory exercises are designed to supplement the material presented in ELEC-201 and ELEC-202. Laboratory: Two hours Prerequisites or co-requisite: Electric Circuit Analysis II (ELEC-202) or Elements of Electrical Engineering (ELEC-308) ELEC-206—Computer Applications for Electrical Engineers Three Credit Hours Required of electrical engineering sophomores. The computer is presented as a tool for the solution of engineering problems. High level programming of computers; data manipulation, data plotting, and equation solving using application programs such as MATLAB. Lecture: Three hours ELEC-302—Electrical Machinery Laboratory One Credit Hour Required of electrical engineering juniors. A laboratory course to accompany ELEC-316. Laboratory: Two hours Prerequisite or co-requisite: Electromechanical Energy Conversion (ELEC-316) CGC/EUGS Academic Catalog 207 �ELEC-306—Electronics I Three Credit Hours Required of all electrical engineering juniors. Characteristics of solid-state devices, theory and design of low-frequency amplifiers, transistor biasing and stabilization, design of multistage and feedback amplifiers utilizing bipolar and MOS devices. Lecture: Three hours Prerequisites: Electric Circuit Analysis II (ELEC-202), Electrical Laboratory (ELEC-204); Co-requisite: Electronics Laboratory (ELEC313). ELEC 307—Nuclear Engineering Three Credit Hours An introduction to the theory and application of nuclear energy. Topics include fission and the chain reaction; nuclear fuels; nuclear reactor principles, concepts, examples, construction, operation, and ecological impact; radiation hazards and shielding; and nuclear propulsion. Lecture: Three hours Prerequisites: Physics with Calculus II/Laboratory for Physics with Calculus II (PHYS-222/272). ELEC-308—Elements of Electrical Engineering Three Credit Hours Fundamental electrical concepts and units; basic laws of electrical circuits; equivalent circuits; DC and steady-state AC circuit analysis; and effective current, average power, and three-phase power. Lecture: Three hours Prerequisite: Analytic Geometry and Calculus I (MATH-131). ELEC-309—Signals and Systems Three Credit Hours Required of electrical engineering juniors. The study of continuous and discrete systems utilizing Laplace, Fourier, and z-transform theory. Lecture: Three hours Prerequisites: Electric Circuit Analysis (ELEC-202), Electrical Laboratory (ELEC-204), Computer Applications for Electrical Engineers (ELEC-206). Prerequisites or co-requisites: MATH-335 ELEC-311—Digital Logic and Circuits Three Credit Hours Required of electrical engineering juniors. Introduction to Boolean algebra; topics such as digital data coding and digital arithmetic. Design of combinational and sequential circuits; design implementing and testing of digital circuits using Field Programmable Gate Arrays. Employs VHDL and other industry standard design tools. Lecture: Three hours ELEC-312—Systems I Three Credit Hours Required of electrical engineering juniors. An introduction to feedback control systems, system representation, stability, root-locus and frequency response, and compensation. Lecture: Three hours Prerequisites: Signals and Systems (ELEC-309) ELEC-313—Electronics Laboratory One Credit Hour Required of electrical engineering juniors. Experimental studies 208 coordinated with the subjects introduced in ELEC-306. Laboratory: Two hours Prerequisite: Electrical Laboratory (ELEC 204). Co-requisite: Electronics I (ELEC-306). ELEC-316—Electromechanical Energy Conversion Three Credit Hours Required of electrical engineering juniors. Analysis of transformers; fundamentals of electromechanical energy conversion; and study of DC, induction, and synchronous machines. Lecture: Three hours Prerequisite: Signals and Systems (ELEC-309), or consent of the department head; Prerequisite or Co-requisite: Electrical Machinery Laboratory (ELEC-302). ELEC-318—Electromagnetic Fields Three Credit Hours Required of electrical engineering juniors. Static electric and magnetic fields; Maxwell’s equations and their applications; Laplace’s equations; boundary value problems; time varying fields, and plane waves. Lecture: Three hours. Prerequisites: Electric Circuit Analysis (ELEC-202), Physics with Calculus II/Laboratory for Physics with Calculus II (PHYS222/272), Applied Engineering Mathematics II (MATH-335) ELEC-330—Digital Systems Engineering Three Credit Hours Required of electrical engineering sophomores. Microcontroller fundamentals including architecture, assembly language programming, and interfacing. Applications of industrystandard microcontrollers in embedded systems. Employs software design tools, simulators, and hardware trainers. Lecture: Three hours Prerequisite: Digital Logic and Circuits (ELEC-311). ELEC-401—Electronics II Three Credit Hours Characteristics and applications of analog and digital circuits. Topics may include differential amplifiers, multistage amplifiers, power amplifiers, oscillators, filter circuits, and CMOS digital logic. Prerequisite: Electronics I (ELEC-306), and Electronics Laboratory (ELEC-313). ELEC-403—Electric Power Systems Three Credit Hours A study of electrical power generation, transmission, and distribution; symmetrical components, per-unit analysis, calculation of transmission-line parameters, and load flow. Lecture: Three hours. Prerequisites: Electromechanical Energy Conversion (ELEC-316), Prerequisites or co-requisite: Electromagnetic Fields (ELEC-318). ELEC-405—Electrical Measurements Three Credit Hours An introduction to modern electrical instrumentation and measurements. Topics include: measurement theory, analog and digital signal conditioning, noise, transducers, instrumentation system design, digital interfaces, and computer based instrumentation and measurements. CGC/EUGS Academic Catalog �Lecture: Three hours Prerequisite: Electronics Laboratory (ELEC-313). ELEC-407—Systems II Three Credit Hours A continuation of Systems I with primary emphasis on digital control systems. Topics include: state-variable analysis, simulation techniques, controllability, state-variable feedback, observability, and state estimator design. Lecture: Three hours Prerequisite: Systems I (ELEC-312). ELEC-412—Applied Probability and Statistics for Engineers Three Credit Hours Required for electrical engineering majors. Application of the theory of probability and statistics in modeling random phenomena and signals; in the calculation of system responses; and in making estimates, inferences and decisions in the presence of chance and uncertainty. Applications will be studied in areas such as communications, power systems, device modeling, measurements, reliability, and quality control. Lecture: Three hours Prerequisites: Analytic Geometry and Calculus III (MATH-231), Computer Applications for Electrical Engineers (ELEC-206). ELEC 413—Advanced Topics in Electrical Engineering Three Credit Hours Advanced topics in electrical engineering. Offered occasionally when the special interests of students and faculty coincide. The syllabus must be approved by the Electrical Engineering Faculty. Since the content of the course may change, a student may repeat this course for credit with the permission of the department head. Lecture: Three hours ELEC-414—System Simulation Three Credit Hours An introduction to system concepts, mathematical models of systems, and simulation methods applied to a broad range of systems. Design project required. Lecture: Three hours Prerequisite: Systems (ELEC-312). ELEC-416—Communications Engineering Three Credit Hours Principles of amplitude, frequency, and pulse modulation; signal flow and processing in communications systems; and analog and digital communication systems. Lecture: Three hours Prerequisites: Signals and Systems (ELEC-309) and Digital Logic and Circuits (ELEC-311), Co-requisite: Electronics 1 (ELEC-306) ELEC-418—Advanced Digital Systems Three Credit Hours Experience in advanced digital design techniques and exposure to the development tools used in the design of advanced digital systems. Topics include the design of digital systems using VHDL, industry standard FPGA devices and software, and microprocessor hardware components. Lecture: Three hours Prerequisite or co-requisite: Digital Systems Engineering (ELEC-330) or Computer Organization and Programming (CSCI-305). ELEC-419—Computer Network Architecture Three Credit Hours This course will cover network architecture and protocols. Included are transmission technologies, encoding/decoding schemes, packet switching, frame relay, ISDN, ATM and performance modeling techniques. Lecture: Three hours ELEC-421—Design I Three Credit Hours Required of electrical engineering seniors. Initiation, design, scheduling, documentation and reporting on a major design project. Normally accomplished by students working in small groups. All students will make written and oral presentations on their contribution to the project. Financial, legal, ethical, societal, regulatory, environmental, manufacturability, and quality issues will be discussed and will constrain the designs as appropriate. Lecture: One hour; Laboratory: Four hours. Prerequisites: Electrical Machinery Laboratory (ELEC-302), Electronics I (ELEC-306), Systems I (ELEC-312), Electronics Lab (ELEC 313), Electromechanical Energy Conversion (ELEC-316), Digital Systems Engineering (ELEC-330) and Electromagnetic Fields (ELEC-318) or consent of the department head. ELEC-422—Design II Three Credit Hours Required of all electrical engineering seniors. Continuation of the major design project begun in ELEC-421. Project implementation, documentation, and reporting. Normally to be accomplished by students working in the small groups formed in ELEC-421. The impact of the practical, societal, and governmental issues raised in ELEC-421 will be assessed. Each student will make written and oral presentations on their contributions to the project. A prototype demonstration and presentation of final results in a symposium format is required. Lecture: One hour; Laboratory: Four hours Prerequisite: Design I (ELEC-421) taken the preceding semester. ELEC-423—Digital Signal Processing Three Credit Hours Introduction to the characteristics, design, and applications of discrete time systems using digital signal processors. Discrete time Fourier Transforms, FIR and IIR systems, and the design of FIR and IIR filters. Lecture: Three hours Prerequisite: Signals and Systems (ELEC-309), and Digital Systems Engineering (ELEC-330). ELEC-424—Solid-State Devices Three Credit Hours Basic principles governing the operation of solid-state devices are developed from fundamental concepts. P-N junction theory is developed and applied to the analysis of devices such as bipolar transistors, solar cells, detectors, and photo devices. The theory of field-effect devices is developed. Lecture: Three hours Prerequisites: Physics with Calculus II/Laboratory for Physics with Calculus II (PHYS-222/272), Applied Engineering Mathematics I (MATH-234), and Electronics I (ELEC-306). CGC/EUGS Academic Catalog 209 �ELEC-425—Interference Control in Electronics Three Credit Hours An introduction to the control and measurement of interference between electronic devices. Analysis methods and practical design techniques to minimize both radiated and conducted emissions and susceptibility. Enhancing signal integrity in high- speed circuits and reducing crosstalk. Laboratory exercises and demonstrations will be used to reinforce the material. Lecture: Three hours Prerequisites: Signals and Systems (ELEC-309) and Electromagnetic Fields (ELEC-318). ELEC-426—Antennas and Propagation Three Credit Hours Transmission, radiation, and propagation of electromagnetic waves by means of transmission lines, waveguides, optical fibers, and antennas. Design project required. Lecture: Three hours Prerequisites: Electromagnetic Fields (ELEC-318). ELEC-427—Energy Systems Engineering Three Credit Hours An overview of current and emerging methods of energy conversion used to generate electricity and to support all methods of transportation. This basic look includes study of the thermodynamics, chemistry, flow and transport processes that apply to energy conversion with emphasis on sustainability, efficiency, environmental impact and performance. Systems utilizing fossil fuels, nuclear and renewable resources are studied. Study of energy storage and transmission is included as required to assess both stationary power generation and transportation energy needs. Lecture: Three hours Prerequisites: MATH 131and PHYS 221/271 ELEC-428—Computer Architecture Three Credit Hours Organization and design of computer system hardware. Provides the basic knowledge required for understanding and designing standard and advanced computer architectures. Topics include: instruction set architectures, ALU design and computer arithmetic, memory organization, cache and virtual memories, controller design, pipelining, and parallelism. Lecture: Three hours Prerequisite: Digital Systems Engineering (ELEC 330). ELEC-430—Independent Research in Electrical Engineering Three Credit Hours This course may be taken by a student wishing to engage in research of mutual interest to the student and to the faculty advisor who directs the study. The student is required to; define a problem, conduct a review of relevant literature, develop an original solution to the problem, perform analysis and design as necessary, and perform experiments or simulations to evaluate the solution. The student is required to consult the faculty advisor in-person at least once per week. The study will culminate in a formal written report, formatted in the style of a published conference-proceedings paper. Prerequisites: Junior or senior standing, and department head approval. ELEC-450—Electrical Engineering Internship Three Credit Hours The student on an individual basis, pursues advanced understanding 210 by working for an electrical engineering company. The scope of the activities is tailored to the educational focus of the student in consultation with his faculty advisor and the supervisor of the company. The student is required to provide weekly journaling, monthly supervisor evaluations, a final presentation, and a final report on individual work accomplished. Evening Undergraduate Studies (EUGS) EUGS-101—Introduction to The Citadel Experience One Credit Hour This online course is required of all Evening Undergraduate Studies (EUGS) students and must be taken in their first semester enrolled at The Citadel. The course covers a wide range of activities and services on campus, and offers insight into academic proficiency through the use of self-administered assessment tools. The course also provides an overview of The Citadel’s three core values of honor, duty, and respect. Prerequisites: none Intelligence (INTL) INTL-201—Introduction to Intelligence Three Credit Hours This course is a broad overview of the intelligence gathering and analysis as practiced by agencies of the United States government, to include its purpose, history, and potential benefits. The organizational makeup of the U.S. Intelligence Community (IC); the laws guidelines and ethics pertaining to intelligence collection; and employment/internship possibilities in the IC will also be presented. Finally, students will be given an introduction to analytical procedures and writing/briefing for policymakers. INTL-210—Homeland Security Three Credit Hours An introduction to various aspects of terrorism and homeland security as both affect the United States today. Much of the focus will be the problems and challenges stemming from 9/11 that create today’s world situation. To understand what is going on currently, the course will examine the historical context of both terrorism and national security as it relates to terrorism. INTL-301—Advanced Analytics I Three Credit Hours Students learn about the challenges inherent in analytics and methodologies used to overcome biases and present findings in a meaningful way. The course is designed to acquaint students with methods to maximize analytical rigor and provide policymakers with the intelligence necessary for them to make decisions under conditions of uncertainty and ambiguity. Emphasis is placed on working through case studies and developing writing and briefing skills. Prerequisite: INTL 201 or permission of Instructor INTL-302 Advanced Analytics II Three Credit Hours Students continue to learn about the challenges inherent in analytics and methodologies used to overcome biases and present findings in a meaningful way. The course is designed to acquaint CGC/EUGS Academic Catalog �students with methods to maximize analytical rigor and provide policymakers with the intelligence necessary for them to make decisions under conditions of uncertainty and ambiguity. Emphasis is placed on working through case studies and developing writing and briefing skills. Prerequisite: INTL 301 or permission of Instructor INTL-310—Intelligence Collection Systems and Programs Three Credit Hours This is a seminar course addressing intelligence collection systems and programs. Particular emphasis will be placed on intelligence collection platforms, their limitations and capabilities, and how they are used in support of national intelligence requirements. The course will also focus on how these systems and programs are planned and executed. The seminar format will emphasize student participation in the form of presentations, papers, and related discussion. INTL-311—U.S. Intelligence Successes and Failures Three Credit Hours This course will examine a number of cases that aptly demonstrate the underlying operation, analytic and managerial “hows and whys” of U.S. intelligence success and failure. Reading material will include formal Congressional inquiries, declassified official “lessons learned”, unclassified articles by former practitioners, select media commentaries, and a few academic papers. The course will conclude with an examination of the various efforts at reform, some of which have fundamentally transformed the American Intelligence Community and others that have fallen short of effecting real change. Case studies will highlight and explore the various “Ingredients for Intelligence Success” including: effective management structures and organization, well-honed collection programs and skills, wellhoned analytic skills and analytic rigor, professional attentiveness and persistence, ingrained organizational cooperation, effective interagency communication and information sharing, sufficiently dedicated resources, and well-developed target understanding (via in-depth study.) INTL-401—Intelligence Support to Military Operations Three Credit Hours Since the days of Sun Tzu, intelligence collection and analysis has provided “decision advantage” to military commanders at both the tactical and strategic levels. In today’s complex battle space, good intelligence often spells the difference between victory and defeat. In this course, students will learn the importance of intelligence for the warfighter, the myriad collection techniques available today, and evolving doctrine as it relates to the collection and analysis of intelligence (e.g., the use of drones). INTL-402—The Military Instrument of Power Three Credit Hours A nation employs four instruments of power in order to achieve its strategic ends—Diplomacy (Political), Information, Military, and Economic. Often referred to as the DIME, these instruments provide a nation’s national leadership with a variety of unique capabilities that, when properly synchronized with one another, can support a national strategy. The purpose of this course is to improve the student’s fluency of the military instrument of power. We will investigate the range of considerations for the employment of military power once the decision has been made to do so. Thus, the goal of this class is to appreciate the theory, capabilities, and limitations for the employment of the military instrument of power and the role played by strategic and operational intelligence in the planning for and employment of military force. INTL-464—Intelligence Internship Three Credit Hours This course gives Intelligence and Security Studies students’ realworld work experience to complement the classroom education that they have previously received. Interns will learn about the variety of issues facing today’s intelligence community. Interns will receive three credits for every 120 hours they have successfully completed. This course may be repeated once for a total of six credits. Prerequisite: Permission of Instructor Mechanical Engineering (MECH) MECH-101—Introduction to Mechanical Engineering One Credit Hour Required of all Mechanical Engineering freshmen. The engineering design process is demonstrated through use of practical problem-solving methods for mechanical projects. Course subjects include mechanical engineering career paths, ethical canons of the engineering profession, and requirements for professional licensure. Course assignments, conducted within a collaborative learning environment, focus on creative engineering solutions through technical analysis, teamwork, communication skills, and professionalism. As a foundation for sustained success in mechanical engineering, additional course topics include: lifelong learning, time management, community and professional service, and career development. Laboratory: Two hours MECH-102—Engineering Computer Applications Two Credit Hours Required of all Mechanical Engineering freshmen. Foundations of computing to include software tools and engineering processes for mechanical engineers. Topics may include: structured programming (MATLAB), graphical drawings and 2D and 3D modeling of parts and assemblies. Introduction to teaming and creativity. Laboratory: Four hours MECH-304—Engineering Materials w/Lab Three Credit Hours Course explores the relationships between microscopic structure and macroscopic properties of materials used in engineering applications. The origin of mechanical, electrical, thermal and optical properties is studied. Important material failure modes that occur under fatigue, elevated temperature, rapid loading and corrosive environments are explored. Emphasized is an understanding of the fundamental aspects of atomic and microstructural concepts for proper material selection, effects of processing on material properties, and enhancement of engineering properties. Materials under study include important metals and alloys as well as key nonmetallic materials such as polymers, ceramics, and composites. Laboratory exercises are integrated throughout the course to provide practical experience in making decisions concerning material composition and CGC/EUGS Academic Catalog 211 �processing in order to optimize engineering properties. Experiences from the field are detailed to demonstrate applicability of concepts. Lecture: Two hours; Laboratory: Two hours Prerequisites: ELEC-201 Prerequisites: CIVL 304/307 and CHEM 151 or CHEM 140 MECH-340—Manufacturing Processes Three Credit Hours This is an introductory course that examines the interactions between design and manufacturing from the designer’s point of view. The first portion of the class is devoted to safe, hands- on experience with manufacturing machines and equipment. Students will have an opportunity to work on civil and mechanical manufacturing machines that are common in machine, woodworking, and sheet metal shops such as a mill, lathe, grinder, belt sander, drill press, and band saw. Common manufacturing processes will be introduced and design guidelines will be developed for each process. The successful student will leave this class with an appreciation that a designer must consider the method of manufacture during the design process to ensure that a product is functional, economically viable, and safe. Basic principles of metal processing; applied mechanics of metal cutting and forming; cost analysis of manufacturing operations. Lecture: Two hours; Laboratory: Two hours Prerequisites: CIVL-304/307 MECH-310—Thermal – Fluid Systems I w/Lab Three Credit Hours Thermal-Fluid System I is an integrated study of fundamental topics in thermodynamics and fluid mechanics. The course introduces conservation principles for mass, energy, and linear momentum as well as the 2nd Law of Thermodynamics. Principles are applied to incompressible flows in pipes and turbomachinery, external flows and power generation systems. A control volume approach to analyze these systems is also introduced. Laboratory exercises are integrated into classroom work. Lecture: 2 hours. Laboratory: 2 hours. Prerequisites: MATH-132, PHYS-221, PHYS-271; Prerequisites or Co-requisites: MATH-231, CIVL-203 MECH-311—Thermal – Fluid Systems II w/Lab Three Credit Hours Thermal-Fluid Systems II continues the integrated study of fundamental topics in thermodynamics and fluid mechanics. The course applies conservation principles for mass, energy, and linear momentum as well as the 2nd Law of Thermodynamics. Principles are applied to power generation systems (Rankine, Otto, Diesel, and Brayton cycles), refrigeration cycles, air conditioning processes, internal pipe flows, and aerodynamics. Laboratory exercises are integrated into classroom work. This course includes completion of a comprehensive, out-of-class design problem. This design problem provides the opportunity for students to apply engineering science to the design of a comprehensive thermal-fluid system. Lecture: 2 hours. Laboratory: 2 hours. Prerequisite: MECH-310 with a grade of “C” or higher MECH-325—Computer Applications Three Credit Hours This course uses applied problems in engineering and mathematics to introduce Computer-Aided Drafting (CAD) and numerical problem-solving techniques. Covered topics include creation and editing of 3D parts and assemblies with appropriate design intent, configurations, equation-based modeling, finite element analysis, curve fitting and data analysis, numerical interpolation, integration, root finding, and linear algebraic system solutions. Lecture: Two hours; Laboratory: Two hours Prerequisites: MECH-102 MECH-330—Measurements and Instrumentation w/Lab Three Credit Hours Fundamentals of measurement systems in mechanical engineering including transducer operation, signal conditioning, data reduction, and presentation of results. Transducer and measurement system characteristics including resolution, sensitivity, loading, time response, and frequency response. Operating principles of basic instrumentation for measurement of mechanical quantities such as force, torque, pressure, velocities, accelerations, temperature, and flow. Topics include uncertainty analysis, data analysis, probability and statistics, calibration, data acquisition, presentation of results, and an introduction to experiment design. 212 MECH-345—Machine Design Three Credit Hours This course introduces mechanical engineering design as an iterative decision making process and fundamental engineering science applied to machine components. Analysis for the design and manufacture of basic mechanical elements and their role in the design of machines; introduction to failure theory, fatigue analysis, and energy methods for deflection analysis and their application of them to the design and analysis of machine elements; design of multi-component systems. Useful design techniques (such as modeling, CPM, optimization, probabilistic approaches, etc.) and factors influencing design (such as human factors, products liability, ethics, societal, economics, safety, etc.) are presented, discussed, and incorporated. Design against static failure and fatigue failure of structural members and machine parts: design and selection of components including fasteners, welds (and welding techniques), shafts, springs, gears, bearings, and chain drives. The course culminates in a team-oriented process, design, and manufacture of a mechanical engineering product using the techniques, tools, machines, and equipment that were developed and taught throughout the course. Lecture: Three hours Prerequisites: CIVL-304/307 MECH-350—Modeling and Analysis of Dynamic Systems I Three Credit Hours This course covers dynamic modeling and control of linear systems through an overview of classical control theory as the foundation for control applications in electrical and mechanical systems. Topics include system modeling using Laplace transform, Root Locus, frequency domain, and state variable methods. Mathematical models are developed for electrical, mechanical, and other physical control systems. Control systems analysis and design techniques are studied within the context of how each system is physically controlled in practice. Lecture: Three hours Prerequisites: CIVL-203, Corequisite: MECH-330, MATH-234 CGC/EUGS Academic Catalog �MECH-351—Modeling and Analysis of Dynamic Systems II w/ Lab Three Credit Hours This course continues the integrated study of controls engineering. Topics include stability, steady state error, transient response, vibrations, sinusoidal frequency analysis, system modeling and design via frequency response methods, state space methods, and introduction to digital control. Laboratory exercises are integrated into classroom work. Lecture: Two hours; Laboratory: Two hours Prerequisite: MECH 350 MECH-365—Computational Methods in Engineering Three Credit Hours An introduction to numerical methods for engineers. Applications include: fluid mechanics, gas dynamics, heat and mass transfer, thermodynamics, vibrations, automatic control systems, and kinematics. Topics include: sources for errors in computing, mathematical bases of numerical methods, and implementation of numerical techniques using MATLAB. Lecture: Three hours. Prerequisite: MECH 102. Prerequisites or corequisite: MATH 234. MECH-404—Advanced Materials Three Credit Hours Fundamentals of deformation and fracture in metals, polymers, ceramics and composites with application to design. Emphasis on time-temperature dependence of polymers, brittle behavior of advanced ceramics, the fracture mechanics approach to high strength and critical application of design and composite behavior. Lecture: Three hours Prerequisite: MECH-304 with a grade of “C” or higher MECH-408—Composite Design Three Credit Hours Introduces materials and mechanics of composites with emphasis on high performance polymer matrix composites. Topics include material selection, laminate analysis/design, design implications from manufacturing and joining methodology, and interpreting test results. A team design-built test project is required. Lecture: Three hours Prerequisite: MECH-304 with a grade of “C” or higher MECH-409—Composite Manufacturing w/Lab Three Credit Hours This course covers manufacturing fundamentals, manufacturing processes, composite fabrication and assembly, quality and inspection methods, repair, and required equipment. Topics include material selection, laminate analysis, manufacturing, joining, and testing. Lecture: Two hours; Laboratory: Two hours Prerequisite: MECH-304 with a grade of “C” or higher MECH-415—Heat Transfer Three Credit Hours The three modes of heat transfer (conduction, convection, and radiation) are studied in detail, and applications are made to various engineering components including plane walls, finned surfaces, and tube arrays. The principles of conduction and convection are used to study the design and operation of heat exchangers. Numerical methods are employed to study 2D conduction. Prerequisite: MATH 234, MECH 311. MECH-416—Mass and Energy Balances Three Credit Hours Introduction to mass and energy balances in single phase and multiphase, nonreactive and reactive systems. Course topics include an introduction to engineering calculations and process variables, use of computers in solving chemical engineering problems, fundamentals of material balances in single-phase and multi-phase systems, energy balances on nonreactive and reactive processes, applications of combined material and energy balances, balances on transient processes, introduction to chemical engineering unit operations, and a general introduction to the field of chemical engineering. Lecture: Three hours Prerequisite: CHEM-140 or 151 MECH-417—Renewable Energy Three Credit Hours Covers renewable energy sources such as solar heating and cooling, wind energy, biomass, and photovoltaic energy. Surveys the energy availability of these sources and life cycle cost and present value used to evaluate the system. Students will design a system which utilizes a renewable energy source and economically evaluate the system. Lecture: Three hours Prerequisites: MECH-310 MECH-418—Energy Conversion Systems w/Lab Three Credit Hours An overview and historical evolution of both classical and state- ofthe-art energy conversion technology. Advanced analysis of energy conversion hardware, air conditioning and refrigeration as well as fossil fuel combustion processes using concepts of energy. Major methods of direct energy conversion are covered, including thermoelectricity, photovoltaics, thermionics, magneto hydrodynamics, and fuel cells. Applications of the thermodynamic, heat transfer, and fluid flow principles to the modeling and design of thermal systems. These systems include pumps, fans, and heat and mass exchangers. The current state of national and world energy is presented and alternatives including renewable energy and a hydrogen economy are explored with reference to economic, political, environmental and technological factors. Lecture: Two hours; Laboratory: Two hours Prerequisite: MECH-415 with a grade of “C” or higher MECH-419—Mechanical Power Plants Three Credit Hours Students engage in the analysis, testing and evaluation of internal combustion engines and their subsystems with a view toward understanding the underlying principles which affect their design. Spark ignition and compression ignition engine systems are studied in detail. Steam, cogeneration and combined cycles are studied. Introduces the theory and issues related to the design of axial and radial flow turbines, compressors and pumps. Lecture: Three hours Prerequisite: MECH-311 MECH-420—Nuclear Reactor Analysis Three Credit Hours This course focuses on nuclear reactor systems, the release of CGC/EUGS Academic Catalog 213 �nuclear energy in the reactor core, and its removal as heat for producing electric power. Specific topics emphasize reactor kinetics, heterogeneous reactors, control rods and shim, reactor poisons, heat transfer, and alternative energy systems. The fundamentals of transport theory and the solution to the transport equation using Monte Carlo N-Particle (MCNPX) transport code are introduced. Lecture: Three hours Prerequisites: MECH-415 MECH-425—Advanced Heat Transfer Three Credit Hours This course covers additional topics in conduction, convection and radiation heat transfer as well as mass transfer, phase change and numerical methods. Lecture: Three hours Prerequisite: MECH-415 with a grade of “C” or higher MECH-426—Air Conditioning Three Credit Hours Human comfort and the properties of air. Air conditioning in residences, public and industrial buildings using vapor compression and absorption units. Cooling loads, psychrometry, fans, duct sizing and layout, automatic control, and acoustic design considerations. Lecture: Three hours Prerequisite: MECH 311 MECH-430—Robotics Engineering w/Lab Three Credit Hours Interdisciplinary course in engineering systems applied to computer controlled devices. Topics include kinematics, control, operation, sensing, and design as applied to various types of industrial and other robots and programmable manipulators. A related project is required. Lecture: Two hours, Laboratory: Two hours Prerequisite: MECH-350 MECH-43—Finite Elements for Engineering Applications Three Credit Hours Emphasizes solving various one-dimensional, transient, non- linear problem statements including heat conduction, beam deflection, convection/diffusion (transport), gas dynamic shocks, and open channel flows. Assesses higher order bases, time stepping procedures, iterative solvers, and finite difference methodologies. Utilizes MATLAB for computational experiments Lecture: Three hours Prerequisites: CIVL-203, 304, MECH-310 MECH-440—Advanced Manufacturing Processes & Their Application Three Credit Hours This course examines major manufacturing processes, their capabilities, analysis, economics and manufacturing process selection. Computer programming is used for iterative methods in both analysis and design. Students will perform analysis in the fields of kinematics, mechanics, fluid mechanics, and heat transfer. The economics of process selection, batch size, and process flow are discussed. Process control methods are introduced. Lecture: Three hours Prerequisites: CIVL-203 & MECH-340 with a grade of “C” or higher 214 MECH-445—Manufacturing Design w/Lab Three Credit Hours Applications of fundamentals of engineering mechanics in analysis and synthesis of machine components and systems to the manufacture of products from metals, polymers, ceramics, and composites. Use and management of computers in engineering for drafting, design management, documentation, and manufacturing. Covers drafting methods and standards, design data management, CNC operations, implementation, kinematics, control, operation, sensing, and design as applied to various types of industrial models. A related project is required. Lecture: Two hours; Laboratory: Two hours Prerequisite: MECH-345 and MECH-440 MECH-450—Mechatronics w/Lab Three Credit Hours Applications of microprocessors and microcontrollers and digital electronics to the design and utilization of embedded control systems in smart systems and products. Topics include Boolean logic and algebra, system hardware and software development, and interfacing for mechanical applications. Lecture: Two hours; Laboratory: Two hours Prerequisite: MECH-350 MECH-452—Digital Logic and Circuits w/Lab Three Credit Hours This course covers the analysis, design, simulation, and construction of digital logic circuits and systems. The material in this course provides the necessary tools to design digital hardware circuits such as digital clocks and locks, as well as computer hardware. The course begins with the study of binary and hexadecimal number systems, Boolean algebra, and their application to the design of combinational logic circuits. The first half of the course focuses on designs using small-scale integration (SSI) logic circuits, medium-scale integration (MSI) circuits, and programmable logic devices (PLDs) to implement combinational logic functions. The second half of the course emphasizes sequential logic circuits like counters and sequence recognizers, and also covers memory systems. Laboratory work in this half of the course focuses on using very high speed integrated circuit hardware description language (VHDL) to simulate digital systems and to program those systems into PLDs. As a final project, student teams design, build, and test a digital logic system such as a programmable alarm clock, digital lock, or burglar alarm. Lecture: Two hours; Laboratory: Two hours; Prerequisite: ELEC-201 MECH-455—Advanced Mechatronics w/Lab Three Credit Hours A comprehensive course in the field of mechatronics. Mechatronics is the crossroads in engineering where mechanical engineering, electrical engineering, computer science, and controls engineering meet to create new and exciting real-world systems. Knowledge of mechanical and electrical components, controls theory, and design are integrated to solve actual physical design applications. Lecture: Two hours; Laboratory: Two hours Prerequisite: MECH-450 with a grade of “C” or higher MECH-460—Mechanical Engineering System Design Three Credit Hours This course provides experience in the integration of math, science, and engineering principles leading to a comprehensive engineering design project. Open-ended, client-based design problems CGC/EUGS Academic Catalog �emphasize a multidisciplinary approach to total system design providing multiple paths to a number of feasible and acceptable solutions which meet the stated performance requirements. Design teams are required to develop product specifications, generate alternatives through modeling, make practical engineering approximations to include probabilistic approaches, perform appropriate analysis to support the technical feasibility of the design, and make decisions leading to an optimal system design. System integration, reverse engineering/redesign projects, human factors engineering, products liability, ethics, safety, computer-aided design, maintainability, and fabrication techniques are addressed. This course provides an integrative experience in support of the overarching academic program goal. Lecture: Three hours Co-requisite: MECH-345 MECH-470—Introduction to Applied Aerodynamics Three Credit Hours The fundamental laws of fluid mechanics are used to develop the characteristic forces and moments generated by the flow about aerodynamic bodies. Physical properties of the standard atmosphere as well as lift, drag, and aerodynamic moments are studied for airfoils (2-D) and finite wings (3-D) in the subsonic and supersonic flow regimes. Students conduct computer simulations throughout the course to observe physics of actual flows. Lecture: Three hours Prerequisite: MECH 311 with a grade of “C” or higher MECH-475—Aircraft Performance and Static Stability Three Credit Hours The course applies the principles developed in applied aerodynamics to develop the equations of motion for a rigid aircraft in steady state level flight, maneuvering flight, and during takeoff and landing. These equations are analyzed to determine such performance characteristics as maximum range, endurance, turning rate, climb rate, etc. Piston-prop, turbo-prop, and jet aircraft are considered. The equations of motion are then analyzed to develop static stability criteria and investigate steady state control characteristics. Design constraints based on customer requirements, mission profiles, aircraft sizing, optimization, and presentation of performance capabilities are considered. Lecture: Three hours Prerequisite: MECH 470 MECH-476—Propulsion Systems Three Credit Hours Application of basic principles in the study of the performance characteristics of air and space vehicles to include the aerodynamics of steady one dimensional isentropic compressible flow. Shock waves, gas turbines, turbojet, turbofan, turboprop, turboshaft, ram jet, rocket, nuclear propulsion and space propulsion systems are discussed and compared. Lecture: Three hours Prerequisite: MECH 311 MECH-477—Vibration Engineering Three Credit Hours In this course students develop a foundation in the analysis and design of free and forced single and multi-degree of freedom systems. Applications include modeling, damping, resonance, force transmissibility, vibration absorbers, matrix formulation and modal analysis. Emphasis is placed on vibration examples from several engineering fields. Out-of-class design problems provide students with the opportunity to apply principles taught in the classroom to realistic problems encountered by practicing engineers. In-class demonstrations supplement the theory development. Lecture: Three hours Prerequisite: CIVL 203 MECH-478—Lightweight Structures Three Credit Hours Applies the principles of mechanics to the structural analysis of mechanical and aerospace components. Covers stress tensors, shear flow in open and closed sections, beam columns, asymmetrical bending, Castigliano’s theorem, statically indeterminate structures, thin walled pressure vessels, introduction to elasticity. Lecture: Three hours Prerequisite: CIVL-304/307 MECH-481—Senior Design I Three Credit Hours Design projects with industry. Students work in teams with three or four members on design projects furnished from external clients. The emphasis is on creating design solutions, with appropriate analyses, to meet stakeholders’ needs. In addition to regular meetings with their faculty advisors, the teams are expected to maintain close and continuous communications with their clients during the semester. The projects culminate in oral presentations and Interim Written Reports which are submitted to the clients. Lecture: Two hours; Laboratory: Two hours Prerequisite: MECH-345, MECH-460 MECH-482—Senior Design II Three Credit Hours The student teams continue their design solutions to a general problem furnished by an external client. Continuous and regular communication with the outside clients is expected, as well as with the faculty advisors. During this semester the teams continue refining their solutions, complete the detail design, make oral presentations of the final design, and complete and submit the Final Written Report. Lecture: One hour, Laboratory: Four hours Prerequisite: MECH-481 (This course is a continuation of MECH481) MECH-497—Special Topics in Mechanical Engineering Three Credit Hours This course provides in-depth study of a special topic in engineering mechanics or mechanical engineering not offered elsewhere in the curriculum. Course content will be based on the special expertise of the Visiting Professor or a senior mechanical engineering faculty member. Lecture: Three hours Prerequisite: Department Head approval. MECH-498 — Mechanical Engineering Internship Three Credit Hours The student, on an individual basis, pursues advanced understanding by working for a mechanical engineering company. The scope of the activities is tailored to the educational focus of the student in consultation with the faculty advisor and the supervisor at the company. The student is required to provide weekly journaling, monthly supervisor evaluations, a final presentation, CGC/EUGS Academic Catalog 215 �and a final report on the experience. LESSONS and LABS: No formal class. Consultation with Department Faculty Advisor at least once a week on individual work accomplished. Prerequisite: Department Head approval. MECH-499—Advanced Independent Study in Mechanical Three Credit Hours The student, on an individual or small group basis, pursues advanced study of a research topic in mechanical engineering. The scope of the course is tailored to the desires of the student in consultation with the faculty advisor. The student is required to define and analyze the problem, study the fundamentals involved, organize the approach, determine the procedure, achieve a solution, and submit a written report. LESSONS and LABS: No formal class. Consultation with Department Faculty Advisor at least once a week on individual work required. Prerequisite: Department Head approval. Other requirements as determined by Faculty Advisor. Political Science (PSCI) PSCI-302—Urban Politics Three Credit Hours A study of mass participation in urban political affairs, political parties on local level, the municipal reform movement, and the alternative approaches to the study of local political systems. Emphasis placed on the problems of local government in metropolitan areas. PSCI-310—Domestic Terrorism Three Credit Hours A survey of the domestic terrorism landscape in the United States by examining groups involving local nationals that use or attempt to use extreme violence against purely domestic targets. The course explores how nationalistic, religion- political, ideological, and single-issue terrorist groups attempt to influence or coerce others into action they would not otherwise take. The course also explores law-enforcement measures aimed at countering the threat of domestic terrorism. PSCI-311—The Civil Rights Movement and American Politics Three Credit Hours Examination of the Civil Rights Movement from World War II to the present with special attention to the period from 1954 through 1965. The course will consider the impact of this critical period on American politics and political behavior during the decades since, down to the present. Key events, organizations, and personalities will be examined, and continuing issues such as affirmative action and racial typing will be discussed. PSCI-342—International Terrorism Three Credit Hours A study of international and transnational political violence, with some attention to the phenomenon of “state terrorism” (international repression) and its potential impact on the conduct of American foreign policy. Issues addressed include conceptualizing and defining terrorism, the structure of violent politics, the lessons and patterns from the history of contemporary political violence, state support for terrorism, and counterterrorism as a public policy problem. 216 PSCI-361—Law and Legal Process Three Credit Hours This course serves as a general introduction to law, lawyers, judges, and the civil legal process. Through lectures, assigned reading, and class seminars, the course will broadly survey the American legal process, including the nature of law, judicial organization and the instruments of judicial power, civil proceedings and civil law, the work and training of lawyers, the recruitment of judges, and the nature of judicial decision- making. (Note: The criminal justice system is surveyed in CRMJ 201, Introduction to Criminal Justice.) PSCI-392—Political Theory Three Credit Hours Major theoretical writing from the ancient Greeks to the present day; emphasis on a comparison of ideas and on the relationships between theories and contemporary problems. PSCI-401—Political Issues and Public Policy Three Credit Hours An introduction to political analysis through consideration of important contemporary American political issues as they relate to public policy; attention given to specific issues as well as the policy process (formulation, implementation, and evaluation of policy). PSCI-461—Issues in Contemporary Constitutional Law Three Credit Hours. A study of selected cases and issues in U.S. constitutional law relating to contemporary controversies in American law and politics. The specific issues and cases studied may vary from semester to semester. PSCI-462—Constitutional Law: Civil Right and Liberties Three Credit Hours Required of political science seniors. A study of the underlying and basic principles of the Constitution as reflected in the leading decisions of the United States Supreme Court with special attention directed to the Bill of Rights and the Thirteenth, Fourteenth, and Fifteenth Amendments. PSCI-492—Special Topics in Political Science: Modern Ideologies Three Credit Hours The course’s primary objective is to gain familiarity with and understanding of the nature and role of political ideologies and to understand the potential of these political ideas for 21st century politics. In addition to the major political ideologies of the 19th and 20th centuries -- liberalism, conservatism, fascism, socialism, and communism – the course will examine the contemporary appeal of environmentalism and feminism to ascertain whether they are, in fact, operating as ideologies in today’s politics. The course will also look at Political Islam as a powerful political force today. Sociology (SOCI) SOCI-201—Introduction to Sociology Three Credit Hours The scientific study of principles and comparisons in society and cults, and a historical analysis of the phenomenon will be undertaken. A sociological examination of their impact on social CGC/EUGS Academic Catalog �norms and ideologies will be discussed; government reactions to cults and cult activities will also be addressed. SOCI-202—Social Problems Three Credit Hours The study of the social construction of social problems as well as their impact on society. Also included the analysis of deviant behavior and those factors affecting the disorganization of small groups, complex organizations, and societies. SOCI-301—Cults Three Credit Hours An examination and analysis of alternative religious ideologies and groups. Attention will be given to defining and explaining cults, and a historical analysis of the phenomenon will be undertaken. A sociological examination of their impact on social norms and ideologies will be discussed; government reactions to cults and cult activities will also be addressed. SOCI-304—Minority Group Relations Three Credit Hours An examination of the substantive issues in the study of majorityminority group relations and social processes, and the cultural orientations which are associated with these issues. SOCI-433—Special Topics in Sociology Three Credit Hours Selected special topics or problems in the general area of sociology and social problems; offered periodically as the special interests of faculty and students permit. SOCI-498—Independent Study Three Credit Hours An independent study project resulting in a formal paper; this study must be approved by the department head in consultation with an appropriate member of the Sociology faculty who will supervise the project. Especially recommended for those considering graduate or professional study. CGC/EUGS Academic Catalog 217 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Academic Catalogs of The Citadel, 1908-2023 Subject The topic of the resource Citadel, the Military College of South Carolina -- Curricula Universities and colleges -- Curricula -- Catalogs Universities and colleges -- South Carolina Creator An entity primarily responsible for making the resource Citadel, the Military College of South Carolina Publisher An entity responsible for making the resource available The Citadel Archives & Museum Rights Information about rights held in and over the resource Materials in The Citadel Archives & Museum Digital Collections are intended for educational and research use. The user assumes all responsibility for identifying and satisfying any claimants of copyright. For more information contact The Citadel Archives & Museum, The Citadel, The Military College of South Carolina, Charleston, South Carolina, 29409. Language A language of the resource English Description An account of the resource The Citadel’s academic catalogs provide yearly information on the faculty, staff, administrators, tuition, admission criteria and course offerings. This collection dates back to 1908. For similar institutional information before 1908, The Citadel’s Official Registers may be consulted. Source A related resource from which the described resource is derived RC7 Date A point or period of time associated with an event in the lifecycle of the resource 1908-2019 Relation A related resource Academic Catalogs of The Citadel Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context https://citadeldigitalarchives.omeka.net/collections/show/5 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Charleston (S.C.) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Catalog of The Citadel Graduate College, 2018-2019 Subject The topic of the resource Citadel, the Military College of South Carolina Citadel, the Military College of South Carolina -- Curricula Universities and colleges -- Curricula -- Catalogs Description An account of the resource The Citadel Graduate College was founded in 1968 as the College of Graduate and Professional Studies. Catalogs include information on graduate degree programs, courses, accreditation, and policies. Creator An entity primarily responsible for making the resource Citadel, the Military College of South Carolina Source A related resource from which the described resource is derived RC7 Publisher An entity responsible for making the resource available The Citadel Archives & Museum Date A point or period of time associated with an event in the lifecycle of the resource 2018 2019 Rights Information about rights held in and over the resource Materials in The Citadel Archives & Museum Digital Collections are intended for educational and research use. The user assumes all responsibility for identifying and satisfying any claimants of copyright. For more information contact The Citadel Archives & Museum, The Citadel, The Military College of South Carolina, Charleston, South Carolina, 29409. Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Charleston (S.C.) Identifier An unambiguous reference to the resource within a given context https://citadeldigitalarchives.omeka.net/items/show/1447 https://d1y502jg6fpugt.cloudfront.net/39779/archive/files/93fbf3308840ebddef3fb8318836cbd0.pdf?Expires=1790208000&Signature=FO6LpQCkKSKrIra7DcMI1QPCiGHLq18jh0kVEidMd%7EkzoHQvaXwA6DH-CZjt2QLqbRwFwHngPukLaRCBoqif6eX46ooqdNVK9ejN0jKbVgiMLj8a211ac5OzBlSZ4z1UFnKqa-7OROtFT2DXeILjZufU4-oA6dma0O3cf-AUy5tQheryEtqBV6VPF6Zr9aVJT8kzZ%7EVpUSEMZQ1z704dloHkUACwoK1OvZYI2B3xJTnc1TkB6GsRjUG-QcIoUIL4G19d3ZX-UlIYPVbzVnednSLpt9WjIfIiSRcD5renyccjVGCyDGA%7EbgoCouKBzXTfYSqm6AioxQ0fI4RPOCtj-Q__&Key-Pair-Id=K6UGZS9ZTDSZM 0b03a0fbde255f62e0d8cfcc9d29acd1 PDF Text Text William Foster Oral History The Citadel Archives & Museum The Citadel, the Military College of South Carolina Interviewee: William Foster Interviewers: Tessa Updike and Robert Pickering Interview Dates: June 12 and 13, 2019 Location: Rare Book Room, Daniel Library, The Citadel, Charleston, SC Length: 167 min. �Session 1: June 12, 2019 Updike: All right. Thank you so much Mr. Foster for coming here and speaking with us about your brother, about his life and his experience at The Citadel. If it’s okay with you, we’re just going to start with the questions that we sent you and we’ll just go through them. If you need to take a break or anything, just let us know and we can stop and then come back. But if you want to just start by telling us a little about yourself. Where and when you were born and where you grew up. Foster: Okay. Well, both Charles and I were both born in Philadelphia, Pennsylvania. I still remember the hospital, St. Luke Hospital in Philadelphia. And our first home was on Front Street. I don’t remember the address. My father had - was a veteran. And he’d been in the Korean War. And my mother had just finished Bennett College. She was a Bennett Bell. And so, he convinced her to stay in Philadelphia for a while. But eventually, my mother went out and had - we all moved south when I was four or five years old. Charles would’ve been three - he’s a [year] and five months behind me. We were very fortunate in our early years. Our parents wanted the best for us. They started us off in private school. We went to Calvary Episcopal, that used to be a private school here on Line Street here in Charleston. And so, I completed the first grade there. And Charles did kindergarten there. And you can tell me when to stop now because I can keep going on and on. But as far as my early childhood … again, we were very fortunate. I never lived in an apartment. We always had a house. We had a home. And we - my grandmother, which was Naomi DeLesline, my grand aunt, Edna Aiken, and my mother and my father and my brother - our first home was on [Warren] Street. We William Foster Oral History – The Citadel, the Military College of South Carolina 2 �rented. And then we were lucky enough, the family pooled their resources and then we bought a home on Wall Street, which was on the east side of town. Where Gaillard Auditorium is right now. It was a three-story house. So, Charles and I had our own bedroom. We were up in the attic. Up to the - and so, needless to say, it’d be very hot in the summer. But we managed. We were lucky because we had our own room. Like most kids, Charles and I played sports, little league baseball. Charles was always a better athlete than I was. And when I found out that I was not as good as he was, I turned to music. I played the trumpet and the French horn. Charles excelled in football - and he could sing, he had a voice, he could sing. We were - the family was a member of Emanuel AME Church. That’s where we grew up in the church. It was mandatory on Sundays that we go to Sunday school. And if I remember correctly, Sunday school started at about nine o’clock. And church services started - I want to say eleven. I want to say eleven. And we were required to go to church sometimes as well. And back then all families had their own pew. And you came every Sunday, nobody would sit in your seat; they knew that was your spot. And then Sunday was a big day because that was the day that the entire family would be together. We would eat and we would - that would be great because we’d have two kinds of meats. And the food was great. And then they’d do a little baking. And then sometimes the minister would come over. The minister came over or one - a high-ranking person from the church, we had to sit at the card table. And the grownups sat at the big table. And we were not allowed to interrupt their while they were talking, we couldn’t butt in. Even if we got - if we heard something we thought we recognized and thought we could talk about, we were not allowed to. So, I don’t again, you got to stop me. Because I don’t know where you want me to stop. Updike: I think that’s wonderful. Could you talk a little bit about your grandparents and William Foster Oral History – The Citadel, the Military College of South Carolina 3 �your parents - their personalities and characteristics? Foster: Okay. My grandmother was a very direct and - she was an educated woman. She was the first women in our family to finish college. She went to Allen University. And she was the - and it’s my understanding, she was the first black social worker in Charleston. The offices used to be on the green right at the old Citadel, on the square. It would be on Calhoun Street and what’s that? Calhoun and - is that King or Meeting? King? Meeting, Meeting. And one of my jobs - she got paid every two weeks, I was to go get her check, and get her check on Saturdays. For some reason, they paid on Saturdays every two weeks. And I would go - she was trying to teach me self-reliance. If I ever lost that check, I would know I was in trouble. But Naomi was the matriarch of the family so to speak. Whatever she said go - went, you know. Even though my mother was my mother, Naomi called the shots in the house. She started a youth organization for girls as the United Order of Tents. She’d teach girls how to properly walk, speak, etiquette, manners, and things of that nature. They used to meet at the house once a month, and being a boy used to all those girls coming in, I would try to be around. But she would run me off. So, Edna, who was her older sister, was not as educated as Naomi was. Edna worked on the Battery and she did a lot to support Naomi when she was going to school. So, Naomi made a place for her when she got her degree and she started working. And she did most of the cooking in the house. That was her job. And she would babysit for us when my mother and father was working. My father worked for the Custom House for a while. He worked for a place called Kiefer Paint Company and he had - he could do wallpaper hanging. Unfortunately, my mother and father did not stay together. As I remember correctly, they separated when I was in high school junior high. He went back to Philly and of course, she stayed here. My mother went back and got William Foster Oral History – The Citadel, the Military College of South Carolina 4 �an advanced degree and she taught school for thirty-two years at W. Gresham Meggett High and James Island High when she retired. My grandmother and my mother were both very active in the church - at Emanuel. And as I said, we all had our - we had that pew, that bench where we all sat. And I tried my best to stay awake sometimes when they had the sermons, but I would eventually fall asleep sometimes. So, that’s really about the gist of it as far as my grandmother and my great aunt is concerned. I need to say this, Naomi had another sister, had a twin sister called Ruth, but she died before I came on the scene. I don’t really know much about her. Updike: And you talked a little bit about the house that you grew up in that you moved to. Could you describe the house in a little bit more detail and the rooms? Did you share a room in the attic with Charles? Foster: Yes, yes, we did. Yeah, we had two beds. It was big enough for two beds. But we shared that room together. It was 16 Wall Street - I still remember the number. And like I said it was a three-story house - green and white. It had a porch. It had a swing - a porch with a swing. My mother could play the piano. So, sometimes on Sundays after church she would play the piano. And we would sing. I played the trumpet and Naomi, my grandmother, would recruit me to play at church teas. Teas were a big thing in Charleston in the church era. That’s how a lot of church people raised money. So, I would have to play a hymn - I was part of the entertainment. And she would drag me along. I couldn’t say no. I had no voice. But after a while, I got to enjoy it. But we really had a home. Again, I was very fortunate. I made pretty good grades because I had everything, all the resources. Charles and I both were on the honor society. We had encyclopedias that they bought for us, whereas other kids didn’t. William Foster Oral History – The Citadel, the Military College of South Carolina 5 �We had a nice yard to play in. And a lot of the kids in the neighborhood would come to our house and play because when my mother would call us in, everybody would eat. I mean, that’s just the way it was. It was a small community. Everybody knew everybody. There was Wall Street and there was Minority Street, there was Calhoun Street. There were a lot of black entrepreneurs. You had your black grocer. You had the black - you had the black bus company. You had your black dentists. As a matter of fact, Dr. Pickering was well-known in the community because he used to do things during the summer for us. And we would go out - I can’t remember whether it was a lake that he had out there or what. But that was a fond memory. We used to out there and we used to crab. First time I learned how to crab was at his place. And we were also made to participate in activities. My grandmother and my mother both believed that children need to have some activity. If you weren’t idle, you couldn’t get in trouble. So, growing up we never gave any trouble. I mean we never, they never had a problem from us. Like I said, Charles played football and I was in the band. And so, we had afterschool activities that kept us busy. Updike: Did you say that Charles also sang? Foster: Yeah, he sang in the - they had a choir called the Sunbeam Choir at Emanuel AME Church and Charles sang with that. And he tried to play an instrument, but he was no good. Yeah, he tried the saxophone, but that didn’t work out. Updike: Did you and Charles have - you said you had a piano in the home. Did you have piano lessons when you were growing up? Foster: I never tried piano. I did the trumpet and the French horn. That was about it for me. Updike: If you think back to growing up with your brother in the house, how would you William Foster Oral History – The Citadel, the Military College of South Carolina 6 �describe Charles as a brother and as a child? Foster: Well, I was the older brother. And so, he took his lead from me in the early years. He started doing things on his own when he - I guess maybe after elementary school. He started getting into his own in junior high. We started thinking differently. But no, we were taught to look after one another coming up. So, that’s the way it was. Charles and I were competitors. As a matter of fact, I think when I went to the University of South Carolina, and I discussed it with Naomi and my mother, Charles went through the same thing but he decided - he told Naomi, my grandmother, and my mother, and they told him that he needed to pray about it but if that’s what he wanted to do, they were going to support him. And that was the decision he came up on his own. Nobody planted that seed. No one that’s something, I don’t know where he got the idea from, but that’s something he came up on his own. And he just told them what he wanted to do. And so, that’s what he did. And at the time he did it, there were two other young men that were going to apply at the same time. And I think they did apply. But on the day that he went - and we all accompanied him, myself, my grandmother, and my mother - we all went with him when he came to register - the other two didn’t show up. And so, because we would be talking a little differently now had that happened. But they didn’t. I think they were granted admission. I’m not sure. I cannot attest to that, but I think they were. Yeah. Pickering: Where did you go to elementary and middle school? Foster: I went to Buist School. And I started Buist School in the second grade because I went to Calvary in the first grade. Had some good teachers. I still remember Miss Wilson, which was the wife of the only black pharmacist we had in town - Dr. Wilson. Miss Wilson was my third-grade teacher and she was an excellent teacher. I learned a lot from her. Miss Garrison. I William Foster Oral History – The Citadel, the Military College of South Carolina 7 �still remember some of them. But we stayed - I stayed at Buist until seventh grade. And they had a graduation then we went to Simonton. Simonton, uh-huh. And that - when they came up with that idea, they put all the kids from the entire city went to junior high at Simonton. So, I met a lot of people I had never met before. Met a lot of people from the west side of town. Because the city was divided. You had the east side of town and the west side of town. Even when we played athletics, it would be the east side against the west side. And then later on when the - when urban renewal started, and they started Gaillard Auditorium, they bought our house. Eminent domain. And we bought the house on Fishburne Street. And I went - I started at Burke and then after C.A. Brown was built, as a sophomore I transferred to Brown, and I graduated from Brown. Charles went - never went to Burke. He went straight from Simonton to C.A. Brown. Pickering: And were you zoned to go to C.A. Brown? Or was that a choice? Foster: It was a choice. Because I’d already moved on the west side of town. But I wanted to be with the people I grew up with. People that I knew. And I played in the band. I played in Burke’s band my first year as a freshman, which was unheard of back then. They didn’t let you come in the band. But I was pretty good. I was a pretty good player. And I played under Melvin Hodges. And then played under George Kinney at C.A. Brown. All great experiences. Learned a lot. Learned a lot about music that I didn’t know anything about. About George Gershwin and just showtunes and things of that nature, yeah. Updike: So, you said when you were growing up, the kids in your neighborhood would play at your house. Are there any specific playmates and friends of yours and your brother that you remember, that stand out to you that you’d like to mention? Foster: Yeah. Louis Lucas, who lived on Alexander Street. He and I both went to William Foster Oral History – The Citadel, the Military College of South Carolina 8 �Carolina together. His brother, Clinton Lewis. Jack McCray, who is deceased now. Terry McCray, which is his brother who died in a car accident coming back from college. That really hit me hard. That was the first person of my age group, and he was a year behind me, two years. That it really bothered me because when you’re that young, you don’t contemplate death, you know, and that - when he died in a car accident, when I heard about it, that took me for a loop. That really got to me. But getting back. There’s a guy named Joseph Holmes. We used to play a lot of marbles back then. People don’t play marbles anymore. Everybody had their marbles and their special marbles. And you tried to win each other’s marbles, you know. We would skate during the winter and when Christmas time came, you’d get your - either your Union or your Streamline. Everybody tried to be as prolific as they can and show off how well they could skate. And doing different tricks. And we called - they called it jumping the dream. Jumping it backwards, sideways, and things of that nature. And of course, your bicycles - riding your bikes. And everybody in the neighborhood had a bike. And we enjoyed each other’s company. Updike: Did you and Charles have any favorite radio programs when you were growing up that you listened to together? Did your family have a TV when you were growing up? Foster: My father - when he was with the family, he started me on baseball. We would listen to the Washington Senators. And who else? He would have me listen to baseball games at night. Baseball was his game. And so, like father I was doled to son. I would listen to baseball games with him. Charles would not - Charles would sometimes do it, but sometimes he didn’t. Again, we were fortunate. We got our first TV in 1954. A lot of people didn’t have TVs then. But we got our first TV in 1954. And like I said, my mother was teaching then. And both my father and my mother were William Foster Oral History – The Citadel, the Military College of South Carolina 9 �working. So, they bought a TV on time. You had to pay so much a week or a month, I forget how it went. And we had a black and white TV. We had - I still remember the brand name. We had an Admiral. And it was made like furniture. It was like - just like the furniture you have in here. Part of it was a cabinet, and the other part was the screen. Then we had a Philco, which was a big name at that time. And we watched a lot of TV together. Ed Sullivan program, of course. Everybody at eight o’clock on a Sunday night, everybody was in front of their TV watching Ed Sullivan. And the reason being because Ed Sullivan was one of the few people in the entertainment industry that would put on blacks that were up and coming. And that would be - and we would find out who was doing what, and things of that nature. And the other way we got information is we got Ebony magazine. And we got Jet magazine. Jet was more gossip. Ebony was more factual. But if you wanted to find out what was happening in the community … those were the things that we got. Pickering: Of you and your brother, who got into the most mischief? Foster: Charles did. Charles did, yeah. Charles was a little more outgoing in the beginning than I was. And he was always doing things. I’ll never forget ... I don’t know how it started, but when we were living on Wall Street, we had a hamper. And I was as complicit as he was, I didn’t stop him. He had a rubber band. He said, “Let me try this match here, let the rubber band burn.” And it caught the hamper on fire. Had to call the fire truck. And I’ll never forget that as long as I live, yeah. And like I said, I didn’t stop him. [laughter] So, you know, I was just as I was as much to blame as he was, yeah. Yeah. Updike: Did you have any family traditions growing up that you’d like to talk about for holidays or for birthdays? William Foster Oral History – The Citadel, the Military College of South Carolina 10 �Foster: Well, Naomi being the matriarch of the family, we had to - every Sunday everybody at the dinner table. There’s no excuse. You had to be at the dinner table. You could not schedule any activity or anything like that. You had to be there. Holidays, we had the traditional holidays. And I’ll never forget when I found out that there was no Santa Claus, I was very upset. But they - we had a good childhood growing up. I mean, I had some happy days, you know, I didn’t get everything I wanted but I got a lot of what I wanted. And Charles as well. The one thing that I remember, and I passed onto my family is they would not let us celebrate Halloween. And I didn’t let my kids celebrate Halloween because it was - the way it was said to me was that, what you’re doing is you’re worshipping a Satanic type holiday and you can’t do that in this house. So, I never did do Halloween. And, you know, a lot of times when you’re taught something, and then you dig in deeper into it as you get older, you either make a decision whether I’m going to continue doing that or not. When I read up to it and I saw why they did it to me, then I understood. And my daughter got angry with me when I wouldn’t let her have fun but I had to sit down and explain to her why I did what I did. Because I didn’t even answer the door to give candy. I didn’t do it. I wouldn’t do it. Pickering: Who was Charles’ best friend growing up if you recall? Foster: Charles had some pretty good - several buddies. Most of those guys were on Columbus Street. Columbus and America. I’m trying to think who - they would’ve been people that were on the football team with him, yeah. Yeah. Mm-hmm. Updike: Do you remember going to his games? Foster: Yeah, mm-hmm. Well, I had to be there, I was in the band. Updike: You said that it was Edna, your grandmother’s sister, who cooked a lot. Are William Foster Oral History – The Citadel, the Military College of South Carolina 11 �there any old family recipes or favorite dishes that they used to make a lot for you when you were a kid? Foster: Edna was very good at making bread pudding. Excellent bread pudding. She would put raisins in it and, you know, a lot of butter. Bread pudding was - bread pudding and banana pudding. Those were here two things. She could - and I would just, be just bothering her to no end to make it. Yeah. And we were lucky because the house we bought on Fishburne Street used to belong to a doctor. And in the back of the house was a banana tree that still bloomed. We didn’t take care of it. It bloomed for two years and then I think it died because we didn’t know what we were doing. Then we had a peach tree. We had pecans. And we had an apple tree. So, we had a lot of good stuff, you know, coming up in the backyard. Pickering: What was that like moving from the east side to the west side? Especially during the high school years. Foster: It was a change, but I was - by then I was a sophomore. And I had already had some good friendships. And I’m a pretty loyal person. If I’m your friend, I’m your friend. So, I still went back to the neighborhood to see a lot of the guys that I knew. And that’s why I made the decision to go back to C.A. Brown. Now I - then but in the meantime, I met some people at Burke that I liked as well I was in the band. And so, I kept up with them even through graduation until I went to college. But yeah, I enjoyed my time living on the east side of town. A lot of good people. And back then, a lot of people didn’t have a lot. But what they did have, they were a little more sharing than people are today. If somebody was not doing well, they didn’t make it as a negative. But people would pitch in and help. It was just what people did, you know? And I’ll tell you another thing and I’m sure you’ve heard this before - back when I was growing up, people didn’t lock their doors. You can’t do that now. But I remember growing up, we didn’t William Foster Oral History – The Citadel, the Military College of South Carolina 12 �lock our doors. I think things started changing in the sixties. In the beginning, we didn’t. Updike: Do you remember if Charles had favorite subjects or favorite teachers before he got to high school and then middle school? Foster: Charles really - he’s a congressman now - and it was Mr. Clyburn at that point. He had an impact. Charles - I was in Clyburn’s homeroom with Charles. Clyburn actually taught Charles. And Clyburn was - had an impact on a lot of males, young males. He took time with people. And he - I don’t think he had been out of school that long when he started teaching us because we were very lucky at Brown because a lot of teachers we had had been maybe a year, two years out of college. So, they weren’t that far removed from what we were, you know. From kids that are fourteen, thirteen, fourteen, fifteen years old. So, they understood, and they could identify with us. Whereas other teachers might not identify as easily as they did. But Clyburn was a force. On the football field, the coach - Kenny. He’s deceased now. I can’t think of his name. But he it’s in the yearbook. He was one of his favorites. And then he had a - he took a course in - not home economics, but in - it was ... I’m trying to think of the term they used back then. But anyhow, it was a teacher there that taught this course. Like home mechanics and stuff like that. And he was ... Pickering: Industrial arts? Foster: Industrial arts, exactly, yeah. Yeah, he was - he liked learning from that particular person. And then he had, there’s one other guy that taught psychology that Charles was - Charles liked as a person. And I think he went to Allen University. Again, the name escapes me. But it’s in the yearbook, yeah. Pickering: And who was the principal at that time? William Foster Oral History – The Citadel, the Military College of South Carolina 13 �Foster: Mr. Mannigold. Pickering: Mannigold, okay. Foster: Mr. Mannigold was an interesting man. He was - he had been a captain in the Army. And he had all kinds of credentials. But he - the school was in a rough area on Drake and America. Tough area back then. And he would tell - he said, “You know, I’ve been in the military.” He said “If I have to, I’ll bring my weapon over here to get things done.” Of course, he never did, but that was the threat. Yeah. But he made sure that we had, I don’t know how he did it, but he could go and talk to the powers that be to get the resources that we needed for the school. He did things that no one else I think could’ve done at the time. Yeah, I always remember him. He was a good man. I’ll tell you another thing - now Charles helped me in some things I did. I ran for president of the student council. And I won because of Charles; because of his popularity and mine. And I don’t think they were sure who was running - whether it was me or him. So, the school voted for me. So, yeah. And I took it. Updike: What were some of the other activities that your brother participated in while he was in high school? Foster: He was in the social club. Again, that’s in the yearbook. I don’t remember the name of the club, but they would give dances. And they’d raise money and then they’d split it at the end of the year. Again, like I said, he liked sports. I remember Clyburn used to bowl a lot. He was a good bowler. We would go down to the bowling alley sometimes to watch him bowl. And Charles and I used to try our hand at it, but we never were any good. And as I got older, I got better at bowling. But back then, I wasn’t very good. Charles played a little basketball. Not good enough to get onto the team. But, you know, on the playground. I ran track. And that’s pretty much it as far as the sports is concerned, that’s about it. William Foster Oral History – The Citadel, the Military College of South Carolina 14 �Updike: Do you have any more questions about high school? Pickering: No, I think we covered everything. Updike: So, let’s talk about - so, you had mentioned the other two African American students who applied to come to The Citadel at the same time as your brother did. When did your brother first tell you and your family that he was applying to the Citadel? Foster: He told me when I came home from break. I came home from Columbia around just before Thanksgiving. And he said that he was going to - he had applied and that that’s where he wanted to go. He had some - couple other applications in but he said he didn’t care what happened, that’s the decision he had made. He was going to do it. And he really thought the other two were behind him. You know, that they were going to go as well. But the one thing that I can say about it, once he made his mind up to do something, he did it. He didn’t wait - just because they didn’t go, he wasn’t going to base his decision on them. He did it because that’s something he wanted to do. So, yeah, as I remember it was my, on my break coming home. My first break. That was my first break. Pickering: How’d you react to that? Foster: Well, I knew he was competitive. I didn’t know whether he was doing it because he was competitive. Because I had gone to Carolina. When I went to Carolina, there was only eight blacks at Carolina. So, I don’t know whether he was trying to outdo me or he had other reasons, I’m not sure, I can’t say. But I know that he was a very competitive person. He had good grades. Like I said, he was in the honor society. We both had good grades. He probably could’ve got a scholarship somewhere else. So, the family just wanted to know that he was committed because they would have to come out of pocket. They’d have to borrow the money for him to go to school, you see. And they would have two of us in school in at the same time. William Foster Oral History – The Citadel, the Military College of South Carolina 15 �Yeah. Updike: Was your mother supportive? Foster: Yeah. Yeah. In our family, education was important because like I said, my grandmother went to Allen University. So, she got her degree back in the thirties. And then my mother got her degree in the forties, in the late forties. No. It wasn’t that late. In the middle forties. Yeah, middle forties. Then my mother went to Avery, too. Avery was a school that - they still have archives here about Avery. But my mother went to Avery. And so, to answer your question, the family believed in education. So, if he wanted a Citadel education, that’s why we all went - when it was time for him to sign up, he asked us all to be there with him. And we were. That’s where you see the picture of him standing at the table. We were in the background in the back. And I had a picture with my grandmother, and my mother, and myself - I asked somebody to take it. But I don’t know whatever happened to it. Pickering: What was your perception of the Citadel at that time? Foster: Didn’t have one, really. I knew about the football team. I didn’t start researching their history until Charles said he was going to go. Then I started finding out the history. It was an interesting history because The Citadel was created because there were more slaves than there were whites in Charleston at that time. And I said, well this is interesting. That’s why I asked you when it was created. I thought it was in forty-fix, but you told me it’s forty-two. And, you know, you had the Denmark Vesey uprising and all of that. So, that had a lot to do with The Citadel being started. So, as I got to doing my research, I just became more aware of what The Citadel was all about. And I knew that if Charles got his degree from The Citadel, he should do quite well. Unfortunately, it didn’t work out that way. But that was the plan. Updike: Had you ever, or do you know if your brother had ever been on campus before William Foster Oral History – The Citadel, the Military College of South Carolina 16 �he applied - on The Citadel’s campus? Foster: Yeah, he had been on the campus. The three of them had been on the campus before. Now to what extent? I don’t know. But I know that prior to making the decision, he had been on campus, yeah. Updike: And do you remember talking with your brother about the institution’s history before he started as a cadet? Foster: No, I didn’t, no I did not. I did not. I did that for my own information. Yeah. I was not going to rain on his parade. That’s a decision he had made, and so I was fine with it. I just wanted to know more about it myself, yeah. Updike: Do you remember the day he got his acceptance letter? Foster: I was away in school. But my mother called me and told me. Yeah. She had to track me down because that was the days before cell phones. So, you - I had a dorm phone and she had to find me. Pickering: Did your mother ever seem apprehensive about his decision? Foster: She was in the beginning because she didn’t know just what all - like I said, but my grandmother was like, no, if that’s what he wants to do, let’s let him do it. She was behind him all the way. My mother was like, she was still teaching. She was wondering if that was going to impact her in any way. Because she felt like there was going to be some resistance. And being a state employee, she didn’t know how it was going to affect her. Because I remember I had to be very careful. You know, I did some things in demonstrations. She said, “Now you need to be careful. If you get caught, it happens. I said, we still got to pay your bills and I can lose my job.” And so, I was very mindful of that. And I think that’s the only thing that really ran through her mind, yeah. William Foster Oral History – The Citadel, the Military College of South Carolina 17 �Updike: You said you participated in some demonstrations? Do you know if Charles participated in any in Charleston around that time? Foster: Not to my knowledge. Pickering: I heard that the folks at C.A. Brown were very supportive of his decision, is that the case? Foster: Yes. All the instructors. Everybody. Yes. Mm-hmm. He had full support. All his friends, yeah. Updike: Were you home the summer of 1966 before Charles started at The Citadel? Were you home from college that summer, do you remember? Foster: Mm-hmm. Updike: Do you remember anything about that summer that stands out to you before he started as a cadet? Foster: No. He was working. The good news was that he didn’t have to have - he’d have uniforms. He didn’t have to have clothes for school. But he had a - he had a job in the north area somewhere. Some kind of woodwork shop. I can’t remember what it was. But he had a job and he was saving his money. And I was working, too. I was saving some money. I was trying to buy a car. And ... I don’t think I got the car until the next year. My first car. I bought a GTO, my very first car. It was a used GTO. And I was very proud of that car. And then my mother said, “You need to let your brother use the car one time.” And I let Charles use it, and he wrecked it. He wrecked my - he wrecked my car and I was so upset. [laughter] I didn’t want to drive it anymore. He wrecked - he wrecked the right side ... And he didn’t come home until late because he was afraid to show it to me. But I think he finished - like I sold it. I was so disappointed. Because I used to work with - you know how you get your first William Foster Oral History – The Citadel, the Military College of South Carolina 18 �anything. On Saturdays, you used to get out and wash the car and wax it. And my - and it was a convertible. It was a nice car. So, anyhow. You know, we talked - we had some cross words about it. But then we got over it, you know, it was all - it already happened, so what can you do? Updike: So, you said that your family went with Charles on Matriculation Day to The Citadel. Could you describe that day? Foster: Well, it was kind of apprehensive because we didn’t know what to expect. Yeah, we had never been to anything like that. No one, we didn’t know anybody that could tell us anything because no one else had ever done it. We had people like the McCrays. And people from the church. And they were all supportive. And actually, some of them - they were there as well. But we just - and then when he got up to the table, I guess maybe they had told him what to expect. They made him stand at attention. And then they asked him some questions. And he had to sign some papers. And that was it. Updike: Did you see his room? Did he go into the barracks at all? Were you allowed to with the family? Foster: No. No, I was not, no. No, they didn’t allow us to do that. Pickering: Once he started, was there any communication? Did you guys write each other? Foster: No, we never wrote - I talked to him on the phone several times. But no, never no correspondence. No, no. And it’s a funny thing, when I went in the Army, I started writing. But I didn’t write him, I wrote my girlfriend. And it’s - because you know, I was in Germany for two years. And so, you know, you learn that, you know, you like to get mail. So, to get mail, you got to send mail out. So, yeah. Updike: So, after Charles started at The Citadel as a freshman, do you remember the next William Foster Oral History – The Citadel, the Military College of South Carolina 19 �time you saw him? Was it over Christmas break? Foster: It was on a break, yeah. Mm-hmm. On the break. The whole community was behind Charles because when Charles came out, and it was getting - he would tell him, he would be visiting people and having a good time. They’d say, “Okay Charles, it’s time for you to go.” And he’s leaving. He’d walk - from my house, it’s almost a straight shot. But when he got closer and they thought that he was going to be late, somebody would pick him up and drop him at the gate. I mean the community took care of him. And well I have to say, because everybody knew him. On this side of town, everybody knew him. And sometimes he would get some demerits because - I don’t know what you call it, but you have to do the [shirt] tuck. You have to have somebody to help you do that. And you have to have somebody who knows what they’re doing. Who has to - has to be another Citadel person that knows how to do it. And a lot of times when he was going back, he would get demerits because he wouldn’t have his shirt properly tucked. So, he had some situations. Pickering Did he ever describe what life was like in the first couple of weeks? Foster: He said he had his first roommate called him out of his name, and he had a fight. And he got a new roommate. That’s the extent of what he said to me. He said it like it was no big deal. He said, well he’s not my roommate anymore. Yeah. And the next roommate he had, he said he got along fine. He didn’t have any problems. And he said that he had - he got a lot of silent treatment from some guys. I don’t know whether they were legacy people who had - they were questioning why he was there because they come from generations of people who had been there. You know, like their father’s father and that type of thing. But he said, “I can, well I can handle that.” He said, “I don’t have a problem with that.” He said, “If they don’t want to talk to me, I don’t have to talk to them.” So, and the one thing about Charles is that once he made his William Foster Oral History – The Citadel, the Military College of South Carolina 20 �mind up to do something, then nobody’s going to stop him from doing it. He was very focused. You know, I like to say, one is the purpose. One is the purpose, yeah. So ... Updike: Did he talk about - other than his roommates, did he talk about any other friends that he made during his first year there or any of his teachers or classes? Foster: He brought a couple of people home with him. I don’t remember. But he introduced them to my mother. He ... they were - I remember two. Two people that he told me that he brought home. And he said one of the reasons he did that, because well, he said “Well I got somebody else with me, I’ll get back on time.” So, he was just taking care of himself. Pickering: Get that shirt tucked right. Foster: Get that shirt, there you go. Yeah, mm-hmm. Yeah. So, he made some - he had some friends. Because, you know, they’d had intramural games and things like that. When you play team sports, you’re going to develop some friendships. You have to if you’re going to be on a team. If you’re going to play team sports. So, he did develop some friendships. Not a lot, but some. Updike: Other than getting the silent treatment from some other students at the Citadel, did he ever mention any kind of hazing or race-related incidents? Foster: Well, he said he was called names a lot. He said that behind his back, he said you wouldn’t know who it was. And he said, “Well I can’t fight everybody.” But he went through a lot of that. He thought that things that would get a little easier after his first year. And he said it did get a little bit better, but not a lot. He said because as you move on - he was in Golf Company, so as you move on with your class, the same people in your class still don’t like you. They don’t care for you. So, you got that to deal with for four years. Pickering: Is there ever a point that he mentioned to you about possibly leaving? William Foster Oral History – The Citadel, the Military College of South Carolina 21 �Foster: No. He never said that to me, no, mm-mm. That was never a thought. And maybe he might’ve felt that way, but he never said that to me. Pickering: I think every freshman feels that way at some point. Foster: Yeah, yeah. Pickering: Usually you get over it and push on. Foster: Push on, yeah. Yeah. Updike: When your brother started at The Citadel, there weren’t a lot of media reports or stories that came out about integration of the school. And part of that was because the school’s administration asked the local media not to report on it. Did that strike you at all that there weren’t stories in the local paper coming out about desegregation of The Citadel? Foster: It did. It did. But I found out later on that even the governor, Governor Hollings at the time, had said that he wanted it to be quiet as possible. He didn’t want any interruption at the school. I think they were following his lead. He had seen what had happened at Clemson and the other schools in the area, so he didn’t want the same thing to happen at The Citadel. That’s according to his reasoning. I don’t think it was fair, but that’s the way he did it. And I think that after Charles was accepted and more people started coming in, I think that there was a concerted effort to make sure that he didn’t get hurt. I think that there was an effort for that. I think that whether Bubba Kennedy was the only one helping, I don’t know. But I really believe that it was a - because that’s what I heard - that they didn’t want anything to - that would be the worst thing that could happen for the school. It would really mar its history. So, for their own reasons, they didn’t want anything to happen to him. So, nothing did. Yeah. Updike: Can you talk a little bit more about Bubba Kennedy because you mentioned that he was a friend of Charles, and that he was looking out for him. William Foster Oral History – The Citadel, the Military College of South Carolina 22 �Foster: Yeah, Charles told me that he was a friend. He didn’t - but he didn’t say much more than that. He just said that they were friends. He didn’t go into detail. He just said that, “Yeah, I got a couple of friends,” and Bubba Kennedy was one of them. And so, that’s all he said to me. Updike: And this is actually something that was in Pat Conroy’s book as well - so Lt. Courvosie, who was a staff member on campus, was called the Boo. It was reported by a lot of people after your brother graduated that Lt. Courvosie was looking out for your brother on campus and making sure that nothing happened to him while he was a student there. Did you ever hear anything about that? Foster: Well, I did hear there were others. I didn’t know his name. But I did hear there was - there were other people that were making sure nothing happened to him. Because when you have a population this large on a campus, they are going to be people that have - come from different parts of the country that have their own way of thinking about things. And so, I think that the school wanted to make sure - and they probably told some people that, you know, I want you to make sure that nothing happens to Charles. And he probably was one of those individuals. Although I didn’t know anything about him. Pickering: Did your mother or anybody in the family have any correspondence with the school administration at the time? Foster: No, no. Pickering: So, he just came in like everybody else? Foster: Yeah, he came in just like everybody else. Yeah, no special favors. Nothing special. He came in like anybody else. Yeah. Updike: Did he ever talk about - while he was a cadet here, did he ever talk about the William Foster Oral History – The Citadel, the Military College of South Carolina 23 �stress of being here? Foster: He started - in his sophomore year, there were some courses that were starting to give him a little bit of a problem, and he spoke about that. And, you know, he felt like he needed some help, but he didn’t know where to - he didn’t where to go to get that help. But he had a couple of courses that were giving him a tough time. But I guess he must’ve overcome it because he graduated. So, but he did have some courses that bothered him. Pickering: At what point did you go in the Army? Foster: I came out of school because both of us couldn’t be in school at the same time. My mother couldn’t afford it for both of us. My mother and father were separated. So, I came out and started working. And then I went - I didn’t go into the Army until 1970. And I’ll never forget, I think Charles was a first lieutenant then, and he came to see me when I was at Fort Jackson. He said, “You going to salute me?” I said “No, hell no.” [laughter] But yeah, that’s what it was. And I went back in the Army and I went and got my degree in the Army. But, yeah. Pickering: Is that - is the Army something Charles knew he wanted to do when he came to The Citadel? Or did he decide on that? Foster: I think he decided on afterwards, yeah, mm-hmm. Because he was at Aberdeen Proving Grounds, that’s where he was. Updike: Do you think your brother’s experience at The Citadel changed him as a person? Foster: Yes, it did. He was a different person when he got out. He was a different person. He - Charles was kind of a fun-loving kind of, most of the time happy person. He wasn’t as happy anymore. He was different. He was different. That experience changed him, yeah. Pickering: Did you notice that after graduation or after a certain point at the Citadel? Foster: I saw it happen while he was at the Citadel. Yeah. William Foster Oral History – The Citadel, the Military College of South Carolina 24 �Pickering: Did he talk to you about what life was like after Joe Shine came in and some of the others? Foster: Yeah, he and Joe used to talk from time to time. He’d tried to tell him what to expect. And what he needed - he used to tell Joe not to - don’t ever give in. I’m trying to think of the term he used to use. But I don’t know whether he said, “Don’t let them break you” - I don’t something to that, something to that effect he would tell Joe. But a lot of people - not a lot, but quite a few people came to him to ask him about his experiences and he would share what he wanted to share, yeah. He’d tell them what they needed to do to get through it. What I found to be interesting, just like you said earlier, a lot of people in their first year, they’re about on the edge of going home. But once they make that first year, they feel a certain pride that they got through it, you know. Pickering: Yeah, they got tough part behind them. Foster: Exactly. Pickering: Everything from there should be a little bit easier. Foster: See, because if you quit in your first year, then for the rest of your life you’re going to be labeled - that’s going to be it in your mind. I couldn’t cut it. I didn’t make it. And Charles was not going to let that happen to him. He’s never - he always finished everything he started. He would - that was not an option. Pickering: So, he had the competitiveness. Did you ever get that sense that since he’s from this area, you know, I can’t let the community down. So, no matter how bad it gets, I got to push through this. Foster: Yeah, that was part of it. And I’ll tell you, then the other thing is, I’ll never forget when he was playing football. He played guard. And he played Bob Wilson. And he played William Foster Oral History – The Citadel, the Military College of South Carolina 25 �against Shell. He said, “Man, I blocked Art Shell.” He talked about that for years, years. And Art Shell went on to be a pro ... pro football player. One of the best. So, he was very proud of that. So, yeah, he was very competitive. Updike: Do you know if other African American students in the area, in the community, would ask your brother for advice about maybe going to the Citadel? Do you know if he was approached by anyone who was thinking about going and wanted to know what the experience would be like? Foster: Well, I don’t know whether Joe Shine talked to him about it, before he went, I don’t know. I know he knew of Joe Shine. I don’t - I would think that at some point he talked with him. But I couldn’t tell you for sure. Yeah. Updike: Is there anything else that stands out to you that you remember your brother talking about his time at the Citadel? Foster: I think you guys covered it pretty well. I do remember he liked the different intramural sports. Because he liked athletics. And he liked the water. He got a chance to do that while he was here. And he took care of his body. He was in excellent shape. So, when he got his commission, he was very proud of that. I don’t know why, but for some reason he had a girlfriend, but when the Citadel had different affairs, when he had to bring a date, he would never bring the same girl. He’d always get a different girl - I don’t know why. He ... Pickering: So, he did attend the Hops and ... Foster: Yeah, he went to some of them, yeah. Mm-hmm. Yeah, because a lot of the parents that had, you know, like you’d had back then, you used to have a cotillion. He would get his choice. Some of the best women in the area. Their mothers were like, “Yeah, he’s going to the Citadel, you need to go out with him.” You know, so he had his choice of ... But he would William Foster Oral History – The Citadel, the Military College of South Carolina 26 �never take the same girl. I don’t know why. Then he had a girl that was in college. And they were off and on again, off and on again for a while. As a matter of fact, when he went to Texas, she followed him out to Texas, and she got a job out there. And I don’t know how long she stayed out there with them. But he decided he didn’t want to get married - for whatever reason. And I think that’s what he - he wouldn’t give anybody any commitment. And most lady folks at some point want some type of commitment. And he wouldn’t do it. Pickering: You said your brother changed after The Citadel. Foster: He did. Pickering: What kind of led you to notice that change? Foster: Like I said, he wasn’t as happy. You know, Charles would laugh a lot. You know, he’d have funny stories and things. All that was gone. He was a little more dark because of what he had been through and what he had to accept, you know, to get through it. And I think because of that experience, it bothered him. Because he didn’t think it should’ve been that way. Because he didn’t see the others that came in class with him, he imagined himself … everybody should have had the same experience, and it wasn’t that way, yeah. Yeah, so. Updike: Did you go to your brother’s graduation at the Citadel? Foster: No, I was not here. No, I was in Germany. I think a few things happened that I couldn’t - my grandmother had died. And Charles graduated. I couldn’t make either one. [BREAK] Updike: So, obviously, it took a lot of determination and courage for your brother to come here and to stay for four years and graduate. I know that you’ve already talked about the fact that when your brother made a decision to do something, he stuck with it. Where did that come from do you think? Is that just the way he’d been his whole life? William Foster Oral History – The Citadel, the Military College of South Carolina 27 �Foster: You know, I think there’s a part of my family on my mother’s side - that would be Naomi - she was the matriarch. And she - she went to school back during the time when very few African American people were getting degrees. They were barely - some of them weren’t even finishing high school. So, I looked at some of the things she did in her life. She had her own newspaper. She had one of those things, those little things you turn out. And I kept it for a while, and I got rid of it, I don’t know why. But she had one of these little desks. Charles picked up a lot of stuff from here. Because he - she would talk with all of us about having goals and doing things. You know, my mother’s right there. But she was busy going back and forth to school. My grandmother Naomi was the one that was putting the information in our heads. And that’s where he got it from. He got it from her. Truth be known, that’s it. And she would have just quiet time. She would say, you know, “Come on up and talk with me.” As she got older, she couldn’t walk as much - as well as she wanted to. But she’d say, “Come into my room and sit down and let’s talk.” And she’d ask you how your day was. What’d you do in school. And that type of thing. So, to answer your question, he got that from Naomi. And the family - my family is a family on my mother's side that always had some people striving to do things. So, I think that was in the genes for Charles. That’s something that he - that was just in him. And see, we were lucky coming up because we were never told we had limitations. That was never put into our mind like some people were. We were told we could do anything we wanted to. You come from an educated family, that’s what we were told. So, I didn’t have those - he didn’t have that limit. That’s why he didn’t have no fear coming to the Citadel. He didn’t think that was - oh, I can do that. Anybody else - I mean, I can do it. So, that comes from the gene pool on my mother’s side and my grandmother’s side. William Foster Oral History – The Citadel, the Military College of South Carolina 28 �My grandfather was Charlie Norther. He had a farm. Over forty acres, fifty acres. My cousin Galloway, which is - I’m started to find out more things about him. They can trace the heritage back to Northers. Charlie Norther’s grandfather was a white man. And that land that he got was bought by a white man and given to him. So, my point in telling you all that is that there was always a can-do type attitude in the family. Just nobody ever told us we couldn’t do anything. And if you said that to us, we were not going to listen to you because we already made our mind. That’s - we were told we could do anything we wanted to. So, I think it - that’s why it’s so important for when the kids are coming up, that their parents instill in them the belief that they can do what they want to do if they fix their minds to do it. Because that’s really where Charles got it from. He had no fear of coming here. He had no fear at all. That’s why you see the picture of him standing up there saluting, he’s by himself. People have comfort in numbers. It would have been nice for the two other people to be with him, but he said “You know what? If that’s not what they want to do, that’s fine. I’m going to do what I want to do.” So, yeah. That’s where that comes from. Updike: Do you think his Citadel experience was what he expected? Foster: No. He thought - now this is what he confided in me. He thought that after a year, that they would be more like smooth sailing. He thought that once he got through the - he knew that the first year was going to be tough. He got his mind prepared for that. But he thought that things would get a little better after the first year. And when he got into his third year, things did get a little better. Things were not quite as bad. At least that’s what he told me. But his first two years were really tough. They were really tough. They were - he went through more than I think than any other cadet that was here. I think that’s fair. So, that’s the way it was. Pickering: He ever talk about his senior year? William Foster Oral History – The Citadel, the Military College of South Carolina 29 �Pickering: No, he didn’t say a lot. He just said that, he said, “I think I - I think I got it made,” because I’d asked him, I said “You going to graduate?” He said, “Yeah, I’m going to make it.” He said - he said I got the ... He said, “The biggest thing I got is I got a lot of demerits against me.” He was concerned about his demerits. He was always getting demerits. He was always getting - he was getting, he was coming in late. And part of that was his fault. But part of the other thing was not his fault was ... he had a problem, like I told you, with the tucks. And they made him walk a lot, you know, and you got certain - well, you understand how that worked. Yeah, he - but like I said, after the first two years, the third year became better. And he was on track to graduate right on time senior year. So, yeah. Pickering: And you weren’t in the country for his graduation? Foster: No, I wasn’t. Pickering: Did you hear anything about any type of celebration with the community, the family acknowledging the fact that he was the first ... Foster: Oh, yeah. Yeah, there was, yeah, they had a get together. My mother had a gettogether at the house. Yeah, mm-hmm. Updike: Do you know what your brother’s opinion of The Citadel was when he graduated - after he was finished? Foster: In the beginning it was, “Okay, I’m finished. Everything’s good.” But after a number of years, he felt like that his ring should get in to open some doors - that didn’t happen. And he got - he was a little bitter about that. He saw other people that he felt were not as talented as he was doing things that he felt he should’ve been able to do. And he was - he was upset about that. He was upset about that. Because I have seen myself - people with Citadel rings, I’ve seen that ring open doors with the different companies I worked with. I’ve seen guys - I met one guy William Foster Oral History – The Citadel, the Military College of South Carolina 30 �back in the middle eighties. He graduated from The Citadel and I wasn’t with Transamerica then, I was with a large company. And he became a regional vice president, which is a big deal. He was, he had the car. He had the six-figure - excuse me, salary. He was doing quite well. All because he knew the president of the company who had gone to The Citadel as well. Now of course, you know, when those doors are open you have to perform. All he wanted to do was the chance to get in the door. He didn’t feel as if he got those opportunities. Updike: And he felt those opportunities were denied to him because of his race? Foster: Yes. Yes. Yes. Pickering: I’ve heard some other graduates who graduated in the timeframe say the exact same thing. Foster: Mm-hmm. Pickering: What was the experience like for him in the Army? Foster: He excelled at what he did. You know, they had him doing explosives. He was blowing things up. So, he enjoyed that. [laughter] He was at Aberdeen Proving Grounds and he ... that’s right down his alley. Yeah. So, he got rid of a lot of the stress. But he was very good at his job. He was excellent, yeah. Pickering: Do you know why he opted not to stay in or ...? Foster: He did not share that with me. I thought he was going to stay in, too. For some reason he decided to resign his commission. I don’t know why. I think eventually he would’ve something good would’ve happened. He just had to find the right niche. And I think that he had done - he had been through so much. I think that he had just gotten tired. I really believe that that was it. That was - he was like, you know, I think I’ll just go to the civilian side and see what’s what. Yeah. William Foster Oral History – The Citadel, the Military College of South Carolina 31 �Updike: How long did he stay in the Army? Foster: I think three years. Updike: Three years. And did he move to - he moved to Dallas straight after the Army? Foster: Mm-hmm. He was in Dallas. And then he was in - back and forth between Dallas and Texarkana. And now during that period of time, that’s when this young lady was in his class, and I cannot remember her name, I know she became a schoolteacher. And she moved up there with him for a while. But they would have disagreements about how things should be. So, she would stay for six or seven months and then she’d leave. Then she’d go back. And she’d leave. So, that was really the extent of that. Yeah. Pickering: Did he ever talk about coming back to Charleston? Or did he plan to stay in Texas? Foster: He planned to stay in - he came back to visit a couple of times to see our mother. And, you know, he would go over on Columbus Street and play ball with some of those guys over there. And he would never stay more than two or three days. He’d stay two or three days and then he’d leave, yeah. Updike: And what can you tell us about his life and his work in Texas? Foster: Didn’t know a lot. I know he was managing a, what’d he tell me he was doing? He was managing, what was it? What type of store was it? Moving - I think it was a moving company, if I remember correctly, yeah. And he was in charge of everything. He said he was making some decent money. But he said that’s not really what he wanted to do. He was looking for something else. But that’s what he was doing at that point. Updike: Did you visit him in Texas? Foster: No. I never did go to Texas. At that time I was living in Atlanta. I’d gotten out of William Foster Oral History – The Citadel, the Military College of South Carolina 32 �the service, and I had - and I was chasing a dollar. You know, like a headhunter would call me and they’d say they have this type of opening. And they would pay a fee for me and then I’d go get the job and I’d stay on a job maybe a year, two years, and the headhunter would call me again and I’d go somewhere else. So, I was chasing a dollar. Yeah. But I stayed in Atlanta for nine years. Updike: And what can you tell us about the fire in 1986 when your brother died? Foster: Well, my mother called me and she was crying. And she told me that Charles had died in a fire from smoke inhalation. And he died in his - he was asleep. So, I left Atlanta and came home. And then we had to work towards getting his body from Texas to Charlotte, I mean to Charleston. And when we had the funeral, we did not open the casket because we didn’t want people to see him that way. But the community really - his friends and people that he went people like, I don’t know if you remember Jack Daniels, he’s the guy that was on the radio. Yeah. Jack Daniels was in that class. And he asked me for permission. He called somebody and they got a flyover for Charles at the funeral. They had three jets to fly - was it, no, it might’ve just been one. I’m thinking three. What they did do is they got somebody to fire three shots. And then they gave the flag to my mother. It was a beautiful service. My mother never got over that. That really - because no parent likes to see their child die before they do. Yeah, so - she never got over it. Yeah. Pickering Anybody from The Citadel at the service? Foster: I don’t remember. I don’t remember seeing anybody from The Citadel. There were a lot people there, so I can’t - I don’t want to say just - I think because I was with my mother, I don’t ... Let me think for a minute. Somebody had to be present. Yeah, it had to be somebody there because somebody had - somebody presented the flag. Had to be an officer. Is William Foster Oral History – The Citadel, the Military College of South Carolina 33 �that an officer that presents the flag when they fold the flag up? Pickering: Yeah, unless that was just a strictly military detail. Because he had been in the military. Foster: But that might have been it. Because I don’t remember anybody from the nobody from The Citadel came up to talk to me, so no. Uh-uh. No. I don’t remember that. Pickering: And that service was at Emanuel? Foster: Yes. It was Emanuel. Yeah. Then we went to the gravesite. And ... That was it. I think that was it. Yeah, but the class - his class was quite a class because that class had a lot of strong people in it. A lot of people contributed to the community. Like I was telling somebody earlier, in that class you got a person that became an ambassador. I don’t if you remember him or not, a guy named James something or another. And the class of sixty-nine, he was an ambassador. He became an ambassador. He died not too long ago. But I remember a lot of people went up to D.C. from the class to honor him. You had Dawson, who became - who went to an ivy league school. And did real well in D.C. I think he’s back here in Charleston now. Ralph Dawson. Yeah, Ralph Dawson - he’s got a sister that got her PhD, Barbara. Her name is Barbara Dawson. Yeah. Pickering: Is she still Dawson? Foster: No, she got married, you’re right. You’re right. You’re right. You’re right, yeah. But then you know who I’m talking about? Pickering: Yes sir. Foster: So, it was a very strong class. That class was a very ambitious class. And they got things done. And that’s why I said, this guy Jack Daniels was on the radio, he’s deceased now. He asked for me permission, he said “You mind if I try to see if I can get some things done? Get William Foster Oral History – The Citadel, the Military College of South Carolina 34 �the military to do some things?” And he did. I don’t know how he pulled it off, but he did. There were other members of the community that - they came by the house after everything was over with. I will say there’s people even after a week or so, people still come by. You know, usually when you have a funeral, everybody’s there in your moment of need so to speak. But then in that quiet time about two or three days later when everything, everybody’s gone - that’s when you really kind of need somebody, you know, to talk to sometime. But people kept coming by. They didn’t do that. They kept coming by and talking with my mom. Talking with me. Because I stayed - I was working in Atlanta, but I stayed here I think for about a week before I went back. And that was very reassuring because that meant that people loved him and cared about him. And they wanted to see that the family was okay. So, yeah. I’ll always remember that. People were very kind. Brought a lot of food. And their well wishes as well. Mm-hmm. Yep. Updike: Let’s end there for today. End of recording. William Foster Oral History – The Citadel, the Military College of South Carolina 35 �Session 2: June 13, 2019 Updike: Okay. So, we are going to start this portion of the interview by having you talk about what it was like to live in Charleston in the late fifties, early sixties as a young black man in a segregated Charleston. Foster: Well, first let me say that my parents did a good job of kind of insulating Charles and I from the reality of the times. In that making sure, that we felt we could do anything we wanted to through education. We felt safe in the borders of our home. But when you went out they prepared us for the realities that - living in a separate but unequal society. And, you know, all over Charleston you would see signs saying whites only. You’d see water fountains for colored. They didn’t use the term black then, it was colored. Or some that thought they were liberal, they would say negros. But the term most often used was colored. For colored only. For whites only. There were restaurants that would not serve you. There were some restaurants that if you wanted to really eat, they’d tell you to come to the back. We never subscribed to that. We never felt like we were second-class citizens. So, we didn’t … you know, how you think about things is how your parents prepare you, is how you go on to life. That’s why I think it’s so important early in children’s lives that they have a good foundation. Because the foundation they gave us prepared us for the rest of our lives. And that’s what Charles took with him when he went on his journey. And that’s what I took when I left the house and I decided to strike out on my own. We really had no fear of not being successful because we felt like if we were given the opportunity, we were going to do what we needed to do. And that’s what Charles and I shared coming up in the fifties and sixties. We were like a William Foster Oral History – The Citadel, the Military College of South Carolina 36 �- I guess now that I know where I come from, we were like a lower middle-class family. We had all the modern conveniences of the time. We got - I think we got a TV set in fifty-four. TVs hadn’t been out that long. There was a store called Vance on King Street where people who didn’t have TVs would walk by in the evenings and watch the TV. They’d leave the TV on, you know. And back then, you only had three stations - in the late fifties and sixties, you only had three stations. You had the national station, ABC, NBC, and CBS. And at the end of the night, they played the National Anthem and they’d have a pattern with an Indian on it. And it would be all over with. Yeah, I think they usually signed off between 12:00 and 1:00 every night. Like all children when we were growing up, we watched the Howdy Doody programs. Again, like I said, we had a good childhood coming up. Even though we lived in segregated times, we were just very mindful what we were dealing with as our parents prepared us when we went out and we left the borders of our home. But the strange thing that happened when we were growing up, we lived in a neighborhood that was mixed. There were white families and there were black families. In that same - on Wall Street when we lived on the east side there were ... if I remember on Wall Street there were like three white families. Everybody got along. And then you go further around, you go to Anson Street and you go to Alexander and all those streets, there were people of - people that were of different nationalities, black and white, in those neighborhoods. And so, even though it was a segregated time, it was strange now that I think about it, it was integrated as well. So, that’s, you know, that’s what I remember now that I think about it. And also during those times, I remember before we - a family thing before we had the TV - there were certain shows on the radio where we’d all get together and listen to. Everybody would gather around the radio and just listen to certain William Foster Oral History – The Citadel, the Military College of South Carolina 37 �shows. You had stuff like the Wuthering Heights. The Lone Ranger would come on. Lone Ranger and Tonto. I can’t remember all of them now. And my father was still in the house at that point. And he would listen to baseball. I’d listen to baseball with him. He was a big baseball fan. In addition to that, we would have people that would visit from time to time. That was a big thing back in the fifties and sixties. Families would visit families. And the day that people visit was generally either a Saturday or a Sunday. And you would go visiting and it was always some type of food, some type of light refreshment. And if you had - other family had children, you’d play with their children. Like we would go to the McCray’s, Jack McCray’s mother was a school crossing guard. She went to school with my mother. Then there were other people in the area. I remember Brooks had a restaurant, it was a black restaurant, and they were very successful later on and built - they built a motel. Well, we were friends with the Brooks’. We would go to the house, which was on Rutledge Avenue, and my mother went to school with Albert’s - it would’ve been Albert Brooks, Albert Brooks’ wife. They had two children and we would go and play with - yeah, they had a boy and a girl. And we’d go - we would go with them and play. And so, that was a big thing back in the fifties and sixties. You would go and visit each other. They’d sometimes, they’d come - we went to them more than they come to us as I remember. They had this big house. And we had a nice house, but our house was not nearly as nice as theirs. Because the Brooks’ were in business and they had money. And so, and they would always - I think every two years, they’d be painting the house or doing something to it. He really kept it up. It was like a showplace on Rutledge Avenue. Really nice. So, people supported one another, whatever endeavor that you striving to be. And if you, William Foster Oral History – The Citadel, the Military College of South Carolina 38 �there was - your church was backing you. Emanuel was a great church, had a lot of great ministers that came through there. And they made sure that - the church family made sure that if something - if you were attempting to do something, that they supported you. So, you had the whole community behind you. And like I said earlier, my grandmother was a woman ahead of her time. She had this organization for young women to teach them how to behave and how to walk and how to talk. And how to do different things to enhance their growth. And she had a little newsletter she printed. She had a little printer. Crank it out. And she also did something that I’m familiar with. Her United Order of Tents had a little insurance that they paid something like a dime a week if they passed. And they would give out so much money for what they had paid into it. So, like I said, she was a lady ahead of her times. I remember she didn’t buy her - she bought her clothes out of a catalogue. I thought that was so cool. She didn’t order clothes. She didn’t go to the store. She went through a catalogue and bought her clothes. And when she was working, she made sure that my mother got a good education. She went to Avery. And then you went from Avery to the school in Greensboro, Bennett College. She was a Bennett Bell. And so, I remember all those memories. I remember all those things that we did. I remember my mother teaching at W. Gresham Meggett. And she - as a twelve and thirteen-year-old, she would take my brother and I to the football games. To the homecoming games. And the people oohing and awe, “Oh, those are your children?” All that kind of stuff. You know, we would get to meet all the faculty. And the football players. And the people that made up that community. My mother was well liked as a teacher. My mother had a very kind spirit. So, you’d never see her get really too angry. She could be that way when we got out of sorts. But she just had a good spirit. She had a William Foster Oral History – The Citadel, the Military College of South Carolina 39 �good spirit about her. And so, I’m sure if you talked to any of the people that she taught, they would tell you good things about her because she was not a negative person. Also, during that period of time during the sixties, there were a lot of things that were happening on the national scene. And having, you know, a TV kept up with it. But the joy for the family was on Sunday evenings we would sit and wait on the Ed Sullivan program to come on at 8:00 o’clock. I still remember the time. And that’s because a lot - each Sunday he would have at least one black person. It might be a person that could tap dance. Might be a person that could sing. It might be Nat King Cole. It might be Ella Fitzgerald. It might any number of people. Moms Mabley. Pigmeat Markham. And those are the people that I grew up remembering. And again, if I wanted more information I would go to the Ebony. We subscribed to Ebony, that would come to the house. And you - and they would tell you people that were up and coming. And they would tell you blacks that were eligible bachelors. They would tell you the people - the black corporations that were doing money, that were making money and doing a service to the black community. They would - now Jet was a little pocket-sized thing. Jet was more of a … how should I put it, Jet dealt with a lot of rumors and innuendo. And a lot of things that were happening that were not so nice. They would tell you about the people that had done - gotten in prison or did something strange. That’s the type of news that they ... So, you got the best of both worlds with the two magazines. There was another magazine called Supple. But that was not as big as the others - as the Jet and the Ebony. And then there were, those were things of our childhood that we … you know, I remember my parents gave me an allowance when I turned ten or eleven. And I’ll never forget, my father had a forty-seven Chevrolet. And he asked me to wash it. And I broke the aerial for the radio. And I was afraid to tell him. And when he found out, I got a spanking. Because we William Foster Oral History – The Citadel, the Military College of South Carolina 40 �did get spankings. They believed in that. My father would say, “Go in the yard and get a branch and bring it to me. If it’s not the right-sized branch, I’ll go get it and it’s going to be worse for you.” So, you had to get a branch. You had to find branches with lumps on it. And, you know, you’d get your spanking and you took it. And you made sure that you didn’t do that again. And you know what, as I think back on it, that was a positive influence because what happened is, you were rewarded for good things you did, but you were punished for things that were not so good. And we’ve gotten away from that. Right now, if you do that now, they’ll call the child people on you. And they’d want you to get locked up. Yeah, you can’t do that. So, as I remember back in those days, ten or twelve, I wanted - they used to give me like three dollars for an allowance for putting out the trash. We had to mop the floors. My brother and I, we would have to mop. Every Saturday morning you had to mop the floors in the house. We had linoleum in the kitchen. And we had hardwood floors through the rest of the house. So, we had to mop all those floors. And you had to mop it well. You had to - you put the water down and suds it down. And then you had to ring it out. And then you had to dry it out. And that had to be done every Sunday. And then every - just before the holidays, all the pots and pans had to be cleaned. And then we had silverware, too. All the silverware in the house had to be polished. And those were jobs that we had to tackle, we had to do. But they kept giving me that two and three dollars, and I said “This is not enough.” [laughter] I saw the other young men in the community, they would go out to the store and buy these nice sweaters, and shirts, and slacks. And I didn’t have enough to do that. So, I said “You know what? I’m going to get me a job.” I went and got me a paper route because I had a bike. I had a Schwinn bike. And I got this paper route. And now, I’m earning twelve, fifteen dollars a week. I thought I was doing something big then. And I was able to go buy my slacks. I didn’t have to get an allowance William Foster Oral History – The Citadel, the Military College of South Carolina 41 �anymore. I would go on King Street and emulate the bigger guys that were buying these nice things. And, you know, once a week, I’d go buy something nice for myself. So, those were good times. And that’s where I got the work ethic. That’s one thing that my father did do when he was still - my mother and father were together. He instilled a work ethic in us. He pushed that hard. And I actually started working at eleven. And I’ve been working ever since. I have never been without a job. Never in my entire life. I wouldn’t know what to do if I didn’t have something to do. I would go - just go nuts. I think that I’ll live a long time because I will continue to work. I think the body was meant for you to keep moving. And so, that’s my philosophy. So, I’ll always be doing something. I remember quite well that going up until my - my father bought me a ... in the fourth grade, I decided to get into the band at Buist School. And the principal was - he doubled as principal and band instructor. And that’s where I learned how to play the trumpet in the fourth grade. And I had one of the - used one of the ones that the school. And it was an old one. And my father said “You like it enough, you going to stay with it?” And I said, “Yeah.” So, we went down to the music store, it was Fox on King Street, and he bought me a trumpet on time. And then when he moved back to Philadelphia, he bought me a second horn which was a newer model. And I kept those for a number of years. And then while I was in the Army someone stole both of them. And I knew who the guy was, I just couldn’t catch him. I knew who he was. But music was my big - my passion then. I really enjoyed playing. Charles could sing, and he sang in the church choir and that’s about it. He didn’t take it any further. I think some of the guys would do you know, they would get together and sing as a group. But he tried the saxophone, and he didn’t William Foster Oral History – The Citadel, the Military College of South Carolina 42 �- he could never master it. So, he finally left it alone. We had, I’m trying to think of the person at the church that was over the choir. She married - he married Scott that used to play the organ at the church. And he went into politics. Pickering: Floyd Breeland. Foster: Floyd Breeland. Floyd Breeland was our instructor, the Sunbeam Choir. He could sing. And I was on the chorus, I can’t really sing, I had no voice. But he knew how to make you carry a tune or certain note for the group, you know. And we would practice on Saturdays and we would - we had a certain Sunday where the Sunbeam Choir would get up and the church would cheer you on even if you didn’t sound as good as you thought you sound. They made you feel good anyhow. [laughter] So, those were recollections of my early childhood, along with Charles’. Floyd became - when I joined the church, he was ... You were given a class. And he - I was in his class. Floyd Breeland was a part of my life for a long period of time with the church. Charles went to another class when he joined the church. It was a lady, I don’t remember her, I don’t recall her name. But there were a lot of positive people in Emanuel. Emanuel was a large church, so we had a cross section of people from all over the city. A lot of prominent people in the sixties that were doing things. That had good jobs. Had homes. Contrary to the belief during that time, there were a lot of people that owned homes. That were blacks that owned homes. There were people that lived in the projects, but there were a lot of people that owned homes as well. And they were well-cared for. They would take people - like I said, all over Charleston you’d see on Saturdays and Sundays, people would be scrubbing floors, making sure to get the house ready for Sunday. And so, that, you know, because Sunday after church, people would visit on Sundays. They would come by your house and sit down and ... And a lot of times, when you were at church, people would say, “Well you know what? I want you to William Foster Oral History – The Citadel, the Military College of South Carolina 43 �come over to the house.” You would invite a person over to your home and you’d sit down and have a good conversation and a good meal. So, close family ties in the fifties and sixties brought us through that period that was segregated. It wasn’t that bad for us. We had our own bus line. We had a gentleman that was from the island, and he had his own bus service that he provided for people. We had somebody that created their own credit union, which I think is still around. What’s that, Canal Street? Pickering: On the corner and ... Foster: Yeah. That was here back in the sixties. You had people that had their own grocery stores. The black community had their own economy. When integration came, you know, it changed things because the people that were making money off of just blacks all of a sudden discovered that there was a different world out there. And so, they started going outside the community to do things. So, a lot of the entities that were big in the fifties and sixties started to disappear. So, I hope that kind of shed some light what you were asking. Updike: That’s great, thank you. Could you talk a little bit more about the Emanuel Church, the important of its history, and then your experience hearing Dr. Martin Luther King, Jr. speak in April of 1862 at the church? Foster: 1962. Updike: I’m sorry, 1962. [laughter] Foster: Yeah. Church was a big part of our life. It was mandatory. Like I said, we had to go in the early years when we were children. We had to attend Sunday school. And see, the beautiful part of where we lived - we lived on Wall Street, and Wall Street ended at Calhoun. So, you could walk up Calhoun, make a left turn, and you could walk to the church. The church was on Calhoun Street. 110 Calhoun, I still remember the number. Also, the elementary school, Buist William Foster Oral History – The Citadel, the Military College of South Carolina 44 �School was across the street from the church. So, I walked to school and I walked to church. That was a big part of our life. Everything centered around that. So, anytime anything important happened ... You know, I had been hearing about Martin Luther King, so I wanted to be there and to hear what he had to say. And he captured the mind with a lot of young people. There were a lot of young people in attendance. And it was - I don’t want to say it was a defining moment, but it brought me to a certain realization about world affairs. About things that were actually ... Because before then, I think were in our own little world. We were happy. We were, you know, having fun and that type of thing. But then we started to realize there’s a big world out there and things are happening. And things are happening that will affect us. So, that’s really when he - and I don’t even remember what he talked about. But I do remember that he was a good speaker. And that he had an excellent command of the English language. And that there were a lot of people there that knew him. So, that was my experience. And that was my only experience. I didn’t get a chance to shake his hand. I didn’t get close to him or anything like that. I was just one of the people that were there. That was there. And that was really it. As far as the church is concerned, we had to learn the history of the church at Sunday school. We had to learn that Richard Allen started the AME, African Methodist Episcopal Church. And this was a man that was ahead of his time. He was - he educated himself. And if you look him up, if you go through the internet, you’ll find that he did a lot of great things for a man of his time. He became a bishop. He was a preacher and then he became a bishop when he started the church. And the church was restarted. It started in early - the late 1700s, I think. I can’t remember the date. But then it burned - they burned it eighteen-something. And then they rebuilt it. And they rebuilt it in the white - that white coating that you see, that’s really what was William Foster Oral History – The Citadel, the Military College of South Carolina 45 �the original way it looked. And they’ve done some things through the years to make it better. But that’s the way after the burning, that’s what happened. They burned the church because, you have Denmark Vesey. And you had a lot of people, a lot of people that did some things that a lot of people didn’t like. And the church was a refuge. Anytime there was a meeting or something that needed to be done, the meeting was held at the church. And black people felt as if the church was a no-go place. That was a safe haven. You’re not supposed to go, you know. So, when those things started happening, when they started doing the burnings and things, it was - everyone thought that - everybody thought that was so vile. That was just not ... beyond description. That should not be happening. But through the spirit of the people of the times, they rebuilt the church. They never got any money or funds from the city or anybody else. This was a labor of love. And when the first church was built, it was built from peoples’ meager monies that they had. Another thing that people don’t know, and I learned this early in life, there were black people that lived in Charleston back in the 1800s that were not slaves. There were free black people. And one of the reasons you could be free during that time, you needed to have property. And that’s the only way you could vote back then. If you didn’t have property, you couldn’t vote. It’s like you didn’t exist. Well, there were a lot of people that were artisans that had a skill or a trade. And had acquired property and existed during those times. And some of those people - there are people now today that can trace their history back to those times. So, those were valuable lessons that I learned when I was coming up because I thought that during that period of time prior to the 1860s, all black people were enslaved in Charleston. That was not true. Yeah. So. That’s about all I can say about that. Updike: So, when you started as a student at USC, you were one of eight black students William Foster Oral History – The Citadel, the Military College of South Carolina 46 �on campus. Could you talk about your experience there? Foster: It was an up-and-down type of experience. Because you imagine you’re going to school of about 5,000 people that were white. And a lot of people didn’t want you there. But I must say there were - I met some people that embraced us. I mean … everybody, you can’t paint everybody with a broad brush. I had some good experiences. I remember when I was in high school, I took Latin. So, I said “You know what? I need a course where I can get an A.” So, I took Latin. [laughter] I took Latin when I was at - my first year. First year of Latin. And it was a little harder than what I thought it would be. Because they wanted us to - we had to read it out loud during class. And we had to write it. And when I took Latin at C.A. Brown, I think we had took tests on it, we had to know - I think what they made us learn the ... mythical gods and the stories written about them. And that made it fun because you, you know, you had to translate and see what these gods were doing to humans and all that type of stuff. But anyhow, I remember someone helping me and they found out I was struggling. And, you know, prior to the semester ending I said, man got to - you know, I was doing Ds and Cs. And I was like - this is not good. And someone reached out to me and helped me. And I finished the course with a B. So, you know, like I was saying, not all bad - people were bad. But I did get some threats. I got mail from the White Citizens’ Council. The KKK, about four different organizations. And I would go to my box on campus and I’d get - I said, “Who’s all these people writing me?” And I would see, well, they didn’t mean me any good. These were people that would tell me I needed to leave. And that I had no right there, and that type of thing. On the flipside, at the Russel House, which was the main place where people congregated, people would be playing cards, and doing different things, and had different activities. Anybody that came from your home, you would tell them to meet you at the Russell House. And they William Foster Oral History – The Citadel, the Military College of South Carolina 47 �would come with care packages. They would come with food. And it might have five dollars here or ten dollars there. And how I got back and forth, we used to use the Greyhound bus. And the Greyhound bus was okay if you could get an express route. But most of the time, you got a route that stopped at every small town in the world. You know, and from Columbia to Charleston was just about 103 miles, or something like that. 105, maybe. And normally if you were driving, it’d take you about an hour and a half. Maybe an hour and twenty minutes. You catch that bus that’s going through all those rural areas, it’d take you three hours to get home. But the Greyhound bus was the cheapest way to go. I mean it was a very, very inexpensive. That’s how most people - most students traveled. The courses that I took, they were large centers. I hadn’t been used to that atmosphere because classes in high school, thirty, thirty-five people. Maybe forty. Here you were sitting and there were 200 people and you’re just a number. And, you know, you’d get an outline at the beginning of semester. A lot of that was a culture shock to me. I had to learn how to deal with it. I caught on. You get the syllabus at the beginning. I mean you - outline of what the course - what was going to be talked about during the course. And you had assigned pages. And if you failed behind on those assigned pages, you it was tough. It would be tough. But I started getting - I had to go to the library a lot. You might like that. I had to go to the library a lot because you couldn’t study - in my, on the Horseshoe. They would play so much, they’d be throwing toilet paper. Doing things to the hall. Music loud. You couldn’t study. From study - supposedly study hall would be from 7:00 to 9:00. So, I said to myself, I would go to the library. That’s the only way I can get anything done. And on the other way, if was if I had a test, I’d sleep early and get up about 1:00 in the morning went everybody went to sleep, and then do my studying. So, I had to find a way around all the chaos. I remember when Texas Western won their championship, how that was treated. A William Foster Oral History – The Citadel, the Military College of South Carolina 48 �lot of people who were upset because it was an all black squad that had won. And the first time it had happened in the NCAA. And we were celebrating, and somebody said, “You know what? You might not want to do that here.” So, we went over to Allen University and we participated with them. And back then, I knew the bus schedule. I could catch the bus and go to the other side of town. And then I knew when to come back to my side of town and catch that last bus coming back. But I also had an aunt that lived on Pine Street in Columbia, and she was a registered nurse. She worked at Crafts-Farrow, a big hospital in Columbia at that time. And sometimes I would stay at her house. And every once in a while, she had a Buick, she let me borrow her car. And I was famous for borrowing cars back then because I didn’t have my own automobile. I would borrow her car. And we would go - during downtime, we would go to a place called the Fountain Blue in Columbia. That was a popular spot. A lot of entertainers, nationally known entertainers would come there. A lot of my friends I would meet there from ... I developed a lot of friends from Benedict and Allen. And we would meet there. Because there wasn’t that much to do on campus being ... Because some of the students that were there, let’s see, well there were eight on campus. But we were in different parts of the campus. So, and, you know, you had the TVs would be in the common area. But the only thing I had in my room was my radio. Back in the sixties, nobody had TVs in their room. And so, it was different. Well again, I adjusted. Had some good times. And like I said, there was some bad times. They were - I met a host of good people at Benedict and Allen. And I remember that they tried to talk me into pledging Kappa. And eventually, they got a chapter at USC. But they wanted me to go through the Beta role chapter, which was at Allen. And I went to a couple of the meetings. And got paddled a couple of times, but I decided against it. So, I just concentrated on my studies. William Foster Oral History – The Citadel, the Military College of South Carolina 49 �Again, now that I look back on it, I had some good times. I remember part of our tuition … I still remember what the tuition was. It wasn’t a lot, it was 450 per semester. It was 450 per semester. And that was a lot of money back then in sixty-five. And they - I saw the Supremes as a part - they had a great series of people coming in. Saw the Supremes - didn’t have to pay anything, it was part of my tuition. I saw a guy … the comedian, he’s deceased now. He had his own TV show. Flip Wilson came in and saw him. The Shirelles. So, the only thing I didn’t participate in like when we had, you got two free tickets to the football game. All the football games. And I would either give away my tickets or sell them. I never went to the games. I would go to some of the basketball games. But I never went to the football games, yeah. And I saw people play like John Roach - guy that’s retired coach now. He was at Georgia Tech, coach at Georgia Tech. I can’t think of his name right now. But I didn’t know at that time I was, I was ... I was witnessing history. Didn’t realize it. But that’s basically my, was my experience there. [BREAK] Updike: All right. So, is there anything else that you’d like to say about your experience at USC? Foster: That’s really - it was a good experience. Although I still consider myself a Game Cock although I didn’t finish there. I did ... The completion of my stuff while I was in the Army. You know, you had the GI Bill. So, I utilized that. But my - I had some good experiences. Then, you know, I was taught - both Charles and I were taught, you can make good of a bad situation. And so, we were always taught to be positive. If that’s my one strength that I have, any time there’s a down situation in my life, I always try to look for the good in it. That’s what I was taught. Because there’s good in everything. So, I never ever really got despondent. I never really William Foster Oral History – The Citadel, the Military College of South Carolina 50 �got down on myself. I think that’s my strength. You know, I’ve gone through a lot. You know, I’ve ... Charles died at an early age, he was thirty-eight. I was in Germany, I was not - my grandmother died, wasn’t able to come home because of the distance. I had some traumatic things in my life. But I looked on the bright side of things - that, you know, the good Lord’s given me good health. I don’t take any medication of any sort. I’m healthy. I still got all my faculties. You know, I enjoy a good life. So, you know, when you look at things, the experience that I went through made me who I am today. And so, that’s not a bad thing. That’s what I look at. And so, anytime I can pass on that information to the younger people that will listen. Because, you know, when you get to a certain age, you have that wisdom that you can pass on. Because what I have found out and what my grandmother used to tell me, and my mother as well, is that there’s really nothing that’s not any really new. It’s just in a different form. And as you live life, you’ll discover that. That the same challenges that men and women have, they’ve had since the beginning of time. And it’s just that it might be wrapped in a little different package. But it’s the same thing. And so, if you study your history and you learn from the mistakes of others, you can go forward. You can think - and you can work things out. Things work out. So, that’s really about it. Updike: While you were at USC, your brother was having probably a much different experience at The Citadel. I know that we’ve already talked a little bit about his experience as a cadet at the Citadel, but is there something that you’d like to say about his transition from going from an all-black high school into a mostly all-white military college? Foster: Well, you know, he - it was a challenge, but he embraced it. I think the hardest thing was getting to into the regimentation of things. Athletically, he could handle, he could stick William Foster Oral History – The Citadel, the Military College of South Carolina 51 �with the best of them. That was never a concern. But the concern that he had was how he was going to be treated. He just wanted to be treated fairly. And I think that was the thing that bothered him the most. That they were doing things to him that they weren’t doing to other people. And that bothered him. He was very strong. He took care of his body. You know, he ... He was constantly training and making sure that he would be up to the task. But as I said before, his biggest problem with The Citadel was that he didn’t think he was being treated fairly. He looked at what other people in the Corps, you know, were asked to do. And then look at what he was asked to do. And he was comparing, and he was like - this is not adding up. This is not right. But he decided in his mind that - you’re not going to run me off. You’re not going to break me. That’s the term he used to use. They’re trying to break me. He said, “I’m not going to let them do it.” That’s what he would tell me all the time. He said, “They’re trying to make me seem as if I’m weak. That I can’t continue on.” He said, “Anything they can do, I can do,” he said. He said, “I can excel in it.” So, although he had some tough times those first two years, it made him stronger. You know, there’s a saying, what doesn’t kill you makes you better. Well that’s the attitude he took. And when he got to his junior year, things were - it was a big difference. I think, number one, people in those first two classes were the source of a lot of his problems. They were gone. So, now he’s on top of the heap, he’s a junior. And so, he didn’t have - he’s only got one level above him that he had to deal with. And so, I think that made a difference. He was a little bit more at ease. When I would talk with him, you could tell that there was a difference. But all in all, like I said, after the four-year experience, he had changed considerably. He had changed a lot. From a person that like to laugh and talk … he didn’t laugh at a lot anymore. He didn’t. He didn’t - he was very serious about things. And, you know, you get ready, you’re about twenty-one, twenty-two years of age, you’re William Foster Oral History – The Citadel, the Military College of South Carolina 52 �getting ready to decide what you’re going to do for the rest of your life. And then you’re thinking about what you’ve just been through. You know, now he’s got to make a decision whether or not he’s going to take a commission. And he decided to do so. He didn’t serve any time overseas or anything, but they gave him something … they thought they were giving him something he wouldn’t like. But he went into ordnance, he enjoyed it. He liked it. And so, when he became an officer, he seemed to be okay. He started to get a little bit of his swagger back. But I don’t know what happened during those years because I was gone. And when I ... I do remember ... When he became an officer ... Was I at Ft. Jackson? No, I might’ve already been gone. I don’t know. But I think I told you about the story, but he said, “You’re going to salute me?” I said “Oh, hell no. I’m not saluting you.” [laughter] Pickering: And he was commissioned at graduation or did he ...? Foster: I’m not sure. Because I didn’t make - I was in Germany. So, that’s a little cloudy in my mind. I don’t - I can’t pull that up completely. A lot of things were happening then because I’d lost my grandmother. And I was very close to her. Shortly after that my grand aunt died, which was her sister. So, you know, I lost both of them. And I remember I came home one time when Naomi was sick, and I remember I traveled on - it was Transworld Air - TWA then. It’s a long flight coming over the Atlantic. It’s three hours over water. It’s a long flight. And I stayed here for like twenty, twenty-five days. And he and I talked for a while during that period of time. And he was already commissioned then. Yeah, he was commissioned then, yeah. Because I was in Germany for two years, so yeah. So, you know, the more I think about it, he probably just accepted his commission right after graduation. Pickering: That’s what I was thinking. Foster: Yeah, because I don’t think there was much lag time between him. Yeah, he William Foster Oral History – The Citadel, the Military College of South Carolina 53 �probably did. He probably did, yeah. Yeah. Pickering: Do you think he ever realized the impact of what he did? How significant that was? Foster: Not completely. Because Charles was ... he was proud. The justification he did that he made it was to prove that he could do it. I think more people around him were more - they saw more of the significance of what had happened more than he did. I think he felt like he was just a vessel. And that - his concern at that point was to - now I got this education, what am I going to do with it? And that was his frustration. He felt like people that were in his class did not, you know, didn’t reach out to him at all. He didn’t get - he’d heard all the stories about, you know, once you graduate, this ring can take you around the world and you can do all kinds of things. He said he never, he never got that. And that was the sad part of his life. He just believed that he was owed something. He’d done all of these things. He didn’t do all of this and ... Now that I’ve done this, you know, I’ve taken the best and the worst that you’ve offered me. And I’ve made it. You know, what’s next? And that was it. That was the problem. That was what made him wonder, you know, like he said, these people are not fair. It’s not fair. He didn’t think it was fair. Yeah, he really didn’t. You know, so. You know, and he was a very smart, you know, articulate person. And so, he was just looking around and he saw the advancements of people in the class ahead of him. And people that came out with him. And different things that they were doing. And he said, “I went through the same things they went through and I’m not reaping the benefits.” So, yeah. Updike: Could you talk about the community support while he was a cadet? Foster: The community was awesome. They truly supported him in any way they could. When he had functions to go to, mothers would want their daughters to - they would say, they’d William Foster Oral History – The Citadel, the Military College of South Carolina 54 �call the house. You know, “My daughter would be willing to go with Charles to the ball,” or whatever. And the people at the church, they were solidly behind him. People from C.A. Brown. All of the faculty. I met people, we heard from people that we’d never met before, you know, that were solidly in his corner. So, the community … the community held him up. And they made him feel good. When he was out, you know, they made him feel good. They took care of him. Like I said many times before, they’d see him walking back and they’d make sure, they said “Get in the car, we can get you back on time.” I forget what time it was curfew or whatever, but I know on the weekends that they had to be back at a certain time. And sometimes he’d cut it a little close. And he had already had enough demerits, so he was - he didn’t want to get any more. The community was like I said, awesome. They - and as you, when you put that website, you’ll find that out. There were people that are still living that remember him. They will - you will hear from them. I’m sure you will hear from them. Yeah. It’s just that the communication has to be there. That’s the only thing I was wondering about. How will you communicate it to the community at large? Because a lot of people are not up on what’s going on at The Citadel. So, the challenge would be for the ordinary person is to how that you, how you get to them that they know what’s going on. Yeah, that’s going to be the challenge. Updike: And I think through our diversity programs on campus we’ll - and our marketing department - I think that working together we’ll find a way to reach different - I’m thinking congregations ... Foster: That would be a start, yes, the church. Pickering: C.A. Brown alumni association. Foster: Alumni association. Yeah, that would be the - that’s good. That’s good. William Foster Oral History – The Citadel, the Military College of South Carolina 55 �Updike: Before we move on, is there anything else that you’d like to say about your brother’s experience at The Citadel? Foster: No, I think we pretty much covered it. Updike: Is there anything else that you’d like to say about your brother’s time in the Army? We talked about it a little bit. Foster: Well, I can’t give you a lot of information because I was in the Army at the same time. And, you know, we were both busy about your lives at that point. I think that - I was married twice. I was going through my first marriage. And I was - when I got out of the Army, I was trying to make all the money I could. I was just - I was motivated to make money. I was just, you know, I think I came back here for a period of time. And I was at a clothing store where I was like a sales manager. And I did quite well with them. I did okay. I rode by there today and I see well they’re closed. And I was surprised, because that store had been there since the late 1800s. But, no we were both trying to make our way. He’d moved to - for some reason, he liked the Dallas area. I never knew why. I don’t know whether he met some - while he was in the service, where he met some people. A lot of times you move different places because you meet people and, you know, you think that, you know, it would be a good fit for you where they’re living. You know, because I’ve met several people that in Charlotte going to school at John C. Smith and never went back to where they lived. They found a job. They liked the city and they stayed. So, it could’ve been one of those things. I never was a big Texas type guy. I never wanted to live there. For some reason, I gravitated towards Atlanta. Atlanta was a new frontier. There was a lot of opportunity. A place where you can make some money if you had some skills. You had a good skillset you could make money. And so, that’s where he and I went two different directions. I went to Atlanta. He William Foster Oral History – The Citadel, the Military College of South Carolina 56 �went to Texas. And we communicated from time to time. But not as much because like I - we were both trying to make our way. We both from time to time would try to converge to Charleston to be with our mother. I think by that time she had retired. She’d put thirty-two years into the school system. And so, we would do that. But there ... we didn’t see each other a lot during that period of time. You know, you’re in your thirties. You’re trying to make it work, trying to make some money, trying to find your way. And it was an exciting time for me because I saw all kinds of ways to do things. And Atlanta was a new frontier. I mean like if you - like I said, if you had anything about yourself, you could make some money in Atlanta. You had to be just not, you didn’t know anything. I mean you just had to be a goose egg. And so, he may have felt the same way about the Dallas area, you know. Could be. Pickering: Do you know if ever - and I think I know the answer to this question, but do you know if he ever came back to The Citadel for anything after graduation? Foster: He came back and - he came back several times. But I don’t think that … because he was still looking for answers. I don’t think that he ever got the answers he wanted. He did come back. He did come back. Updike: In 1992, The Citadel invited you to come to an unveiling of a picture or a portrait of your brother in the museum. Could you talk about that? Foster: It was a picture. It was not a portrait. But now that it was explained to me, I understand. It was really going to be a big day we thought. And I ... nobody could really control what had happened after the president decided he was coming to town. It pulled the coverage because they were going to have, like it’d be a big affair. They pulled the coverage from The Citadel because they were going to have the newspaper and the TV people there to the president, William Foster Oral History – The Citadel, the Military College of South Carolina 57 �which is natural. And so, but I did enjoy the moving words of the general [General Watts] as he he put the audience, and there was a full house, a lot of people here - he put the audience in Charles’ mind. And he did a very eloquent job. And I was blown away that this man this high up on the totem pole could envision a cadet on his first day of a minority race and what he might be feeling at that time. And it brought tears to my eyes because I said, well, wow, that’s really tender and that’s really understanding. And I was surprised, and I didn’t - because I didn’t expect it. I didn’t expect it. And when he said, “Well, you know, can you imagine at seventeen-year-old young man that’s an African American coming to The Citadel.” And I forgot the numbers of people that are here. And then he would be the only person of his race. And he was wondering in his mind what he would be enduring. What would be next? All the things that would happen to him on his journey. He says, “Put yourself in his place and how would you be thinking.” And so, you got this picture in your mind. So, you know, what and you see all of these people you don’t know. And all of the things that are ahead of you, this adventure ahead of you. And all that you had, you know, that you’d be dealing with. The things that you would be dealing with. The unknown of it. And it was quite moving. It was quite moving. So, I will forever remember that. And if I ever see him again, I will tell him that because that really meant a lot to me. Updike: And then in 2016, just a couple of years ago, The Citadel honored your brother and announced minority scholarships in his name. And you came to campus for that and met with General Rosa. Could you talk a little bit about that? Foster: That was a really great, and I want to thank Pickering for that. He did an awesome job. Thank you to your face. And tell you that meant a lot to me. Somebody striving to keep his memory alive, you know, what he went through. The struggle. But it was done in a very tasteful William Foster Oral History – The Citadel, the Military College of South Carolina 58 �manner. I was - all the [illegible] all of the things that were done for me made me feel good. They treated me special. I got a chance to review the troops. I’m like, wow. I told people about it. I went back to Charlotte and said, “Man, guess what I did?” But then they had a special place for me to sit and to witness it all. And they allowed me to go into the meeting. And that’s where I met Bruce [Alexander] and then talked about it. And I was shocked about the scholarship. And like, did they put that scholarship together so fast. And they got the outpouring of people that donated. And that was mind blowing to me. And so, that was a special time. And then to cap it off that evening we had a picnic outside. And got a chance to mingle some more and meet some people that I hadn’t met before. And that was a very special time. I enjoyed the football game. And then I got a chance to renew myself with Larry [Ferguson]. I hadn’t seen him in a while. And I’m glad that he’s - because he told me that he said, “I don’t know if I’ll ever come back by the Citadel.” He was kind of bitter himself. But he’s starting to mellow. And I’m glad that you guys are doing this because you need somebody like him to be a part of it because he’s as much a part of history as anybody else is. And he’s got great contributions. So, that was a good that - and he spoke, and he told about some of the advice that Charles gave him. And that was special. Because I didn’t know that they - he had communicated that to him. So, I’m hearing that for the first time. So, that was good. The - and then I found out that there were several people that had become generals after my brother had started. I said, “Wow, you got generals.” And I don’t know what the higher rank, what’s the highest-ranking general that’s come from The Citadel? Pickering: African American? Foster: African American. William Foster Oral History – The Citadel, the Military College of South Carolina 59 �Pickering: Two star. Foster: Two star. Okay. And so, I learned about that. And a lot of - do you have an admiral in the group, too? Pickering: We do. Foster: Yeah, that’s what I thought. An admiral and a whole host of colonels and I said, “So things have gone quite well.” And I’m sure he’s smiling down right now that, you know, “I spearheaded this.” And so, so he got his reward after all. That’s the way I look at it now. He got his reward after all. So, yes, that was a special time. And what’s going on now with what you’re doing. And the help of the staff, what you guys are doing. I think is really, really showing that we’ve come a long way. And, you know, I’ve lived long enough where I know that things come in time. Things come when they’re supposed to happen. I realized that. You know, and I think this is the time for it. And if you tried to do it four or five years ago, it would not have happened. You would’ve probably had a lot of resistance. But now it’s the time for it. And it’s going to go, and a lot of good things are going to come out of it. You got some very sharp people that are doing things. And they know how to get things done. And then I’m impressed with the general I just met [General Walters]. He seemed to be a very genuine person. He says, “This is, you know, we need to get this done.” He looked like he’s a let’s-get-it-done guy. I can just look at him and tell by how he handles himself. He’s very sure of himself. So, I think that - I don’t think you have a problem putting forth his will in making sure that things are done the way they should be done. So, yeah. I enjoyed 2016. I did. Updike: And then I think as we hear from more people who knew your brother, and as they share their stories, and their experiences, and memories with him, we’ll have a lot of wonderful material that will become part of our archive collection that can be used by the public William Foster Oral History – The Citadel, the Military College of South Carolina 60 �and by researchers. As we’re wrapping up this interview today, when you’re thinking about your brother's legacy and memory on campus, and when you’re thinking about new African American students coming to campus and learning about him for the first time … what is the picture of your brother that you would like them to see and to know? Foster: Well, I’m hoping that one day that you could have either a room or have some place where you can display things at the time that he started. Updike: Absolutely. Foster: That would really make me feel good and I think that that would make the community feel good. Because the community would feel like, you know what? The Citadel’s starting to be a part of the greater community. And they’re inviting us in. Because a lot of people feel as if The Citadel is just, like on an island. Okay, it’s a great institution here. But, you know, the average person is not, doesn’t really know what goes on. Well, if you did something like that. Then the community at large is going to feel more inclusive. They’re going to feel like, “Yeah, well okay, we a part of this, too.” And so, that diversity program is right on time, I think. And, you know, if the general can pull off the museum, that would be great. Maybe you’ll have a room that’s named for him. Or you have something that depicts his journey and what he went through. And, you know, a kind of like step-by-step thing from what you learned from the people that call in, or send you videos, or whatever. I think that would be great. And that will help - people tell the other stories that followed from him. Because there are a lot of great people that came on after him. But he spearheaded it. But now once you hear his story, then of course you want to hear the other stories. You want to hear what else happened. You know, of course, you know, and you tell me know there’s a two-star general. I would like to know more about him. Who he is, what he went through. So, you know, you start with that one William Foster Oral History – The Citadel, the Military College of South Carolina 61 �point and then you can go on down the line. You know, you’re speaking with all these people that have tremendous stories. Just like - again I was surprised that when Bruce [Alexander] said that he hadn’t heard about my brother. I’m like, I would think ... I would like to see in the orientation that they mention something about him when people come into the school. That’s a part of the history. They should know that. They should know who the first African American person - I’m talking about all cadets. Not just African American cadets. All cadets should know that. They should know about the history of the school. Pickering: And now that is a part, that is in the Guidon, which is the book that freshman get and are required to know. So, you’ll be happy to know that. Foster: That’s great. That’s great. Updike: So, from there, they learn his name and then from things like this they learn his story. And they know who he was. Foster: Exactly. Okay. Very good. Yeah, and people are going to - when you do this, people are going to learn that a lot of good people came out of C.A. Brown High School. Updike: Absolutely. Foster: It was a lot of good people. Yeah. Yeah. I get an email from them - every time somebody passes away, they send me an email. And they got - I haven’t been able, I need to send in my dues. I’m glad I said that. They do things together and I’m still so busy, I haven’t gone. They did a cruise, oh, it was last year or the year before? But they do things together for the people that’s still alive. You know, so ... My hope is when these guys ever finish this book that they’re doing on Charles is that I could come here and do a book signing so people could know more. That would give you a copy to put into the museum or whatever. But I’m going to start William Foster Oral History – The Citadel, the Military College of South Carolina 62 �pushing them a little bit more. They say that they’re going to University of South Carolina printing. Most of it’s already done. I don’t know what the holdup is. I need to ask Ken just what’s going on with that. But he claims that by the beginning of next year, they should have it done. So, we’ll see. We’ll see. And I gave them a lot of information. I did a session like we’re doing here. In the library in Charlotte. And we sat down, and I just gave them some history on the family. So ... Updike: That’s wonderful. Well, before we wrap up this morning, is there anything else that you’d like to say about your brother or any other thoughts on the Citadel or ...? Foster: Well, I want to say that within the last five years, well, 2016, last three to four years, The Citadel has been more outgoing, and I’ve been hearing through Pick. And I like that. You know, before I get too far in years where I can still remember things, because I’m starting to - I got a birthday coming up and I’ll be seventy-two. So, you know, my wish is to be around for 120. [laughter] But we don’t know how that’s going to work out. So, while I think it’s special that you’re getting information from me while my memory is still intact - while I still can remember. I can still remember things like it was yesterday. And I think that’s a tribute to the fact that I still carry a full plate. I firmly believe in how I got this is because I remember my mother. My mother died at seventy-two. But she never got over my brother’s death. She went on, she retired, she went on a cruise. She did some volunteer work with the police department and church and that’s it. She just kind of vegged out. And so, I said that’s not going to happen to me. You know, you’re supposed to learn from every generation. I think that if you stay active and you keep yourself going, you’ll be here or be around a while. And so, that’s my thing. That’s - I will always be doing things. They’re going to carry me out with my boots on. That’s the way I’m going to do it. So, but what I feel good about William Foster Oral History – The Citadel, the Military College of South Carolina 63 �that you’re getting to me while everything’s still fresh. You know, you know, wouldn’t be no fun talking to me ten years from now. I’m like, oh, I can’t remember, what? You know, that would not be any fun. And I couldn’t give you accurate information. So, this is an opportune time. I think that you guys - timing is everything. I think that everything’s starting to fall into place. I like what I see. And any time you want to invite me for anything, just give me enough notice. That’s the only thing I ask. You give me enough notice, I’ll be here. I will be here. I will participate wholeheartedly in any endeavor that you choose to do to honor him. And so, to carry his legacy on so people that come after him that are wondering what it’s like, you know, what you have to deal with. They will know. So, that’s basically it. Updike: Thank you so much. Foster: You’re welcome. End of recording. William Foster Oral History – The Citadel, the Military College of South Carolina 64 � https://d1y502jg6fpugt.cloudfront.net/39779/archive/files/797de1ed08c7dc7f6f99ebc28757c8d4.jpg?Expires=1790208000&Signature=T3txqX0o%7EWyO4cHWXP4EhzhsRx9fXkoi9PH6FOeb2Lej559tXzunG6eP%7EjgFa1KNzMWoXnPX31bJrxvyzT4P85mjiBXULe3ypASgi1LQJljIp%7EOANaApoXUhqX%7Ej1BSSkhg12yG%7Ep9bED08KJ9xEOumP-z7mVBw6EI54Q-3FbnlXMvc259ZEhJOAO%7Eg2eQ9eX-gD6BvylCWY42H9ReLNMCC8A1oqLlToX4OrplIk0BCS3WwOW2ohi2Z%7E1bNd3%7EuBxiRxJ6or0VwTAx4fXzdGPgUBZF3YlEQiUpk-GhbCJ%7E72qfqN-7mSbDLmTZ9zq8QL9MeOvhcSn9hLO1ZB%7EcuHyA__&Key-Pair-Id=K6UGZS9ZTDSZM 06999f9884008bd39ad3bfe07f9e74c2 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charles Foster & The Black Experience Subject The topic of the resource Citadel, the Military College of South Carolina Integration Description An account of the resource Charles D. Foster desegregated the Corps of Cadets in the fall of 1966 as a member of Golf Company. He graduated with a degree in Business Administration in 1970 and entered the Army as a Second Lieutenant. After serving in the Army, Foster moved to Dallas, Texas, where he died in a fire in 1986.<br /><br />This collection contains stories, photographs, and interviews relating to Charles Foster and minority experiences at The Citadel. The goal of this project is <span>to provide a deeper understanding of an aspect of Citadel history that deserves to be preserved and shared through our historical collections.</span><br /><br />To submit an entry of your own, please visit our <a href="https://library.citadel.edu/c.php?g=43078&amp;p=6802126" target="_blank" rel="noreferrer noopener">project webpage</a>. Publisher An entity responsible for making the resource available The Citadel Archives & Museum Rights Information about rights held in and over the resource Materials in The Citadel Archives & Museum Digital Collections are intended for educational and research use. The user assumes all responsibility for identifying and satisfying any claimants of copyright. For more information contact The Citadel Archives & Museum, The Citadel, The Military College of South Carolina, Charleston, South Carolina, 29409. Source A related resource from which the described resource is derived 2019 Charles Foster & The Black Experience Relation A related resource Charles Foster & the Black Experience Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context https://citadeldigitalarchives.omeka.net/collections/show/30 Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Robert Pickering Tessa Updike Interviewee The person(s) being interviewed William Foster Location The location of the interview Daniel Library, The Citadel, Charleston, South Carolina Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 167 minutes Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Oral History of William Foster, interviewed by Robert Pickering and Tessa Updike, 12-13 June, 2019 Subject The topic of the resource Citadel, the Military College of South Carolina Desegregation Integration. Description An account of the resource <h3 class="p5"><a href="https://library.citadel.edu/c.php?g=43078&amp;p=6865134" target="_blank" rel="noreferrer noopener"><span class="s1">Watch video clips from the interview here.</span></a></h3> <p class="p1"><span class="s1">William Foster is the brother of Charles Foster, who was The Citadel’s first African American graduate of the Corps of Cadets. Charles Foster desegregated the Corps of Cadets in the fall of 1966 as a member of Golf Company, and was the only African American cadet at The Citadel during his freshman year. He graduated with a degree in Business Administration in 1970 and entered the Army as a Second Lieutenant. After serving in the Army, Foster moved to Dallas, Texas, where he died in a tragic fire in 1986.</span></p> <p class="p1"><span class="s1">In this interview, William Foster describes his and his brother’s early lives growing up in Charleston, and talks about their family, the schools they attended, and the Emanuel AME Church that they were members of. Foster describes his experience as a student at the University of South Carolina, where he was one of eight black students on campus, and talks about his brother’s decision to attend The Citadel and his experience as a cadet and after graduation.</span></p> <p class="p2"><span class="s1">The Citadel is grateful to William Foster for providing this invaluable resource for our researchers, students, faculty, staff, alumni and community. Charles Foster's story is a significant piece of Citadel history, and this interview helps us to better understand his life and experience.<br /><br /><em>Oral history interviews are a method of collecting historical information from a narrator with firsthand knowledge of historically significant events. These interviews are primary materials, and by nature reflect the personal opinion of the narrators. As with any primary resource, these interviews are not to be viewed as the final and definitive source for any subject.</em><br /></span></p> Creator An entity primarily responsible for making the resource Foster, William Publisher An entity responsible for making the resource available The Citadel Archives & Museum Date A point or period of time associated with an event in the lifecycle of the resource 2019 Rights Information about rights held in and over the resource Materials in The Citadel Archives & Museum Digital Collections are intended for educational and research use. The user assumes all responsibility for identifying and satisfying any claimants of copyright. For more information contact The Citadel Archives & Museum, The Citadel, The Military College of South Carolina, Charleston, South Carolina, 29409. Language A language of the resource English Source A related resource from which the described resource is derived 2019 Relation A related resource Charles Foster & the Black Experience Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context https://citadeldigitalarchives.omeka.net/items/show/862 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Charleston (S.C.)